@article{gao_examining_2017,
	title = {Examining a one-hour synchronous chat in a microblogging-based professional development community},
	volume = {48},
	issn = {0007-1013},
	doi = {10.1111/bjet.12384},
	number = {2},
	journal = {British Journal of Educational Technology},
	author = {Gao, Fei and Li, Lan},
	year = {2017},
	keywords = {Education, Twitter, dpd, preservice teachers, social media, teacher professional development},
	pages = {332--347}
}

@techreport{boscoSupplementaryInformationExploring2017,
  title = {Supplementary {{Information}} from {{Exploring}} the High-Resolution Mapping of Gender Disaggregated Development Indicators},
  author = {Bosco, Claudio and Alegana, Victor A. and Bird, Tomas and Pezzulo, Carla and Bengtsson, Linus and Sorichetta, Alessandro and Steele, Jessica and Hornby, Graeme and Ruktanonchai, Corrine W. and Ruktanonchai, Nick W. and Wetter, Erik and Tatem, Andrew J.},
  year = {2017},
  address = {{Cambridge, Massachusetts, United States}},
  institution = {{figshare, Digital Science}},
  doi = {10.6084/m9.figshare.4775374},
  abstract = {[Excerpt: Datasets] The Demographic and Health Surveys (DHS) is a program of national household surveys implemented across a large number of LMICs. The DHS Program collects and analyses data on population demographic and health characteristics through more than 300 surveys in over 90 countries. The gender-disaggregated data we investigated in this report come from DHS datasets.

[] [...]

[Models specification]

[::Bayesian model specification] The Gaussian Function (GF) in INLA is represented as a Gaussian Markov Random Function (GMRF). Computations in INLA are carried out using the GMRF by approximating a set of spatial-temporal random function with weighted sum of basis functions. The advantage of computation using the GMRF as approximations to GF with Mat\'ern covariance is due to the Markovian property of the former resulting in sparse matrices that are computationally efficient. [...]

[::Artificial Neural Networks specification] An artificial neuron is a computational model inspired by natural neurons. Natural neurons receive signals through synapses located on the dendrites or membrane of the neuron. When the signals received are strong enough (surpass a certain threshold), the neuron is activated and emits a signal though the axon. This signal might be sent to another synapse, and might activate other neurons. [] The complexity of real neurons is highly abstracted when modelling artificial neurons. These basically consist of inputs (like synapses), which are multiplied by weights (strength of the respective signals), and then computed by a mathematical function which determines the activation of the neuron. Another function computes the output of the artificial neuron . An ANN is implemented by a system of interconnected nodes. Information propagates through nodes transforming the inputs in intermediate derived signals up to generate the final outputs. The internal nodes are called neurons and define the ANN hidden layers. Each node is a processing element propagating weighted inputs received from other nodes [...] 

[Selection of geospatial covariate layers]

For obtaining a more appropriate combination of covariates to produce high-resolution prediction maps for each of the modelled indicators, a sensitivity analysis using a jackknife approach was carried out [...]. The jackknife analysis consists of dropping one observation at a time from one set of data, and calculating the estimate each time. It was developed by Maurice Quenouille, (1949, 1956) and John Tukey (1958) expanded on the technique and proposed the name "jackknife". 

[] Within the modelling architectures, categorical covariates with more than two levels were recoded into a number of separate dichotomous variables in order for the results to be interpretable. All covariates were also normalized to make all variables have a mean of zero and unit variance. [...]

[Semantic Array programming]

Managing heterogeneous arrays of data and data transformation models in a systematic and structured way is a challenging task. The multiplicity of model families, covariates and modelled quantities in this work required the support of a common, flexible and scalable modelling architecture. The applied modelling architecture is based on the Semantic Array Programming (SemAP) paradigm (de Rigo, 2012; 2015). Array programming (AP) emerged as a way to reduce the gap between mathematical notation and algorithm implementations by promoting arrays (vectors, matrices, tensors) as atomic quantities with compact manipulating operators (Iverson, 1980). Atomicity here implies that even a large array of data is managed as a single logical piece of information. For example, a regional-scale gridded layer may be managed by AP languages as if it were a single variable instead of a large matrix of elements.A disciplined use of AP (Iverson, 1980) may allow nontrivial data-processing to be expressed with very concise expressions (Taylor, 2003) and a potentially simpler control flow. However, this capability for abstraction and simplification of AP may be limited by the very same generality of AP data structures-multi-dimensional arrays where the value of some elements may be infinite or not-a-number (IEEE 754 standard) or even complex-valued (de Rigo, 2015). The Semantic Array Programming paradigm has been introduced for supporting a disciplined semantics-aware implementation of AP concepts and methods, with additional systematic semantic checks for the semantic correctness of the chain of modelling blocks (de Rigo, 2012).

[] This is why our computational modelling methodology follow the SemAP paradigm by combining concise implementation of the model with its conceptual subdivision in semantically enhanced abstract modules. [...]

[Results]

This section presents the results for the gender-disaggregated indicator mapping addressed in this project. We organize the presentation of results by indicator, at gender disaggregated level, in the following order: literacy, stunting in children, use of modern contraception methods. For each indicator, the results of a first exploratory analysis are presented with gender disaggregated histograms showing the basic statistical distribution of the indicator at cluster level and a scatter plot of the predicted versus observed data both in training and validation. We then present the results of the covariate selection exercise, detailing which covariates were selected as the optimum performing set for the given indicator for each country at gender disaggregated level and, for each indicator having an associated modelling explained variance higher than 0.3, we show maps of the survey clusters and the indicator value at each cluster, maps of the predicted proportion of modelled indicators and the level of uncertainty associated with these maps in each pixel, and finally the quantile-quantile (QQ) plot in training and validation. The maps reported in the following paragraphs are: male and female literacy rate in Nigeria and Kenya, female literacy rate in Tanzania, male and female stunting in Nigeria and the proportion of women using modern contraception methods in Nigeria and Tanzania. [...]

[] [...]},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-14332189,artificial-neural-networks,education,food-security,indicators,kenya,literacy,mapping,nigeria,population-growth,poverty,semantic-array-programming,spatial-disaggregation,statistics,stunting,tanzania},
  lccn = {INRMM-MiD:c-14332189}
}

Website  abstract   bibtex   

@article{
 title = {Clinical anatomy e-cases: a five-year follow-up of learning analytics},
 type = {article},
 year = {2017},
 identifiers = {[object Object]},
 keywords = {*Computer-Assisted Instruction,*Curriculum,*Internet,*Students, Medical,Anatomy/*education,Education, Medical, Undergraduate/*methods,Educational Measurement,Follow-Up Studies,Humans,Learning},
 pages = {22-29},
 volume = {130},
 websites = {http://www.ncbi.nlm.nih.gov/pubmed/28178726},
 id = {fd37c354-761a-3f00-8153-0bf1ff6991d5},
 created = {2017-12-07T09:05:43.015Z},
 file_attached = {false},
 profile_id = {3f3cebd9-2c9e-33e2-9759-3b3c3deedc23},
 group_id = {536d95d1-2454-3de1-8f1c-e33d197e2f41},
 last_modified = {2017-12-07T09:05:43.015Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {Journal Article},
 notes = {Perumal, Vivek<br/>Butson, Russell<br/>Blyth, Phil<br/>Daniel, Ben<br/>eng<br/>New Zealand<br/>2017/02/09 06:00<br/>N Z Med J. 2017 Jan 27;130(1449):22-29.},
 private_publication = {false},
 abstract = {AIM: This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. METHODS: A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. RESULTS: Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. CONCLUSION: Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.},
 bibtype = {article},
 author = {Perumal, V and Butson, R and Blyth, P and Daniel, B},
 journal = {N Z Med J},
 number = {1449}
}

Paper  abstract   bibtex   

@misc{mahmoud_a.a._pharmaceutical_2017,
	title = {Pharmaceutical care intervention among {Saudi} hypertensive patients in hospital outpatients' clinic at {Taif} city},
	url = {http://globalresearchonline.net/journalcontents/v42-2/12.pdf},
	abstract = {Control of blood pressure (BP) remains a worldwide major challenge for health authorities as well as in Saudi Arabia. Innovative interventions, as pharmaceutical care, to improve BP control are therefore needed. Objectives of this study were to provide pharmaceutical care intervention to Saudi hypertensive patients in outpatient cardiology clinic in hospital setting, and to assess the impact of the practice on patient outcomes: blood pressure control, knowledge of disease, and adherence to medications. The study was non- randomized, uncontrolled, before-and-after designed.The inclusion criteria were: age 18years and above, currently taking an antihypertensive medication. One hundred thirty seven patients were conveniently chosen. The study was executed for four months. Trained intern students interviewed the patients at baseline and end of the study. The baseline intervention consisted of: patient-specific data and medication-review, education about disease, diet and lifestyle measures and measurement of blood pressure.Patients were followed monthly by telephone contacts. Descriptive statistics (frequencies, percentages, means \&standard deviations), student t-test, and one-way ANOVA were used. Blood pressure values at the end of the study showed a significant decrease in the systolic and the diastolic values by-5.4 mmHg (P=001) and-2.7 mmHg (P=0.005), respectively. Rate of knowledge improved from 75\% to 86 \%(P=0.00), and rate of adherence from 46\% to 54.7\% (P=0.001).Pharmacists' intervention, provided to the patients, resulted in improvement in blood pressure control, knowledge and adherence to medications. Policies should be made to facilitate implementation of pharmaceutical care in hospital setting. Copyright © 2017, Global Research Online. All rights reserved.},
	journal = {International Journal of Pharmaceutical Sciences Review and Research},
	author = {{Mahmoud A.A.} and {Yousif M.A.} and {Albarraq A.A.} and {Maugrabi M.M.}},
	year = {2017},
	keywords = {*Saudi Arabia, *doctor patient relation, *hypertension, *hypertension/th [Therapy], *outpatient, *outpatient department, *pharmaceutical care, *pharmacist, Saudi, Student t test, adolescent, adult, analysis of variance, antihypertensive agent, article, beta adrenergic receptor blocking agent, blood pressure monitoring, blood pressure regulation, calcium channel blocking agent, cardiology, controlled clinical trial, controlled study, coronary care unit, diastolic blood pressure, diet, dipeptidyl carboxypeptidase inhibitor, diuretic agent, drug treatment failure, education, female, human, intervention study, lifestyle, major clinical study, male, medication compliance, middle aged, outcome assessment, questionnaire, randomized controlled trial, scoring system, statistics, student, systolic blood pressure, telephone, young adult}
}

@inproceedings{Neller.Brown.EAAI.2016,
  author = {Todd Neller and Laura E. Brown},
  author_short = {Neller, T. and Brown, L. E.},
  title = {An Introduction to k-Means Clustering},
  booktitle = {Proceedings of Symposium on Educational Advances in Artificial Intelligence (EAAI){, part of AAAI'16 proceedings}},
  year = {2016},
  conference = {EAAI/AAAI},
  location = {Phoenix, AZ},
  pages = {3054-3056},
  text = {Model AI Assignment, EAAI'16},
  bibtype = {inproceedings},
  type = {{Conference Abstract}},
  keywords = {{Artificial Intelligence}, {Pedagogy}, {Education}}
}


% Updated

Paper  abstract   bibtex   

@misc{bannon_l._impact_2016,
	title = {Impact of non-pharmacological interventions on prevention and treatment of delirium in critically ill patients: {Protocol} for a systematic review of quantitative and qualitative research},
	url = {http://www.systematicreviewsjournal.com/},
	abstract = {Background: Critically ill patients have an increased risk of developing delirium during their intensive care stay. To date, pharmacological interventions have not been shown to be effective for delirium management but non-pharmacological interventions have shown some promise. The aim of this systematic review is to identify effective non-pharmacological interventions for reducing the incidence or the duration of delirium in critically ill patients. Methods: We will search MEDLINE, EMBASE, CINAHL, Web of Science, AMED, psycINFO and the Cochrane Library. We will include studies of critically ill adults and children. We will include randomised trials and controlled trials which measure the effectiveness of one or more non-pharmacological interventions in reducing incidence or duration of delirium in critically ill patients. We will also include qualitative studies that provide an insight into patients and their families' experiences of delirium and non-pharmacological interventions. Two independent reviewers will assess studies for eligibility, extract data and appraise quality. We will conduct meta-analyses if possible or present results narratively. Qualitative studies will also be reviewed by two independent reviewers, and a specially designed quality assessment tool incorporating the CASP framework and the POPAY framework will be used to assess quality. Discussion: Although non-pharmacological interventions have been studied in populations outside of intensive care units and multicomponent interventions have successfully reduced incidence and duration of delirium, no systematic review of non-pharmacological interventions specifically targeting delirium in critically ill patients have been undertaken to date. This systematic review will provide evidence for the development of a multicomponent intervention for delirium management of critically ill patients that can be tested in a subsequent multicentre randomised trial. Systematic review registration: PROSPERO CRD42015016625 Copyright © 2016 Bannon et al.},
	journal = {Systematic Reviews},
	author = {{Bannon L.} and {McGaughey J.} and {Clarke M.} and {McAuley D.F.} and {Blackwood B.}},
	year = {2016},
	keywords = {*critical illness, *critically ill patient, *delirium, *delirium/pc [Prevention], *delirium/th [Therapy], *intensive care unit, *medical procedures, *qualitative research, *registration, Child, Cinahl, Cochrane Library, Embase, Medline, PsycINFO, Web of Science, adult, article, bright light therapy, cognitive therapy, controlled clinical trial, critically ill patient, ear plug, education, exercise, extract, eye mask, family study, human, incidence, intensive care unit, lighting control, mask, meta analysis, music therapy, noise reduction, orientation, outcome assessment, physiotherapy, priority journal, publication, qualitative research, quality control, quantitative study, randomized controlled trial, randomized controlled trial (topic), risk factor, scientific literature, sensitivity analysis, systematic review}
}

@article{
 title = {Interactivity in online discussions and learning outcomes},
 type = {article},
 year = {2016},
 identifiers = {[object Object]},
 keywords = {Computer-mediated communication,Cooperative/collaborative learning,Evaluation methodologies,Interactive learning environments,Learning communities},
 pages = {116-128},
 volume = {97},
 month = {6},
 publisher = {Elsevier Ltd},
 day = {1},
 id = {ba740df9-16f8-30e4-813b-3d938a8da1d2},
 created = {2020-02-03T15:25:15.796Z},
 accessed = {2020-02-03},
 file_attached = {false},
 profile_id = {66be748e-b1e3-36e1-95e1-5830d0ccc3ca},
 group_id = {ed1fa25d-c56b-3067-962d-9d08ff49394c},
 last_modified = {2020-02-03T15:25:41.188Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 folder_uuids = {b6de18da-82e2-4c7f-ab8c-6131d929f4d1},
 private_publication = {false},
 abstract = {The increased use of online discussions in learning environments both formal and informal, positions the construct of interactivity as central to learning. Interactivity in learning communities' online discourse is viewed in this study as a socio-constructivist process. It is the network of interactions among content items and participants which drives a collective knowledge construction process. Conceptualizing interactivity in the literature is still unclear and not enough is known about its role in knowledge construction and about its relationship to learning outcomes. In addition, assessing learning outcomes using analytics has not matured fully and is still subject to intense development. This study thus sets out to investigate the role of interactivity as a process of knowledge construction within online discussions, and in particular, its association with learning outcomes, as measured by formal assessment tasks. We present significant positive correlations between various interactivity measures, taken from various learning communities, and a set of well-known learning assessments. We suggest that patterns of interactivity among learners can be measured, and teach us, not just about group dynamics and collaboration, but also about the actual individual learning process.},
 bibtype = {article},
 author = {Kent, Carmel and Laslo, Esther and Rafaeli, Sheizaf},
 journal = {Computers and Education}
}

