LEADER 02633nam 2200601 a 450 001 9910460089403321 005 20200520144314.0 010 $a1-283-05024-2 010 $a9786613050243 010 $a90-485-1263-8 035 $a(CKB)2670000000081715 035 $a(EBL)675637 035 $a(OCoLC)714568475 035 $a(SSID)ssj0000517286 035 $a(PQKBManifestationID)12176979 035 $a(PQKBTitleCode)TC0000517286 035 $a(PQKBWorkID)10486510 035 $a(PQKB)11243110 035 $a(MiAaPQ)EBC675637 035 $a(Au-PeEL)EBL675637 035 $a(CaPaEBR)ebr10459465 035 $a(CaONFJC)MIL305024 035 $a(EXLCZ)992670000000081715 100 $a20110418d2010 uy 0 101 0 $adut 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBloedstollend$b[electronic resource] $erede uitgesproken bij de aanvaarding van het ambt van hoogleraar Experimentele Vasculaire Geneekunde aan de Universiteit van Amsterdam op vrijdag 18 december 2009 /$fdoor Joost Meijers 210 $aAmsterdam $cVossiuspers UvA$d2010 215 $a1 online resource (25 p.) 225 1 $aVOR Geneeskunde, 354 300 $aDescription based upon print version of record. 311 $a90-5629-621-3 320 $aIncludes bibliographical references. 327 $aBloedstollend; Wat is bloedstolling?; Trombose en de behandeling ervan; Fibrinolyse; Afdeling Experimentele Vasculaire Geneeskunde in het AMC; Bloedstolling en bacterie?n; Stollingsonderzoek in Nederland; Dankwoord; Referenties 330 $aBloed stolt op het moment dat er een beschadiging is opgetreden en voorkomt onnodig bloedverlies. Het bloedstollingssysteem is een prachtg systeem aangezien het volledig operationeel is in het stromende bloed, maar pas in werking wordt gesteld op het moment dat er een signaal van beschadiging is. Stolselvorming in het bloedvat leidt tot afsluiting van het vat (trombose) en is een gevolg van een verstoring in het normale bloedstollingsproces.Patie?nten met trombose worden behandeld met medicijnen die ingrijpen op de bloedstolling. Trombosebehandeling heeft echter ook nadelen: de gebruikte behand 410 0$aVOR Geneeskunde, 354 606 $aBlood$xCoagulation 606 $aThrombosis 608 $aElectronic books. 615 0$aBlood$xCoagulation. 615 0$aThrombosis. 676 $a615.1 700 $aMeijers$b Joost$0951112 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460089403321 996 $aBloedstollend$92150160 997 $aUNINA LEADER 02445nam 2200613z- 450 001 9910557103503321 005 20231214133359.0 035 $a(CKB)5400000000041012 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/69214 035 $a(EXLCZ)995400000000041012 100 $a20202105d2020 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConcept Mapping and Education 210 $aBasel, Switzerland$cMDPI - Multidisciplinary Digital Publishing Institute$d2020 215 $a1 electronic resource (88 p.) 311 $a3-03943-392-X 311 $a3-03943-393-8 330 $aThe assimilation theory of verbal learning leads to meaningful learning wherein the learning outcomes take the form of concept maps?networks of some selected linguistic expressions and concepts. Concept-map-based education helps avoid rote learning, prepare content for effective on-ground and e-learning, and measure learning outcomes at the course, program, and institutional levels. As a result, it has been used at school, college, university, and professional levels. This book consists of five selected articles, providing insights into concept-map-based education, and will benefit students, teachers, and education managers. 