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… Contribution of Sustained, Integrated Observations to Arctic Maritime Domain Awareness and Common Operational Picture Development in a Hybrid Research …

EPSCoR Research Infrastructure Improvement Program: Bridging EPSCoR Communities AND Program Evaluation

Eicken H, Jones J, Mahoney A.
GSID: K8-Ru47gdj0J
H Eicken, A Mahoney, J Jones, T Heinrichs… - Theme …, 2016 - arcticobservingsummit.org

… in bridging gaps between the research and EPPR communities… This problem is amplified if research infrastructure is to be … -grounded assessment, but also contribute to the community-…

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Eicken, H., Mahoney, A., Jones, J., Heinrichs, T., Bader, H., Broderson, D., ... & Merten, A. (2016). The Potential Contribution of Sustained, Integrated Observations to Arctic Maritime Domain Awareness and Common Operational Picture Development in a Hybrid Research-Operational Setting. Theme (s), 4.
Eicken, H., et al. "The Potential Contribution of Sustained, Integrated Observations to Arctic Maritime Domain Awareness and Common Operational Picture Development in a Hybrid Research-Operational Setting." Theme (s) 4 (2016).
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Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions

Stem education interventions

Maloney EA, Schaeffer MW.
GSID: VVQ0V8Xx7q8J
EA Maloney, MW Schaeffer… - … in Mathematics Education, 2013 - Taylor & Francis

Proficiency in mathematics is a major advantage in industrialised nations. Here we discuss several emotional impediments to mathematics achievement, namely mathematics anxiety and stereotype threat. Synthesising findings from empirical studies in the fields of cognitive, social, and educational psychology,...

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Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.
Maloney, Erin A., Marjorie W. Schaeffer, and Sian L. Beilock. "Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions." Research in Mathematics Education 15.2 (2013): 115-128.
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Queering black greek-lettered fraternities, masculinity and manhood: a queer of color critique of institutionality in higher education

Centers of Research Excellence in Science and Technology (CREST) and HBCU Research Infrastructure for Science and Engineering (RISE) AND Program Evaluation

Mahoney AD.
GSID: QNM4FtA2qAwJ
AD Mahoney - 2019 - ir.library.louisville.edu

Abstract Drawing heavily on Roderick Ferguson's (2012) theory of institutionality, this dissertation constructs a counter-historical genealogy of racialized gender in higher education and US society through the formation of black Greek-lettered fraternities. Ferguson argues that with the insurgence of...

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Mahoney, A. D. (2019). Queering black greek-lettered fraternities, masculinity and manhood: a queer of color critique of institutionality in higher education.
Mahoney, Antron Demel. "Queering black greek-lettered fraternities, masculinity and manhood: a queer of color critique of institutionality in higher education." (2019).
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Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives.

Frontiers in psychology

Morsanyi K, Mammarella IC, Szücs D, Tomasetto C, Primi C, Maloney EA.
PMID: 27493636
Front Psychol. 2016 Jul 21;7:1083. doi: 10.3389/fpsyg.2016.01083. eCollection 2016.

No abstract available.

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Morsanyi K, Mammarella IC, Szücs D, et al. Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives. Front Psychol. 2016;7:1083doi: 10.3389/fpsyg.2016.01083.
Morsanyi, K., Mammarella, I. C., Szücs, D., Tomasetto, C., Primi, C., & Maloney, E. A. (2016). Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives. Frontiers in psychology, 71083. https://doi.org/10.3389/fpsyg.2016.01083
Morsanyi, Kinga, et al. "Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives." Frontiers in psychology vol. 7 (2016): 1083. doi: https://doi.org/10.3389/fpsyg.2016.01083
Morsanyi K, Mammarella IC, Szücs D, Tomasetto C, Primi C, Maloney EA. Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives. Front Psychol. 2016 Jul 21;7:1083. doi: 10.3389/fpsyg.2016.01083. eCollection 2016. PMID: 27493636; PMCID: PMC4954845.
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An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions.