@misc{pardue_jones_b._pediatric_2016,
	title = {Pediatric acute asthma exacerbations: {Evaluation} and management from emergency department to intensive care unit},
	abstract = {Abstract: Objective: The goal of this report is to review available modalities for assessing and managing acute asthma exacerbations in pediatric patients, including some that are not included in current expert panel guidelines. While it is not our purpose to provide a comprehensive review of the National Asthma Education and Prevention Program (NAEPP) guidelines, we review NAEPP-recommended treatments to provide the full range of treatments available for managing exacerbations with an emphasis on the continuum of care between the ER and ICU. Data Sources: We searched PubMed using the following search terms in different combinations: asthma, children, pediatric, exacerbation, epidemiology, pathophysiology, guidelines, treatment, management, oxygen, albuterol, beta2-agonist, anticholinergic, theophylline, corticosteroid, magnesium, heliox, BiPAP, ventilation, mechanical ventilation, non-invasive mechanical ventilation and respiratory failure. We attempted to weigh the evidence using the hierarchy in which meta-analyses of randomized controlled trials (RCTs) provide the strongest evidence, followed by individual RCTs, followed by observational studies. We also reviewed the NAEPP and Global Initiative for Asthma expert panel guidelines. Results and conclusions: Asthma is the most common chronic disease of childhood, and acute exacerbations are a significant burden to patients and to public health. Optimal assessment and management of exacerbations, including appropriate escalation of interventions, are essential to minimize morbidity and prevent mortality. While inhaled albuterol and systemic corticosteroids are the mainstay of exacerbation management, escalation may include interventions discussed in this review. Copyright © 2016 Taylor \& Francis.},
	journal = {Journal of Asthma},
	author = {{Pardue Jones B.} and {Fleming G.M.} and {Otillio J.K.} and {Asokan I.} and {Arnold D.H.}},
	year = {2016},
	keywords = {*asthma/dt [Drug Therapy], *asthma/th [Therapy], *asthmatic state, *disease exacerbation, *emergency ward, *intensive care unit, *noninvasive ventilation, *respiratory failure, Child, Medline, artificial ventilation, asthma/dt [Drug Therapy], asthmatic state/th [Therapy], beta 2 adrenergic receptor stimulating agent, beta 2 adrenergic receptor stimulating agent/dt [Drug Therapy], beta 2 adrenergic receptor stimulating agent/ih [Inhalational Drug Administration], bilevel positive airway pressure, cholinergic receptor blocking agent, cholinergic receptor blocking agent/dt [Drug Therapy], chronic disease, consensus development, corticosteroid, corticosteroid therapy, corticosteroid/dt [Drug Therapy], corticosteroid/po [Oral Drug Administration], disease exacerbation, education, evaluation study, exposure, heliox, human, ipratropium bromide/dt [Drug Therapy], ipratropium bromide/ih [Inhalational Drug Administration], ketamine, magnesium, magnesium sulfate/dt [Drug Therapy], magnesium sulfate/ih [Inhalational Drug Administration], magnesium sulfate/iv [Intravenous Drug Administration], meta analysis, meta analysis (topic), montelukast/dt [Drug Therapy], morbidity, mortality, multicenter study (topic), noninvasive ventilation, observational study, oxygen, oxygen therapy, practice guideline, public health, randomized controlled trial (topic), respiratory failure, review, salbutamol, salbutamol/dt [Drug Therapy], systematic review, systemic therapy, theophylline, theophylline/dt [Drug Therapy], treatment indication}
}

@article{
 title = {Interactive online physics labs increase high school students’ interest},
 type = {article},
 year = {2016},
 identifiers = {[object Object]},
 keywords = {Classrooms,Education,General science,Learning,Physics,STEM,Technology},
 pages = {166-187},
 volume = {6},
 id = {1b459f4f-0350-3cca-b58d-76dc396d31c8},
 created = {2017-04-24T13:29:57.456Z},
 file_attached = {false},
 profile_id = {3187ec9d-0fcc-3ba2-91e0-3075df9b18c3},
 group_id = {d75e47fd-ff52-3a4b-bf1e-6ebc7e454352},
 last_modified = {2017-04-24T13:29:57.456Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 citation_key = {jotse191},
 source_type = {article},
 private_publication = {false},
 abstract = {Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology rich module is employed to improve learning and motivation of the students. The students’ conceptual understanding as well as interest in circuits was increased, the college mentors earned valuable teaching and mentoring experience and the teacher enjoyed more one-on-one time as well as assistance with students.},
 bibtype = {article},
 author = {Gryczka, Patrick and Klementowicz, Edward and Sharrock, Chappel and Montclare, Jin},
 journal = {Journal of Technology and Science Education},
 number = {3}
}

@book{kessler_technology_2016,
	address = {Abingdon},
	title = {Technology standards for language teacher preparation},
	isbn = {978-1-315-65789-9 978-0-415-83787-3},
	language = {English},
	publisher = {Routledge},
	author = {Kessler, Greg},
	editor = {Farr, F. and Murray, L.},
	year = {2016},
	note = {WOS:000404451500005},
	keywords = {call, competences, education}
}

@article{kumm_senior_2016,
	title = {Senior student nurse proficiency: {A} comparative study of two clinical immersion models},
	volume = {44},
	issn = {1532-2793},
	shorttitle = {Senior student nurse proficiency},
	doi = {10.1016/j.nedt.2016.05.023},
	abstract = {This study focused on identifying the best clinical learning model that would support nursing practice readiness following each immersion experience. Practicum preceptors completed surveys in which evaluated student preparation/readiness by assessing clinical knowledge, technical skills, critical thinking, communication, professionalism, management of responsibilities, and overall performance. The study results yielded no statistical significance when comparing both models. Future research is needed to analyze the impact of clinical hours offered in the senior immersion experience along with the curriculum content differences among various models of clinical experiences in undergraduate nursing programs to ensure practice readiness of nursing graduates.},
	language = {eng},
	journal = {Nurse Education Today},
	author = {Kumm, Sharon and Godfrey, Nelda and Richards, Veronica and Hulen, Jennifer and Ray, Kristin},
	month = sep,
	year = {2016},
	pmid = {27429344},
	note = {00001 },
	keywords = {Clinical Competence, Clinical practicum, Curriculum, Education, Nursing, Baccalaureate, Educational Measurement, Humans, Interprofessional Relations, Models, Educational, Models, Nursing, Nurse's Role, Nursing Education Research, Nursing students, Preceptor perceptions, Preceptorship, Readiness to practice},
	pages = {146--150}
}

@article{selwyn_social_2015,
	title = {Social media and educationnow the dust has settled},
	volume = {41},
	issn = {1743-9884},
	doi = {10.1080/17439884.2015.1115769},
	number = {1},
	journal = {Learning, Media and Technology},
	author = {Selwyn, Neil and Stirling, Eve},
	year = {2015},
	keywords = {Education, Media Technology, social media},
	pages = {1--5}
}

@article{
 title = {Development and implementation of a peer mentoring program for early career gerontological faculty},
 type = {article},
 year = {2015},
 identifiers = {[object Object]},
 keywords = {Adult,Attitude of Health Personnel,Early career faculty,Education, Nursing, Graduate/organization & admini,Faculty, Medical,Female,Geriatric Nursing/education,Hartford Gerontological Nursing Leaders,Humans,Male,Mentors,Nurse Clinicians/education,Peer Group,Program Evaluation,gerontological nursing,mentorship,peer mentoring},
 pages = {258-266},
 volume = {47},
 month = {5},
 publisher = {Sigma Theta Tau International},
 city = {Gamma Zeta, Assistant Professor, School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.},
 id = {c44a9aa8-59d2-3c08-a523-b9ed87d201ea},
 created = {2016-08-21T22:18:42.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {LR: 20160110; CI: (c) 2015; GR: 5K12CA120780-07/CA/NCI NIH HHS/United States; GR: K12 CA120780/CA/NCI NIH HHS/United States; GR: UL1TR000038/TR/NCATS NIH HHS/United States; JID: 100911591; OTO: NOTNLM; 2015/01/28 [accepted]; 2015/03/25 [aheadofprint]; ppublish},
 folder_uuids = {5fe241cf-d169-4f2c-b614-69216df8231a},
 private_publication = {false},
 abstract = {PURPOSE: The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. DESIGN: The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. FINDINGS: An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. CONCLUSIONS: Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. CLINICAL RELEVANCE: Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.},
 bibtype = {article},
 author = {Bryant, A L and Aizer Brody, A and Perez, A and Shillam, C and Edelman, L S and Bond, S M and Foster, V and Siegel, E O},
 journal = {Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau},
 number = {3}
}

@article{
 title = {Bathing Disability and Bathing Persons with Dementia},
 type = {article},
 year = {2015},
 identifiers = {[object Object]},
 keywords = {Aged,Aged, 80 and over,Alzheimer Disease/nursing,Baths/nursing,Dementia/nursing,Education, Nursing, Continuing,Female,Humans,Male},
 pages = {9-14,22},
 volume = {24},
 city = {United States},
 id = {e18a4c8b-cd5c-3173-83e1-3972ab130701},
 created = {2016-08-20T16:52:28.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {JID: 9300545; ppublish},
 folder_uuids = {06be5eb7-ff2d-415d-a16d-66085b37f653,06271a48-ad48-43cc-b073-52e57f10f5e1},
 private_publication = {false},
 abstract = {Bathing disability, evidence of functional decline, predicts admission to long-term care facilities following acute care hospitalizations. Nurses are challenged to assess bathing disability in hospitalized older persons and those with dementia to support their maximal functional performance and implement diverse bathing strategies.},
 bibtype = {article},
 author = {Wolf, Z R and Czekanski, K E},
 journal = {Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses},
 number = {1}
}

Paper  abstract   bibtex   

@phdthesis{sterling_student_2015-1,
	address = {United States -- California},
	type = {Ph.{D}.},
	title = {Student {Satisfaction} with {Online} {Learning}},
	copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
	url = {http://search.proquest.com/dissertations/docview/1726875487/abstract/7C3B08FDE0AE49C6PQ/1},
	abstract = {This study sought to provide an analysis of online education in higher education with a focus on how the condition of human interaction will affect students' satisfaction relating to their online class experiences. The central question the study sought to answer is: What aspects of human interaction (instructor, teaching assistant [TA], student peer) have led to students' satisfaction with online courses in the UC online setting? This study used mixed methods of quantitative survey items, qualitative survey items, and qualitative interviewing to explore student perceptions of human interaction. Students in 21 undergraduate, online courses (n = 253) at three UC campuses completed an online survey. Then eight students were interviewed, as their open-ended responses could provide more insight into their experiences with online learning. Descriptive statistics, correlation, and regression analysis were reported for the quantitative portion of the study. Regarding means, analyses revealed that students reported moderate opportunities available to them for human interaction in their online classes. For perceived opportunities for human interaction with TAs, the mean score was 3.45 (between 3 "a few opportunities" and 4 "not much opportunity") on a Likert Scale. In addition, perceptions of participation with human interaction by students appeared lower, on average, than perceived opportunities.
Further, a relationship between students' perception of TA availability and their overall satisfaction with the online course was among the relationships found. In addition, opportunities for human interaction emerged as a significant predictor of satisfaction in a regression. For the qualitative portion of this study, open-ended questions and interview results revealed that students' perceived opportunities for human interaction and participation with TAs enhanced their experiences with online courses. Implications for research and practice were identified. For example, design of online courses should consider the use of TAs to enhance student satisfaction.},
	language = {English},
	urldate = {2016-11-22TZ},
	school = {University of California, Santa Barbara},
	author = {Sterling, Kenneth W.},
	year = {2015},
	note = {00000},
	keywords = {Education, Educational technology, Human interaction, Instructional design, Online education, Online learning, Student satisfaction}
}

Paper  Paper  doi  abstract   bibtex   

@Article{Giannakos_2015,
  author        = {Giannakos, Michail N. and Chorianopoulos, Konstantinos and Chrisochoides, Nikos},
  title         = {{Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning
outcome in a video-assisted course}},
  month         = {jan},
  year          = {2015},
  abstract      = {Online video lectures have been considered an instructional media for various pedagogic approaches, such as
the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity
for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights
into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics
are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not
broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video
analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable
insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video
navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated
that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We
also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same
levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons
learned for further development and refinement of video-assisted courses and practices.},
  journal     = {The International Review of Research in Open and Distributed Learning},
  doi         = {http://dx.doi.org/10.19173/irrodl.v16i1.1976},
  url_Paper={Giannakos_2015.pdf},
  issn          = {1492-3831},
  keywords      = {analytics,education,learning,online learning,open learning,open universities,video lecture},
  language      = {en},
  mendeley-tags = {analytics,education,learning,video lecture},
  number        = {1},
  url           = {http://www.irrodl.org/index.php/irrodl/article/view/1976/3198},
  volume        = {16},
}

@article{greenhow_social_2015,
	title = {Social media and education: reconceptualizing the boundaries of formal and informal learning},
	volume = {41},
	issn = {1743-9884},
	doi = {10.1080/17439884.2015.1064954},
	number = {1},
	journal = {Learning, Media and Technology},
	author = {Greenhow, Christine and Lewin, Cathy},
	year = {2015},
	keywords = {Education, Media Technology, social media},
	pages = {6--30}
}

@article{bornmannWhichPeopleUse2015,
  title = {Which People Use Which Scientific Papers? {{An}} Evaluation of Data from {{F1000}} and {{Mendeley}}},
  author = {Bornmann, Lutz and Haunschild, Robin},
  year = {2015},
  month = jul,
  volume = {9},
  pages = {477--487},
  issn = {1751-1577},
  doi = {10.1016/j.joi.2015.04.001},
  abstract = {[Highlights]

[::] This study used the Mendeley API to download Mendeley counts for a comprehensive F1000Prime data set.

[::] F1000Prime is a post-publication peer review system for papers from the biomedical area.

[::] The F1000 papers are provided with tags from experts in this area which can characterise a paper more exactly (such as '' good for teaching'').

[::] Regression models with Mendeley counts as dependent variables have been calculated.

[::] In the case of a well written article that provides a good overview of a topic, it tends to be better received by people outside research.

