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Sleep and Biological Rhythms 2016年第1期5卷 A1-A189页

作者： J. Ferrie M. Shipley F. Cappuccio E. Brunner M. Miller M. Kumari M. Marmot A. Coenen J. L. Castillo F. Araya G. Bustamante L. Montecino C. Torres S. Oporto J. Gronli E. Fiske R. Murison B. Bjorvatn E. Sorensen R. Ursin C. M. Portas S. Rajaraman A. Gribok N. Wesensten T. Balkin J. Reifman N. Dursunoglu S. Ozkurt S. Baser O. Delen S. Sarikaya P. Sadler P. Mitchell D. Françon M. Decobert B. Herve A. Richard G. Griebel P. Avenet B. Scatton G. L. Fur D. Eckert A. Jordan A. Wellman S. Smith A. Malhotra D. White D. Bruck I. Thomas A. Kritikos W. Oertel K. Stiasny-Kolster D. Garcia-Borreguero W. Poewe B. Hoegl R. Kohnen E. Schollmayer J. Keffel C. Trenkwalder A. Valle S. Roizenblatt F. Fregni P. Boggio S. Tufik K. Ward L. Robertson L. Palmer P. Eastwood D. Hillman J. Lee S. Mukherjee V. de Padova G. Barbato G. Ficca I. Zilli P. Salzarulo M. Veldi T. Hion V. Vasar M. Kull L. Nowak J. Davis Y. Latzer O. Tzischinsky S. Crowley M. Carskadon M. Anca-Herschkovitsch D. Frey J. Ortega C. Wiseman C. Farley K. Wright A. Campbell A. Neill K. Spiegel R. Leproult E. Tasali N. Scherberg E. van Cauter A. T. Noradina N. A. Karim I. Norlinah A. A. Raymond R. Sahathevan B. Hamidon E. Werth R. Poryazova R. Khatami C. Bassetti R. G. Beran L. Ainley G. Holand J. Duncan H. Kinney B. Davis B. Hood S. Frey C. Schmidt M. Hofstetter P. Peigneux C. Cajochen W.-P. Hu J.-D. Li C. Zhang L. Boehmer J. Siegel Q.-Y. Zhou Y. Sagawa H. Kondo T. Takemura H. Kanayama Y. Kaneko M. Sato T. Kanbayashi Y. Hishikawa T. Shimizu A. Viola L. James L. Schlangen D.-J. Dijk R. Andretic Y.-C. Kim K.-A. Han F. Jones R. Greenspan L. Sanford L. Yang X. Tang K. Dieter E. Uta H. Sven M. Richard N. Oyane S. Pallesen F. Holsten Y. Inoue M. Fujita N. Emura K. Kuroda N. Uchimura A. Johnston J. Astbury G. Kennedy K. Hoedlmoser M. Schabus T. Pecherstorfer S. Moser G. Gruber P. Anderer W. Klimesch N. Naidoo M. Ferber A. Pack D. Neu O. Mairesse G. Hoffmann A. Dris L. Lambrecht P. Linkowski P. Verbanck O. Le Bon N. Matsuura M. Yamao N. Adachi R. Aritomi Y. Komada H. Tanaka S. Shirak University College London London UK University College London London USA Warwick Medical School London UK Warwick Medical School Coventry USA Radboud University Nijmegen Nijmegen Netherlands Department of Neurology University of Chile Santiago Chile Neurology Service Hospital del Salvador Santiago Chile Family Health Center Juan Pablo II Santiago Chile Department of Biomedicine Section on Physiology Univeristy of Bergen Bergen Norway Department of Public Health and Primary Health Care Univeristy of Bergen Bergen Norway Department of Public Health and Primary Health Care University of Bergen Bergen Norway Norwegian Competence Center for Sleep Disorders Haukeland University Hospital Bergen Norway Department of Child and Adolescent Psychiatry Haukeland University Hospital Univeristy of Bergen Bergen Norway Department of Biomedicine University of Bergen Bergen Norway US Army Medical Research and Materiel Command Fort Detrick Frederick USA Walter Reed Army Institute of Research Silver Spring USA Department of Behavioral Biology Walter Reed Army Institute of Research Silver Spring USA Faculty Department of Pulmonology Pamukkale University Medical Denizli Turkey University of Ballarat Ballarat Australia Sanofi-Aventis Recherche et Developpement Paris France Brigham and Women’s Hospital Harvard Medical School Boston USA The University of Queensland Adelaide Australia School of Psychology University of Queensland Brisbane Australia The University of Queensland Brisbane Australia Victoria University Melbourne Australia Department of Psychology Victoria University Melbourne Australia School of Psychology Victoria University Melbourne Australia Philips-Universität Marburg Germany Philips-Universitaet-Marburg Marburg Germany Instituto de Investigaciones del Sueno Madrid Spain Universitätsklinik für Neurologie Innsbruck Austria Universitaetsklinik fuer Neurologie Innsbruck Austria IMEREM GmbH Nuernberg Germany Schwarz Pharma AG Monheim Germany