PloS one

Nicklen P, Rivers G, Ooi C, Ilic D, Reeves S, Walsh K, Maloney S.
PMID: 27632427
PLoS One. 2016 Sep 15;11(9):e0162941. doi: 10.1371/journal.pone.0162941. eCollection 2016.

Health professional education is experiencing a cultural shift towards student-centered education. Although we are now challenging our traditional training methods, our methods for evaluating the impact of the training on the learner remains largely unchanged. What is not typically...

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Nicklen P, Rivers G, Ooi C, et al. An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. PLoS One. 2016;11(9):e0162941doi: 10.1371/journal.pone.0162941.
Nicklen, P., Rivers, G., Ooi, C., Ilic, D., Reeves, S., Walsh, K., & Maloney, S. (2016). An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. PloS one, 11(9), e0162941. https://doi.org/10.1371/journal.pone.0162941
Nicklen, Peter, et al. "An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions." PloS one vol. 11,9 (2016): e0162941. doi: https://doi.org/10.1371/journal.pone.0162941
Nicklen P, Rivers G, Ooi C, Ilic D, Reeves S, Walsh K, Maloney S. An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. PLoS One. 2016 Sep 15;11(9):e0162941. doi: 10.1371/journal.pone.0162941. eCollection 2016. PMID: 27632427; PMCID: PMC5025223.
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[No title available]

Scientific reports

Osgood CL, Tantawy MN, Maloney N, Madaj ZB, Peck A, Boguslawski E, Jess J, Buck J, Winn ME, Manning HC, Grohar PJ.
PMID: 27671553
Sci Rep. 2016 Sep 27;6:33926. doi: 10.1038/srep33926.

Ewing sarcoma is a bone and soft-tissue tumor that depends on the activity of the EWS-FLI1 transcription factor for cell survival. Although a number of compounds have been shown to inhibit EWS-FLI1 in vitro, a clinical EWS-FLI1-directed therapy has...

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Osgood CL, Tantawy MN, Maloney N, et al. . Sci Rep. 2016;6:33926doi: 10.1038/srep33926.
Osgood, C. L., Tantawy, M. N., Maloney, N., Madaj, Z. B., Peck, A., Boguslawski, E., Jess, J., Buck, J., Winn, M. E., Manning, H. C., & Grohar, P. J. (2016). . Scientific reports, 633926. https://doi.org/10.1038/srep33926
Osgood, Christy L, et al. "." Scientific reports vol. 6 (2016): 33926. doi: https://doi.org/10.1038/srep33926
Osgood CL, Tantawy MN, Maloney N, Madaj ZB, Peck A, Boguslawski E, Jess J, Buck J, Winn ME, Manning HC, Grohar PJ. . Sci Rep. 2016 Sep 27;6:33926. doi: 10.1038/srep33926. PMID: 27671553; PMCID: PMC5037393.
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Building a Better Mousetrap (Exergame) to Increase Youth Physical Activity.

Games for health journal

Baranowski T, Maddison R, Maloney A, Medina E, Simons M.
PMID: 26196047
Games Health J. 2014 Apr;3(2):72-8. doi: 10.1089/g4h.2014.0018.

Although exergames have been demonstrated to induce moderate levels of physical activity (PA) if played as designed, there is conflicting evidence on use of exergaming leading to increased habitual PA. Exergames have increased PA in some home and school...

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Baranowski T, Maddison R, Maloney A, et al. Building a Better Mousetrap (Exergame) to Increase Youth Physical Activity. Games Health J. 2014;3(2):72-8doi: 10.1089/g4h.2014.0018.
Baranowski, T., Maddison, R., Maloney, A., Medina, E., & Simons, M. (2014). Building a Better Mousetrap (Exergame) to Increase Youth Physical Activity. Games for health journal, 3(2), 72-8. https://doi.org/10.1089/g4h.2014.0018
Baranowski, Tom, et al. "Building a Better Mousetrap (Exergame) to Increase Youth Physical Activity." Games for health journal vol. 3,2 (2014): 72-8. doi: https://doi.org/10.1089/g4h.2014.0018
Baranowski T, Maddison R, Maloney A, Medina E, Simons M. Building a Better Mousetrap (Exergame) to Increase Youth Physical Activity. Games Health J. 2014 Apr;3(2):72-8. doi: 10.1089/g4h.2014.0018. PMID: 26196047.
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Issues of cost-benefit and cost-effectiveness for simulation in health professions education.

