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Showing 181 to 186 of 186 entries
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The blood-CSF-brain route of neurological disease: The indirect pathway into the brain.

Neuropathology and applied neurobiology

Cousins O, Hodges A, Schubert J, Veronese M, Turkheimer F, Miyan J, Engelhardt B, Roncaroli F.
PMID: 34935179
Neuropathol Appl Neurobiol. 2021 Dec 21;e12789. doi: 10.1111/nan.12789. Epub 2021 Dec 21.

The brain is protected by the endothelial blood-brain barrier (BBB) that limits the access of micro-organisms, tumour cells, immune cells and autoantibodies to the parenchyma. However, the classic model of disease spread across a disrupted BBB does not explain...

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Cousins O, Hodges A, Schubert J, et al. The blood-CSF-brain route of neurological disease: The indirect pathway into the brain. Neuropathol Appl Neurobiol. 2021;e12789doi: 10.1111/nan.12789.
Cousins, O., Hodges, A., Schubert, J., Veronese, M., Turkheimer, F., Miyan, J., Engelhardt, B., & Roncaroli, F. (2021). The blood-CSF-brain route of neurological disease: The indirect pathway into the brain. Neuropathology and applied neurobiology, e12789. https://doi.org/10.1111/nan.12789
Cousins, Oliver, et al. "The blood-CSF-brain route of neurological disease: The indirect pathway into the brain." Neuropathology and applied neurobiology vol. (2021): e12789. doi: https://doi.org/10.1111/nan.12789
Cousins O, Hodges A, Schubert J, Veronese M, Turkheimer F, Miyan J, Engelhardt B, Roncaroli F. The blood-CSF-brain route of neurological disease: The indirect pathway into the brain. Neuropathol Appl Neurobiol. 2021 Dec 21;e12789. doi: 10.1111/nan.12789. Epub 2021 Dec 21. PMID: 34935179.
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Recommendations for Practice: Justifying Claims of Generalizability.

Hedges LV.
UIID-AD: 464
2013;25:331-337. doi: 10.1007/s10648-013-9239-x.

Recommendations for practice are routinely included in articles that report educational research. Robinson et al. suggest that reports of primary research should not routinely do so. They argue that single primary research studies seldom have sufficient external validity to...

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Hedges LV. Recommendations for Practice: Justifying Claims of Generalizability. 2013;25:331-337doi: 10.1007/s10648-013-9239-x.
Hedges, L. V. (2013). Recommendations for Practice: Justifying Claims of Generalizability. 25331-337. https://doi.org/10.1007/s10648-013-9239-x
Hedges, L V. "Recommendations for Practice: Justifying Claims of Generalizability." vol. 25 (2013): 331-337. doi: https://doi.org/10.1007/s10648-013-9239-x
Hedges LV. Recommendations for Practice: Justifying Claims of Generalizability. 2013;25:331-337. doi: 10.1007/s10648-013-9239-x. UIID-AD: 464.
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Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results From a Meta-Analysis of District-Specific Values.

Hedges LV, Hedberg EC.
UIID-AD: 463
2014;38:546-582. doi: 10.1177/0193841x14554212.

Background: Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large-scale education experiments is the cluster randomized design in which entire schools are assigned...

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Hedges LV, Hedberg EC. Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results From a Meta-Analysis of District-Specific Values. 2014;38:546-582doi: 10.1177/0193841x14554212.
Hedges, L. V., & Hedberg, E. C. (2014). Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results From a Meta-Analysis of District-Specific Values. 38546-582. https://doi.org/10.1177/0193841x14554212
Hedges, L V, and Hedberg, E C. "Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results From a Meta-Analysis of District-Specific Values." vol. 38 (2014): 546-582. doi: https://doi.org/10.1177/0193841x14554212
Hedges LV, Hedberg EC. Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results From a Meta-Analysis of District-Specific Values. 2014;38:546-582. doi: 10.1177/0193841x14554212. UIID-AD: 463.
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DEVELOPING STEM SCHOLARS WITH VISION: PSYCHOLOGY PLANTS SEEDS OF EXCELLENCE.

