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71.
Neurosociology is a multilevel, integrative perspective that does not replace, but rather strengthens and is strengthened by, more established sociological traditions. It is a tract of common ground with the neurosciences and other “neuro friendly” social sciences, and so it heralds an exciting period of discovery through an unprecedented synthesis of ideas. To facilitate the continued progress of neurosociology, we address two pressing goals. First, we aim to help sociologists better understand and appreciate the unique and important benefits of thinking neurosociologically. We describe several programs of research in social psychology where the benefits of a neurosociological approach are already being delivered. We show how “interdisciplinarity” involving sociology and neuroscience can (i) contribute to answering nagging questions at the nexus of method and theory, (ii) stimulate theoretical progress by allowing us to take new angles on old problems, and (iii) help us develop useful practical applications. Second, we discuss the need to make the tools of the neurosciences more accessible to sociologists. Interdisciplinary trends are occurring that will take us part of the way, but much of the work is still left to us. We provide some suggestions to help interested colleagues access the means to conduct neurosociological research.  相似文献   
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Within academic research, more and more scholars reveal the ambivalence of NGOs—the sometimes constructive, sometimes destructive role they play in solving societal problems. In this paper, we present a discourse analysis that illustrates how NGOs’ campaigning may undermine their reputation and advocacy function. We conclude that such discourse failures are frequently not merely an accidental by-product, but rather a not-intended consequence of deliberate NGOs’ campaigns. By applying ideas from political economy, we make particular note of probable discourse failures when campaigns attempt to deal with complex issues in an environment rife with wide-spread prejudices and where the NGO’s work is transparent. We present collectively institutionalized commitments for NGOs and commitment services enforced by political organizations as instruments that are suitable for increasing public accountability of the NGO sector. In conclusion, we argue that further research can benefit from systematically analyzing the interdependencies between discourses and institutions.  相似文献   
73.
Community attachment and the cultural contexts of poor urban neighborhoods are both subjects of long traditions of scholarship. Few studies, however, have extended these traditions into increasingly marginalized areas located beyond historically poor ghetto or barrio communities. This article is addressed to the sentiments of attachment and constructions of place among low-income young men in suburban-styled, post–World War II communities on the outer fringes of Houston. Drawing from ethnographic fieldwork, I show that although the young men are widely appreciative of the area’s diversity and uniqueness relative to other low-income communities, their brief and superficial exposures to heterogeneity impel them to construct place and express attachments around a complex set of geographic, class, and ethnoracial distinctions. Sensing that such negotiations of the socio-spatial environment might be perceived as fickle, ill informed, and destructive, I discuss implications in relation to cultural heterogeneity and broader concerns about evolving metropolitan poverty contexts.  相似文献   
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Attention‐deficit/hyperactivity disorder (ADHD) has previously been associated with less satisfaction and success in romantic relationships. This study compares conflict resolution and problem‐solving behaviors in young adult romantic couples either having one partner with ADHD combined type (C‐couples), having one partner identified with ADHD inattentive type (IA‐couples), or in which neither partner has an ADHD diagnosis (nondiagnosed [ND] couples). Self‐reports of current and childhood ADHD symptoms corroborated diagnostic status and speaker and listener behaviors, coded via the Rapid Couples Interaction Scoring System (Gottman, 1996), were the primary dependent variables. Analyses revealed greater negativity and less positivity in C‐couples’ behavior during a conflict resolution task, relative to IA and ND couples, and this corresponded with couples’ relational satisfaction. IA‐couples emitted relational behavior that was largely similar to ND couples. Findings support that relational impairment exists in C‐couples, and to some degree, contrast with previous research suggesting that individuals with predominant inattention experience greater social impairment in adulthood than those with other types of ADHD.  相似文献   
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Shyness is characterized by the experience of heightened fear, anxiety, and social‐evaluative concerns in social situations and is associated with increased risk for social adjustment difficulties. Previous research suggests that shy children have difficulty regulating negative emotions, such as anger and disappointment, which contributes to problems interacting with others. However, it remains unclear precisely which strategies are involved among these associations. Accordingly, the goal of this study was to explore the mediating role of emotion regulation strategies in the links between young children’s shyness and social adjustment at preschool. Participants were 248 preschool children aged 2.5–5 years. Parents rated children’s shyness and emotion regulation strategies in the context of anger and fear. Early childhood educators assessed indices of social adjustment 4 months later. Among the results, active regulation mediated associations between shyness and subsequent prosocial and socially withdrawn behaviors. Child gender further moderated these linkages, such that the model predicting socially withdrawn behavior was stronger among boys. These results expand on our understanding of emotion regulation strategies in shy children’s early socio‐emotional development.  相似文献   
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学科教学知识(PCK)和标志性教学法是舒尔曼提出的两个核心概念。学科教学知识注重教师个人的专业发展,而标志性教学法则注重学科专业知识、技能和优秀教师经验的传承。高校新任教师在入职后通常直接进入课堂实施教学,缺乏专业发展和提升教学技能的机会。标志性教学法可以帮助高校新任教师深化对专业知识结构的认识,丰富教师的学科教学知识,弥补高校新任教师在教学技能和教学方法上的短板。在此理论框架下,以英属哥伦比亚大学土地与食品系统学院的助教专业发展项目为例,通过明确和外化可持续发展食品系统专业的标志性教学法,从设计、实施和评估等方面探寻促进助教专业发展的有效途径。研究结果表明,以标志性教学法的使用和反思为主要内容的专业发展项目,强调标志性教学法的核心理念,能够以教学实践为中心,赋能助教,在不过多占用课外时间的情况下增进助教对学生学习困难的了解,提高其教学技能,增强助教与任课教师间的合作意识,促进学科专业知识与标志性教学方法的结合,最终达到丰富和完善学科教学知识、提高教学技能、促进教师专业发展的目的。通过建立和加强学科教学知识与标志性教学法的联系,为高校新任教师专业发展提供了新的实践路径。  相似文献   
80.
Minority groups, including African Americans, Hispanics, and Asians, especially in a growing middle class, comprise an emerging market in the United States (Schwartz, Global Business Network, 2000). It is estimated that through 2025, the population of ethnic minorities in the United States will grow eight times faster than the White population; by the year 2050, some estimates project that “minorities” will make up nearly 50% of the United States population. As minority groups continue to grow in population, wealth, and buying power, it becomes imperative that businesses understand the differences among different segments of the population that will be consuming their products. This paper examines projected demographic changes for the State of Florida and the implications these changes have on increasing market opportunities for businesses. Researchers from the Northeast Florida Center for Community Initiatives used Geographic information systems (GIS) computer applications to conduct spatial analysis of U.S. Census Data, as well as proprietary economic and social indicators, to develop an analysis of distribution of certain ethnicities in Florida. The purpose of this paper is to identify potential areas of significant emerging market populations within Florida in order to improve service outreach for various economic opportunities during the coming decade.
Timothy J. Cheney
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