Advances in simulation (London, England)

Maloney S, Haines T.
PMID: 29449982
Adv Simul (Lond). 2016 May 17;1:13. doi: 10.1186/s41077-016-0020-3. eCollection 2016.

BACKGROUND: Simulation education can be costly-however, costs need to be considered against what you get in return to determine whether these costs are justified. Unfortunately in simulation education, evaluations that yield information about the return on investment are scarce....

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Maloney S, Haines T. Issues of cost-benefit and cost-effectiveness for simulation in health professions education. Adv Simul (Lond). 2016;1:13doi: 10.1186/s41077-016-0020-3.
Maloney, S., & Haines, T. (2016). Issues of cost-benefit and cost-effectiveness for simulation in health professions education. Advances in simulation (London, England), 113. https://doi.org/10.1186/s41077-016-0020-3
Maloney, Stephen, and Haines, Terry. "Issues of cost-benefit and cost-effectiveness for simulation in health professions education." Advances in simulation (London, England) vol. 1 (2016): 13. doi: https://doi.org/10.1186/s41077-016-0020-3
Maloney S, Haines T. Issues of cost-benefit and cost-effectiveness for simulation in health professions education. Adv Simul (Lond). 2016 May 17;1:13. doi: 10.1186/s41077-016-0020-3. eCollection 2016. PMID: 29449982; PMCID: PMC5806357.
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Reward vs. Retaliation-the Role of the Mesocorticolimbic Salience Network in Human Reactive Aggression.

Frontiers in behavioral neuroscience

Gan G, Preston-Campbell RN, Moeller SJ, Steinberg JL, Lane SD, Maloney T, Parvaz MA, Goldstein RZ, Alia-Klein N.
PMID: 27729852
Front Behav Neurosci. 2016 Sep 27;10:179. doi: 10.3389/fnbeh.2016.00179. eCollection 2016.

The propensity for reactive aggression (RA) which occurs in response to provocation has been linked to hyperresponsivity of the mesocorticolimbic reward network in healthy adults. Here, we aim to elucidate the role of the mesocorticolimbic network in clinically significant...

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Gan G, Preston-Campbell RN, Moeller SJ, et al. Reward vs. Retaliation-the Role of the Mesocorticolimbic Salience Network in Human Reactive Aggression. Front Behav Neurosci. 2016;10:179doi: 10.3389/fnbeh.2016.00179.
Gan, G., Preston-Campbell, R. N., Moeller, S. J., Steinberg, J. L., Lane, S. D., Maloney, T., Parvaz, M. A., Goldstein, R. Z., & Alia-Klein, N. (2016). Reward vs. Retaliation-the Role of the Mesocorticolimbic Salience Network in Human Reactive Aggression. Frontiers in behavioral neuroscience, 10179. https://doi.org/10.3389/fnbeh.2016.00179
Gan, Gabriela, et al. "Reward vs. Retaliation-the Role of the Mesocorticolimbic Salience Network in Human Reactive Aggression." Frontiers in behavioral neuroscience vol. 10 (2016): 179. doi: https://doi.org/10.3389/fnbeh.2016.00179
Gan G, Preston-Campbell RN, Moeller SJ, Steinberg JL, Lane SD, Maloney T, Parvaz MA, Goldstein RZ, Alia-Klein N. Reward vs. Retaliation-the Role of the Mesocorticolimbic Salience Network in Human Reactive Aggression. Front Behav Neurosci. 2016 Sep 27;10:179. doi: 10.3389/fnbeh.2016.00179. eCollection 2016. PMID: 27729852; PMCID: PMC5037197.
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Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

JMIR medical education

Nicklen P, Keating JL, Maloney S.
PMID: 27731852
JMIR Med Educ. 2016 Mar 22;2(1):e3. doi: 10.2196/mededu.5025.

