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Contested Domains of Science and Science Learning in Contemporary Native American Communities: Three Case Studies from a National Science Foundation grant titled, “Archaeology Pathways for Native Learners”

机译：当代美国原住民社区中科学和科学学习领域的争议领域：来自国家科学基金会的三项案例研究，题为“面向土著学习者的考古学途径”

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作者
Parent, Nancy Brossard;
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作者单位

University of Connecticut;

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授予单位 University of Connecticut;
学科
学位 Ph.D.
年度 2012
页码 246 p.
总页数 246
原文格式 PDF
正文语种 eng
中图分类
关键词
入库时间 2022-08-17 11:56:33

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7. Clues to maintaining calorie restriction? Psychosocial profiles of successful long-term restrictors☆☆Acknowledgments: The authors gratefully recognize the extraordinary hard work of Trissa McClatchey, Wanda Truong, David Lowry, Jacob Miller, Becky Kim, Lydia Russell-Roy, and Alex Russell. Our deepest gratitude goes to all participants in this study, as well as grateful acknowledgement of the time, effort, and dedication they generously provided. The authors also wish to express special thanks to Paul McGlothin, President of the CR Way Longevity Center, and Meredith Averill, Executive Vice President of the CR Way Longevity Center, for their essential contribution to study recruitment and planning. This research was supported in part by a grant from the Robert Wood Johnson Foundation Health and Society Scholars Program, the UC Berkeley Population Center, the Appleby Health Foundation, and the National Center for Research Resources and the National Center for Advancing Translational Sciences, National Institutes of Health, through UCSF-CTSI Grant Number UL1 RR024131. The contents are solely the responsibility of the authors and do not necessarily represent the official views of the Robert Wood Johnson Foundation Health and Society Scholars Program, the UC Berkeley Population Center, the Appleby Foundation, the NIH, the CR Society, or The CR Way. [O] . Angela C. Incollingo Belsky, Elissa S. Epel, A. Janet Tomiyama 2014

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Contested Domains of Science and Science Learning in Contemporary Native American Communities: Three Case Studies from a National Science Foundation grant titled, “Archaeology Pathways for Native Learners”

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