Search

Your search keyword '"Dunn, P. E."' showing total 336 results
Start Over Author "Dunn, P. E." Language english
336 results on '"Dunn, P. E."'

1. Genome-wide association analysis provides insights into the molecular etiology of dilated cardiomyopathy

Author

Zheng, Sean L., Henry, Albert, Cannie, Douglas, Lee, Michael, Miller, David, McGurk, Kathryn A., Bond, Isabelle, Xu, Xiao, Issa, Hanane, Francis, Catherine, De Marvao, Antonio, Theotokis, Pantazis I., Buchan, Rachel J., Speed, Doug, Abner, Erik, Adams, Lance, Aragam, Krishna G., Ärnlöv, Johan, Raja, Anna Axelsson, Backman, Joshua D., Baksi, John, Barton, Paul J. R., Biddinger, Kiran J., Boersma, Eric, Brandimarto, Jeffrey, Brunak, Søren, Bundgaard, Henning, Carey, David J., Charron, Philippe, Cook, James P., Cook, Stuart A., Denaxas, Spiros, Deleuze, Jean-François, Doney, Alexander S., Elliott, Perry, Erikstrup, Christian, Esko, Tõnu, Farber-Eger, Eric H., Finan, Chris, Garnier, Sophie, Ghouse, Jonas, Giedraitis, Vilmantas, Guðbjartsson, Daniel F., Haggerty, Christopher M., Halliday, Brian P., Helgadottir, Anna, Hemingway, Harry, Hillege, Hans L., Kardys, Isabella, Lind, Lars, Lindgren, Cecilia M., Lowery, Brandon D., Manisty, Charlotte, Margulies, Kenneth B., Moon, James C., Mordi, Ify R., Morley, Michael P., Morris, Andrew D., Morris, Andrew P., Morton, Lori, Noursadeghi, Mahdad, Ostrowski, Sisse R., Owens, Anjali T., Palmer, Colin N. A., Pantazis, Antonis, Pedersen, Ole B. V., Prasad, Sanjay K., Shekhar, Akshay, Smelser, Diane T., Srinivasan, Sundararajan, Stefansson, Kari, Sveinbjörnsson, Garðar, Syrris, Petros, Tammesoo, Mari-Liis, Tayal, Upasana, Teder-Laving, Maris, Thorgeirsson, Guðmundur, Thorsteinsdottir, Unnur, Tragante, Vinicius, Trégouët, David-Alexandre, Treibel, Thomas A., Ullum, Henrik, Valdes, Ana M., van Setten, Jessica, van Vugt, Marion, Veluchamy, Abirami, Verschuren, W. M. Monique, Villard, Eric, Yang, Yifan, Asselbergs, Folkert W., Cappola, Thomas P., Dube, Marie-Pierre, Dunn, Michael E., Ellinor, Patrick T., Hingorani, Aroon D., Lang, Chim C., Samani, Nilesh J., Shah, Svati H., Smith, J. Gustav, Vasan, Ramachandran S., O’Regan, Declan P., Holm, Hilma, Noseda, Michela, Wells, Quinn, Ware, James S., and Lumbers, R. Thomas

Published
2024
Full Text
View/download PDF

2. Agonist antibody to guanylate cyclase receptor NPR1 regulates vascular tone

Author

Dunn, Michael E., Kithcart, Aaron, Kim, Jee Hae, Ho, Andre Jo-Hao, Franklin, Matthew C., Romero Hernandez, Annabel, de Hoon, Jan, Botermans, Wouter, Meyer, Jonathan, Jin, Ximei, Zhang, Dongqin, Torello, Justin, Jasewicz, Daniel, Kamat, Vishal, Garnova, Elena, Liu, Nina, Rosconi, Michael, Pan, Hao, Karnik, Satyajit, Burczynski, Michael E., Zheng, Wenjun, Rafique, Ashique, Nielsen, Jonas B., De, Tanima, Verweij, Niek, Pandit, Anita, Locke, Adam, Chalasani, Naga, Melander, Olle, Schwantes-An, Tae-Hwi, Baras, Aris, Lotta, Luca A., Musser, Bret J., Mastaitis, Jason, Devalaraja-Narashimha, Kishor B., Rankin, Andrew J., Huang, Tammy, Herman, Gary, Olson, William, Murphy, Andrew J., Yancopoulos, George D., Olenchock, Benjamin A., and Morton, Lori

