全文获取类型
收费全文 | 70篇 |
免费 | 1篇 |
专业分类
教育 | 62篇 |
科学研究 | 2篇 |
体育 | 1篇 |
信息传播 | 6篇 |
出版年
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 1篇 |
2018年 | 3篇 |
2017年 | 7篇 |
2015年 | 2篇 |
2014年 | 2篇 |
2013年 | 9篇 |
2012年 | 6篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2008年 | 1篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1997年 | 1篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1941年 | 1篇 |
1937年 | 1篇 |
排序方式: 共有71条查询结果,搜索用时 15 毫秒
61.
Anatomical knowledge retention in third‐year medical students prior to obstetrics and gynecology and surgery rotations 下载免费PDF全文
Rosalyn A. Jurjus Juliet Lee Samantha Ahle Kirsten M. Brown Gisela Butera Ellen F. Goldman Jill M. Krapf 《Anatomical sciences education》2014,7(6):461-468
Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an anatomical knowledge deficit are lacking, as are specifics as to what content should be reinforced. This study identifies baseline areas of strength and weakness in the surgical anatomy knowledge of medical students entering surgical rotations. Third‐year medical students completed a 20–25‐question test at the beginning of the General Surgery and Obstetrics and Gynecology rotations. Knowledge of inguinal anatomy (45.3%), orientation in abdominal cavity (38.8%), colon (27.7%), and esophageal varices (12.8%) was poor. The numbers in parentheses are the percentage of questions answered correctly per topic. In comparing those scores to matched test items from this cohort as first‐year students in the anatomy course, the drop in retention overall was very significant (P = 0.009) from 86.9 to 51.5%. Students also scored lower in questions relating to pelvic organs (46.7%), urogenital development (54.0%), pulmonary development (17.8%), and pregnancy (17.8%). These data showed that indeed, knowledge of surgical anatomy is poor for medical students entering surgical clerkships. These data collected will be utilized to create interactive learning modules, aimed at improving clinically relevant anatomical knowledge retention. These modules, which will be available to students during their inpatient surgical rotations, connect basic anatomy principles to clinical cases, with the ultimate goal of closing the anatomical knowledge gap. Anat Sci Educ 7: 461–468. © 2014 American Association of Anatomists. 相似文献
62.
Alison Kelly Juliet Alexander Umar Azam Carol Bretherton Gillian Burgess Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295
Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume. 相似文献
63.
Juliet Goldbart Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353
Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts. 相似文献
64.
AbstractEducation is an indispensable tool for total economic emancipation in Africa and elsewhere. Thus, it is a great cause for concern that teachers, who are the main drivers of education, are so strongly affected by HIV/AIDS. A large part of the profound impact of HIV/AIDS is felt in education and threatens the quality of education. The study reported on examined how principals are managing the challenges caused by absenteeism among teachers living with HIV/AIDS. A narrative inquiry design situated in the qualitative research approach was used together with narrative interviews to elicit qualitative data. The study was embedded within the social constructivist paradigm. Transformational leadership and ethics of care formed the theoretical framework of the study. The qualitative content analysis was used to analyse the data. The key findings reveal how principals maintain quality of instructional effectiveness through substituting sick and absent teachers using a relief system. They also support, empower and advise teachers. Principals should be provided with support from the Department of Education (DoE) to replace teachers timeously before teaching and learning are disrupted. 相似文献
65.
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004 相似文献
66.
Reena Sen Juliet Goldbart 《International Journal of Disability, Development & Education》2005,52(4):275-311
This paper presents the processes and findings of a three‐year action research project implemented in a small number of urban slums in the city of Kolkata (previously known as Calcutta), the capital of the state of West Bengal in Eastern India. The project involved partnership between an established institute for cerebral palsy in Kolkata, two United Kingdom (UK) universities and three non‐government organisations working on community development in the urban slums of Kolkata. These diverse groups working jointly were able to reach low‐income, disadvantaged families with low literacy skills, providing individualised home‐based intervention for their child with disabilities. 相似文献
67.
ABSTRACTResearch Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings. 相似文献
68.
Juliet McCaffery 《Compare》2005,35(4):443-462
This paper draws on the experience in Guinea, Sierra Leone and South Sudan, to explore how the methodology and modalities of community based participatory literacy can interrelate and combine with those of conflict resolution and peacebuilding. The paper considers how transformative models of literacy, such as those of Freire, REFLECT, the ActionAid literacy programme, and ‘New Literacy Studies’, along with the self‐expression and creative writing these generate, can contribute to the processes of forgiveness, reconciliation and reconstruction. It argues that adult literacy programmes constitute an important element in post‐conflict reconstruction. 相似文献
69.
Juliet Gardiner 《Publishing Research Quarterly》2000,16(1):63-76
Martin Amis’ novel The Information was published in paperback in May 1995. For a number of convergent reasons, the publication became, in itself, a major media
event. In examining this occasion., the economic and cultural imperatives that shaped the marketing of The Information and the wider context of contemporary book publishing and its relation to other media, this paper problematises the relationship
between cultural and economic value. It considers the discourse around what an author is “worth” in a late capitalist society
of fiercely competitive consumer choice, and how the representation of an avowedly “literary” author is mobilised in the marketplace
in ways that aim not to threaten to compromise the investment in the difference between literary and popular fiction. 相似文献
70.