全文获取类型
收费全文 | 57篇 |
免费 | 3篇 |
专业分类
教育 | 39篇 |
科学研究 | 6篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 7篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2019年 | 2篇 |
2018年 | 2篇 |
2017年 | 2篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2013年 | 12篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2000年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1992年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有60条查询结果,搜索用时 15 毫秒
31.
Hoffmann JJ 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(3):282-290
Neutrophilic granulocytes express their Fcgamma receptor, also known as the CD64 antigen, predominantly when they are activated. This makes neutrophil CD64 a potential biomarker for infection and sepsis. Indeed there is ample literature on the diagnostic utility of neutrophil CD64 in a variety of diseases. This review summarizes the literature on its application as a sepsis biomarker, in adults as well as in neonates and infants. The available data indicate that neutrophil CD64 seems to have high sensitivity (86%) and specificity (87%), but the methodological quality of most studies is questionable. Nevertheless, neutrophil CD64 appears to be a better diagnostic test than traditional hematological assays, C-reactive protein and probably even procalcitonin. Application of neutrophil CD64 in other conditions than sepsis is briefly presented. Finally, future clinical studies are discussed which are needed in order to confirm the diagnostic performance of this promising biomarker. 相似文献
32.
Children's Increased Emotional Egocentricity Compared to Adults Is Mediated by Age‐Related Differences in Conflict Processing
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This study investigated the cognitive mechanisms underlying age‐related differences in emotional egocentricity bias (EEB) between children (aged 7–12 years, n = 30) and adults (aged 20–30 years, n = 30) using a novel paradigm of visuogustatory stimulation to induce pleasant and unpleasant emotions. Both children and adults showed an EBB, but that of children was larger. The EEB did not correlate with other measures of egocentricity. Crucially, the developmental differences in EEB were mediated by age‐related changes in conflict processing and not visual perspective taking, response inhibition, or processing speed. This indicates that different types of egocentricity develop independently of one another and that the increased ability to overcome EEB can be explained by age‐related improvements in conflict processing. 相似文献
33.
Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes
下载免费PDF全文
![点击此处可从《Anatomical sciences education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Timothy R. Fleagle Nicholas C. Borcherding Jennie Harris Darren S. Hoffmann 《Anatomical sciences education》2018,11(4):385-396
To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in‐class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom‐made, three‐dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in‐class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011–2013; n = 242) and three years after (2014–2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi‐cumulative laboratory examination, scores were significantly higher in the post‐flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection‐based course. Anat Sci Educ 11: 385–396. © 2017 American Association of Anatomists. 相似文献
34.
Annie McCluskey Sally Bennett Tammy Hoffmann Leigh Tooth 《Health information and libraries journal》2010,27(2):106-113
Background: Research is essential for evidence‐based practice yet many health professionals do not have enough time to find research. Studies relevant to occupational therapists can be particularly difficult to find. Most search engines are broad and return a large number of irrelevant articles. Occupational Therapy Systematic Evaluation of Evidence (OTseeker) is an occupational therapy database available at http://www.otseeker.com . Developed by Australian occupational therapists, the resource aims to increase access to research and support clinical decision making. This discipline‐specific database contains pre‐appraised information from a variety of sources and decreases the time required to locate best evidence. Objectives: The aims of this paper are to: (i) describe how health librarians can use OTseeker to help allied health students, researchers and practitioners, particularly in occupational therapy, to find quality evidence; (ii) provide a teaching resource for health librarians based around the OTseeker evidence database; and (iii) highlight new features contained on the OTseeker database. Methods: A case study is provided which focuses on searching for evidence on the effectiveness of upper limb rehabilitation after stroke using OTseeker. Conclusion: This paper may increase the knowledge, skills and competencies of health librarians, helping them to access evidence‐based databases, and educate other professionals. 相似文献
35.
Udo Konradt Regina Filip Svenja Hoffmann 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):309-327
In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influence learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning. 相似文献
36.