[Abstract]

The increased interest in an impact measurement of research on other areas of the society than research has led in scientometrics to an investigation of altmetrics. Particular attention is paid here to a targeted broad impact measurement: The aim is to discover the impact which a particular publication set has on specific user groups (outside research) by using altmetrics. This study used the Mendeley application programming interface (API) to download the Mendeley counts (broken down by different user types of publications in Mendeley) for a comprehensive F1000Prime data set. F1000Prime is a post-publication peer review system for papers from the biomedical area. As the F1000 papers are provided with tags from experts in this area (Faculty members) which can characterise a paper more exactly (such as '' good for teaching'' or '' new finding''), the interest of different user groups in specifically tagged papers could be investigated. This study's evaluation of the variously tagged F1000 papers provided interesting insights into the use of research papers by different user groups. The most interesting tag for altmetrics research is '' good for teaching''. This applies to papers which are well written and provide an overview of a topic. Papers with this tag can be expected to arouse interest among people who are hardly or not at all involved in research. The results of the regression models in this study do in fact show that lecturers, researchers at a non-academic institution, and others (such as librarians) have a special interest in this kind of papers. In the case of a key article in a field, or a particularly well written article that provides a good overview of a topic, then it will tend to be better received by people which are not particularly related to academic research.},
  journal = {Journal of Informetrics},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-13769697,~to-add-doi-URL,cross-disciplinary-perspective,education,research-metrics,review-publication,scientific-communication,transdiciplinary-scientific-communication},
  lccn = {INRMM-MiD:c-13769697},
  number = {3}
}

@article{matzat_self-regulated_2015,
	title = {Self-regulated learning and social media a natural alliance? {Evidence} on students self-regulation of learning, social media use, and studentteacher relationship},
	volume = {41},
	issn = {1743-9884},
	doi = {10.1080/17439884.2015.1064953},
	number = {1},
	journal = {Learning, Media and Technology},
	author = {Matzat, U. and Vrieling, E.M. M.},
	year = {2015},
	keywords = {Education, Media Technology, facebook, relationship student-teacher, self-regulated learning, social media},
	pages = {73--99}
}

Website  abstract   bibtex   

@article{
 title = {The Personal Support Worker Program Standard in Ontario: An Alternative to Self-Regulation?},
 type = {article},
 year = {2015},
 identifiers = {[object Object]},
 keywords = {Ontario,Personal support worker,education,home care,long-term care,training},
 pages = {20-26},
 volume = {11},
 websites = {http://www.longwoods.com/product/24450},
 month = {30},
 id = {e62d55d1-51a0-3a31-a102-e75008d26501},
 created = {2016-08-20T04:12:10.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 tags = {Administration,Regulation/Licensing},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {PY:},
 folder_uuids = {6b1c0f00-8336-4973-90fa-b3b12965b3e8},
 private_publication = {false},
 abstract = {Personal support workers (PSWs) provide hands-on assistance in a variety of long-term care and community settings. The question of whether PSWs should become regulated similar to other self-regulating health professions is a perennial concern in policy circles, especially because of the intimate nature of their work and the potential for abuse of clients and workers. This article explores a chain of policy decisions around PSWs in Ontario culminating in the creation of a common educational standard for PSW programs, titled the PSW Program Standard. We argue that these policy developments may represent an alternative pathway to self-regulation of an essential workforce.},
 bibtype = {article},
 author = {Christine Kelly and Ivy, Lynn Bourgeault},
 journal = {Healthcare Policy},
 number = {2}
}

Website  abstract   bibtex   

@article{
 title = {A School-Hospital Partnership Increases Knowledge of Pedestrian and Motor Vehicle Safety.},
 type = {article},
 year = {2015},
 identifiers = {[object Object]},
 keywords = {Child restraint,Distracted driving,Education,Motor vehicle safety,Pedestrian safety},
 pages = {1057-64},
 volume = {40},
 websites = {http://www.ncbi.nlm.nih.gov/pubmed/25925719},
 month = {12},
 id = {4b757860-4b32-31b3-bf9d-0f40cc4f64a7},
 created = {2016-09-13T00:48:18.000Z},
 accessed = {2016-09-05},
 file_attached = {false},
 profile_id = {c7856f8a-4963-3e63-90cb-57986d91c9b0},
 group_id = {1fd78437-06d9-37cf-b89d-417b03940b66},
 last_modified = {2016-09-13T00:58:24.000Z},
 read = {false},
 starred = {true},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 abstract = {Pedestrian and motor vehicle-related injuries are leading causes of morbidity and mortality in children. Trauma centers have specialized resources to conduct interventions that improve the safety of whole communities. In the present study, we evaluated the effectiveness of a school-hospital partnership in increasing knowledge of pedestrian and motor vehicle safety among students and parents in a large, urban community. Staff from a Level I pediatric trauma center conducted educational interventions in an urban public school district. Elementary school students participated in a pedestrian safety program, middle school students completed a community safety program, and high school students learned about the dangers of drunk and distracted driving. Students completed pre- and post-tests. Parents in the neighboring community received child passenger safety education at two child restraint (CR) inspection events. A total of 2203 students participated at a total of nine schools. Post-test scores were significantly higher than pre-test scores for students in all three age groups and within each grade level. At CR inspection events, 67 CRs were inspected, 49 (73 %) of which were replaced with new age- and weight- appropriate CRs. The most common instance of improper CR use was loose CR fit in vehicle seat (33 %). All 120 observed instances of misuse were corrected by a certified Child Passenger Safety Technician. Educational interventions effectively increased knowledge of pedestrian and motor vehicle safety among students and parents. We have demonstrated the utility of a school-hospital partnership for furthering knowledge of safety in an urban community.},
 bibtype = {article},
 author = {Bachman, Shelby L and Arbogast, Helen and Ruiz, Pearl and Farag, Mina and Demeter, Natalie E and Upperman, Jeffrey S and Burke, Rita V},
 journal = {Journal of community health},
 number = {6}
}

Paper  abstract   bibtex   

@book{ broekman_open_2014,
  address = {London ; New York},
  title = {Open education: a study in disruption},
  isbn = {9781783482085},
  shorttitle = {Open education},
  url = {http://curve.coventry.ac.uk/open/items/c04530ce-d16a-46ca-b359-a905195a76cb/1/},
  abstract = {What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can’t afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised ‘pirate’ libraries and ‘free universities’ associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.},
  publisher = {Rowman \& Littlefield International},
  author = {Broekman, Pauline Van Mourik and Worthington, Simon},
  year = {2014},
  keywords = {Computer-assisted instruction, Distance education, Education, Higher, Effect of technological innovations on, Internet in education}
}

Paper  doi  bibtex   

@article{otero_big_2014,
	title = {Big {Data}: {Are} {Biomedical} and {Health} {Informatics} {Training} {Programs} {Ready}?: {Contribution} of the {IMIA} {Working} {Group} for {Health} and {Medical} {Informatics} {Education}},
	volume = {9},
	issn = {0943-4747},
	shorttitle = {Big {Data}},
	url = {http://www.schattauer.de/index.php?id=1214&doi=10.15265/IY-2014-0007},
	doi = {10.15265/IY-2014-0007},
	language = {en},
	number = {1},
	urldate = {2017-07-24TZ},
	journal = {IMIA Yearbook},
	author = {Otero, P. and Hersh, W. and Jai Ganesh, A. U.},
	year = {2014},
	pages = {177--181}
}

@article{wang_professional_2014,
	title = {Professional development to enhance teachers' practices in using information and communication technologies ({ICTs}) as cognitive tools: {Lessons} learned from a design-based research study},
	volume = {79},
	issn = {0360-1315},
	doi = {10.1016/j.compedu.2014.07.006},
	journal = {Computers \& Education},
	author = {Wang, Shiang-Kwei and Hsu, Hui-Yin and Reeves, Thomas C. and Coster, Daniel C.},
	year = {2014},
	keywords = {Computer Science(all), DBR, Education, design-based research},
	pages = {101--115}
}

Paper  bibtex   

@inproceedings{Brown.EAAI.2014,
  author = {Laura E. Brown},
  author_short = {Brown, L. E.},
  title = {Party Affiliation Classification from State of the Union Addresses},
  bibtype = {inproceedings},
  type = {{Conference Abstract}},
  booktitle = {Proceedings of Symposium on Educational Advances in Artificial Intelligence (EAAI){, part of AAAI'12 proceedings}},
  year = {2014},
  url = {http://www.aaai.org/ocs/index.php/EAAI/EAAI14/paper/view/8661},
  conference = {AAAI},
  location = {Quebec City, Quebec, Canada},
  pages = {3054-3056},
  text = {Model AI Assignment, EAAI'14, AAAI 2014:3054-3056},
  keywords = {{Artificial Intelligence}, {Pedagogy}, {Education}}
}


% Updated

@article{humphry_common_2014,
	title = {Common {Structural} {Design} {Features} of {Rubrics} {May} {Represent} a {Threat} to {Validity}},
	volume = {43},
	issn = {0013-189X},
	doi = {10.3102/0013189x14542154},
	number = {5},
	journal = {Educational Researcher},
	author = {Humphry, S. M. and Heldsinger, S. A.},
	year = {2014},
	keywords = {Education, performance assessment, rubric, rubrics, validity, validity \& reliability},
	pages = {253--263}
}

@article{ schmidt_quality_2013,
  title = {Do the quality of the trials and the year of publication affect the efficacy of intervention to improve seasonal influenza vaccination among healthcare workers?: {Results} of a systematic review},
  volume = {9},
  issn = {2164-554X},
  shorttitle = {Do the quality of the trials and the year of publication affect the efficacy of intervention to improve seasonal influenza vaccination among healthcare workers?},
  abstract = {INTRODUCTION: Despite longstanding recommendations by public-health authorities vaccination coverage in health care workers worldwide are poor. The aim of this study is to conduct a systematic review of the trials conducted to increase seasonal influenza vaccination rates among health care workers.
RESULTS: Ten articles met the pre-determined criteria. For all article the score calculation was performed.
DISCUSSION: The combination of an educational and a promotional element appared the most effective in augmenting the influenza vaccination coverage among health care workers. But some cases, the intervention did not contribute to increasing the vaccination rates among health care workers. In any case, the quality of controlled trials plays an important role in the results obtained by carrying out a specific intervention and contributed to obtaining this debatable results.
MATERIALS AND METHODS: Research was conducted using Scopus and PubMed database. We selected all clinical trials to perform the meta-analyses.},
  language = {eng},
  number = {2},
  journal = {Human Vaccines \& Immunotherapeutics},
  author = {Schmidt, Silvia and Saulle, Rosella and Di Thiene, Domitilla and Boccia, Antonio and La Torre, Giuseppe},
  month = {February},
  year = {2013},
  pmid = {23291943},
  pmcid = {PMC3859758},
  keywords = {Behavior Therapy, Education, Medical, Guideline Adherence, Health Personnel, Health Promotion, Humans, Influenza Vaccines, Influenza, Human, Vaccination},
  pages = {349--361}
}

@article{
 title = {Child restraint use in low socio-economic areas of urban Sydney during transition to new legislation},
 type = {article},
 year = {2013},
 identifiers = {[object Object]},
 keywords = {Child injury,Child restraint,Education,Legislation},
 pages = {984-991},
 volume = {50},
 month = {1},
 id = {aa3dfc3c-f616-3792-bd5f-3ae2a98255b9},
 created = {2016-09-13T00:48:26.000Z},
 accessed = {2016-09-05},
 file_attached = {false},
 profile_id = {c7856f8a-4963-3e63-90cb-57986d91c9b0},
 group_id = {1fd78437-06d9-37cf-b89d-417b03940b66},
 last_modified = {2016-09-13T05:55:53.000Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 abstract = {Child restraints protect a young child against injury in crashes but best practice child restraint use is low in Australia, particularly among lower socio-economic groups. We investigated factors associated with restraint use to inform the development of education and distribution programmes to support new Australian legislation on child passengers among families in low socio-economic areas of metropolitan Sydney. We interviewed a parent or carer of 1160 children aged 2-5 years enrolled at one of 28 early childhood centres in low socio-economic areas of urban Sydney. Appropriate child restraint use was defined as a forward facing child restraint (FFCR) for 2-3 year olds and a FFCR or booster seat for children aged 4 years or more. Predictors of self-reported appropriate use were explored using logistic regression. Analysis was conducted on one child from each family in the target age range (2-5 years): 586 (51%) were male and the mean age was 3.5 (Standard Deviation 0.8) years. There were 432 (45%) families with annual income below $60,000, 248 (22%) spoke a language other than English at home and 360 (33%) had 3 or more children. Fifty-four percent of carers indicated that their 2-3 year old children travelled in a FFCR. Inappropriate use among children in this age group was more likely when the carer was <36 years (odds ratio (OR) 1.62, 95% confidence interval (CI) 1.08-2.45), in families with ???3 children (OR 1.64, 95% CI 1.10-2.44) and when the carer believed that a booster seat was just as safe as a FFCR (OR 2.98, 2.05-4.32). Eight-eight percent of carers of 4-5 year olds reported use of a booster seat or FFCR. Non-use was associated with low household income (OR 3.10, 95% CI 1.67-5.75), in families with ???3 children (OR 2.03, 95% CI 1.09-3.76) and families where a language other than English is spoken at home (OR 2.39, 95% CI 1.10-5.21). Non-English speaking families had less awareness of the new law and poorer knowledge of safety benefits of child restraints. They also had lower household incomes and more concerns about cost of child restraints and booster seats. These findings can inform development of interventions to promote best practice child restraint use, which will reach non-English speaking families in this region. They also confirm the importance of economic and logistic barriers to best practice child restraint use. ?? 2012 Elsevier Ltd.},
 bibtype = {article},
 author = {Keay, Lisa and Hunter, Kate and Brown, Julie and Bilston, Lynne E. and Simpson, Judy M. and Stevenson, Mark and Ivers, Rebecca Q.},
 journal = {Accident Analysis and Prevention}
}

Paper  abstract   bibtex   

@phdthesis{stewart_learning_2013,
	address = {United States -- New York},
	type = {Ph.{D}.},
	title = {Learning the {Rules} of the {Game}: {The} {Nature} of {Game} and {Classroom} {Supports} {When} {Using} a {Concept}-{Integrated} {Digital} {Physics} {Game} in the {Middle} {School} {Science} {Classroom}},
	copyright = {Copyright ProQuest, UMI Dissertations Publishing 2013},
	shorttitle = {Learning the {Rules} of the {Game}},
	url = {http://search.proquest.com/docview/1353193331/abstract/13EDB0AF624755D0C67/6?accountid=31309},
	abstract = {Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda for games and science education entitled Learning Science Through Computer Games and Simulations (2011). The report recommends moving beyond typical proof-of-concept studies into more exploratory and theoretically-based work to determine how best to integrate games into K-12 classrooms for learning , as well as how scaffolds from within the game and from outside the game (from peers and teachers) support the learning of applicable science.
This study uses a mixed-methods, quasi-experimental design with an 8th grade class at an independent school in southern Connecticut to answer the following questions: 1. What is the nature of the supports for science content learning provided by the game, the peer, and the teacher, when the game is used in a classroom setting? 2. How do the learning gains in the peer support condition compare to the solo play condition, both qualitatively and quantitatively?
The concept-integrated physics game SURGE (Scaffolding Understanding through Redesigning Games for Education) was selected for this study, as it was developed with an ear towards specific learning theories and prior work on student understandings of impulse, force, and vectors. Stimulated recall interviews and video observations served as the primary sources and major patterns emerged through the triangulation of data sources and qualitative analysis in the software QSR NVivo 9.
The first pattern which emerged indicated that scaffolding from within the game and outside the game requires a pause in game action to be effective, unless that scaffolding is directly useful to the player in the moment of action. The second major pattern indicated that both amount and type of prior gaming experience has somewhat complex effects on both the uses of supports and learning outcomes. In general, a high correlation was found between students who were more successful navigating supports from the game, the teacher, and the peer and higher gain scores from pre- to posttest. However, students with a lot of prior game experience that found the game to be easy without much assistance did not do as well from pre- to posttest as they did not need as much assistance from the game to do well and therefore missed out on important physics connections to impulse, force, and vectors. However, those students with little prior game experience did not find game scaffolds as useful and did not do as well from pre- to posttest without significant teacher and peer support to bolster or supplant the game's intended scaffolding.
Implications for educators, educational game designers, and games in science education researchers are presented. It is argued that teachers must find ways to extract those scaffolds from the game which are easy to miss or require failure to activate so that all students, even those who find the game easy, are exposed to the intended learning in the game. Ideally, game designers are encouraged to find new ways to present scaffolds such that players of any ability can benefit from the connections from the game to physics.},
	language = {English},
	urldate = {2013-06-24TZ},
	school = {Columbia University},
	author = {Stewart, Phillip Michael},
	year = {2013},
	keywords = {Education, Games, Middle schools, Physics games, Science classrooms}
}

@article{evans_twitter_2013,
	title = {Twitter for teaching: {Can} social media be used to enhance the process of learning?},
	volume = {45},
	issn = {0007-1013},
	doi = {10.1111/bjet.12099},
	number = {5},
	journal = {British Journal of Educational Technology},
	author = {Evans, Chris},
	year = {2013},
	keywords = {Education, Twitter, social media},
	pages = {902--915}
}

