Studied Ignorance     

Jeff Zorn 《Academic Questions》2017,30(1):95-102

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The Question of Cost is Irrelevant     

Jeff Adams 《The International Journal of Art & Design Education》2016,35(1):4-7

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“Where do we come from? What are we? Where are we going?”     

Jeff Buechner 《Ethics and Information Technology》2017,19(3):221-236

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Jeff Willden 《TechTrends》2001,45(2):11

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What Teachers Take from Professional Development: Cases and Implications     

Jeff D. Farmer  Helen Gerretson  Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360

In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.  相似文献   

Peer relations across contexts: individual-network homophily and network inclusion in and after school     

Kiesner J  Poulin F  Nicotra E 《Child development》2003,74(5):1328-1343

Peer relations across 2 contexts (in school and after school) were examined for 577 participants, approximately 12 years old, from 3 middle schools in Milan, Italy. The primary research questions were: Do peer networks from different contexts uniquely contribute to explaining variance in individual behavior? Do measures of peer preference and peer network inclusion across contexts uniquely contribute to explaining individual depressive symptoms? Structural equation models showed that both the in-school and the after-school peer networks uniquely contributed to explaining variance in 2 types of individual problem behavior (in-school problem behavior, after-school delinquency), and that similarity with the 2 peer networks varied according to behaviors specific to each context and across gender. Finally, both in-school and after-school peer network inclusion contributed to explaining variance in depressive symptoms, after controlling for classroom peer preference.  相似文献   

Jim Davis,Gloria J. Miller,Allan Russell,Information Revolution: Using the Information Evolution Model to Grow Your Business,Foreword by Thornton May     

Jeff Gomez 《Publishing Research Quarterly》2007,23(2):158-159

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Clinical Case-Based Image Portfolios in Medical Histopathology     

Thomas S. King  Ramaswamy Sharma  Jeff Jackson  Kristin R. Fiebelkorn 《Anatomical sciences education》2019,12(2):200-209

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Rethinking fat as a fuel for endurance exercise     

Jeff S. Volek  Timothy Noakes  Stephen D. Phinney 《European Journal of Sport Science》2015,15(1):13-20

Abstract

A key element contributing to deteriorating exercise capacity during physically demanding sport appears to be reduced carbohydrate availability coupled with an inability to effectively utilize alternative lipid fuel sources. Paradoxically, cognitive and physical decline associated with glycogen depletion occurs in the presence of an over-abundance of fuel stored as body fat that the athlete is apparently unable to access effectively. Current fuelling tactics that emphasize high-carbohydrate intakes before and during exercise inhibit fat utilization. The most efficient approach to accelerate the body’s ability to oxidize fat is to lower dietary carbohydrate intake to a level that results in nutritional ketosis (i.e., circulating ketone levels >0.5 mmol/L) while increasing fat intake for a period of several weeks. The coordinated set of metabolic adaptations that ensures proper interorgan fuel supply in the face of low-carbohydrate availability is referred to as keto-adaptation. Beyond simply providing a stable source of fuel for the brain, the major circulating ketone body, beta-hydroxybutyrate, has recently been shown to act as a signalling molecule capable of altering gene expression, eliciting complementary effects of keto-adaptation that could extend human physical and mental performance beyond current expectation. In this paper, we review these new findings and propose that the shift to fatty acids and ketones as primary fuels when dietary carbohydrate is restricted could be of benefit for some athletes.  相似文献   

Mentoring interdisciplinary undergraduate students via a team effort     

Karsai I  Knisley J  Knisley D  Yampolsky L  Godbole A 《CBE life sciences education》2011,10(3):250-258

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members-two from biology and two from mathematics-gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.  相似文献