Published
2024
Full Text
View/download PDF

6. Single-cell peripheral immunoprofiling of Lewy body and Parkinson’s disease in a multi-site cohort

Author

Phongpreecha, Thanaphong, Mathi, Kavita, Cholerton, Brenna, Fox, Eddie J., Sigal, Natalia, Espinosa, Camilo, Reincke, Momsen, Chung, Philip, Hwang, Ling-Jen, Gajera, Chandresh R., Berson, Eloise, Perna, Amalia, Xie, Feng, Shu, Chi-Hung, Hazra, Debapriya, Channappa, Divya, Dunn, Jeffrey E., Kipp, Lucas B., Poston, Kathleen L., Montine, Kathleen S., Maecker, Holden T., Aghaeepour, Nima, and Montine, Thomas J.

Published
2024
Full Text
View/download PDF

12. Sex Differences in How Ethnic-Racial Identity Informs First Coital Affect and Virginity Beliefs among Black College Students

Author

Dunn, Chelsie E., Williams, Chelsea Derlan, Hood, Kristina B., and Walker, Chloe J.

Abstract

Objective: The present study examined whether ethnic-racial identity (ERI) exploration, resolution, and affirmation informed individuals' beliefs about virginity (ie, virginity as a gift, stigma, process) and first coital affective reactions (FCAR; ie, positive and negative), and whether these relations varied by biological sex. Participants and method: The sample consisted of 184 Black college students (M[subscript]age = 19.79, SD = 2.08) enrolled in a large Southern university. Participants completed a virginity beliefs measure, first coital affective reaction measure, and an ethnic-racial identity measure. Results: Findings indicated that for Black females, greater ERI exploration was associated with decreased virginity as a gift beliefs; and ERI resolution was associated with increased virginity as a gift beliefs. Additionally, for Black males and females, ERI affirmation resulted in more positive FCAR, less negative FCAR, and less views of virginity as a stigma. Conclusion: Finding implications are presented in the context of future research.

Published
2023
Full Text
View/download PDF

17. Palaeoenvironments and hominin evolutionary dynamics in southeast Asia

Author

Bacon, Anne-Marie, Bourgon, Nicolas, Dufour, Elise, Demeter, Fabrice, Zanolli, Clément, Westaway, Kira E., Joannes-Boyau, Renaud, Duringer, Philippe, Ponche, Jean-Luc, Morley, Mike W., Suzzoni, Eric, Frangeul, Sébastien, Boesch, Quentin, Antoine, Pierre-Olivier, Boualaphane, Souliphane, Sichanthongtip, Phonephanh, Sihanam, Daovee, Huong, Nguyen Thi Mai, Tuan, Nguyen Anh, Fiorillo, Denis, Tombret, Olivier, Patole-Edoumba, Elise, Zachwieja, Alexandra, Luangkhoth, Thonglith, Souksavatdy, Viengkeo, Dunn, Tyler E., Shackelford, Laura, and Hublin, Jean-Jacques

Published
2023
Full Text
View/download PDF

19. Early presence of Homo sapiens in Southeast Asia by 86–68 kyr at Tam Pà Ling, Northern Laos

Author

Freidline, Sarah E., Westaway, Kira E., Joannes-Boyau, Renaud, Duringer, Philippe, Ponche, Jean-Luc, Morley, Mike W., Hernandez, Vito C., McAllister-Hayward, Meghan S., McColl, Hugh, Zanolli, Clément, Gunz, Philipp, Bergmann, Inga, Sichanthongtip, Phonephanh, Sihanam, Daovee, Boualaphane, Souliphane, Luangkhoth, Thonglith, Souksavatdy, Viengkeo, Dosseto, Anthony, Boesch, Quentin, Patole-Edoumba, Elise, Aubaile, Françoise, Crozier, Françoise, Suzzoni, Eric, Frangeul, Sébastien, Bourgon, Nicolas, Zachwieja, Alexandra, Dunn, Tyler E., Bacon, Anne-Marie, Hublin, Jean-Jacques, Shackelford, Laura, and Demeter, Fabrice

Published
2023
Full Text
View/download PDF

22. Charter Schools and Students with Disabilities: Legal and Practice Considerations

Author

Dunn, Michelle E., Katsiyannis, Antonis, and Ryan, Joseph B.