@article{ whittaker_policy_2013,
  title = {A policy at the University of Adelaide for student objections to the use of animals in teaching},
  volume = {40},
  issn = {0748-321X},
  doi = {10.3138/jvme.0411.045R1},
  abstract = {In veterinary medical education, the use of animals or cadaveric tissue as a component of teaching practice is common. Teachers are required, during the process of ethical review, to apply the 3 Rs principle (replacement, refinement, reduction) whenever they consider using animals during a teaching exercise. This often involves use of replacement strategies, such as utilization of video footage or simulation-based training. However, aside from legislative or ethical requirements imposed by a country's regulatory framework on the institution, students are often the key advocates for using alternative teaching practices that do not make use of animals. This has prompted many institutions with veterinary and other life sciences teaching programs to develop student-conscientious objection policies to the use of animals in teaching. In this article, we discuss the procedures implemented to make provision for student-conscientious objectors at a new Australian Veterinary School, at the University of Adelaide. We also describe the processes to provide information to students and faculty on this issue and to facilitate information gathering on alternatives.},
  language = {eng},
  number = {1},
  journal = {Journal of veterinary medical education},
  author = {Whittaker, Alexandra L and Anderson, Gail I},
  year = {2013},
  pmid = {23475412},
  keywords = {Animal Use Alternatives, Animal Welfare, Australia, Education, Veterinary, Guidelines as Topic, Schools, Veterinary, South Australia, Students, Health Occupations},
  pages = {52--57}
}

@article{alloway_social_2013,
	title = {Social networking sites and cognitive abilities: {Do} they make you smarter?},
	volume = {63},
	issn = {0360-1315},
	doi = {10.1016/j.compedu.2012.10.030},
	journal = {Computers \& Education},
	author = {Alloway, Tracy Packiam and Horton, John and Alloway, Ross G. and Dawson, Clare},
	year = {2013},
	keywords = {Education, General Computer Science, social media},
	pages = {10--16}
}

@article{wesely_investigating_2013,
	title = {Investigating the {Community} of {Practice} of {World} {Language} {Educators} on {Twitter}},
	volume = {64},
	issn = {0022-4871},
	doi = {10.1177/0022487113489032},
	number = {4},
	journal = {Journal of Teacher Education},
	author = {Wesely, Pamela M.},
	year = {2013},
	keywords = {Education, Twitter, communities of practice, dpd, preservice teachers, social media, teacher professional development},
	pages = {305--318}
}

@article{reisdorph_hands-workshops_2013,
	title = {Hands-on workshops as an effective means of learning advanced technologies including genomics, proteomics and bioinformatics},
	volume = {11},
	number = {6},
	journal = {Genomics Proteomics Bioinformatics},
	author = {Reisdorph, N. and Stearman, R. and Kechris, K. and Phang, T. L. and Reisdorph, R. and Prenni, J. and Erle, D. J. and Coldren, C. and Schey, K. and Nesvizhskii, A. and Geraci, M.},
	month = dec,
	year = {2013},
	pages = {368--377}
}

@misc{ Brown.etal.WEPAN.2013,
  author = {Laura E. Brown and Leonard J. Bohmann and Kaitlyn J. Bunker and Raven R. Rebb and  and Nilufer Onder and  Gretchen L. Hein and Tricia Berry and Lynne Molter and Elizabeth Litzler},
  author_short = {Brown, L. E. and Bohmann, L. J. and Bunker, K. J. and Rebb, R. R. and  and Onder, N. and Hein, G. L. and Berry, T. and Molter, L. and Litzler, E.},
  title = {Are we there yet? Increasing Student Persistence and Retention in STEM},
  year = {2013},
  month = {June},
  howpublished = {Panel at Women in Engineering ProActive Network National Conference (WEPAN-13),},
  text = {WEPAN 2013},
  bibtype = {misc},
  type = {{Conference Panel}},
  keywords = {{Persistence}, {Education}}
}

@article{
 title = {Preliminary data from an advanced dementia consult service: integrating research, education, and clinical expertise},
 type = {article},
 year = {2013},
 identifiers = {[object Object]},
 keywords = {consultation,dementia,education,hospitalization},
 pages = {2008-2012},
 volume = {61},
 month = {11},
 publisher = {The American Geriatrics Society},
 city = {Department of Internal Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts.},
 id = {c41effaa-ff58-3956-ba92-97add88497a2},
 created = {2016-08-20T16:52:34.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {ID: 67576; CI: (c) 2013, Copyright the Authors Journal compilation (c) 2013; JID: 7503062; OTO: NOTNLM; 2013/11/01 [aheadofprint]; ppublish},
 folder_uuids = {06271a48-ad48-43cc-b073-52e57f10f5e1},
 private_publication = {false},
 abstract = {Hospitalized individuals with advanced dementia often receive care that is of limited clinical benefit and inconsistent with preferences. An advanced dementia consultation service was designed, and a pre and post pilot study was conducted in a Boston hospital to evaluate it. Geriatricians and a palliative care nurse practitioner conducted consultations, which consisted of structured consultation, counseling and provision of an information booklet to the family, and postdischarge follow-up with the family and primary care providers. Individuals aged 65 and older with advanced dementia who were admitted were identified, and consultations were solicited using pop-ups programmed into the computerized provider order entry (POE) system. In the initial 3-month period, 24 subjects received usual care. In the subsequent 3-month period, consultations were provided to five subjects for whom they were requested. Data were obtained from the electronic medical record and proxy interviews (admission, 1 month after discharge). Mean age of the combined sample (N = 29) was 85.4, 58.6% were from nursing homes, and 86.2% of their proxies stated that comfort was the goal of care. Nonetheless, their hospitalizations were characterized by high rates of intravenous antibiotics (86.2%), more than five venipunctures (44.8%), and radiological examinations (96.6%). Acknowledging the small sample size, there were trends toward better outcomes in the intervention group, including greater proxy knowledge of the disease, better communication between proxies and providers, more advance care planning, lower rehospitalization rates, and fewer feeding tube insertions after discharge. Targeted consultation for advanced dementia is feasible and may promote greater engagement of proxies and goal-directed care after discharge.},
 bibtype = {article},
 author = {Catic, A G and Berg, A I and Moran, J A and Knopp, J R and Givens, J L and Kiely, D K and Quinlan, N and Mitchell, S L},
 journal = {Journal of the American Geriatrics Society},
 number = {11}
}

@misc{Brown.etal.WEPAN.2013,
  author = {Laura E. Brown and Leonard J. Bohmann and Kaitlyn J. Bunker and Raven R. Rebb and  and Nilufer Onder and  Gretchen L. Hein and Tricia Berry and Lynne Molter and Elizabeth Litzler},
  author_short = {Brown, L. E. and Bohmann, L. J. and Bunker, K. J. and Rebb, R. R. and  and Onder, N. and Hein, G. L. and Berry, T. and Molter, L. and Litzler, E.},
  title = {Are we there yet? Increasing Student Persistence and Retention in STEM},
  year = {2013},
  month = {June},
  howpublished = {Panel at Women in Engineering ProActive Network National Conference (WEPAN-13),},
  text = {WEPAN 2013},
  bibtype = {misc},
  type = {{Conference Panel}},
  keywords = {{Persistence}, {Education}}
}


% Updated

Paper  doi  abstract   bibtex   

@article{birrell_policy_2012,
	title = {Policy {Style} and {Governing} without {Consensus}: {Devolution} and {Education} {Policy} in {Northern} {Ireland}},
	copyright = {© 2012 Blackwell Publishing Ltd},
	issn = {1467-9515},
	shorttitle = {Policy {Style} and {Governing} without {Consensus}},
	url = {http://onlinelibrary.wiley.com/doi/10.1111/spol.12000/abstract},
	doi = {10.1111/spol.12000},
	abstract = {Devolved government was established in Northern Ireland in 1999 at the same time as Scotland and Wales with a varying range of powers, particularly over the major areas of social policy including education. Devolution in Northern Ireland was set up on the basis of statutory power-sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model of UK government. The operation of devolved government in Northern Ireland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style in Northern Ireland and to compare this policy style with the findings of similar analysis in Scotland and Wales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of the Good Friday Agreement and wider social, political and administrative factors. Decision-making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy-making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision-making process and the existence of a distinct devolved policy style.},
	language = {en},
	urldate = {2012-10-16},
	journal = {Social Policy \& Administration},
	author = {Birrell, Derek and Heenan, Deirdre},
	year = {2012},
	keywords = {consensus, Consociational, Devolution, Education, Policy Style},
	pages = {n/a--n/a},
	file = {Snapshot:files/38099/Birrell and Heenan - 2013 - Policy Style and Governing without Consensus Devo.html:text/html;spol12000.pdf:files/37130/spol12000.pdf:application/pdf}
}

Paper  abstract   bibtex   

@phdthesis{stoner_teacher_2012,
	address = {United States -- Massachusetts},
	type = {Ed.{D}.},
	title = {Teacher preparation for distinctive evangelical schools.},
	copyright = {Copyright ProQuest, UMI Dissertations Publishing 2012},
	url = {http://search.proquest.com.ezproxy.wheaton.edu/pqdtft/docview/1035164899/14275AC650F4D4497C6/6?accountid=15021},
	abstract = {In the current atmosphere of expanding school choice, evangelical Christian schools provide a distinctive alternative consistent with deeply held beliefs of what is required for human flourishing, and represent a significant resource for parents seeking education based on a perspective diverging from those promoted by popular culture and public schools. However, current research reveals a pervasive gap between the ideal of a school integrating Christian faith with academic instruction and the actual practice found in most evangelical Christian schools. One key to closing the gap is specialized teacher preparation. Using a conceptual model of the characteristics of distinctive schools, this research identifies beliefs, knowledge, skills and characteristics that teachers should possess in order to promote distinctive evangelical schools.
The dissertation reviews literature on the philosophy of evangelical Christian schooling and conceptual models for the integration of faith in learning, and contrasts the teacher-training model for evangelical schools with that for Montessori and Waldorf schools. Surveys of education professors at evangelical Christian colleges, administrators of Christian schools, and teachers currently working in Christian schools provide extensive evidence on prevailing beliefs about the characteristics of successful teachers for such schools. Interviews with faculty of colleges in different evangelical traditions document how they provide pre-service teachers with specialized training to work in Christian schools.
The research found a striking lack of alignment between the major stakeholder groups with regard to teacher preparation for evangelical schooling and a series of bad ideas and practices that further undermine evangelical schooling, including a tendency to neglect the study of the truth of general revelation and a distorted hermeneutic that views the Bible as a textbook for the academic disciplines. These factors contribute to widespread confusion concerning the academic mission of evangelical Christian schooling and limit the ability of Christian-school students to engage the culture in the various academic disciplines with a cohesive and defensible faith.
The conclusions include specific recommendations for the professional associations, education professors, administrators, and teachers to promote teacher preparation for distinctive evangelical schools.},
	language = {English},
	urldate = {2013-12-20TZ},
	school = {Boston University},
	author = {Stoner, Thomas Stephen},
	year = {2012},
	keywords = {Cultural engagement, Education, Evangelical schools, FLcritique, FLfaculty, FLpraxis, Integration of faith in learning, Teacher preparation, Worldview, philosophy, religion and theology}
}

@article{junco_relationship_2012,
	title = {The relationship between frequency of {Facebook} use, participation in {Facebook} activities, and student engagement},
	volume = {58},
	issn = {0360-1315},
	doi = {10.1016/j.compedu.2011.08.004},
	number = {1},
	journal = {Computers \& Education},
	author = {Junco, Reynol},
	year = {2012},
	keywords = {Education, General Computer Science, engagement, facebook, social media, student participation},
	pages = {162--171}
}

@article{junco_putting_2012,
	title = {Putting twitter to the test: {Assessing} outcomes for student collaboration, engagement and success},
	volume = {44},
	issn = {0007-1013},
	doi = {10.1111/j.1467-8535.2012.01284.x},
	number = {2},
	journal = {British Journal of Educational Technology},
	author = {Junco, Reynol and Elavsky, C. Michael and Heiberger, Greg},
	year = {2012},
	keywords = {Education, collaboration, engagement, social media, student participation},
	pages = {273--287}
}

@article{ felton_mental_2012,
  title = {Mental workload during brain-computer interface training},
  volume = {55},
  issn = {1366-5847},
  doi = {10.1080/00140139.2012.662526},
  abstract = {It is not well understood how people perceive the difficulty of performing brain-computer interface ({BCI}) tasks, which specific aspects of mental workload contribute the most, and whether there is a difference in perceived workload between participants who are able-bodied and disabled. This study evaluated mental workload using the {NASA} Task Load Index ({TLX}), a multi-dimensional rating procedure with six subscales: Mental Demands, Physical Demands, Temporal Demands, Performance, Effort, and Frustration. Able-bodied and motor disabled participants completed the survey after performing {EEG}-based {BCI} Fitts' law target acquisition and phrase spelling tasks. The {NASA}-{TLX} scores were similar for able-bodied and disabled participants. For example, overall workload scores (range 0-100) for 1D horizontal tasks were 48.5 ({SD} = 17.7) and 46.6 ({SD} 10.3), respectively. The {TLX} can be used to inform the design of {BCIs} that will have greater usability by evaluating subjective workload between {BCI} tasks, participant groups, and control modalities.
{PRACTITIONER} {SUMMARY}: Mental workload of brain-computer interfaces ({BCI}) can be evaluated with the {NASA} Task Load Index ({TLX}). The {TLX} is an effective tool for comparing subjective workload between {BCI} tasks, participant groups (able-bodied and disabled), and control modalities. The data can inform the design of {BCIs} that will have greater usability.},
  language = {eng},
  number = {5},
  journal = {Ergonomics},
  author = {Felton, Elizabeth A and Williams, Justin C and Vanderheiden, Gregg C and Radwin, Robert G},
  year = {2012},
  pmid = {22506483},
  pmcid = {PMC3344383},
  keywords = {Adult, Aged, Brain, Child, Communication Aids for Disabled, Education, Female, Humans, Male, Mental Fatigue, Middle Aged, Neuromuscular Diseases, User-Computer Interface, Workload, Young Adult, electroencephalography},
  pages = {526--537}
}

Paper  doi  abstract   bibtex   

@article{davies_mobile_2012,
	title = {Mobile {Medical} {Education} ({MoMEd}) - how mobile information resources contribute to learning for undergraduate clinical students - a mixed methods study.},
	volume = {12},
	issn = {1472-6920},
	url = {http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3317860&tool=pmcentrez&rendertype=abstract},
	doi = {10.1186/1472-6920-12-1},
	abstract = {Mobile technology is increasingly being used by clinicians to access up-to-date information for patient care. These offer learning opportunities in the clinical setting for medical students but the underlying pedagogic theories are not clear. A conceptual framework is needed to understand these further. Our initial questions were how the medical students used the technology, how it enabled them to learn and what theoretical underpinning supported the learning.},
	number = {1},
	journal = {BMC medical education},
	author = {Davies, Bethany S and Rafique, Jethin and Vincent, Tim R and Fairclough, Jil and Packer, Mark H and Vincent, Richard and Haq, Inam},
	month = jan,
	year = {2012},
	pmid = {22240206},
	keywords = {Adult, Clinical Competence, Computers, Cost-Benefit Analysis, Education, Educational Measurement, Female, Focus Groups, Great Britain, Handheld, Handheld: economics, Handheld: utilization, Humans, Male, Medical, Medical Informatics Computing, Medical Informatics Computing: standards, Medical: statistics \& numerical data, Pilot Projects, Questionnaires, Students, Undergraduate, Undergraduate: methods},
	pages = {1472--6920}
}

@article{tripp_influence_2012,
	title = {The influence of video analysis on the process of teacher change},
	volume = {28},
	issn = {0742-051X},
	doi = {10.1016/j.tate.2012.01.011},
	number = {5},
	journal = {Teaching and Teacher Education},
	author = {Tripp, Tonya R. and Rich, Peter J.},
	year = {2012},
	keywords = {Education, teacher education, teacher training, video analysis},
	pages = {728--739}
}

