Open Access LMU
On this server you'll find 57028 Publications of the LMU Munich. For further information about Open Access LMU please click here.
The latest 5 additions:
- Wöckel, Achim; Buck, Andreas; Stangl, Stephanie; Engel, Jutta; Hölzel, Dieter; Harbeck, Nadia (2018): Interdisciplinary Screening, Diagnosis, Therapy and Follow-up of Breast Cancery, Recurrent and Advanced Breast Cancer. Guideline of the DGGG and the DKG (S3-Level, AWMF Registry Number 032/045OL, December 2017) - Part 2 with Recommendations for the Therapy of Primar. In: Geburtshilfe und Frauenheilkunde, Vol. 78, No. 11: pp. 1056-1088
- Hummel, Sandra; Beyerlein, Andreas; Pfirrmann, Markus; Hofelich, Anna; Much, Daniela; Hivner, Susanne; Bunk, Melanie; Herbst, Melanie; Peplow, Claudia; Walter, Markus; Kohn, Denise; Hummel, Nadine; Kratzsch, Jürgen; Hasford, Joerg; Ziegler, Anette-G.; Hummel, Michael; Füchtenbusch, Martin (2018): Efficacy of vildagliptin for prevention of postpartum diabetes in women with a recent history of insulin-requiring gestational diabetes: A phase II, randomized, double-blind, placebo-controlled study. In: Molecular Metabolism, Vol. 9: pp. 168-175
- Hofmann, Felix O.; Holch, Julian W.; Heinemann, Volker; Ricard, Ingrid; Reiser, Maximilian F.; Baumann, Alena B.; Hesse, Nina; D'Anastasi, Melvin; Modest, Dominik P.; Stintzing, Sebastian; Sommer, Wieland H. (2018): Prognostic value of radiologically enlarged lymph nodes in patients with metastatic colorectal cancer: Subgroup findings of the randomized, open-label FIRE-3/AIO KRK0306 trial. In: European Journal of Radiology, Vol. 100: pp. 124-129
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Pekrun, Reinhard; Goetz, Thomas; Frenzel, Anne C.
ORCID: 0000-0002-9068-9926; Barchfeld, Petra; Perry, Raymond P.
(2011):
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).
In: Contemporary Educational Psychology, Vol. 36, No. 1: pp. 36-48
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Kunter, Mareike; Frenzel, Anne C. ORCID: 0000-0002-9068-9926; Nagy, Gabriel; Baumert, Jürgen; Pekrun, Reinhard
(2011):
Teacher enthusiasm: Dimensionality and context specificity.
In: Contemporary Educational Psychology, Vol. 36, No. 4: pp. 289-301