Abstract

As of the 2013-2014 school year, about 2.5 million school-age students attended charter schools nationwide. Because charter schools are publicly funded entities, they are required to adhere to all federal nondiscriminatory laws as well as the Individuals With Disabilities Education Act. This legal brief provides an overview of charter schools, legal requirements associated with students with disabilities enrolled in charter schools, and recommendations for practice.

Published
2018
Full Text
View/download PDF

24. Pre-Service Teacher's Efficacy, Anxiety, and Concerns about Data and the New Idea of Anchored Judgment

Author

Dunn, Karee E., Airola, Denise T., and Hayakawa, Takuya

Abstract

In this study, teacher education students' concerns, sense of efficacy, and anxiety related to the future use of data to drive educational decision-making were explored. In alignment with prior research with practicing teachers, this sample of pre-service teachers reported concerns (thoughts, preoccupations, and feelings) that indicate they are not interested in engaging in data driven decision-making (DDDM). Moreover, they had a low sense of efficacy for DDDM and high levels of anxiety for DDDM; further indicating that they are unlikely to adopt DDDM practices. We explain these results, but we go further and propose a new way of talking about data that may mitigate some of these concerns. Specifically, we propose a new paradigm for evidence-based practice in which teacher experience and intuition are deemed of equal import with data. We propose anchored judgment as an integrated decision-making model in which the intersection of teacher experience, teacher intuition, and classroom data creates the context for optimal instructional decision-making. This model is based on established research about effective decision-making in psychology, medicine, and business, and may help support the international educational mandate for DDDM.

Published
2020

25. Clonally expanded B cells in multiple sclerosis bind EBV EBNA1 and GlialCAM

Author

Lanz, Tobias V., Brewer, R. Camille, Ho, Peggy P., Moon, Jae-Seung, Jude, Kevin M., Fernandez, Daniel, Fernandes, Ricardo A., Gomez, Alejandro M., Nadj, Gabriel-Stefan, Bartley, Christopher M., Schubert, Ryan D., Hawes, Isobel A., Vazquez, Sara E., Iyer, Manasi, Zuchero, J. Bradley, Teegen, Bianca, Dunn, Jeffrey E., Lock, Christopher B., Kipp, Lucas B., Cotham, Victoria C., Ueberheide, Beatrix M., Aftab, Blake T., Anderson, Mark S., DeRisi, Joseph L., Wilson, Michael R., Bashford-Rogers, Rachael J. M., Platten, Michael, Garcia, K. Christopher, Steinman, Lawrence, and Robinson, William H.

Published
2022
Full Text
View/download PDF

26. A Middle Pleistocene Denisovan molar from the Annamite Chain of northern Laos

Author

Demeter, Fabrice, Zanolli, Clément, Westaway, Kira E., Joannes-Boyau, Renaud, Duringer, Philippe, Morley, Mike W., Welker, Frido, Rüther, Patrick L., Skinner, Matthew M., McColl, Hugh, Gaunitz, Charleen, Vinner, Lasse, Dunn, Tyler E., Olsen, Jesper V., Sikora, Martin, Ponche, Jean-Luc, Suzzoni, Eric, Frangeul, Sébastien, Boesch, Quentin, Antoine, Pierre-Olivier, Pan, Lei, Xing, Song, Zhao, Jian-Xin, Bailey, Richard M., Boualaphane, Souliphane, Sichanthongtip, Phonephanh, Sihanam, Daovee, Patole-Edoumba, Elise, Aubaile, Françoise, Crozier, Françoise, Bourgon, Nicolas, Zachwieja, Alexandra, Luangkhoth, Thonglith, Souksavatdy, Viengkeo, Sayavongkhamdy, Thongsa, Cappellini, Enrico, Bacon, Anne-Marie, Hublin, Jean-Jacques, Willerslev, Eske, and Shackelford, Laura

