Classifying the Higher Learning     

David Phillips 《牛津教育评论》2013,39(4):563-565

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The Piagetian Child and the Scientist: Problems of Assimilation and Accommodation*     

D. C. Phillips 《Educational theory》1978,28(1):3-15

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The search for perfection     

Harris J  Shakespeare T  Phillips K  Bruce D 《New scientist (1971)》2002,174(2342):52-54

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The effects of substrate and fluid provision on thermoregulatory and metabolic responses to prolonged exercise in a hot environment     

Galloway SD  Maughan RJ 《Journal of sports sciences》2000,18(5):339-351

A high ambient temperature reduces the capacity to perform prolonged exercise. Total carbohydrate oxidation is less, and thus glycogen depletion is not limiting. Fluid ingestion in the heat should, therefore, focus on maintenance of hydration status rather than on substrate provision. Six healthy males cycled to exhaustion at 60% of maximum oxygen consumption (VO2max) with no drink, ingestion of a 15% carbohydrate-electrolyte drink (1.45+/-0.29 litres) or ingestion of a 2% carbohydrate-electrolyte drink (3.12+/-0.47 litres). The ambient temperature was 30.2+/-0.6 degrees C (mean +/- s), with a relative humidity of 71+/-1% and an air speed of approximately 0.7 m x s(-1) on all trials. Weighted mean skin temperature, rectal temperature and heart rate were recorded and venous samples drawn for determination of plasma volume changes, blood metabolites, serum electrolytes and osmolality. Expired gas was collected to estimate rates of fuel oxidation. Exercise capacity was significantly (P < 0.05) different in all trials. The median (range) time to exhaustion was 70.9 min (39.4-97.4 min) in the no-drink trial, 84.0 min (62.7-145 min) in the 15% carbohydrate trial and 118 min (82.6-168 min) in the 2% carbohydrate trial. The 15% carbohydrate drink resulted in significantly (P < 0.05) elevated blood glucose and total carbohydrate oxidation compared with the no-drink trial. The 2% carbohydrate drink restored plasma volume to pre-exercise values by the end of exercise. No differences were observed in other thermoregulatory or cardiorespiratory responses between trials. These results suggest that fluid replacement with a large volume of a dilute carbohydrate drink is beneficial during exercise in the heat, but the precise mechanisms for the improved exercise capacity are unclear.  相似文献   

Student Unrest and Relevant Education     

James Arthur Phillips 《College Teaching》2013,61(3):250-251

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Seats of Learning: Oxford and Cambridge in recent studies     

David Phillips 《牛津教育评论》2013,39(1):121-129

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A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment     

Asmalina Saleh  Tanner M. Phillips  Cindy E. Hmelo-Silver  Krista D. Glazewski  Bradford W. Mott  James C. Lester 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1321-1342

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THE SOCIAL PATTERN OF THE LENGTH OF FULL‐TIME EDUCATION IN ESSEX     

A. S. Phillips 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):230-237

Based on the work of Barron (1966) and Hudson (1966), the hypothesis is set up that science pupils are more obsessional than arts pupils. This is confirmed on a substantial sample of sixth‐formers. However, it also appears that the possession of obsessional traits is a hindrance to performance in the sciences. The educational implications of these findings are discussed.  相似文献   

Alkali fusions. III—Fusion of phenylglycine-o-carboxylic acid for the production of indigo     

Max Phillips 《Journal of The Franklin Institute》1921,192(6):814-815

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Introducing veteran critical theory     

Glenn A. Phillips  Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668

Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献