Citation Behavior of Aerospace Engineering Faculty

Citation analyses provide valuable insights into the usage of library collections and assist in collection management decision-making; however, there are few engineering citation analyses of faculty publications. This study addresses that gap through an analysis of 3488 citations from aerospace engineering faculty publications by source, format, age, and subject. Local holdings were assessed based on the 80/20 rule and journal titles ranked. In addition to supporting citation patterns identified in previous citation analyses, this study revealed some novel relationships involving formats and subjects. The results of this study have implications for collection management.     

A combined insulin reduction and carbohydrate feeding strategy 30 min before running best preserves blood glucose concentration after exercise through improved fuel oxidation in type 1 diabetes mellitus

In this study, we examined the glycaemic and fuel oxidation responses to alterations in the timing of a low glycaemic index carbohydrate and 75% reduced insulin dose, prior to running, in type 1 diabetes individuals. After carbohydrate (75 g isomaltulose) and insulin administration, the seven participants rested for 30 min, 60 min, 90 min or 120 min (conditions 30MIN, 60MIN, 90MIN, and 120MIN, respectively) before completing 45 min of running at 70% peak oxygen uptake. Carbohydrate and lipid oxidation rates were monitored during exercise and blood glucose and insulin were measured before and for 3 h after exercise. Data were analysed using repeated-measures analysis of variance. Pre-exercise blood glucose concentrations were lower for 30MIN compared with 120MIN (P < 0.05), but insulin concentrations were similar. Exercising carbohydrate and lipid oxidation rates were lower and greater, respectively, for 30MIN compared with 120MIN (P < 0.05). The drop in blood glucose during exercise was less for 30MIN (3.7 mmol · l(-1), s(x) = 0.4) compared with 120MIN (6.4 mmol · l(-1), s(x) = 0.3) (P = 0.02). For 60 min post-exercise, blood glucose concentrations were higher for 30MIN compared with 120MIN (P < 0.05). There were no cases of hypoglycaemia in the 30MIN condition, one case in the 60MIN condition, two in the 90MIN condition, and five in the 120MIN condition. In conclusion, a low glycaemic index carbohydrate and reduced insulin dose administered 30 min before running improves pre- and post-exercise blood glucose responses in type 1 diabetes.     

Peepo ergo sum? Anxiety and pastiche in the Ahlbergs' picture books

Originally a psychologist, Catherine Stephens has since been a teacher of English in both Britain and Zimbabwe. She is currently involved in training teachers of English to speakers of other languages at the University of Nottingham.     

Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers

The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose “Hippocratic oath” is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen. We suggest ways in which Mishra and Koehler’s construct of Technological Pedagogical Content Knowledge may be customized to provide a framework for guiding prospective teachers’ efforts to develop and assess lesson plans that use technology in novel and effective ways. Data are presented in the form of two contrasting case studies to illustrate the differing degrees to which prospective mathematics teachers leveraged technology to teach themselves and their future students to explain the mathematics behind various topics.     

The Efficacy of Frontline Near-Peer Teaching in a Modern Medical Curriculum

Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9. © 2018 American Association of Anatomists.