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Compose & conquer: Modularity for end-users 10

Compose & conquer: Modularity for end-users

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32nd ACM/IEEE International Conference on Software Engineering, ICSE 2010

作者： Shonle, MacNeil Yuen, Timothy T. Computer Science College of Sciences University of Texas at San Antonio San Antonio TX 78249 United States Interdisciplinary Learning and Teaching College of Education and Human Development University of Texas at San Antonio San Antonio TX 78249 United States

ISBN: (纸本)9781605587196

Users have vast amounts of information at their disposal and access to many tools that can compute on that data. Often, no particular program can fulfill a user's needs;or, when such a program exists, it may be too obscure for the user to find. When users encounter this problem, they resort to ad-hoc approaches, such as importing and exporting data to different file formats, as a way to piece together disparate features from several different programs. As a result, users end up manually entering and manipulating data, defeating the purpose of automatic computing machines. In this paper, we introduce the concept of a Creativity Engine, which is like a search engine over the possible links between software libraries. A Creativity Engine can be used to bring together libraries that were never intended to work together, in way that can bring within users' reach the almost infinite flexibility their machines have to transform data. © 2010 ACM.

关键词： Search engines

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Compose & conquer: modularity for end-users

Compose & conquer: modularity for end-users

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International Conference on Software Engineering (ICSE)

作者： Macneil Shonle Timothy T. Yuen Computer Science College of Sciences University of Texas at San Antonio San Antonio TX USA Interdisciplinary Learning and Teaching College of Education and Human Development University of Texas at San Antonio San Antonio TX USA

Users have vast amounts of information at their disposal and access to many tools that can compute on that data. Often, no particular program can fulfill a user's needs; or, when such a program exists, it may be too obscure for the user to find. When users encounter this problem, they resort to ad-hoc approaches, such as importing and exporting data to different file formats, as a way to piece together disparate features from several different programs. As a result, users end up manually entering and manipulating data, defeating the purpose of automatic computing machines. In this paper, we introduce the concept of a Creativity Engine, which is like a search engine over the possible links between software libraries. A Creativity Engine can be used to bring together libraries that were never intended to work together, in way that can bring within users' reach the almost infinite flexibility their machines have to transform data.

关键词： Libraries Software Engines Programming profession Animation USA Councils

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Unheard voices among faculty developers

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New Directions for teaching and learning 2010年第122期2010卷 103-112页

作者： Mighty, Joy Ouellett, Mathew L. Stanley, Christine A. Center for Teaching and Learning School of Business Queen's University Canada School of Education University of Massachusetts Amherst United States College of Education and Human Development Texas A and M University United States

Despite the evolution and increasing maturity of the field of faculty development over the last five decades, it currently lacks diversity of social identities and perspectives.