Paper  bibtex   

@inProceedings{
 id = {a6b630ec-5c73-3f94-95b6-8a2d0b39d6a3},
 title = {Do Different Hint Techniques Embedded in a Digital Game-Based Learning Tool have an effect on students ’ behavior ?},
 type = {inProceedings},
 year = {2011},
 keywords = {computer interaction,digital game based learning,education,human,learn to play and,mental thinking,periodic table of,play to learn},
 created = {2013-03-26T11:06:32.000Z},
 file_attached = {true},
 profile_id = {e7747f90-d244-30f0-8ab8-040e1ce7fcca},
 group_id = {eb547711-a9bc-34f4-87c4-f439162c9d1c},
 last_modified = {2014-10-22T17:07:45.000Z},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 bibtype = {inProceedings},
 author = {Hjert-bernardi, Kiira and Hernández-leo, Davinia and Melero, Javier and Blat, Josep},
 booktitle = {Workshop Ambient Games on International Joint Conference on Ambient Intelligence}
}

Paper  doi  abstract   bibtex   

@article{von_stumm_hungry_2011,
	title = {The {Hungry} {Mind}: {Intellectual} {Curiosity} {Is} the {Third} {Pillar} of {Academic} {Performance}},
	volume = {6},
	issn = {1745-6916},
	shorttitle = {The {Hungry} {Mind}},
	url = {https://doi.org/10.1177/1745691611421204},
	doi = {10.1177/1745691611421204},
	abstract = {Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a “hungry mind” is a core determinant of individual differences in academic achievement.},
	language = {en},
	number = {6},
	urldate = {2018-06-08},
	journal = {Perspectives on Psychological Science},
	author = {von Stumm, Sophie and Hell, Benedikt and Chamorro-Premuzic, Tomas},
	month = nov,
	year = {2011},
	keywords = {Education, Rik's teaching portfolio},
	pages = {574--588},
}

@article{friesen_questionable_2011,
	title = {The questionable promise of social media for education: connective learning and the commercial imperative},
	volume = {28},
	issn = {0266-4909},
	doi = {10.1111/j.1365-2729.2011.00426.x},
	number = {3},
	journal = {Journal of Computer Assisted Learning},
	author = {Friesen, N. and Lowe, S.},
	year = {2011},
	keywords = {Computer Science Applications, Education, social media},
	pages = {183--194}
}

Paper  abstract   bibtex   

@phdthesis{gottlieb_our_2011,
	address = {United States -- New York},
	type = {Ed.{D}.},
	title = {In our own voices: {An} exploratory study of psychiatric chaplaincy as a component of health care chaplaincy},
	copyright = {Copyright ProQuest, UMI Dissertations Publishing 2011},
	shorttitle = {In our own voices},
	url = {http://search.proquest.com/docview/861319054/E7C93BCA26784BBDPQ/3?accountid=28920},
	abstract = {The purpose of this qualitative research study was to explore and describe the role and experience of professional chaplains and chaplain trainees working with psychiatric inpatients. Ten chaplains were interviewed using a semi-structured interview that addressed the challenges and stressors of working with a psychiatrically ill population. A demographic questionnaire included questions about participants' training in ministry and clinical pastoral education.
The role of the chaplain in psychiatry generated four themes: (a) a listening and non-judgmental presence; (b) providing spiritual support, finding meaning, and accessing spiritual resources; (c) helping patients distinguish what is real and not real; and (d) being a provider who is a treatment team and non-treatment team member. Five themes were generated in the area of stressors of chaplains and trainees: (a) managing relationships; (b) intensity of clinical pastoral education; (c) competencies; (d) role management; and (e) self/personal issues. Coping strategies themes included: (a) personal self-care; and (b) built-in supports of the clinical pastoral education program. These strategies are discussed in the context of the Transactional Model of Stress and Coping. The study concludes with implications and recommendations for further study.
Psychiatric patients are not immune to the spiritual crisis often seen in patients hospitalized for other medical illnesses. Chaplains are in a unique position to contribute to the quality of care for psychiatric patients, their families, and health care providers attending to them.},
	language = {English},
	urldate = {2015-06-09TZ},
	school = {Teachers College, Columbia University},
	author = {Gottlieb, Joyce Gail},
	year = {2011},
	note = {00000},
	keywords = {Chaplains, Clinical pastoral education, Education, Health care chaplains, Hospital chaplains, Pastoral care, Philosophy, Spiritual care, religion and theology}
}

@article{de_lusignan_what_2011,
	title = {What are the barriers to conducting international research using routinely collected primary care data?},
	volume = {165},
	issn = {0926-9630},
	abstract = {BACKGROUND: Primary care is computerized with routine data recorded at the point or care. Secondary use of these data includes: genetic study, epidemiology and clinical trials. However, there are relatively few international studies.
OBJECTIVE: To identify the concepts that might predict readiness to collaborate in international research using routinely collected primary care data
METHOD: Literature review and data gathering exercise, from international Primary Care Informatics working group workshops, and email modified Delphi exercise.
RESULTS: To establish whether primary care data are fit for use in a collaborative study information is needed at the micro-, meso-, and macro-level. At the micro- or data level we need to use documented standards for interoperability, computerized records, to facilitate linkage of data. At the meso-level we need to understand the nature of the electronic patient record (EPR) and specific study requirements. At the macro-level: health system, social and cultural context constrain what data are available. The framework defines the information needed at the point of expression of interest, and joining a study. The initial assessment of readiness should be by self-assessment followed by an in depth appraisal more immediately prior to the start of the study. Finally, a sensitivity analysis should be conducted to test the robustness of the data model.
CONCLUSIONS: The literature focuses on technical issues: interoperability, EPR and modeling; the workshops on socio-cultural and organizational. This framework will form the basis for developing a survey instrument of the initial assessment of readiness for collaboration in international research.},
	language = {eng},
	journal = {Studies in Health Technology and Informatics},
	author = {de Lusignan, Simon and Pearce, Christopher and Shaw, Nicola T. and Liaw, Siaw-Teng and Michalakidis, Georgios and Vicente, Marília T. and Bainbridge, Michael and {International (IMIA)} and {European (EFMI) Medical Informatics Association} and {Federation Primary Care Informatics Working Groups (PCI-WG)}},
	year = {2011},
	pmid = {21685599},
	keywords = {Data Collection, Delphi Technique, Education, Electronic Health Records, Humans, Internationality, Primary Health Care},
	pages = {135--140}
}

Paper  bibtex   

@inproceedings{Bunker.etal.WEPAN.2011,
  title = {Why do Women Engineering and Computer Science Undergraduates Persist in their Major?},
  author = {Kaitlyn J. Bunker and Raven R. Rebb and Laura E. Brown and  Gretchen L. Hein and Nilufer Onder},
  author_short = {Bunker, K. J. and Rebb, R. R. and Brown, L. E. and Hein, G. and Onder, N.},
  bibtype = {inproceedings},
  type = {{Conference Proceedings}},
  year = {2011},
  month = {June},
  conference = {WEPAN},
  text = {WEPAN 2011},
  booktitle = {Proceedings of Women in Engineering ProActive Network Annual Conference (WEPAN-2011)},
  url = {http://ocs.sfu.ca/wepan/index.php/wepan2011/wepan2011/paper/view/211},
  keywords = {{Persistence}, {Education}}
}


% Updated

@article{pineteh_using_2011,
	title = {Using virtual interactions to enhance the teaching of communication skills to information technology students},
	volume = {43},
	issn = {0007-1013},
	doi = {10.1111/j.1467-8535.2011.01193.x},
	number = {1},
	journal = {British Journal of Educational Technology},
	author = {Pineteh, Ernest A.},
	year = {2011},
	keywords = {Education, social media},
	pages = {85--96}
}

@unpublished{gaede_liberal_2010,
	address = {Santa Barbara, Calif},
	title = {The liberal education of students of faith},
	abstract = {Lectures delivered at the ninth annual Conversation on theLiberal Arts (February 26-27, 2010) --Westmont College website},
	author = {Gaede, S. D. and Wolfe, Alan and Astin, Helen S. and Astin, Alexander W. and Hoeckley, Christian},
	collaborator = {{Institute for the Liberal Arts (Santa Barbara, Calif.)} and {Gaede Institute for the Liberal Arts at Westmont}},
	year = {2010},
	keywords = {COLLEGE students, Christian universities and colleges, Education, Higher, Education, Humanistic, RELIGIOUS life, Religious aspects, UNITED States}
}

@inproceedings{di_enhancing_2010,
	title = {Enhancing remote sensing education with {GeoBrain} cyberinfrastructure},
	doi = {10.1109/IGARSS.2010.5650462},
	abstract = {Modern geoscience and remote sensing (RS) are increasingly data-intensive. Cyberinfrastructure (CI) plays an essential role in data-intensive geoscience and RS research and education. GeoBrain is one of NASA's significant investments in CI for facilitating data-intensive Earth science (ES) and RS research and education. The GeoBrain CI, which makes large data and computing resources interoperable and sharable over the Web by adopting and developing the latest Web service, geospatial interoperability and related information technologies, provides an innovative approach to data-intensive geospatial computing. This paper addresses the GeoBrain solution to major issues in data-intensive ES/RS education and illustrates how use of GeoBrain could greatly enhance ES/RS education.},
	booktitle = {2010 {IEEE} {International} {Geoscience} and {Remote} {Sensing} {Symposium}},
	author = {Di, L. and Deng, M.},
	month = jul,
	year = {2010},
	keywords = {computer aided instruction, cyber-infrastructure, data-intensive, data-intensive geoscience, data-intensive geospatial computing, Distributed databases, Earth, Earth science, education, Education, ES education, GeoBrain CI, GeoBrain cyberinfrastructure, geophysics computing, geoscience, Geoscience, geospatial, Geospatial analysis, geospatial interoperability, information technology, interoperability, open systems, Portals, remote sensing, Remote sensing, remote sensing education, RS education, RS research, Web service, Web services},
	pages = {98--101},
	file = {IEEE Xplore Abstract Record:/Volumes/mini-disk1/Google Drive/_lib/zotero/storage/AQZLWRQX/5650462.html:text/html;IEEE Xplore Full Text PDF:/Volumes/mini-disk1/Google Drive/_lib/zotero/storage/TSTALJ9B/Di and Deng - 2010 - Enhancing remote sensing education with GeoBrain c.pdf:application/pdf}
}

Paper  abstract   bibtex   

@techreport{weimer_11_2010,
	title = {11 {Strategies} for {Getting} {Students} to {Read} {What}’s {Assigned}},
	url = {https://www.canadacollege.edu/inside/CIETL/getting_students_to_read.pdf},
	abstract = {Getting students to take their reading assignments seriously is a constant battle. Even syllabus
language just short of death threats, firmly stated admonitions regularly delivered in class, and
the unannounced pop quiz slapped on desks when nobody answers questions about the
reading don’t necessarily change student behaviors or attitudes.
Despite the correlation between reading and course success, many students remain committed
to trying to get by without doing the reading, or only doing it very superficially, or only doing
it just prior to exam dates. In return, some exasperated instructors fall into the trap of using
valuable class time to summarize key points of the readings.
It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read.
Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter
summaries — has failed to solve the problem. The better solution involves designing courses
so that students can’t do well without reading, and creating assignments that require students
to do more than just passively read.
Featuring 11 articles from
The Teaching Professor
, this special report was created to give faculty
new ways of attacking an age-old problem. Articles in the report include:
•  Enhancing Students’ Readiness to Learn
•  What Textbook Reading Teaches Students
•  Helping Students Use Their Textbooks More Effectively
•  Text Highlighting: Helping Students Understand What They Read
•  When Students Don’t Do the Reading
•  Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning
Whether your students struggle with the material or simply lack the motivation to read what’s
assigned, this report will help ensure your students read and understand their assignments.},
	language = {English},
	institution = {Magma Publication},
	collaborator = {Weimer, Maryellen},
	year = {2010},
	keywords = {available: online, costs: free, education}
}

@article{ mclean_muslim_2010,
  title = {Muslim women and medical students in the clinical encounter},
  volume = {44},
  issn = {1365-2923},
  doi = {10.1111/j.1365-2923.2009.03599.x},
  abstract = {{CONTEXT}: Increasingly, male medical students report being refused by female patients, particularly in obstetrics and gynaecology, which is impacting on recruitment into the discipline. However, little has been documented in terms of Muslim patients and medical students in the clinical consultation.
{METHODS}: Female Emirati nationals (n = 218) attending out-patient clinics at a public hospital in Al Ain, United Arab Emirates ({UAE}), were interviewed by medical students. Participants were provided with four hypothetical clinical scenarios (three personal, one concerning a pre-pubertal child) and asked whether they would allow male and female students to be present at a consultation, take a history or perform an examination. They were also canvassed about their past experiences with medical students and their social responsibility to contribute towards the training of Emirati doctors.
{RESULTS}: Significant differences were recorded in terms of female versus male student involvement for all activities (P {\textless} 0.05-0.0005). For gynaecological and abdominal problems, patients would generally refuse male students. More than 50% of interviewees would not allow a male student to examine their face. Students of either gender could, however, examine their 8-year-old child. Although 47% of the women had had previous clinical encounters with students, in only 58% of consultations had the attending doctor asked their permission. Despite this, the women had generally felt comfortable, although satisfaction decreased with increasing age (P = 0.088). Almost 90% of the women believed that Emiratis had a social responsibility to contribute towards the training of Emirati doctors, but this decreased with increasing income (P = 0.004).
{CONCLUSIONS}: As many medical students will encounter Muslim patients during their training, they need to be sensitive to religious and cultural issues, particularly for personal examinations. In contexts where most patients are Muslim, alternative options (e.g. manikins, international rotations) may be required for male students. In the {UAE}, patient education may improve history-taking opportunities but will probably not transcend religious and cultural beliefs without intervention from religious leaders.},
  language = {eng},
  number = {3},
  journal = {Medical education},
  author = {McLean, Michelle and Al Ahbabi, Salma and Al Ameri, Mouza and Al Mansoori, Muneera and Al Yahyaei, Fatima and Bernsen, Roos},
  month = {March},
  year = {2010},
  pmid = {20444062},
  keywords = {Abdomen, Adolescent, Adult, Aged, Child, Choice Behavior, Education, Medical, Face, Female, Gynecology, Humans, Islam, Male, Middle Aged, Outpatient Clinics, Hospital, Patient Acceptance of Health Care, Patient Satisfaction, Questionnaires, Sex Factors, Social Responsibility, Students, Medical, United Arab Emirates, Young Adult},
  pages = {306--315}
}

@article{thanukosScience101Building2010,
  title = {Science 101: Building the Foundations for Real Understanding},
  author = {Thanukos, A. and Scotchmoor, J. G. and Caldwell, R. and Lindberg, D. R.},
  year = {2010},
  month = dec,
  volume = {330},
  pages = {1764--1765},
  issn = {0036-8075},
  doi = {10.1126/science.1186994},
  abstract = {It's not just about evolution anymore. Growing anti-science sentiment in the United States now infuses public discourse on conservation, vaccination, distribution of research funds, and climate change (1). Low rates of scientific literacy (2) exacerbate the problem. Although the public recognizes its indebtedness to the products of scientific knowledge, few understand much about the nature of that knowledge or the processes that generated it (3). Without a basic understanding of how science works, the public is vulnerable to antiscience propaganda, which engenders distrust of science when it comes to social issues, consumer choices, and policy decisions.},
  journal = {Science},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-8495103,~to-add-doi-URL,climate-change,cognitive-biases,conservation,education,evolution,research-funding,science-society-interface,scientific-communication,united-states,vaccination},
  lccn = {INRMM-MiD:c-8495103},
  number = {6012}
}

@article{roblyer_findings_2010,
	title = {Findings on {Facebook} in higher education: {A} comparison of college faculty and student uses and perceptions of social networking sites},
	volume = {13},
	issn = {1096-7516},
	doi = {10.1016/j.iheduc.2010.03.002},
	number = {3},
	journal = {The Internet and Higher Education},
	author = {Roblyer, M.D. D. and McDaniel, Michelle and Webb, Marsena and Herman, James and Witty, James Vince},
	year = {2010},
	keywords = {Computer Networks and Communications, Computer Science Applications, Education, social media},
	pages = {134--140}
}

