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排序方式： 共有10000条查询结果，搜索用时 15 毫秒
991.
F.R.S. Powell 《Journal of The Franklin Institute》1838,26(3):187-188
992.
S. Mahadevan 《Resonance》2007,12(1):15-22
For a scientist, making a seminal contribution even in one area of science is a matter of joy and pride. To be able to start
several fields and contribute significantly to all of them is indeed a rare feat. Louis Pasteur belongs to this rare breed
of scientists. He was a chemist, microbiologist, immunologist, and biotechnologist, all rolled into one. He founded the field
of stereochemistry, established the foundations of modern microbiology, disproved the theory of spontaneous generation, demonstrated
the microbial basis of fermentation, and derived vaccines against several bacterial and viral diseases. His contributions
to human welfare in one life-time are more than what others can aspire to make over many lifetimes. His approach, based on
logic and reason, helped to shape the modern scientific outlook. 相似文献
993.
994.
This study analyzes the search behavior of end users who had taken a class in searching MEDLINE on the National Library of Medicine's MEDLARS system. Of the class alumni, 58% obtained passwords. Most of these were still conducting their own searches twelve to eighteen months later. Telephone interviews and search observations indicated that these end users were satisfied with their results and felt they had mastered the basic mechanics of searching. However, appropriate use of explodes and subheadings, as well as locating appropriate search terms, still presented difficulties for them. Further training in these areas may be required. 相似文献
995.
996.
997.
Evolution of an end-user training program 总被引：1，自引：0，他引：1
The University of Illinois at Chicago Library of the Health Sciences has taught end-user classes on the MEDLARS system since early 1985. Registration, class composition, and, most importantly, class organization evolved continuously during the first year of operation. Several feedback mechanisms were used. An examination of the past training and specialization of participants helped to determine teaching examples and pace; a more varied group of participants necessitated a broader range of examples and increased explanations. Participant evaluation forms and oral comments helped define scheduling, agenda, and the need for additional equipment and practice time. Further evaluation will center on the searching done by the program's alumni. 相似文献
998.
999.
J. C. S. Weeks 《Higher Education Quarterly》1981,35(2):234-240
1000.