Published
2022
Full Text
View/download PDF

28. Stem cell-derived porcine macrophages as a new platform for studying host-pathogen interactions

Author

Meek, Stephen, Watson, Tom, Eory, Lel, McFarlane, Gus, Wynne, Felicity J., McCleary, Stephen, Dunn, Laura E. M., Charlton, Emily M., Craig, Chloe, Shih, Barbara, Regan, Tim, Taylor, Ryan, Sutherland, Linda, Gossner, Anton, Chintoan-Uta, Cosmin, Fletcher, Sarah, Beard, Philippa M., Hassan, Musa A., Grey, Finn, Hope, Jayne C., Stevens, Mark P., Nowak-Imialek, Monika, Niemann, Heiner, Ross, Pablo J., Tait-Burkard, Christine, Brown, Sarah M., Lefevre, Lucas, Thomson, Gerard, McColl, Barry W., Lawrence, Alistair B., Archibald, Alan L., Steinbach, Falko, Crooke, Helen R., Gao, Xuefei, Liu, Pentao, and Burdon, Tom

Published
2022
Full Text
View/download PDF

32. Disdain to Acceptance: Future Teachers' Conceptual Change Related to Data-Driven Decision Making

Author

Dunn, Karee E., Skutnik, Anne, Patti, Christine, and Sohn, Brian

Abstract

The purpose of this qualitative study was to explore how pre-service teachers perceive, understand, and feel about Data-driven decision making (DDDM), as well as the impact of targeted, persuasive instruction on those constructs. According to conceptual change theory, learners sometimes hold knowledge, feelings, and beliefs that may be counterproductive to acquiring new knowledge, as a result addressing those variables is crucial to the learning process. Research on teachers suggests they often hold views that make them reluctant to learn more about or engage in DDDM (e.g.), but by tailoring instruction to address teacher concerns, they may become more open to DDDM (Airola & Dunn, 2011). Our qualitative analysis and findings indicated our sample of preservice teachers did overwhelmingly hold initially negative views of DDDM, but our persuasive instructional unit created a cognitive shift away from this negativity and towards openness to and interest in DDDM.

Published
2019
Full Text
View/download PDF

34. Let's Talk Formative Assessment ... and Evaluation?

Author

Dunn, Karee E. and Mulvenon, Sean W.

Abstract

The implementation of No Child Left Behind (NCLB) in 2002 and subsequent sanctions for lower performing school systems has resulted in a number of both positive and negative consequences. One negative effect of NCLB is that teachers report a great deal of anxiety with regard to state-mandated assessments. The authors propose that one cause for the fear and anxiety teachers experience with regard to high-stakes state-mandated summative exams is the inability of educational researchers and policy makers to supply teachers with assessment-related language to support their instructional efforts. The design of research that supports an effective model for the use of state-mandated assessment outcomes should extend beyond NCLB related sanctions and provide useful direction to educators. The purpose of this article is to highlight the absence of a sound and usable vocabulary related to summative and formative assessment models for classroom educators. Moreover, the authors describe a new way of defining formative and summative assessment in which assessment is separated from the evaluation of assessment outcomes (what we call formative and summative evaluation) as well as a practical example of how this terminology can be used to unlock the power of high-stakes tests. (Contains 2 figures and 1 footnote.)

Published
2009

35. Voucher-Based Contingent Reinforcement of Smoking Abstinence among Methadone-Maintained Patients: A Pilot Study

Author

Dunn, Kelly E., Sigmon, Stacey C., and Thomas, Colleen S.

Abstract

This study evaluated the efficacy of a contingency management (CM) intervention to promote smoking cessation in methadone-maintained patients. Twenty participants, randomized into contingent (n = 10) or noncontingent (n = 10) experimental conditions, completed the 14-day study. Abstinence was determined using breath carbon monoxide and urine cotinine levels. Contingent participants received voucher-based incentives for biochemical evidence of smoking abstinence. Noncontingent participants earned vouchers independent of smoking status. Contingent participants achieved significantly more smoking abstinence and longer durations of continuous smoking abstinence than did noncontingent participants. These results support the potential efficacy of using voucher-based CM to promote smoking cessation among methadone-maintained patients. (Contains 1 table and 3 figures.)