@incollection{jonesMoreSumTheir2010,
  title = {More than the Sum of Their Parts? {{Interdisciplinarity}} and Sustainability},
  booktitle = {Sustainability Education : Perspectives and Practice across Higher Education},
  author = {Jones, Paula and Selby, David and Sterling, Stephen R.},
  year = {2010},
  publisher = {{Earthscan}},
  isbn = {978-1-84407-877-6},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-11620837,cross-disciplinary-perspective,education,local-over-complication,sustainability,transdisciplinary-research},
  lccn = {INRMM-MiD:c-11620837}
}

Paper  abstract   bibtex   2 downloads  

@article{katz_substitution_2009,
	title = {Substitution and {Schumpeterian} {Effects} {Over} the {Life} {Cycle} of {Copyrighted} {Works}},
	volume = {49},
	copyright = {Copyright American Bar Association Winter 2009},
	issn = {08971277},
	url = {http://search.proquest.com.myaccess.library.utoronto.ca/docview/223213710},
	abstract = {This article develops two key insights. First, copyrighted works are affected by two types of competitive forces: substitutive competition and Schumpeterian competition. Second, the relevant magnitude of each of these competitive forces changes at various points over the life cycle of copyrighted works. The earlier stages of a work's life cycle are dominated by substitution effects, whereby many other works can function as very close substitutes. As the work develops to a full product, to which many other inputs have been added, it becomes less easily substitutable. This process intensifies as network effects of various kinds secure successful works' market position and render them less vulnerable to competition from close imitations. The competitive threat to which such works may be exposed becomes more Schumpeterian in nature: competition from other works that offer something new, and potentially preferable. Generally, copyright law unequivocally discourages merely substitutive competition, but is much less interested in discouraging Schumpeterian competition. This article's time-based analysis provides both a justification for this distinction, as well as grounds for evaluating various existing rules and doctrines. It suggests that broader copyright protection (perhaps broader than the current protection) may be desirable at the early stages of works' life cycle, whereas narrower protection (perhaps narrower than the current) may be justified at later stages. [PUBLICATION ABSTRACT]},
	language = {English},
	number = {2},
	urldate = {2012-11-29},
	journal = {Jurimetrics},
	author = {Katz, Ariel},
	year = {2009},
	keywords = {Competition, Education, Grants, Law, Legislation, copyright},
	pages = {113--153},
}

Paper  bibtex   

@book{davidson_future_2009,
	address = {Cambridge, Mass},
	series = {The {John} {D}. and {Catherine} {T}. {MacArthur} {Foundation} {Reports} on {Digital} {Media} and {Learning}},
	title = {The future of learning institutions in a digital age},
	isbn = {978-0-262-51359-3},
	url = {https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513593_Future_of_Learning.pdf},
	publisher = {MIT Press},
	author = {Davidson, Cathy N. and Goldberg, David Theo},
	year = {2009},
	note = {OCLC: ocn313718801},
	keywords = {Educational change, Educational technology, Effect of technological innovations on, Internet in education, Organizational change, education}
}

Website  doi  abstract   bibtex   

@inproceedings{
 title = {Where information searches for you: The visible past ubiquitous knowledge environment for digital humanities},
 type = {inproceedings},
 year = {2009},
 keywords = {3D,Behavioral research,Education,Information search,Int,Integrated frameworks,Three dimensional,Ubiquitous computing},
 pages = {1043-1047},
 volume = {4},
 websites = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-70849106556&doi=10.1109%2FCSE.2009.132&partnerID=40&md5=621e367f3258ef5bd5f77841c9c273cb},
 city = {Vancouver, BC},
 id = {46362b0c-cb7f-3c71-a4ee-80652e558440},
 created = {2019-10-01T17:20:38.908Z},
 file_attached = {false},
 profile_id = {42d295c0-0737-38d6-8b43-508cab6ea85d},
 last_modified = {2019-10-01T17:25:57.516Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Matei20091043},
 source_type = {conference},
 notes = {cited By 0; Conference of 2009 IEEE International Conference on Social Computing, SocialCom 2009 ; Conference Date: 29 August 2009 Through 31 August 2009; Conference Code:78652},
 folder_uuids = {22c3b665-9e84-4884-8172-710aa9082eaf},
 private_publication = {false},
 abstract = {Visible Past proposes a new class of interdisciplinary learning, documenting, knowledge production, and discovery experiences that are anchored in space and time indicators. The project is supported by a ubiquitous computing platform with wiki, implicit social networking, and location aware capabilities. The environment can be used as an integrated framework for enhancing learning and research in social sciences and humanities. Its main benefit would be involving the student, the researcher, and/or the museum visitor in mobile interactive experiences which rely on social networking around common topics or spaces. © 2009 IEEE.},
 bibtype = {inproceedings},
 author = {Matei, S A and Wernert, E and Faas, T},
 doi = {10.1109/CSE.2009.132},
 booktitle = {Proceedings - 12th IEEE International Conference on Computational Science and Engineering, CSE 2009}
}

@article{beuscart_patient_2009,
	title = {Patient safety: detection and prevention of adverse drug events},
	volume = {150},
	issn = {0926-9630},
	shorttitle = {Patient safety},
	abstract = {Adverse Drug Events (ADE) represent a key problem in Public Health. The detection and prevention of ADE is a real challenge for hospitals and healthcare professionals. Healthcare Information and Communication Technologies can contribute to reduce the incidence of preventable ADE. During this workshop, we will discuss the various aspects of detection of ADE through methods like data and semantic mining in medical databases; the possibility of preventing ADE by using clinical decision support systems; the importance of Human Factors Engineering and the contextualization of knowledge. Examples and demonstrations will come from the European Project PSIP, devoted to the detection and prevention of ADE in Hospitals.},
	language = {eng},
	journal = {Studies in Health Technology and Informatics},
	author = {Beuscart, Régis and McNair, Peter and Darmoni, Stéfan J. and Koutkia, Vassilis and Maglaveras, Nicos and Beuscart-Zephir, Marie-Catherine and Nohr, Christian and {PSIP Project Consortium}},
	year = {2009},
	pmid = {19745457},
	keywords = {Decision Support Systems, Clinical, Education, Humans, Medication Errors, Quality of Health Care, Safety Management, public health},
	pages = {968--971}
}

@book{campbell_restorative_2009,
	address = {New York},
	title = {Restorative commons: creating health and well-being through urban landscapes},
	abstract = {This book is a collection of 18 articles inspired by the Meristem 2007 Forum "Restorative Commons for Community Health." The volume explores the multifaceted relationship between human health and the urban environment, drawing attention to sites and programs that feature creative design, foster civic stewardship of natural resources, and promote sustainability. It includes academic writing of researchers in the fields of medical history, evolutionary psychology, and urban planning. And it couples this writing with practitioners'' experiential knowledge presented as case studies, thought pieces, and interviews. The book is suited for use in graduate and undergraduate education in a variety of disciplines including public health, urban planning, architecture, design, environmental studies and ecology. It is meant to share lessons learned from the fields of urban natural resource management and design with other practitioners, policymakers, and the general public.},
	publisher = {US Forest Service Northern Research Station},
	author = {Campbell, L. and Wiesen, A.},
	year = {2009},
	keywords = {BES, landscape, ecology, urban, management, forest, planning, human, education, design, research, urban landscapes, architecture, public health}
}

@article{ksiazek_learning_2009,
	title = {Learning about {Coastal} {Trends}: what is the story with seagrasses... and how does it affect me?},
	volume = {46},
	number = {3},
	journal = {Science Activities},
	author = {Ksiazek, K. and McGlathery, K. J. and Reynolds, L. K. and Schwarzschild, Arthur C. and Wilkerson, C. and Carruthers, T. J.B.},
	year = {2009},
	keywords = {VCR, education}
}

Paper  doi  abstract   bibtex   

@article{xeroulis_simulation_2009,
	title = {Simulation in laparoscopic surgery: a concurrent validity study for {FLS}},
	volume = {23},
	issn = {0930-2794, 1432-2218},
	shorttitle = {Simulation in laparoscopic surgery},
	url = {http://link.springer.com/article/10.1007/s00464-008-0120-9},
	doi = {10.1007/s00464-008-0120-9},
	abstract = {Background Current assessments using the fundamentals of laparoscopic surgery (FLS) tasks are labour intensive and depend heavily on expert raters. Hand motion analysis may offer an alternative method of objective evaluation of FLS performance. Purpose The aim of this study was to assess whether a correlation exists between the expert rated assessments of the FLS tasks and computer-based assessment of motion efficiency using the Imperial College surgical assessment device (ICSAD). Methods We recruited 26 volunteer subjects who were stratified into three experience groups: juniors (PGY1–3) (N = 13), seniors (PGY4,5) (N = 7) and staff surgeons (N = 6). All subjects performed four FLS tasks: (1) peg transfer, (2) pattern cut, (3) endoloop and (4) intracorporeal suturing. Performance was assessed by both standard FLS expert rating and motion analysis using ICSAD. Group differences were analyzed using the Kruskal–Wallis test, and Spearman coefficient analyses were employed to compare FLS and ICSAD scores. Results FLS expert-derived scores discriminated effectively between experience groups for all tasks (p {\textless} 0.05). Motion efficiency scores discriminated between experience groups for tasks 1, 3 and 4 for number of movements (p {\textless} 0.05), tasks 1 and 4 for total distance (p {\textless} 0.05) and tasks 1, 2, 3 and 4 for total time (p {\textless} 0.005). There was a significant correlation between total FLS expert scores and the motion efficiency metrics of total distance, number of movements and total time (Spearman coefficient and p values of 0.81, {\textless} 0.001; 0.76; {\textless} 0.001; and 0.93, {\textless} 0.001, respectively). Conclusion There is a high correlation between FLS standard scoring and motion efficiency metrics. The use of ICSAD for the objective assessment of FLS tasks may in the future offer an adjunctive method of evaluation. ICSAD metrics are potentially less labour intensive due to the instant and fully automated computerized scoring that it provides.},
	language = {en},
	number = {1},
	urldate = {2013-03-05TZ},
	journal = {Surgical Endoscopy},
	author = {Xeroulis, George and Dubrowski, Adam and Leslie, Ken},
	month = jan,
	year = {2009},
	keywords = {Abdominal Surgery, Gastroenterology, Gynecology, Hepatology, Proctology, Surgery, Training, education, endoscopy},
	pages = {161--165}
}

@article{jarmon_virtual_2009,
	title = {Virtual world teaching, experiential learning, and assessment: {An} interdisciplinary communication course in {Second} {Life}},
	volume = {53},
	issn = {0360-1315},
	doi = {10.1016/j.compedu.2009.01.010},
	number = {1},
	journal = {Computers \& Education},
	author = {Jarmon, Leslie and Traphagan, Tomoko and Mayrath, Michael and Trivedi, Avani},
	year = {2009},
	keywords = {3D Virtual Worlds, Computer Science(all), Education, assessment},
	pages = {169--182}
}

Website  abstract   bibtex   

@article{
 title = {Views on evidence from nursing and midwifery opinion leaders},
 type = {article},
 year = {2009},
 keywords = {Education,Evidence-based practice,Midwifery,Nursing},
 pages = {829-834},
 volume = {29},
 websites = {http://www.scopus.com/inward/record.url?eid=2-s2.0-70349796178&partnerID=40&md5=b279c3ab6e2664b65330598c168a43aa},
 city = {Affiliation: Faculty of Nursing and Midwifery, University of Sydney, Building M02, NSW 2006, Australia; Affiliation: Sydney Health Projects Group, School of Public Health, University of Sydney, Medical Foundation Building K25, NSW 2006, Australia; Affilia},
 id = {9158b9da-4ecf-3910-816c-91cd3c198f10},
 created = {2016-08-21T22:19:10.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {ID: 47649; Cited By (since 1996): 1},
 folder_uuids = {e4ff5360-c610-4ebf-bedd-2234a0f66415},
 private_publication = {false},
 abstract = {National registration standards in Australia require nurses and midwives to be educationally prepared to use an evidence-based framework for their practice. These standards assume a shared professional understanding of evidence and, an agreed approach towards educational preparation for evidence implementation. In this study, a qualitative phenomenographic approach is used to explore the ways in which nursing opinion leaders understand 'evidence' within the context of evidence-based practice (EBP). Semi-structured in-depth interviews were conducted with 23 nursing and midwifery opinion leaders across the state of New South Wales, Australia. The findings suggest that views of evidence are deeply imbedded within individual clinical, contextual and professional experiences, and are highly variable. Establishing basic consensus on the meaning of evidence for the nursing and midwifery context is fundamental to the successful educational preparation of nurses and midwives for EBP. It is proposed that future evaluations of EBP education in nursing and midwifery examine the assumptions on which such programs are based as individual variation may be a significant factor in both defining and measuring the success of educational interventions for evidence implementation. © 2009 Elsevier Ltd. All rights reserved.},
 bibtype = {article},
 author = {Waters, D and Rychetnik, L and Crisp, J and Barratt, A},
 journal = {Nurse education today},
 number = {8}
}

@article{dong_exploring_2008,
	title = {Exploring marine bacterial diversity in coastal {Georgia} salt marshes using {DNA} technology},
	volume = {70},
	abstract = {An important aspect of teaching biology is to expose students to the concept of biodiversity. For this purpose, bacteria are excellent examples. Prokaryotes were the first inhabitants on Earth, surviving and even thriving under very harsh conditions as new species continuously evolved. In fact, it is believed that there are more than 5 x 10{\textasciicircum}30 prokaryotes living on Earth today (Whitman et al., 1998). Our current knowledge of these tiny organisms is very limited, and less than 1\% of all bacterial species have been described (Horner-Devine et al., 2004). However, the prominent roles bacteria play in nature are not easy to overlook: Their functions range from providing essential nutrients to plants through nitrogen-fixation (such as for Rhizobium leguminosarum) to enhancement of nutrient absorption in animal intestines (such as for Escherichia coli). As a result, identifying unknown species of bacteria and extending our understanding of known ones are important tasks for 21st Century scientists.},
	journal = {The American Biology Teacher},
	author = {Dong, Yihe. and Guerrero, Stella. and Moran, Mary Ann.},
	year = {2008},
	keywords = {GCE, microbial ecology, salt marshes, diversity, bacteria, dna, education, molecular biology}
}

@unpublished{loomis_human_2008,
	address = {Wheaton College (IL)},
	type = {Faculty {Faith} and {Learning} {Paper}},
	title = {Human {Development}, {Institutions}, and the {Cost} of {Information}},
	author = {Loomis, Stephen},
	year = {2008},
	keywords = {Education}
}

@article{smolira_student_2008,
	title = {Student {Perceptions} of {Online} {Homework} in {Introductory} {Finance} {Courses}},
	volume = {84},
	issn = {08832323},
	abstract = {The author examined student perceptions concerning online homework assignments in an introductory finance class. In general, students felt that online homework was preferable to traditional homework assignments that are turned in to the instructor. In addition, students reported that the homework assignments increased their understanding of the material and the time they spent in preparing for the class. Overall, graduate students reported a higher level of satisfaction than did undergraduates. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor \& Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {2},
	journal = {Journal of Education for Business},
	author = {Smolira, Joseph C.},
	month = dec,
	year = {2008},
	note = {00023},
	keywords = {EDUCATION, Educational Technology, Graduate Students, HIGH technology \& education, HOMEWORK, Internet in education, PERCEPTION, UNDERGRADUATES, WEB-based instruction, classroom technology},
	pages = {90--95}
}