606 $aHistory of engineering & technology$2bicssc 610 $aconcept map 610 $aconcept tree 610 $aaccounting theory 610 $aaccounting education 610 $acurriculum development 610 $asemantic density 610 $asemantic gravity 610 $aLegitimation Code Theory 610 $aexpertise 610 $atheory-practice 610 $aconcept mapping 610 $asalutogenesis 610 $apedagogic health 610 $aacademic development 610 $ateaching 610 $acreative imagination 610 $adrawing 610 $astorytelling 610 $aprimary education 610 $apsychometric analysis 610 $alearning 610 $asemantic web 610 $aknowledge representation 610 $aepistemology 615 7$aHistory of engineering & technology 700 $aUllah$b AMM Sharif$4edt$01328804 702 $aUllah$b AMM Sharif$4oth 906 $aBOOK 912 $a9910557103503321 996 $aConcept Mapping and Education$93038971 997 $aUNINA LEADER 04143nam 2200589 450 001 9910826059703321 005 20230721042531.0 010 $a1-4522-9349-X 010 $a1-4522-9698-7 035 $a(CKB)3710000000456777 035 $a(EBL)1647737 035 $a(OCoLC)922906957 035 $a(MiAaPQ)EBC1994077 035 $a(EXLCZ)993710000000456777 100 $a20150822h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aGenerations at school $ebuilding an age-friendly learning community /$fSuzette Lovely, Austin G. Buffum ; foreword by Roland S. Barth ; cover designer, Audrey Snodgrass 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (160 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-2728-5 320 $aIncludes bibliographical references and index. 327 $a""Trailblazers, Pioneers, and Indiana Jones""""The Neutral Zone""; ""Finding the Neutral Zone with a???Seniorsa???""; ""That Was Then, This is Now""; ""Conclusion: Let Go of the Quo""; ""Chapter 3 - Cross-Age Connections in a Learning Community""; ""Intergenerational Chemistry in a PLC""; ""Know Your Lineup""; ""A Case in Point""; ""Conclusion: Ageless Excellence""; ""Chapter 4 - Recruitment Renaissance: Give it to a???Em Their Way""; ""Generational Forecasting""; ""Start Your Own Farm Team""; ""Whoa???s on First?""; ""On Your Mark, Get Set, Go!""; ""Be All That You Can be""; ""Handle with Care"" 327 $a""Conclusion: Become First-Rate""""Chapter 5 - Creating Synergy in the Schoolhouse""; ""The Demographic Gulch""; ""Hi Ho, Hi Ho, Ita???s off to Work We Go""; ""The Synergy Doctrine""; ""Diplomacy: New Word of the Day""; ""Connecting the Dots""; ""Conclusion: Not Too Young, Not Too Old""; ""Chapter 6 - Here Come the Millennials, Ready or Not!""; ""Generational Recycling""; ""Bye-Bye, Breakfast Club""; ""A Special Lot""; ""Safety First!""; ""Oozing with Optimism""; ""Teamwork: Here, There, Everywhere""; ""Conventional Wisdom""; ""Under Pressure""; ""Achievers a???Ra??? Us"" 327 $a""When Theory Meets Practice""""Nintendo Effect""; ""Give a???Em Time to Think""; ""Double Takes and Do-Overs""; ""Happy Campers""; ""Reward Rather Than Punish""; ""Scaffold the Interventions""; ""Upward Bound""; ""Conclusion: In Good Hands""; ""Chapter 7 - Meet the Parents""; ""Fly-Overs and Swoop-Ins""; ""Lower the Drawbridge""; ""Outwit, Outlast, Outplay""; ""Mind Your Manners""; ""Different Worlds""; ""Does Your Complaint Policy Make the Grade?""; ""Conclusion: Leta???s Make a Deal""; ""Resource A. Attracting and Retaining High-Quality Leaders: District Inventory"" 327 $a""Resource B. Snag the Best and Bypass the Rest: Behavioral-Based Interview Questions""""Resource C. Partnership Teaching Contract Language""; ""Resource D. Synergy Audit: How Generationally Friendly is Your Workplace?""; ""Resource E. Civility Board Policy""; ""References""; ""Index"" 330 $aHelps school leaders cultivate improvement-driven, cross-age learning communities by providing case studies, workplace alternatives, and easy-to-apply strategies to promote cross-generational collaboration. 606 $aSchool personnel management$zUnited States 606 $aIntergenerational relations$zUnited States 606 $aIntergenerational communication$zUnited States 606 $aTeacher-administrator relationships$zUnited States 615 0$aSchool personnel management 615 0$aIntergenerational relations 615 0$aIntergenerational communication 615 0$aTeacher-administrator relationships 676 $a371.201 700 $aLovely$b Suzette$f1958-$01607343 702 $aBuffum$b Austin G. 702 $aBarth$b Roland S. 702 $aSnodgrass$b Audrey 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826059703321 996 $aGenerations at school$94120517 997 $aUNINA