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51.
Ohne Zusammenfassung 相似文献
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Andreas Bauer Manfred Broy Jan Romberg Bernhard Sch?tz Peter Braun Ulrich Freund Nuria Mata Robert Sandner Pierre Mai Dirk Ziegenbein 《Informatik - Forschung und Entwicklung》2007,48(2):45-57
Die Entwicklung eingebetteter Software für Automobile ist inh?rent komplex und vereint verschiedene
Entwicklungsphasen, mehrere fachliche Disziplinen, sowie verschiedene Akteure in beteiligten Unternehmen.
Der AutoMoDe-Ansatz zur Entwicklung automotiver Software beschreibt Systeme auf verschiedenen Abstraktionsebenen
und definiert schrittweise überg?nge zwischen diesen Ebenen. Neben der Definition geeigneter
Ebenen werden zur Modellierung von Echtzeitsystemen ein einheitliches Berechnungsmodell sowie dom?nenspezifische
Beschreibungstechniken verwendet. Automatisierte Anbindungen für Analyse und Synthese komplexer Softwaresysteme
mit dem Ziel eines konsistenzbetonten Entwicklungsprozesses wurden realisiert. Die beschriebenen Techniken
wurden in den Werkzeugprototypen AutoFocus integriert und im Zusammenspiel
mit einer Werkzeugkette demonstriert. 相似文献
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Johannes Grosser Martina Bientzle Thomas Shiozawa Bernhard Hirt Joachim Kimmerle 《Anatomical sciences education》2021,14(4):452-459
Interprofessional collaboration (IPC) in the medical field is an important factor for good clinical outcomes and should be taught as early as in undergraduate medical education. Since implementing IPC training is an organizational challenge, students are often limited in their opportunities to experience real-life IPC. Therefore, an approach where students observe successful IPC activities of role models in an applied anatomical format was proposed. It was studied whether observing IPC activities in undergraduate anatomical education has an impact on both students' attitude toward IPC and on knowledge acquisition. Further, it was examined whether the attitudes and knowledge of students from different medical disciplines were influenced in different ways. Therefore, 75 medical students and thirty-eight physiotherapy students participated in a study with the task of observing a live broadcast of an interprofessional teaching session. Participants were asked about their attitudes toward interprofessional learning, their evaluation of professional responsibilities, and their profession-specific knowledge before and after observing the IPC session. The participants' attitude toward interprofessional learning improved for both groups of students. Moreover, students of physiotherapy adjusted their evaluation of their own and others' professional responsibilities after observing IPC. In both student groups, knowledge increased, in particular, with respect to the field of knowledge in other professions. So, observing IPC can modify students' attitudes and support knowledge acquisition. The implementation of IPC observations provides students from various healthcare disciplines with a clearer impression of professionals' responsibilities and gives learners the opportunity to acquire knowledge from healthcare fields unfamiliar to them. 相似文献
56.
Stelian Andrei Bejan Tero Janatuinen Jouni Jurvelin Susanne Klöpping Heikki Malinen Bernhard Minke 《Quality in Higher Education》2015,21(3):343-371
This paper reports on methodological approaches, experiences and expectations referring to impact analysis of quality assurance from the perspective of three higher education institutions (students, teaching staff, quality managers) from Germany, Finland and Romania. The presentations of the three sample institutions focus on discussing the core characteristics of quality assurance procedures applied and their expected and observed impacts, and how intended and non-intended undesirable ones are measured. It turns out that all sample institutions have already some instruments and sub-procedures in place for impact analysis of quality assurance and all of them are striving for further improvement by applying internal and external quality assurance procedures and impact analyses. Finally, a closer look at the recently revised Standards and Guidelines for Quality Assurance in the European Higher Education Area shows that the European sample institutions are on their way towards coherent quality assurance policies, while there is also room left for further improvement and investigation (for example, in implementing systematic methodologies of impact evaluation and quality policies in general). 相似文献
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Bernhard Clau?en 《Zeitschrift für Erziehungswissenschaft》2001,4(1):138
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Manfred Broy Franz Huber und Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》1999,14(3):121-134
Zusammenfassung. Der Beitrag stellt AutoFocus vor, einen Werkzeugprototyp zur Entwicklung verteilter, eingebetteter Systeme auf der Grundlage formaler Techniken. AutoFocus unterstützt die Systementwicklung mit integrierten, im wesentlichen graphischen Beschreibungstechniken, mit deren Hilfe sowohl
unterschiedliche Sichten als auch verschiedene Abstraktionsebenen eines Systems beschrieben werden. Um konsistente und vollst?ndige
Beschreibungen sicherzustellen, bietet AutoFocus die M?glichkeit, Konsistenzbedingungen zu formulieren und Systembeschreibungen daraufhin zu überprüfen. Aus ausführbaren
Spezifikationen k?nnen Prototypen des entwickelten Systems erzeugt werden und in einer Simulationsumgebung ausgeführt und
visualisiert werden. Zur formalen Verifikation von Systemeigenschaften verfügt AutoFocusüber Anbindungen an Modellprüfungswerkzeuge wie -cke oder SMV.
Eingegangen am 23. Dezember 1998 / Angenommen am 16. Juni 1999 相似文献
59.
Alicia J. Borre Judith Bernhard Charles Bleiker Adam Winsler 《Journal of Education for Students Placed at Risk》2019,24(2):132-153
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten. 相似文献
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