Website  abstract   bibtex   

@article{
 title = {Management academy for public health: creating entrepreneurial managers},
 type = {article},
 year = {2007},
 identifiers = {[object Object]},
 keywords = {*Entrepreneurship,*Public Health Administration,Education, Public Health Professional/*trends,Goals,Humans,Leadership,Learning,Workplace},
 pages = {601-605},
 volume = {97},
 websites = {http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=17329658},
 edition = {2007/03/03},
 id = {cbe07419-9041-35fa-9bda-5461baa934b5},
 created = {2017-06-19T13:45:30.273Z},
 file_attached = {false},
 profile_id = {de68dde1-2ff3-3a4e-a214-ef424d0c7646},
 group_id = {b2078731-0913-33b9-8902-a53629a24e83},
 last_modified = {2017-06-19T13:45:30.376Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {Journal Article},
 language = {eng},
 notes = {<m:note>Orton, Stephen<m:linebreak/>Umble, Karl<m:linebreak/>Zelt, Sue<m:linebreak/>Porter, Janet<m:linebreak/>Johnson, Jim<m:linebreak/>Research Support, Non-U.S. Gov't<m:linebreak/>Research Support, U.S. Gov't, P.H.S.<m:linebreak/>United States<m:linebreak/>American journal of public health<m:linebreak/>Ajph.2005.082263<m:linebreak/>Am J Public Health. 2007 Apr;97(4):601-5. Epub 2007 Feb 28.</m:note>},
 abstract = {The Management Academy for Public Health develops public health managers' management skills. Ultimately, the program aims to develop civic entrepreneurs who can improve the efficiency and the effectiveness of their organizations. With help from a coach, teams write public health business plans to meet needs in their communities. An external evaluation found that 119 teams trained during the first 3 years of the program generated more than $6 million in enhanced revenue-including grants, contracts, and fees through their business plans--from $2 million in program funding. Approximately 38% of the teams expected to generate revenue from an academy business plan or a spin-off plan. Action-learning methods can help midcareer managers transfer their training to the workplace and build entrepreneurial skills.},
 bibtype = {article},
 author = {Orton, S and Umble, K and Zelt, S and Porter, J and Johnson, J},
 journal = {Am J Public Health},
 number = {4}
}

@techreport{nationalsciencefoundationcyberinfrastructurecouncilCyberinfrastructureVision21st2007,
  title = {Cyberinfrastructure Vision for 21st Century Discovery},
  author = {{National Science Foundation, Cyberinfrastructure Council}},
  year = {2007},
  pages = {64 pp.},
  institution = {{National Science Foundation}},
  abstract = {[Executive summary] NSF's Cyberinfrastructure Vision for 21st Century Discovery is presented in a set of interrelated chapters that describe the various challenges and opportunities in the complementary areas that make up cyberinfrastructure: computing systems, data, information resources, networking, digitally enabled-sensors, instruments, virtual organizations, and observatories, along with an interoperable suite of software services and tools. This technology is complemented by the interdisciplinary teams of professionals that are responsible for its development, deployment and its use in transformative approaches to scientific and engineering discovery and learning. The vision also includes attention to the educational and workforce initiatives necessary for both the creation and effective use of cyberinfrastructure. [...]},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-13293953,computational-science,data,data-transformation-modelling,education,field-measurements,information-systems,information-technology-benefits,remote-sensing,web-and-information-technologies},
  lccn = {INRMM-MiD:c-13293953},
  number = {NSF 07-28}
}

Paper  bibtex   

@misc{lefever_rss_2007,
	title = {{RSS} in {Plain} {English}},
	shorttitle = {Video},
	url = {http://www.youtube.com/watch?v=0klgLsSxGsU},
	urldate = {2009-10-14TZ},
	author = {LeFever, Lee},
	month = apr,
	year = {2007},
	keywords = {commoncraft, education, plainenglish, rss, technology}
}

Paper  doi  abstract   bibtex   

@article{dubrowski_comparison_2007,
	title = {A comparison of single- and multiple-stage approaches to teaching laparoscopic suturing.},
	volume = {193},
	url = {http://dx.doi.org/10.1016/j.amjsurg.2006.07.013},
	doi = {10.1016/j.amjsurg.2006.07.013},
	abstract = {BACKGROUND: This study assessed the effects of learning laparoscopic knot-tying through a series of progressively more difficult steps versus learning the skill in full complexity. METHODS: Junior residents (N = 24) practiced either (1) suturing in full complexity under 2-dimensional conditions or (2) simple cone transfer drills under 3-dimensional and then 2-dimensional conditions, followed by suturing under 3-dimensional and then 2-dimensional conditions. Pre-, post-, and delayed (1 week) laparoscopic suturing performances were assessed by using objective motion efficiency variables and final product analyses. RESULTS: Both groups showed similar improvements on all measures, which were well retained over the 1-week period (P {\textless} .01). CONCLUSIONS: Despite spending less time practicing actual suturing, the group of residents who progressed through the sequence of steps performed as well as those who practiced the entire task in its full complexity, a finding that has implications for minimizing teaching resources and training costs.},
	language = {eng},
	number = {2},
	journal = {Am J Surg},
	author = {Dubrowski, Adam and Park, Jason and Moulton, Carol-anne and Larmer, James and MacRae, Helen},
	month = feb,
	year = {2007},
	keywords = {Computer Simulation, Computer Simulation; Education, Educational Measurement, Graduate, Graduate; Educational Measurement; Humans; Internship and Residency; Laparoscopy; Suture Techniques, Humans, Internship and Residency, Laparoscopy, Medical, Suture Techniques, education},
	pages = {269--273}
}

Paper  bibtex   

@article{ Afonso2006,
  added-at = {2008-04-28T13:05:01.000+0200},
  author = {Afonso, António and Aubyn, Miguel St.},
  biburl = {http://www.bibsonomy.org/bibtex/2209e68be9baf3de772c5591bf9c885aa/smicha},
  interhash = {ba5bcbfaae5e5477e57f4285e8370dc0},
  intrahash = {209e68be9baf3de772c5591bf9c885aa},
  journal = {Economic Modelling},
  keywords = {Education},
  month = {May},
  number = {3},
  pages = {476--491},
  title = {Cross-country efficiency of secondary education provision: A semi-parametric analysis with non-discretionary inputs},
  url = {http://www.sciencedirect.com/science/article/B6VB1-4JFHFC6-1/1/0a1283ac759b8ea674cb3d4f1b9d67d1},
  volume = {23},
  year = {2006}
}

@article{
 title = {An emergency department intervention to increase booster seat use for lower socioeconomic families},
 type = {article},
 year = {2006},
 identifiers = {[object Object]},
 keywords = {Booster seat,Education,Emergency department},
 pages = {396-400},
 volume = {13},
 month = {4},
 id = {142edd72-7495-341f-a113-12b7e568a136},
 created = {2016-09-13T00:48:34.000Z},
 accessed = {2016-09-05},
 file_attached = {false},
 profile_id = {c7856f8a-4963-3e63-90cb-57986d91c9b0},
 group_id = {1fd78437-06d9-37cf-b89d-417b03940b66},
 last_modified = {2016-09-13T05:55:51.000Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 abstract = {Objectives: To evaluate the effectiveness of booster seat education within an emergency department (ED) setting for families residing in lower socioeconomic neighborhoods. Methods: This was a prospective, randomized study of families with children aged 4 to 7 years and weighing 40 to 80 lb who presented to a pediatric ED without a booster seat and resided in lower socioeconomic communities. Subjects were randomly assigned to one of three groups: 1) received standard discharge instructions, 2) received five-minute booster seat training, and 3) received five-minute booster seat training and free booster seat with installation. Automobile restraint practices were obtained initially and by telephone at one month. Results: A total of 225 children were enrolled. Before randomization in the study, 79.6% of parents reported that their child was usually positioned in the car with a lap/shoulder belt and 13.3% with a lap belt alone. Some parents (16.4%) had never heard of a booster seat, and 44.9% believed a lap belt was sufficient restraint. A total of 147 parents (65.3%) were contacted for follow-up at one month. Only one parent (1.3%) in the control group and four parents (5.3%) in the education group purchased and used a booster seat after their ED visit, while 55 parents (98.2%) in the education and installation group reported using the booster seat; 42 (75.0%) of these parents reported using the seat 100% of the time. Conclusions: Education in a pediatric ED did not convince parents to purchase and use booster seats; however, the combination of education with installation significantly increased booster seat use in this population. ?? 2006 by the Society for Academic Emergency Medicine.},
 bibtype = {article},
 author = {Gittelman, Michael A. and Pomerantz, Wendy J. and Laurence, Susan},
 journal = {Academic Emergency Medicine},
 number = {4}
}

@phdthesis{hembree_defining_2005,
	address = {Athens, Georgia},
	title = {Defining science/defining stories: {Teachers}},
	abstract = {This qualitative study investigated teacher understandings and experiences as they came to redefine science through their participation in a program that supports teacher-scientist collaborations in field-based scientific research. This summer residential experience in ecology for teachers was designed to answer the call for opportunities for teachers to conduct real world, long-term scientific inquiry projects and thus provide for greater teacher-as-scientist authenticity in the classroom. The program intended to connect several issues in recent science education literature: the conflict between real science and school science; science knowledge construction; and authentic science experiences for teachers and students. In this field-based research setting, teachers were challenged to expand their understanding of how science is conducted and how science knowledge is constructed. The teachers came to recognize the essential role of exchanging ideas and brainstorming in informal, social settings in the knowledge acquisition process. They recognized that research ideas and the designs of experiments within this research community were not considered rigid or procedural. Instead, they saw those ideas and designs as flexible and under continuous development and revision},
	school = {University of Georgia},
	author = {Hembree, Patricia A.},
	year = {2005},
	keywords = {GCE, education, collaborations, science knowledge, stories}
}

@book{kaiser_drawing_2005,
	address = {Chicago},
	title = {Drawing theories apart the dispersion of {Feynman} diagrams in postwar physics},
	isbn = {978-0-226-42266-4},
	publisher = {University of Chicago Press},
	author = {Kaiser, David},
	year = {2005},
	keywords = {Representation}
}

Website  abstract   bibtex   

@article{
 title = {Effectiveness and efficiency of guideline dissemination and implementation strategies},
 type = {article},
 year = {2004},
 identifiers = {[object Object]},
 keywords = {Cochrane Library,EMBASE,MEDLINE,United Kingdom,clinical practice,clinical research,cost benefit analysis,cost effectiveness analysis,education,epidemiology,feasibility study,health care organization,health care personnel,health care planning,health care policy,health economics,health survey,human,information dissemination,information retrieval,medical audit,medical decision making,practice guideline,primary medical care,register,review},
 pages = {iii-72},
 volume = {8},
 websites = {http://www.scopus.com/inward/record.url?eid=2-s2.0-10744224331&partnerID=40&md5=3c257899cd02a20f42bae7e74745d8b2},
 city = {Affiliation: Health Services Research Unit, University of Aberdeen, Aberdeen, United Kingdom; Affiliation: Health Economics Research Unit, University of Aberdeen, Aberdeen, United Kingdom; Affiliation: Dept. of Epidemiology/Public Health, University of Ne},
 id = {f9c473fa-9431-320d-9e25-c5cf0ccc5bb0},
 created = {2016-08-21T22:17:35.000Z},
 file_attached = {false},
 profile_id = {217ced55-4c79-38dc-838b-4b5ea8df5597},
 group_id = {408d37d9-5f1b-3398-a9f5-5c1a487116d4},
 last_modified = {2017-03-14T09:54:45.334Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 notes = {Cited By (since 1996): 851},
 folder_uuids = {028056a6-dab5-46a4-b9bf-02542e7cfa2b},
 private_publication = {false},
 abstract = {Objectives: To undertake a systematic review of the effectiveness and costs of different guideline development, dissemination and implementation strategies. To estimate the resource implications of these strategies. To develop a framework for deciding when it is efficient to develop anal introduce clinical guidelines. Data sources: Medline, Healthstar, Cochrane Controlled Trial Register, EMBASE, SIGLE and the specialised register of the Cochrane Effective Practice and Organisation of Care (EPOC) group. Review methods: Single estimates of dichotomous process variables were derived for each study comparison based upon the primary end-point or the median measure across several reported end-points. Separate analyses were undertaken for comparisons of different types of intervention. The study also explored whether the effects of multifaceted interventions increased with the number of intervention components. Studies reporting economic data were also critically appraised. A survey to estimate the feasibility and likely resource requirements of guideline dissemination and implementation strategies in UK settings was carried out with key informants from primary and secondary care. Results: In total, 235 studies reporting 309 comparisons met the inclusion criteria; of these 73% of comparisons evaluated multifaceted interventions, although the maximum number of replications of a specific multifaceted intervention was 11 comparisons. Overall, the majority of comparisons reporting dichotomous process data observed improvements in care; however, there was considerable variation in the observed effects both within and across interventions. Commonly evaluated single interventions were reminders, dissemination of educational materials, and audit and feedback. There were 23 comparisons of multifaceted interventions involving educational outreach. The majority of interventions observed modest to moderate improvements in care. No relationship was found between the number of component interventions and the effects of multifaceted interventions. Only 29.4% of comparisons reported any economic data. The majority of studies only reported costs of treatment; only 25 studies reported data on the costs of guideline development or guideline dissemination and implementation. The majority of studies used process measures for their primary end-point, despite the fact that only three guidelines were explicitly evidence based (and may not have been efficient). Respondents to the key informant survey rarely identified existing budgets to support guideline dissemination and implementation strategies. In general, the respondents thought that only dissemination of educational materials and short (lunchtime) educational meetings were generally feasible within current resources. Conclusions: There is an imperfect evidence base to support decisions about which guideline dissemination and implementation strategies are likely to be efficient under different circumstances. Decision makers need to use considerable judgement about how best to use the limited resources they have for clinical governance and related activities to maximise population benefits. They need to consider the potential clinical areas for clinical effectiveness activities, the likely benefits and costs required to introduce guidelines and the likely benefits and costs as a result of any changes in provider behaviour. Further research is required to: develop and validate a coherent theoretical framework of health professional and organisational behaviour and behaviour change to inform better the choice of interventions in research and service settings, and to estimate the efficiency of dissemination and implementation strategies in the presence of different barriers and effect modifiers. © Queen's Printer and Controller of HMSO 2004. All rights reserved.},
 bibtype = {article},
 author = {Grimshaw, J M and Thomas, R E and MacLennan, G and Fraser, C and Ramsay, C R and Vale, L and Whitty, P and Eccles, M P and Matowe, L and Shirran, L and Wensing, M and Dijkstra, R and Donaldson, C},
 journal = {Health technology assessment},
 number = {6}
}

@article{salerno_competency_2003,
	title = {Competency in interpretation of 12-lead electrocardiograms: a summary and appraisal of published evidence},
	volume = {138},
	issn = {1539-3704},
	shorttitle = {Competency in interpretation of 12-lead electrocardiograms},
	abstract = {BACKGROUND: There have been many proposals for objective standards designed to optimize training, testing, and maintaining competency in interpretation of electrocardiograms (ECGs). However, most of these recommendations are consensus based and are not derived from clinical trials that include patient outcomes.
PURPOSE: To critically review the available data on training, accuracy, and outcomes of computer and physician interpretation of 12-lead resting ECGs.
DATA SOURCES: English-language articles were retrieved by searching MEDLINE (1966 to 2002), EMBASE (1974 to 2002), and the Cochrane Controlled Trials Register (1975-2002). The references in articles selected for analysis were also reviewed for relevance.
STUDY SELECTION: All articles on training, accuracy, and outcomes of ECG interpretations were analyzed.
DATA EXTRACTION: Study design and results were summarized in evidence tables. Information on physician interpretation compared to a "gold standard," typically a consensus panel of expert electrocardiographers, was extracted. The clinical context of and outcomes related to the ECG interpretation were obtained whenever possible.
DATA SYNTHESIS: Physicians of all specialties and levels of training, as well as computer software for interpreting ECGs, frequently made errors in interpreting ECGs when compared to expert electrocardiographers. There was also substantial disagreement on interpretations among cardiologists. Adverse patient outcomes occurred infrequently when ECGs were incorrectly interpreted.
CONCLUSIONS: There is no evidence-based minimum number of ECG interpretations that is ideal for attaining or maintaining competency in ECG interpretation skills. Further research is needed to clarify the optimal way to build and maintain ECG interpretation skills based on patient outcomes.},
	language = {eng},
	number = {9},
	journal = {Annals of internal medicine},
	author = {Salerno, Stephen M and Alguire, Patrick C and Waxman, Herbert S},
	month = may,
	year = {2003},
	pmid = {12729431},
	keywords = {Cardiology, Clinical Competence, Diagnosis, Computer-Assisted, Diagnostic Errors, Education, Medical, Continuing, Electrocardiography, Evidence-Based Medicine, Humans, Medical Staff, Hospital, Reference Standards},
	pages = {751--760}
}