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Pedagogy of inclusion: Integrated multicultural instructional design

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Journal of college Reading and learning 2010年第1期41卷 49-66页

作者： Higbee, Jeanne L. Schultz, Jennifer L. Goff, Emily Department of Postsecondary Teaching and Learning University of Minnesota-Twin Cities United States Human Resource Management (HRM) College of Management Metropolitan State University Minneapolis MN United States College of Education and Human Development University of Minnesota United States

This article presents integrated multicultural instructional design (IMID), a new pedagogical model that is responsive to the growing student diversity in postsecondary institutions in the U.S. and throughout the world. This work builds on previous research articles in the Journal of college Reading and learning related to assessing our commitment to multiculturalism. Course evaluation results from a pilot implementation project involving 5 faculty members are also discussed, and the PIRIMID course evaluation template is provided. © 2010, college Reading and learning Association.

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International partnerships: A game theory perspective

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New Directions for Higher education 2010年第150期2010卷

作者： Yiyun Jie Department of Postsecondary Teaching and Learning and College of Education and Human Development University of Minnesota

This chapter illustrates how shared and divergent partner motivations and outcome expectations in a Sino-U.S. cross-border higher education program have created synergy, but also challenged the implementation of a par...

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Middle school choices for bilingual latino/a youth: When the magnet school represents "status" and the neighborhood school represents "solidarity"

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Urban Review 2009年第3期41卷 251-268页

作者： Cuero, Kimberley K. Worthy, Jo Rodríguez-Galindo, Alejandra Department of Interdisciplinary Learning and Teaching College of Education and Human Development The University of Texas at San Antonio San Antonio TX 78249 One UTSA Circle United States Department of Curriculum and Instruction College of Education The University of Texas at Austin Austin TX United States Vaughn Gross Center for Reading and Language Arts The University of Texas at Austin Austin TX United States

Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district's magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational 'choices' for bilingual Latino/a youth. © Springer Science+Business Media, LLC 2008.

关键词： Bilingual students Latinos Magnet school programs Middle school Solidarity Status

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The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

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Journal of Elementary Science education 2009年第4期21卷 53-70页

作者： Emilio Duran Lena Ballone-Duran Jodi Haney Svetlana Beltyukova School of Teaching & Learning College of Education & Human Development Bowling Green State University Bowling Green University of Toledo Toledo USA

This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science teaching Encourages Reform) on teachers’ self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/ minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted by the professional development program and confirmed that programs like ASTER III are effective but need to be provided on a continuous basis to reinforce these beliefs in the teachers. Finally, three themes emerged from the analysis of the qualitative data from the participant journals: (1) impact on teacher understanding of inquiry, (2) increased confidence about science teaching, and (3) benefits of collaboration.

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Language and Culture in Literacy Instruction: Where Have They Gone?

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The Teacher Educator 2008年第3期43卷 238-248页

作者： William H. Rupley[a] William Dee Nichols[b] Timothy R. Blair[c] [a]College of Education and Human Development Texas A&M University [b]Department of Elementary and Middle Grades Education Western Carolina University [c]Department of Teaching & Learning Principles University of Central Florida

An important, yet either often missing or under emphasized realization in both federal and state standards for literacy is that literacy is primarily a language process and culture is a reflection of language. As such, language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.

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A glossary of developmental education and learning assistance terms

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Journal of college Reading and learning 2007年第1期38卷 10-34页

作者： Arendale, David R. Department of Postsecondary Teaching and Learning within the College of Education and Human Development (CEHD) University of Minnesota-Twin Cities United States

It is critical to periodically reexamine the basic language used within a profession. Language not only reflects past and current practice, it also guides the future. As the practice advances and changes, so must the language to describe it. This reexamination of basic terms used in developmental education and learning assistance provides an opportunity to transform its work, expand borders, and redefine its essential role within postsecondary education. The glossary is grounded in the previous version of it as well as extensive review by practitioners and leaders in the field. The complexity of the language has increased as well as its connection with other fields within education. This glossary is offered to help guide practices to better meet institutional and student needs. © 2007, college Reading and learning Association.

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