Robert J. Helfenbein Shanna M. Stuckey Thomas J. Fennewald Robert P. Hoffmann 《The Urban Review》2011,43(4):507-527
HIPP Indy is a collaborative effort between the Indiana Department of Correction, the Peace Learning Center, and program facilitators
in pursuit of implementing curriculum in peace education, conflict resolution, and self-efficacy with incarcerated, juvenile
girls. The Center for Urban and Multicultural Education embarked on a program to partner a reservice teaching candidate with
an urban social justice initiative in the hopes of reciprocal benefits for all involved. This study represents both qualitative
data from multiple partners in designing and implementing the project, as well as the reflections of the participant-observer
and co-author. The authors purport that listening to the stories of the diverse individuals involved in making the program
possible offers an opportunity to understand curriculum in-the-making and the complexity of collaborative work. Revealed in
this collaboration are new insights into the complexities of working with incarcerated students, attempts at creating a dialogic
curriculum, and the ways in which academic discourse (i.e. Freirean praxis) gets translated into practical community-based,
social justice work. 相似文献
37.
38.
Iven Schad Regina Roessler Andreas Neef Anne Valle Zárate Volker Hoffmann 《The Journal of Agricultural Education and Extension》2013,19(1):85-87
ASCTRACT This study aims to analyze the potential and constraints of group-based extension approaches as an institutional innovation in the Vietnamese agricultural extension system. Our analysis therefore unfolds around the challenges of how to foster this kind of approach within the hierarchical extension policy setting and how to effectively shape and enable learning groups. The analysis draws on qualitative data from case studies of five newly established extension groups in Son La province, collected between 2007 and 2008. Content analysis was applied as the main analytical tool. The basic principles of group-based learning approaches are still underdeveloped, mainly due to a non-supportive institutional environment and a command-and-follow mentality. Extension groups suffer from an insufficient distinction between social processes and technical procedures. Finding an appropriate balance between enhancing leadership and supporting collective responsibility is identified as key to sustain groups. The research identified room for adjustments in group-organizational issues since the external institutional environment is hard to change. The particular value of this paper lies in addressing how to organize group-extension approaches in the context of reformed extension systems in a transitional socialist setting. 相似文献
39.
John Klapp Cindy A. Strickland Patricia A. Haensly Jess Hoffmann Christiane Kendrick 《Roeper Review》2013,35(1):47-50
Streznewski, M. K. (1999). Gifted grownups: The mixed blessings of extraordinary potential . New York: John Wiley & Sons (292 pp., $24.95 hb, ISBN‐0–471–29580–9). Johnson, N.G., Roberts, M.C., & Worell, J., Eds.(1999). Beyond appearance: A new look at adolescent girls . Washington, DC: American Psychological Association (464 pp., ISBN‐1–55798–582–0). Smutny, J.F. (1998). The young gifted child: Potential and promise, an anthology . Cresskill, NJ: Hampton Press, Inc. (582 pp. $35.00, paperback, ISBN 1–57273–108–7). Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Green‐berg, M. T., Haynes, N. M., Kessler, R., Schwab‐Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning . Alexandria, VA: Association for Supervision and Curriculum Development. (164 pp., $22.95 pb, ISBN‐0–87120–288–3). Friedman, R. C., & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness . Washington, DC: American Psychological Association (218 pp., $29.95 Hardback, ISBN 1–55798–493). 相似文献
40.
The results of a comprehensive psychoeducational assessment of adults having learning disabilities (LD) and participating in vocational rehabilitation are presented. The subjects were found to have low-average general intelligence; lower verbal than performance IQs; attention, reasoning, and auditory memory deficits; academic achievement at the fourth-/fifth-grade level; language problems; and low self-esteem. These results were contrasted with other studies of adults with LD in vocational rehabilitation, and all studies on this population reported similar findings. A comparison of studies of adults with LD who were clients of vocational rehabilitation with those in college or employed and with those who had been labeled as learning disabled in childhood indicated that the adults with LD in vocational rehabilitation seem to constitute a homogeneous group of persons with severe deficits. The need to subtype learning disabilities by severity and criteria for making such determinations are proposed. 相似文献