Published
2008

37. Comparing Two Approaches for Teaching Rhythm Reading Skills to First-Grade Children: A Pilot Study

Author

Gauthier, Delores and Dunn, Robert E.

Abstract

This pilot study compared two approaches for teaching rhythm reading skills to first-grade children. Two intact first-grade classes participated in six lessons focusing on simple rhythms (4 beats using eighth and quarter notes). The lessons were based on the same musical materials; only the approach was varied. After random assignment, Class 1 experienced the "Subdivision Approach" where the quarter note is the beat, and eighth notes are subdivisions of the beat. Class 2 used the "Additive Approach" where, in this case, the eighth note is the "shortest sound" and a quarter note is the equivalent of two short sounds. Pre- and posttests were administered using the respective rhythm icons, asking the children to say the rhythm syllables and do the corresponding hand movements. Within-group pre- and posttest scores showed learning took place with each method. Several t-tests showed that the Additive Approach class scored significantly higher than the Subdivision Approach class (p less than 0.001). The results of this study indicate that, for this particular set of subjects, the Additive Approach was more successful than the Subdivision Approach in this rhythm reading task. Of particular interest was the fact that the Additive Approach prepared students to more successfully decode and perform syncopated rhythms seen only in the pre- and posttest. The research approach employed appears, with modification, to be a useful one that may successfully be employed in a larger project. Although the results of this particular study cannot be generalized to a larger population, the positive results indicate that further study is merited. (Contains 5 tables and 3 figures.)

Published
2004

39. Intersectional Risk and the Significant Gap in Care for Persons With Co-occurring Chronic Pain and Opioid Withdrawal.

Author

Ware, Orrin D., Huhn, Andrew S., Ellis, Jennifer D., Bird, H. Elizabeth, Mun, Chung Jung, and Dunn, Kelly E.

Abstract

Objectives: Persons with chronic pain and women tend to enter treatment for opioid use disorder with greater opioid withdrawal severity than persons without chronic pain and men, respectively. This study examined characteristics of facilities with opioid withdrawal treatment, including gender-based services, as a function of whether they reported having a tailored pain management program. Methods: The National Survey of Substance Abuse Treatment Services 2020 was used to examine 3942 facilities with opioid withdrawal treatment in the United States. Using a multivariable binary logistic regression model, facilities were examined for the presence of a tailored program for individuals with co-occurring pain. Regional location of the facility, ownership status, and availability of tailored gender programs, nonhospital residential services, and outpatient services served as independent variables in the analysis. Results: A slight majority of the sample had a program for both adult men and adult women (n = 2010, 51.0%). Most facilities had outpatient services (n = 3289, 83.4%) and did not have a tailored program for addressing co-occurring pain (n = 2756, 69.9%). Binary logistic regression analysis showed that among opioid withdrawal facilities, programs with nonhospital residential services, government or private nonprofit funding, or tailored gender programming had higher odds of reporting having a tailored program for pain and substance use disorder. Facilities in the Western United States were most likely to have tailored programs for pain and substance use disorder. Conclusions: Future research should investigate what support patients may receive and how to better scale access to pain management during opioid withdrawal treatment. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

41. A Systematic Review of Peer-Mediated Interventions on the Academic Achievement of Students with Emotional/Behavioral Disorders

Author

Dunn, Michelle E., Shelnut, Jill, Ryan, Joseph B., and Katsiyannis, Antonis

Abstract

The purpose of this review is to report on the effectiveness of peer-mediated interventions on academic outcomes for students with emotional and behavioral disorders (EBD). CEC standards for evidence-based practices were used for determination of methodologically sound studies. Twenty-four studies involving 288 participants met inclusionary criteria. For the majority of the studies, the intervention was implemented by the classroom teacher. In addition, of the 24 studies, three quarters took place in some of the most restrictive settings available for students with EBD. Overall, peermediated interventions demonstrated medium effect size gains (Percent of non-overlapping data [PND] 83%; Standard Mean Difference [SMD] 2.03; TauU 0.77). When assessing the effectiveness of peer-mediated interventions for specific academic content areas, the most consistent gains were observed in spelling (PND 86%; SMD 2.6; Tau-U 0.77), math (PND 92%; SMD 1.68; Tau-U 0.70), reading (PND 80%; SMD 1.83; Tau-U 0.82), and English (PND 69%; SMD 2.10; Tau-U 0.82). In addition, results showed that meaningful gains were observed regardless of the role students were assigned, including tutor, tutee, or for students alternating between roles.