@article{ foster_msjama._2003,
  title = {{MSJAMA}. Educational and legislative initiatives affecting residency training in abortion},
  volume = {290},
  issn = {1538-3598},
  doi = {10.1001/jama.290.13.1777},
  language = {eng},
  number = {13},
  journal = {{JAMA}: the journal of the American Medical Association},
  author = {Foster, Angel M and van Dis, Jane and Steinauer, Jody},
  month = {October},
  year = {2003},
  pmid = {14519717},
  keywords = {Abortion, Induced, Education, Medical, Graduate, Gynecology, Humans, Internship and Residency, Obstetrics, United States},
  pages = {1777--1778}
}

@book{morinSevenComplexLessons2001,
  title = {Seven Complex Lessons in Education for the Future},
  author = {Morin, Edgar},
  year = {2001},
  publisher = {{UNESCO}},
  abstract = {Examines fundamental problems often overlooked or neglected in education. These problems are presented as "seven complex lessons" that should be covered in an education of the future in all societies in every culture, according to means and rules appropriate to those societies and cultures.},
  isbn = {92-3-103778-1},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-13337437,control-problem,democracy,education,feedback,science-ethics,system-theory},
  lccn = {INRMM-MiD:c-13337437}
}

@book{gaede_conversation_2001,
	address = {Santa Barbara, Calif},
	series = {Liberal {Arts}: {Journal} of the {Gaede} {Institute}},
	title = {A conversation on the liberal arts},
	abstract = {The collection of papers presented a the first annual Conversation on the Liberal Arts (January 18-19, 2001) --Westmont College website},
	number = {Inaugural papers},
	publisher = {Institute for the Liberal Arts, Westmont College},
	editor = {Gaede, S. D. and Carpenter, Joel A. and Mullen, Shirley and Hoeckley, Christian and {Institute for the Liberal Arts (Santa Barbara, Calif.)} and {Gaede Institute for the Liberal Arts at Westmont}},
	year = {2001},
	keywords = {Aims and objectives, Education, Higher, Education, Humanistic, Learning and scholarship, Study and teaching (Higher), UnitedStates}
}

@inproceedings{ude_planning_2000,
	title = {Planning of joint trajectories for humanoid robots using {B}-spline wavelets},
	volume = {3},
	doi = {10.1109/ROBOT.2000.846358},
	abstract = {The formulation and optimization of joint trajectories for humanoid robots is quite different from this same task for standard robots because of the complexity of the humanoid robots' kinematics. We exploit the similarity between the movements of a humanoid robot and human movements to generate joint trajectories for such robots. In particular we show how to transform human motion information captured by an optical tracking device into a high dimensional trajectory of a humanoid robot. We utilize B-spline wavelets to efficiently represent the joint trajectories and to automatically select the density of the basis functions on the time axis. We applied our method to the task of teaching a humanoid robot how to make a dance movement.},
	booktitle = {Proceedings 2000 {ICRA}. {Millennium} {Conference}. {IEEE} {International} {Conference} on {Robotics} and {Automation}. {Symposia} {Proceedings} ({Cat}. {No}.00CH37065)},
	author = {Ude, A. and Atkeson, C. G. and Riley, M.},
	month = apr,
	year = {2000},
	keywords = {B-spline wavelets, Education, Humanoid robots, Humans, Jacobian matrices, Joints, Kinematics, Manipulators, Optical devices, Robotics and automation, Spline, Trajectory, basis functions, computer graphics, dance movement, finite element analysis, high dimensional trajectory, human motion information, human movements, humanoid robots, joint trajectories planning, legged locomotion, optical tracking device, optimisation, path planning, robot kinematics, robot programming, splines (mathematics), teaching, wavelet transforms},
	pages = {2223--2228 vol.3}
}

@book{freire_pedagogy_2000,
	address = {New York, NY},
	edition = {30th anniversary edition},
	title = {Pedagogy of the {Oppressed}},
	isbn = {978-0-8264-1276-8},
	language = {en},
	publisher = {Continuum},
	author = {Freire, Paulo},
	translator = {Bergman Ramo, Myra},
	year = {2000},
	keywords = {Critical pedagogy, Education, Freire, Paulo, Philosophy, Popular education},
}

@unpublished{egeland_making_2000,
	address = {Wheaton College (IL)},
	type = {Faculty {Faith} and {Learning} {Paper}},
	title = {Making the {Grade}? {A} {Christian} {Perspective} on {Educational} {Assessment}},
	author = {Egeland, Paul},
	year = {2000},
	keywords = {Education}
}

Paper  abstract   bibtex   

@article{
 title = {Some Social and Physical Correlates of Intergenerational Social Mobility : Evidence from the West of Scotland Collaborative Study},
 type = {article},
 year = {1999},
 keywords = {education,height,number of siblings,social mobility},
 pages = {169-183},
 volume = {33},
 id = {22f2c6d5-a27a-3b9f-8bea-ed5a91ca40bb},
 created = {2017-06-19T13:39:42.121Z},
 file_attached = {true},
 profile_id = {de68dde1-2ff3-3a4e-a214-ef424d0c7646},
 group_id = {b2078731-0913-33b9-8902-a53629a24e83},
 last_modified = {2017-06-19T13:39:42.231Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 abstract = {Mainstream sociological studies of intergenerational social mobility have emphasied social factors such as education and the material and cultural resources of the familiy of origin as the main influences on the chances and direction of social mobility. Medical sociology in contrast has been more interested in its physical correlates such as height and health status. Data from the West of Scotland Collaborative Study allow an examination of the relationship between social mobility and both social and physical factors. Height, education and material circumstances in the family of origin, indexed as the number of siblings, were each independently associated with the chances of both upward and downward social mobility in this dataset. In each case the net effect of this social mobility was to constrain the social distribution of these variables. Any role which these factors may play in indirect health selection, it is argued, cannot account for social class differences in adult health},
 bibtype = {article},
 author = {Blane, David and Smith, George Davey and Hart, Carole},
 journal = {Sociology},
 number = {1}
}

@article{nilon_understanding_1999,
	title = {Understanding urban ecosystems: a new frontier for science and education},
	volume = {3},
	number = {1},
	journal = {Urban Ecosystems},
	author = {Nilon, C. H. and Berkowitz, A. R. and Hollweg, K. S.},
	year = {1999},
	keywords = {BES, urban, ecosystems, ecosystem, education}
}

Pdf  bibtex   

@incollection{beeson1998a,
	address = {Berlin Heidelberg New York},
	author = {Michael Beeson},
	booktitle = {Computer-Human Interaction in Symbolic Computation},
	date-added = {2014-11-13 23:48:07 +0000},
	date-modified = {2018-01-29 08:35:21 +0000},
	editor = {Norman Kajler},
	keywords = {MathXpert, Education},
	pages = {89-115},
	publisher = {Springer-Verlag},
	title = {Design Principles of {M}athpert: Software to support education in algebra and calculus},
	url_pdf = {hisc.pdf},
	year = {1998}}

@misc{
 title = {Self-Formulated Goals and Self-Evaluation in Music Education},
 type = {misc},
 year = {1996},
 source = {Bulletin of the Council for Research in Music Education},
 identifiers = {[object Object]},
 keywords = {Analysis,Curricula,Education,Educational Influences,Higher Education,Music Education,Music Students,Pianists,Piteå,Polls and Surveys,Sweden},
 pages = {16-21},
 websites = {http://search.proquest.com/docview/1036389?accountid=14556\nhttp://vv6tt6sy5c.search.serialssolutions.com/directLink?&atitle=Self-Formulated+Goals+and+Self-Evaluation+in+Music+Education&author=Brandstrom,+Sture&issn=00109894&title=Bulletin+of+the+Counci},
 id = {f067f2f9-ec0e-3dbb-b218-fe7a348b35fe},
 created = {2015-10-12T18:17:16.000Z},
 file_attached = {false},
 profile_id = {67edaefc-f885-37e4-bc00-882f4d80d81f},
 group_id = {0838b8f1-9c9e-3c79-8522-3879cfb89b62},
 last_modified = {2015-10-12T18:17:16.000Z},
 tags = {papers,rol profesor},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 abstract = {Discusses results of an higher education project at Lulea University at Pitea, Sweden, in which 53 students were allowed to schedule their own individual piano lessons, set their own performance goals and evaluated their own progress. Examines result of project in which more than 75 percent of the participants were "positive" about the project and the project's relationship to the educational philosophies of Jerome S. Bruner and Carl Rogers. Also includes 14 references.},
 bibtype = {misc},
 author = {Brändström, Sture}
}

@article{fineReflectionsDeterminingAuthorship1993,
  title = {Reflections on Determining Authorship Credit and Authorship Order on Faculty-Student Collaborations},
  author = {Fine, Mark A. and Kurdek, Lawrence A.},
  year = {1993},
  volume = {48},
  pages = {1141--1147},
  issn = {0003-066X},
  doi = {10.1037/0003-066x.48.11.1141},
  abstract = {Explores the process of determining authorship credit and authorship order on collaborative publications with students. The article presents hypothetical cases that describe relevant ethical issues, highlights ethical principles that could provide assistance in addressing these dilemmas, and makes recommendations to faculty who collaborate with students on scholarly projects. It is proposed that authorship credit and order decisions should be based on the relative scholarly abilities and professional contributions of the collaborators. Furthermore, it is recommended that both faculty and students participate in the authorship decision-making process early in the collaborative endeavor.},
  journal = {American Psychologist},
  keywords = {*imported-from-citeulike-INRMM,~INRMM-MiD:c-14655476,authorship,case-study,check-list,comparison,decision-making-procedure,education,precursor-research,research-management,science-ethics,scientific-communication,team-diversity},
  lccn = {INRMM-MiD:c-14655476},
  number = {11}
}

Paper  bibtex   

@article{ migliazzo_cultural_1993,
  title = {Cultural {Mimesis} and {Christian} {Higher} {Education}: {A} {Personal} {Reconnaissance}},
  volume = {25},
  issn = {0884-5379},
  shorttitle = {Cultural {Mimesis} and {Christian} {Higher} {Education}},
  url = {http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0000877353&site=ehost-live},
  number = {3},
  urldate = {2015-09-25TZ},
  journal = {Fides et historia},
  author = {Migliazzo, Arlin C},
  month = {September},
  year = {1993},
  keywords = {Christian learning and scholarship, Church colleges, Culture and Christianity, Education, Higher, Peer reviewed},
  pages = {102--108}
}

@book{nicolai_storiografia_1992,
	address = {Pisa},
	series = {Biblioteca di "{Materiali} e discussioni per l'analisi dei testi classici"},
	title = {La storiografia nell'educazione antica},
	number = {10},
	publisher = {Giardini},
	author = {Nicolai, Roberto},
	year = {1992},
	keywords = {Ancient, Education, Greece, Historiography, Nicolai1992, Rhetoric, Rome, Study and teaching History}
}

@inProceedings{
 title = {Grasp Recognition Using The Contact Web},
 type = {inProceedings},
 year = {1992},
 keywords = {Assembly systems,Automatic programming,Education,Educational robots,Grasping,Humans,Robot programming,Robotic assembly,Robotics and automation,Taxonomy},
 pages = {194-201},
 volume = {1},
 websites = {http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=587321},
 publisher = {IEEE},
 id = {3562ad5b-b8cf-355e-a572-7f12f7b566cd},
 created = {2015-11-12T13:22:10.000Z},
 accessed = {2015-11-12},
 file_attached = {false},
 profile_id = {49ab3d8e-c22b-36d3-a37b-6ec3833fa8a0},
 group_id = {eeef833e-cee4-3b2a-b33a-aec5e9ea9601},
 last_modified = {2015-11-12T13:22:10.000Z},
 tags = {grasp taxonomy},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 short_title = {Intelligent Robots and Systems, 1992., Proceedings},
 abstract = {Not Available},
 bibtype = {inProceedings},
 author = {Sing Bing Kang, undefined and Ikeuchi, K.},
 booktitle = {Proceedings of the IEEE/RSJ International Conference on Intelligent Robots and Systems}
}

@inproceedings{beeson1992b,
	author = {Michael Beeson},
	booktitle = {Logic Programming and Automated Reasoning},
	date-added = {2014-11-13 23:52:44 +0000},
	date-modified = {2014-11-14 21:59:02 +0000},
	editor = {A.~ Voronkov},
	keywords = {MathXpert, Symbolic computation, Education},
	pages = {454-457},
	series = {Lecture Notes in Artificial Intelligence},
	title = {{M}athpert: Computer support for learning algebra, trigonometry, and calculus},
	volume = {624},
	year = {1992}}

@article{beeson1990,
	author = {Michael Beeson},
	date-added = {2014-11-14 21:55:49 +0000},
	date-modified = {2014-11-14 21:56:52 +0000},
	journal = {Journal of Artificial Intelligence and Education},
	keywords = {MathXpert, Education},
	pages = {65-76},
	title = {A computerized environment for learning algebra, trigonometry, and calculus},
	volume = {1},
	year = {1990}}

@book{grant_perpetual_1978,
	address = {Chicago},
	title = {The {Perpetual} {Dream}: {Reform} and {Experiment} in the {American} {College}},
	isbn = {0-226-30605-4},
	shorttitle = {The perpetual dream},
	publisher = {University of Chicago Press},
	author = {Grant, Gerald and Riesman, David},
	year = {1978},
	keywords = {IAALA, education}
}

@book{tanguy_capital_1976,
	address = {Paris},
	series = {Cahiers libres ; 308-309},
	title = {Le capital, les travailleurs et l'école: l'exemple de la {Lorraine} sidérurgique},
	isbn = {2707108308},
	shorttitle = {Le capital, les travailleurs et l'école},
	publisher = {F. Maspero},
	author = {Tanguy, Lucie},
	year = {1976},
	keywords = {Apprentices, Education, France Lorraine, Working class}
}

Paper  abstract   bibtex   

@misc{noauthor_codeuur_nodate,
	title = {{CodeUur} - {Programmeerles} op de basisschool},
	url = {http://www.codeuur.nl/},
	abstract = {Digitaal vaardige kinderen door programmeren in het basisschool curriculum te krijgen},
	urldate = {2016-01-20TZ},
	keywords = {Netherlands, children, coding, education, school, scratch}
}

Paper  abstract   bibtex   

@misc{noauthor_christian_nodate-1,
	title = {Christian {Education} {Journal}},
	url = {http://journals.biola.edu/ns/cej/},
	abstract = {The purpose of the journal is to strengthen the conception and practice of Christian education in church and parachurch settings through:

-Encouraging reflection on the foundations of Christian education and implications for ministry practice

-Exploring the integration and application of social science theory and research to educational ministry concerns

-Fostering improved teaching in the field of Christian education at colleges and seminaries, equipping people for leadership in this field

-Promoting the assessment of our changing cultural context and of contemporary educational ministry needs, models, and trends

-Providing reviews of new books in the field of Christian education and other related disciplines that impact educational ministry},
	keywords = {Education},
}