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61.
Walter H. Curioso Jesus Peinado Crisogono F. Rubio Marcela Lazo‐Escalante Jesus M. Castagnetto 《Health information and libraries journal》2009,26(3):246-251
Introduction
This issue of the feature column reports on developments in Peru on the use of information and communication technologies to improve public health. The authors describe how cell phones and hand‐held devices are being deployed to monitor diseases. Recent concerns about the spread of swine flu highlight the importance of robust public health systems in developing countries. 1 Jeannete MurphyReference
1 Swine flu could be a disaster for weak public health systems in developing countries . British Journal of Healthcare Computing and Information Management , 30 April 2009. http://www.bjhcim.co.uk/news/2009/n904046.htm (accessed 18/05/09). 相似文献62.
Mauro Cappelli Bernardino Castillo–Toledo Stefano Di Gennaro 《Journal of The Franklin Institute》2021,358(2):1308-1326
In this work, dynamic controllers are designed for reactor power, pressurizer water level, and pressure control in the primary circuit of a pressurized water reactor. These nonlinear controllers use super-twisting sliding-mode estimators to enhance their robustness versus parameter variations and external disturbances. Hence, the perturbative terms can be canceled by the control, thus improving the dynamic behavior of the controlled system. The designed controllers ensure good performances and better transient behavior, also in the presence of uncertainties and disturbances. A performance study of the proposed controllers is carried out in the presence also of unmodeled dynamics. 相似文献
63.
Identification of histological threshold concepts in health sciences curricula: Students' perception
Miguel A. Martin-Piedra Salvador Saavedra-Casado Antonio Santisteban-Espejo Fernando Campos Jesus Chato-Astrain Oscar Dario Garcia-Garcia David Sanchez-Porras Juan de Dios Luna del Castillo Ismael Angel Rodriguez Antonio Campos 《Anatomical sciences education》2023,16(1):171-182
Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula. 相似文献
64.
Marcela Pozas Verena Letzel Christoph Schneider 《Journal of Research in Special Educational Needs》2020,20(3):217-230
Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Using nationally representative data from the National Educational Panel Study in Germany, this article aimed to explore German (as native language) and Mathematics teachers’ use of DI practices. In addition, this study took into consideration contextual factors, such as school track, and investigated the impact of teachers’ constructivist beliefs on their DI implementation. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Furthermore, between‐subject effects reported differences across school tracks. It appears that advanced secondary school teachers implement less often DI practices. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed. 相似文献
65.
Jose M. Castillo Amanda L. March Sim Yin Tan Kevin M. Stockslager Amber Brundage Mollie Mccullough Sujay Sabnis 《Psychology in the schools》2016,53(9):893-910
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed. 相似文献
66.
Miguel ángel Cano Linda G. Castillo Matthew J. Davis Araceli López-Arenas Juana Vaquero Keisha V. Thompson Isaac M. Saldivar 《International journal for the advancement of counseling》2012,34(3):231-241
This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4?% of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed. 相似文献
67.
68.
Marcela Ramos Arellano 《Compare》2017,47(6):925-941
AbstractThis paper sought to shed light on the beliefs, aspirations and values in relation to education that shape parental ways of involvement among Chilean urban lower-middle-class parents. Using the capability approach as the main theoretical framework and a critical epistemology, the discussion focuses on the way in which the pre-eminence of instrumental and positional dimensions of education arguably places limitations on how education is understood and valued; sets boundaries for parental involvement and overloads families. This situation ultimately diminishes the power of education to disrupt intergenerational cycles of disadvantage among Chilean urban lower-middle-class families. 相似文献
69.
Interchange - Learning standards have become a prominent feature for schools and school systems worldwide. Our paper describes the development of recent English teaching standards in California,... 相似文献
70.
Andrea Teija Kuna Milena Hanek Ines Vukasovi Nora Nikolac Gabaj Valentina Vidranski Ivana elap Marijana Miler Nevenka Stan
in Brankica imac Marcela
ivkovi Marko
arak Marta Kmet Marijana Jovanovi Sanja Tadinac Sandra upraha Goreta Josipa Peria Ivan amija Mario tefanovi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2) serological tests have been suggested as an additional diagnostic tool in highly suspected cases with a negative molecular test and determination of seroprevalence in population. We compared the diagnostic performance of eight commercial serological assays for IgA, IgM, and IgG antibodies to the SARS-CoV-2 virus.Materials and methodsThe comparison study was performed on a total of 76 serum samples: 30 SARS-CoV-2 polymerase chain reaction (PCR)-negative and 46 SARS-CoV-2 PCR-positive patients with asymptomatic to severe disease and symptoms duration from 3-30 days. The study included: three rapid lateral flow immunochromatographic assays (LFIC), two enzyme-linked immunosorbent assays (ELISA), and three chemiluminescence immunoassays (CLIA).ResultsAgreement between IgM assays were minimal to moderate (kappa 0.26 to 0.63) and for IgG moderate to excellent (kappa 0.72 to 0.92). Sensitivities improved with > 10 days of symptoms and were: 30% to 89% for IgM; 89% to 100% for IgG; 96% for IgA; 100% for IgA/IgM combination; 96% for total antibodies. Overall specificities were: 90% to 100% for IgM; 85% to 100% for IgG; 90% for IgA; 70% for IgA/IgM combination; 100% for total antibodies. Diagnostic accuracy for IgG ELISA and CIA assays were excellent (AUC ≥ 0.90), without significant difference. IgA showed significantly better diagnostic accuracy than IgM (P < 0.001).ConclusionThere is high variability between IgM assays independently of the assay format, while IgG assays showed moderate to perfect agreement. The appropriate time for testing is crucial for the proper immunity investigation. 相似文献