Published
2017

44. Mentoring in the Academy: A Survey of Existing Programs.

Author

Dunn, Rebecca E. and Moody, Janice R.

Abstract

This study examined the success and failure of mentoring programs based on interviews with representatives of 228 U.S. colleges. The types of mentoring programs identified are faculty to faculty, faculty to student, student to student, staff and administrators, alumni, and middle school. The study compiled the characteristics of program types (formal, semi-formal or informal), listed factors contributing to success, identified common reasons for failure, and assembled a list of considerations for those universities and community colleges contemplating the institution of such programs. The purposes of the programs are also considered. Recommendations for these programs, based on survey results, include funding considerations, developing contact and assessment guidelines, providing training for mentors, ensuring confidentiality, considering gender in matching participants, encouraging follow through by both parties, and including a risk free trial period. An appendix gives more detail on survey parameters. (JPB)

Published
1995

45. Western Civ., Multiculturalism and the Problem of a Unified World History.

Author

Dunn, Ross E.

Abstract

This paper traces the development of the concept of a unified world history and applies that concept to the present curriculum. World history became more European-centered over time as other cultures were viewed as backward. The exclusion of so much of humanity from the "known world of progress" made less and less sense over time as global connections increased. Multicultural world history is more inclusive, but it also contains weaknesses in that cultures are entities not bounded by time of space. A unified world history should be a fluid, many-angled world history. The creation of the "National Standards for World History" is an attempt to address some of the omissions of history. The interconnections and interdependencies that have shaped the human experience can be illustrated through the Book of Travels of Ibn Battuta of Tangier who moved from one corner of Eurasia and Africa to another for 29 years in the 14th century. Focus necessarily must be on the interactions of humanity that have always occurred if students are truly to understand world history. (EH)

Published
1995

46. The National History Standards Controversy.

Author

Nash, Gary B. and Dunn, Ross E.

Abstract

This position paper offers a review of the recent criticisms levelled against the products of the National History Standards committees and addresses those criticisms. The four issues of controversy suggested for consideration when examining the U.S. history or world history volumes include: (1) Who wrote these books? (2) Are the standards "politically correct"? (3) Are the standards grim and gloomy? and (4) Are the standards going to be the new official history? The paper suggests that much of the criticism is political in nature and predicts that educators will be the ultimate arbiters of the history standards books. As with any other curriculum materials, teachers will consult the guidelines, assess their value, draw from them what they find useful, adapt them to their lesson plans, and leave the rest aside. (EH)

Published
1995

47. The Classroom Management & Discipline Program.

Author

Southwest Texas State Univ., San Marcos. School of Education., American Association of State Colleges and Universities, Washington, DC., and Dunn, Margaret E.

Abstract

The Classroom Management and Discipline Program, initiated to assist Texas school districts in improving school discipline and dropout prevention, is a statewide university/school/community partnership. Program goals are to: provide training and technical assistance to help districts maintain and improve discipline; reduce dropout rates, school disruptions, truancy, drug use, and school crime; develop alternatives to school suspensions; and implement programs that enhance the overall learning environment, provide leadership and resources for improved school discipline and academic achievement, and facilitate university/school/community networking. During the summer the program sponsors four intensive, week-long training courses for school teams from either a school district or single campus. The training is action-oriented, with each team developing a plan to improve school discipline or provide alternatives to out-of-school removal. The training's focus is on effective classroom management techniques and strategies to reduce disciplinary problems. Followup technical assistance is available to districts that send teams for training. (Author/MSE)

Published
1990

Catalog

Books, media, physical & digital resources
See catalog results