Introduction     

Kay Johnson  Angela Dresselhaus 《期刊图书馆员》2015,68(1-4):1-3

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Effects of an 8-weeks erythropoietin treatment on mitochondrial and whole body fat oxidation capacity during exercise in healthy males     

Amelia Guadalupe-Grau  Ulla Plenge  Signe Helbo  Marianne Kristensen  Peter Riis Andersen  Angela Fago 《Journal of sports sciences》2015,33(6):570-578

The present investigation was performed to elucidate if the non-erythropoietic ergogenic effect of a recombinant erythropoietin treatment results in an impact on skeletal muscle mitochondrial and whole body fatty acid oxidation capacity during exercise, myoglobin concentration and angiogenesis. Recombinant erythropoietin was administered by subcutaneous injections (5000 IU) in six healthy male volunteers (aged 21 ± 2 years; fat mass 18.5 ± 2.3%) over 8 weeks. The participants performed two graded cycle ergometer exercise tests before and after the intervention where VO_2max and maximal fat oxidation were measured. Biopsies of the vastus lateralis muscle were obtained before and after the intervention. Recombinant erythropoietin treatment increased mitochondrial O₂ flux during ADP stimulated state 3 respiration in the presence of complex I and II substrates (malate, glutamate, pyruvate, succinate) with additional electron input from β-oxidation (octanoylcarnitine) (from 60 ± 13 to 87 ± 24 pmol · s^?1 · mg^?1 P < 0.01). β-hydroxy-acyl-CoA-dehydrogenase activity was higher after treatment (P < 0.05), whereas citrate synthase activity also tended to increase (P = 0.06). Total myoglobin increased by 16.5% (P < 0.05). Capillaries per muscle area tended to increase (P = 0.07), whereas capillaries per fibre as well as the total expression of vascular endothelial growth factor remained unchanged. Whole body maximal fat oxidation was not increased after treatment. Eight weeks of recombinant erythropoietin treatment increases mitochondrial fatty acid oxidation capacity and myoglobin concentration without any effect on whole body maximal fat oxidation.  相似文献   

Social Media and Speed-Driven Journalism: Expectations and Practices     

Angela M. Lee 《媒体管理杂志》2015,17(4):217-239

To examine how journalists use, and are affected by, social media in their pursuit for speed, this study conducted in-depth interviews with 11 journalists from various U.S. national, metropolitan, and local newspapers. Findings revealed an industry-wide expectation that journalists engage with audiences on social media. But in terms of practice, most interviewees reported that they mainly use Twitter to facilitate news work (i.e., contact hard-to-reach sources) and communicate with other journalists; audiences are rarely their focus on social media. The interviewees were also asked about their perception of how Twitter affects audiences. Most interviewees were unsure of its impact on credibility, but believed that it may promote news use, although not contribute to news organizations’ bottom line. This study offers five reasons why social media are not saving the newspaper industry, and discusses managerial implications regarding the gap between social media expectations and practices.  相似文献   

How agricultural is agricultural education and extension?     

Martin Mulder  Angela Pachuau 《The Journal of Agricultural Education and Extension》2013,19(3):219-222

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Listening to the Community: Guidance From Native Community Members for Emerging Culturally Responsive Educators     

Christine A. Rogers  Angela M. Jaime 《Equity & Excellence in Education》2013,46(2):188-201

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also provides practical guidance for emerging culturally responsive educators and ways to use themes from narratives to guide future scholarship. As a result of interviews with five Native community members, three themes emerged for non-Native educators working in Native communities: (a) learning from the community, (b) transforming thinking through discomfort, and (c) gaining awareness of positive values. These themes can be used to guide future projects, including reservation-based field experiences and research projects exploring educator thinking in reservation communities.  相似文献   

Media Vans For In-Service Education     

Glenn W Cannon  Holly M Jobe 《Educational Media International》2013,50(1)

A media van is a fully equipped, mobile media facility. The Pennsylvania Deportment of Education uses media vans for on location training of large state with many rural areas, the van makes in-service media training possible in areas where it would be otherwise unavailable. Programmes are offered for teachers, aides, media specialists, librarians, and administrators in school districts throughout the state of Pennsylvania.  相似文献   

New directions for JRST     

Joseph Krajcik  Angela Calabrese Barton 《科学教学研究杂志》2010,47(1):2-5

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JRST—editorial policy and initiatives     

Angela Calabrese Barton 《科学教学研究杂志》2010,47(6):615-618

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‘Research’ in early childhood settings: a pause for thought     

Angela Anning 《Early Years: An International Journal of Research and Development》2010,30(2):189-191

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Primary grade students engage in creative word play through traditional and hands-on methods     

Angela Naomi Webb  Adrianna D. Cavanaugh  Angel Munson 《Education 3-13》2013,41(5):528-541

Word play is an important skill allowing product names, show titles, jokes, poetry and other writings or orations to be interesting, entertaining and well-remembered. This pretest–posttest counterbalanced study compared two instructional approaches for teaching second and third grade students (n = 71) word play skills. Students at a public elementary school in Iowa, United States studied vowel patterns and rhyming as part of the regular school curriculum for literacy through two conditions: a traditional format of reading, pocket charts, worksheets and oral discussion; versus a more concrete approach of arranging objects and corresponding word cards in a chart-like formation. There was no significant difference in student performance between the conditions but an attitude survey indicated that a large majority of students preferred the object boxes for understanding of word play concepts and task enjoyment.  相似文献