BACKGROUND: Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL.OBJECTIVE: The primary aim of this study was...

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Nicklen P, Keating JL, Maloney S. Student Response to Remote-Online Case-Based Learning: A Qualitative Study. JMIR Med Educ. 2016;2(1):e3doi: 10.2196/mededu.5025.
Nicklen, P., Keating, J. L., & Maloney, S. (2016). Student Response to Remote-Online Case-Based Learning: A Qualitative Study. JMIR medical education, 2(1), e3. https://doi.org/10.2196/mededu.5025
Nicklen, Peter, et al. "Student Response to Remote-Online Case-Based Learning: A Qualitative Study." JMIR medical education vol. 2,1 (2016): e3. doi: https://doi.org/10.2196/mededu.5025
Nicklen P, Keating JL, Maloney S. Student Response to Remote-Online Case-Based Learning: A Qualitative Study. JMIR Med Educ. 2016 Mar 22;2(1):e3. doi: 10.2196/mededu.5025. PMID: 27731852; PMCID: PMC5041370.
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Bladder Cancer Recovery Pathways: A Systematic Review.

Bladder cancer (Amsterdam, Netherlands)

Maloney I, Parker DC, Cookson MS, Patel S.
PMID: 29152551
Bladder Cancer. 2017 Oct 27;3(4):269-281. doi: 10.3233/BLC-170136.

BACKGROUND: Enhanced recovery pathways, also known as fast-track protocols, have been adopted since the early 2000s by various surgical specialties with the goal of improving patient outcomes and reducing the cost burden of major surgery on the health care...

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Maloney I, Parker DC, Cookson MS, et al. Bladder Cancer Recovery Pathways: A Systematic Review. Bladder Cancer. 2017;3(4):269-281doi: 10.3233/BLC-170136.
Maloney, I., Parker, D. C., Cookson, M. S., & Patel, S. (2017). Bladder Cancer Recovery Pathways: A Systematic Review. Bladder cancer (Amsterdam, Netherlands), 3(4), 269-281. https://doi.org/10.3233/BLC-170136
Maloney, Ian, et al. "Bladder Cancer Recovery Pathways: A Systematic Review." Bladder cancer (Amsterdam, Netherlands) vol. 3,4 (2017): 269-281. doi: https://doi.org/10.3233/BLC-170136
Maloney I, Parker DC, Cookson MS, Patel S. Bladder Cancer Recovery Pathways: A Systematic Review. Bladder Cancer. 2017 Oct 27;3(4):269-281. doi: 10.3233/BLC-170136. PMID: 29152551; PMCID: PMC5676765.
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Positive reinforcement training as enrichment for singly housed rhesus macaques (.

Animal welfare (South Mimms, England)

Baker KC, Bloomsmith MA, Neu K, Griffis C, Maloney M.
PMID: 25960611
Anim Welf. 2010 Aug;19(3):307-313.

Positive reinforcement training is one component of behavioural management employed to improve psychological well-being. There has been regulatory promotion to compensate for restricted social housing in part by providing human interaction to singly caged primates, implying an efficacy standard...

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Baker KC, Bloomsmith MA, Neu K, et al. Positive reinforcement training as enrichment for singly housed rhesus macaques (. Anim Welf. 2010;19(3):307-313
Baker, K. C., Bloomsmith, M. A., Neu, K., Griffis, C., & Maloney, M. (2010). Positive reinforcement training as enrichment for singly housed rhesus macaques (. Animal welfare (South Mimms, England), 19(3), 307-313.
Baker, K C, et al. "Positive reinforcement training as enrichment for singly housed rhesus macaques (." Animal welfare (South Mimms, England) vol. 19,3 (2010): 307-313.
Baker KC, Bloomsmith MA, Neu K, Griffis C, Maloney M. Positive reinforcement training as enrichment for singly housed rhesus macaques (. Anim Welf. 2010 Aug;19(3):307-313. PMID: 25960611; PMCID: PMC4423822.
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Showing 1 to 12 of 424 entries