全文获取类型
收费全文 | 2082篇 |
免费 | 79篇 |
专业分类
管理学 | 268篇 |
民族学 | 21篇 |
人才学 | 1篇 |
人口学 | 204篇 |
丛书文集 | 14篇 |
理论方法论 | 294篇 |
综合类 | 21篇 |
社会学 | 1062篇 |
统计学 | 276篇 |
出版年
2024年 | 4篇 |
2023年 | 26篇 |
2022年 | 15篇 |
2021年 | 33篇 |
2020年 | 75篇 |
2019年 | 95篇 |
2018年 | 90篇 |
2017年 | 113篇 |
2016年 | 116篇 |
2015年 | 73篇 |
2014年 | 75篇 |
2013年 | 309篇 |
2012年 | 105篇 |
2011年 | 101篇 |
2010年 | 79篇 |
2009年 | 71篇 |
2008年 | 64篇 |
2007年 | 63篇 |
2006年 | 66篇 |
2005年 | 52篇 |
2004年 | 66篇 |
2003年 | 51篇 |
2002年 | 41篇 |
2001年 | 24篇 |
2000年 | 23篇 |
1999年 | 26篇 |
1998年 | 26篇 |
1997年 | 22篇 |
1996年 | 21篇 |
1995年 | 17篇 |
1994年 | 30篇 |
1993年 | 19篇 |
1992年 | 24篇 |
1991年 | 13篇 |
1990年 | 11篇 |
1989年 | 11篇 |
1988年 | 11篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 5篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 10篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1976年 | 7篇 |
1974年 | 4篇 |
1971年 | 4篇 |
排序方式: 共有2161条查询结果,搜索用时 15 毫秒
91.
A Cost–Benefit Analysis of a Family Systems Intervention for Managing Pediatric Chronic Illness 下载免费PDF全文
Brian J. Distelberg Natacha D. Emerson Paul Gavaza Daniel Tapanes Whitney N. Brown Huma Shah Jacqueline Williams‐Reade Susanne Montgomery 《Journal of marital and family therapy》2016,42(3):371-382
Despite recent increases of psychosocial programs for pediatric chronic illness, few studies have explored their economic benefits. This study investigated the costs–benefits of a family systems‐based, psychosocial intervention for pediatric chronic illness (MEND: Mastering Each New Direction). A quasi‐prospective study compared the 12‐month pre–post direct and indirect costs of 20 families. The total cost for program was estimated to $5,320. Families incurred $15,249 less in direct and $15,627 less in indirect costs after MEND. On average, medical expenses reduced by 86% in direct and indirect costs, for a cost–benefit ratio of 0.17. Therefore, for every dollar spent on the program, families and their third payers saved approximately $5.74. Implications for healthcare policy and reimbursements are discussed. 相似文献
92.
Johan A. Oldekop Lorenza B. Fontana Jean Grugel Nicole Roughton Emmanuel A. Adu‐Ampong Gemma K. Bird Alex Dorgan Marcia A. Vera Espinoza Sara Wallin Daniel Hammett Esther Agbarakwe Arun Agrawal Nurgul Asylbekova Clarissa Azkoul Craig Bardsley Anthony J. Bebbington Savio Carvalho Deepta Chopra Stamatios Christopoulos Emma Crewe Marie‐Claude Dop Joern Fischer Daan Gerretsen Jonathan Glennie William Gois Mtinkheni Gondwe Lizz A. Harrison Katja Hujo Mark Keen Roberto Laserna Luca Miggiano Sarah Mistry Rosemary J. Morgan Linda L. Raftree Duncan Rhind Thiago Rodrigues Sonia Roschnik Flavia Senkubuge Ian Thornton Simon Trace Teresa Ore Ren Mauricio Valds Bhaskar Vira Nicola Yeates William J. Sutherland 《Development policy review : the journal of the Overseas Development Institute》2016,34(1):55-82
The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post‐2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non‐governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise from an initial pool of 704 questions submitted by 110 organisations based in 34 countries. The shortlist includes questions addressing long‐standing problems, new challenges and broader issues related to development policies, practices and institutions. Collectively, these questions are relevant for future development‐related research priorities of governmental and non‐governmental organisations worldwide and could act as focal points for transdisciplinary research collaborations. 相似文献
93.
94.
