LEADER 03031 am 2200637 n 450 001 9910131411503321 005 20150617 010 $a2-7535-2369-X 024 7 $a10.4000/books.pur.16968 035 $a(CKB)3710000000441860 035 $a(FrMaCLE)OB-pur-16968 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/57180 035 $a(PPN)267952627 035 $a(EXLCZ)993710000000441860 100 $a20150709j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPromettre et écrire $eEssais sur l'historiographie des Anciens /$fGuy Lachenaud 210 $aRennes $cPresses universitaires de Rennes$d2015 215 $a1 online resource (220 p.) 311 $a2-86847-998-7 330 $aLa réflexion sur l'épistémologie de l'histoire et la théorie littéraire ne sont vraiment légitimes que si l'on prend en compte les textes des historiens anciens dans leur diversité. C'est pourquoi nous proposons d'abord au lecteur de parcourir ce que les Anciens nous disent à propos du genre historiographique et d'examiner sous quelles conditions la théorie littéraire et de l'herméneutique peuvent nous aider. De la promesse (discours programmatique ou polémique) au travail d'écriture, ce recueil, qui résulte d'enseignements consacrés à l'historiographie ancienne, est aussi un livre. Il fallait affronter le risque de la dispersion en commentant des textes très divers et superposer tous ces feuillets en multipliant les références croisées. Un événement (les Ides de Mars), un empire que découvre un Grec (Xénophon et la Perse), une figure éminente (Hannibal) nous ont servi de points d'appui pour dégager les constantes et les variations du discours historiographique des Anciens. Les étudiants de Nanterre et de Nantes, qui nous ont incité à plus de rigueur et nous ont fait lire leurs travaux, méritent ici l'expression de notre gratitude. 606 $aClassics 606 $aHistory 606 $ahistoire héllenique 606 $aAntiquité 606 $ahistoriographie 606 $améthodologie en sciences humaines 606 $aétude comparative 606 $athéorie littéraire 606 $alittérature 610 $ahistoriographie 610 $aétude comparative 610 $aAntiquité 610 $alittérature 610 $athéorie littéraire 610 $améthodologie en sciences humaines 610 $ahistoire héllenique 615 4$aClassics 615 4$aHistory 615 4$ahistoire héllenique 615 4$aAntiquité 615 4$ahistoriographie 615 4$améthodologie en sciences humaines 615 4$aétude comparative 615 4$athéorie littéraire 615 4$alittérature 700 $aLachenaud$b Guy$0171148 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910131411503321 996 $aPromettre et écrire$93022629 997 $aUNINA LEADER 01318nam0 22003011i 450 001 UON00506812 005 20231205105439.427 010 $a978-88-430-8197-4 100 $a20211116d2016 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aBreve storia di Bisanzio$fMarco Di Branco 210 $aRoma$cCarocci$d2016$dstampa 2018 215 $a211 p.$cill., c. geogr.$d22 cm 410 1$1001UON00148920$12001 $aQuality Paperbacks$1210 $aRoma$cCarocci$v482 606 $aImpero d'Oriente$xStoria$3UONC043916$2FI 620 $aIT$dRoma$3UONL000004 676 $a949.502$cStoria della Grecia. 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Zipkin 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (ix, 194 pages) $cillustrations (some color) 225 1 $aMedicine Series 311 08$aPrint version: Zipkin, Daniella A. Teaching Evidence-Based Medicine Cham : Springer International Publishing AG,c2023 9783031111730 327 $a1. How To Use This Book -- 2. Clinical Question and Study Design -- 3. Searching the Medical Literature -- 4. Therapy: Assessing the Value of Clinical Interventions -- 5. Non-inferiority Study Designs -- 6. Harm and Causation: Assessing the Value of Studies of Harm -- 7. Diagnostic Testing: Assessing the Value of Studies of Diagnostic Tests -- 8. Screening -- 9. Prognosis -- 10. Systematic Reviews and Meta-Analysis -- 11. Shared Decision Making. 330 $aPracticing evidence-based medicine is widely regarded both as best clinical practice, and as the cornerstone of meeting the ACGME competencies in Practice-Based Learning and Improvement. Training programs recognize the need to teach the skills of EBM and yet struggle with readily available content and guidance on putting together a curriculum. Time frames for delivering curricula in residency can be very tight, often restricted to scattered one hour conferences. This book provides a modular curriculum structure for instructors, with each topic area taking up one section, or one hour of instructional time. Developed over the past 14 years as an introductory course for interns in the internal medicine residency program at Duke, the curriculum will cover core content areas in evidence-based medicine and best teaching practices for them and skills such as literature searching and applying evidence to patients. Most importantly, it will center on actual patient questions and use current literature as examples that instructors can use as teaching exercises. There will also be ample diagrams that have been shown to be effective with learners and each module will include a video tutorial of a sample teaching session, including visual aids and small group teaching techniques. The curriculum can be implemented in any time frame necessary, compressed or longitudinal, to a variety of learners. This is an ideal guide for residency program directors and core faculty, either within internal medicine or more broadly in family medicine, pediatrics, surgery, OB-gyn, as well as medical school faculty for use with students. 410 0$aMedicine Series 606 $aInternal medicine 606 $aMedical education 606 $aInternal Medicine 606 $aMedical Education 615 0$aInternal medicine. 615 0$aMedical education. 615 14$aInternal Medicine. 615 24$aMedical Education. 676 $a610.711 676 $a616.0071 702 $aZipkin$b Daniella A. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910637735903321 996 $aTeaching Evidence-Based Medicine$93000223 997 $aUNINA