Occupational Engagement and Academic Major Satisfaction: Vocational Identity's Mediating Role 下载免费PDF全文
Daniel W. Cox Abby L. Bjornsen Thomas S. Krieshok Yan Liu 《The Career development quarterly》2016,64(2):169-180
This study examined vocational identity as a mediator of the relationship between occupational engagement (i.e., participation in a breadth of activities and interactions) and academic major satisfaction. Furthermore, the authors evaluated whether satisfaction with academic major related to academic success (i.e., grade point average). The mediational model was tested in a sample of undergraduate students (N = 215). Results indicated that occupational engagement significantly predicted academic major satisfaction and that vocational identity fully mediated that relationship. These findings support occupational engagement as an important contributor to adaptive career decision making and encourage research on occupational engagement as an intervention point for career counselors. 相似文献
95.
The inequality in the relative years of education between blacks and whites has diminished dramatically over the 20th century. One possible explanation for this convergence is a virtuous cycle of parents passing on educational advantage, from one generation to the next, leading to an overall educational upgrading. In this paper we test the virtuous cycle hypothesis by estimating the three way interaction of cohort, race, and family background. We find that the convergence in educational attainment between blacks and whites over the past century was driven by processes unrelated to family background. 相似文献
96.
Daniel E. O'Leary 《决策科学》1987,18(3):468-486
This paper proposes a set of definitions for the concepts “validation” and “assessment” applied to expert systems (ESs). It develops a framework for this validation and demonstrates the framework on existing accounting and auditing ESs to elicit some of the research issues involved in ES validation. Validation is critical to the design and implementation of decision-making ESs. In a setting where objectivity is sought and variance is avoided, validation ascertains what a system knows, knows incorrectly, or does not know. Validation ascertains the system's level of expertise and investigates the theoretical basis on which the system is based. It evaluates the reliability of decisions made by the system. The validation framework developed in this paper is research methods. It is designed to reflect the unique aspects of ESs (in contrast to other types of computer programs) and can be used by ES developers as a basis from which to perform validation and by researchers as a framework to elicit research issues in validation. 相似文献
97.
Decision analysis tools often are used in semistructured and ill-structured situations. While some researchers have argued that computerized decision analysis programs may improve decision quality in such situations, research support for this assertion is weak. In this laboratory study, business students used a computerized decision-analysis program with short strategic-management cases to prepare decision reports. Independent raters' perceptions of aided and unaided decision performance were contrasted, attitudes of students toward the program were assessed, individual differences were correlated with attitudes, and the program's impact on students' perceptions of their decision processes and performance was examined. Student attitudes toward the computerized aid were favorable, and individual differences in reactions generally were as predicted. However, the program did not improve the independent ratings of students' decision reports and recommendations. These findings suggest that computerized decision aids should be adopted cautiously. If such aids result in positive user affect and heightened decision confidence without corresponding improvements in decision quality, they may be dysfunctional. Rigorous research methodologies which incorporate independent evaluations of analyses and decisions are recommended for use in future research on computerized decision-analysis programs. 相似文献
98.
Traditional theories of welfare state development divide into two camps: societal accounts and institutional accounts. The aim of the present article is to amend and enrich the institutional approach to US social policy by reconsidering key aspects of the genesis of the American welfare state: 1) showing that concepts such as 'policy feedback' and 'path dependence' need to be extended to encompass the effect of private social policies; and 2) taking policy paradigms and agenda setting more seriously than is the norm in institutional scholarship. The empirical analysis is divided into two parts. The first part explores the activities of the American Association for Labor Legislation (AALL) in the decade beginning in 1910 and the genesis of Social Security in the 1930s, while the second part examines the effect of the private benefit developments on policy choices between 1935 and 1965. 相似文献
99.
We examine the political attitudes of American Indians in eastern Oklahoma where they make up almost 20% of the population. We argue that American Indians in the region play the same role that other minorities in the southern states—notably blacks and Hispanics—do in resisting the region's realignment from the Democratic to the Republican Party. American Indians in the region are populists in that they are economically liberal and religiously conservative. The results of our analysis suggest that the socio-economic characteristics of American Indians play a greater role in explaining American Indians’ political attitudes than their ethnic identification. 相似文献
100.
Daniel Kreisman 《Social science research》2012,41(6):1429-1450
I compare language learning trajectories for Black and White children over the first 3 years of life using data from the Early Head Start Research and Evaluation study (EHSRE) in order to determine the timing and source of divergence in early language skill. Results indicate that that while controlling for racial differences in family background and a measure of the home language environment cannot entirely account for disparities in language acquisition, interactions between age, race and maternal education, and between race and a time-varying measure of the home language environment play a significant role. I show that returns to parental education and the home language environment, in terms of language learning, are higher for White children than their Black peers. Specification checks confirm that these results are robust to alternate definitions of child language and the home language environment, and that no interactions between race, age and any of the other covariates are significant. I discuss possible explanations for these race specific education gradients, including measurement error and test bias. In addition, I address relevant empirical issues in estimating language growth with respect to linguistic inputs and the home language environment. 相似文献