Hodges AB, Wells AM.
UIID-AD: 3871
2015;241-257. doi: 10.1108/s1479-364420150000017012.

There is a paucity of STEM professionals in the United States and an enduring disparity between the number of underrepresented minorities (URMs) and Caucasians entering and persisting in STEM. Many of the national initiatives to address the lack of...

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Hodges AB, Wells AM. DEVELOPING STEM SCHOLARS WITH VISION: PSYCHOLOGY PLANTS SEEDS OF EXCELLENCE. 2015;241-257doi: 10.1108/s1479-364420150000017012.
Hodges, A. B., & Wells, A. M. (2015). DEVELOPING STEM SCHOLARS WITH VISION: PSYCHOLOGY PLANTS SEEDS OF EXCELLENCE. 241-257. https://doi.org/10.1108/s1479-364420150000017012
Hodges, A B, and Wells, A M. "DEVELOPING STEM SCHOLARS WITH VISION: PSYCHOLOGY PLANTS SEEDS OF EXCELLENCE." vol. (2015): 241-257. doi: https://doi.org/10.1108/s1479-364420150000017012
Hodges AB, Wells AM. DEVELOPING STEM SCHOLARS WITH VISION: PSYCHOLOGY PLANTS SEEDS OF EXCELLENCE. 2015;241-257. doi: 10.1108/s1479-364420150000017012. UIID-AD: 3871.
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New Evidence About Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention.

Goldin-Meadow S, Levine SC, Hedges LV, Huttenlocher J, Raudenbush SW, Small SL.
UIID-AD: 446
2014;69:588-599. doi: 10.1037/a0036886.

We review findings from a four-year longitudinal study of language learning conducted on two samples: a sample of typically developing children whose parents vary substantially in socioeconomic status, and a sample of children with pre- or perinatal brain injury....

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Goldin-Meadow S, Levine SC, Hedges LV, et al. New Evidence About Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention. 2014;69:588-599doi: 10.1037/a0036886.
Goldin-Meadow, S., Levine, S. C., Hedges, L. V., Huttenlocher, J., Raudenbush, S. W., & Small, S. L. (2014). New Evidence About Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention. 69588-599. https://doi.org/10.1037/a0036886
Goldin-Meadow, S, et al. "New Evidence About Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention." vol. 69 (2014): 588-599. doi: https://doi.org/10.1037/a0036886
Goldin-Meadow S, Levine SC, Hedges LV, Huttenlocher J, Raudenbush SW, Small SL. New Evidence About Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention. 2014;69:588-599. doi: 10.1037/a0036886. UIID-AD: 446.
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Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school.

Woods-Giscombe CL, Rowsey PJ, Kneipp SM, Owens CW, Sheffield KM, Galbraith KV, Hammad S, Fowler T, Hodges EA, Kowlowitz V, Alexander GR.
UIID-AD: 3559
2015;261-9. doi: 10.3928/01484834-20150417-03.

BACKGROUND: A growing body of literature has focused on issues related to recruitment and retention to enhance diversity in nursing. This study was designed to identify barriers and supports encountered by underrepresented students when applying to nursing school. METHOD:...

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Woods-Giscombe CL, Rowsey PJ, Kneipp SM, et al. Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 2015;261-9doi: 10.3928/01484834-20150417-03.
Woods-Giscombe, C. L., Rowsey, P. J., Kneipp, S. M., Owens, C. W., Sheffield, K. M., Galbraith, K. V., Hammad, S., Fowler, T., Hodges, E. A., Kowlowitz, V., & Alexander, G. R. (2015). Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 261-9. https://doi.org/10.3928/01484834-20150417-03
Woods-Giscombe, C L, et al. "Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school." vol. (2015): 261-9. doi: https://doi.org/10.3928/01484834-20150417-03
Woods-Giscombe CL, Rowsey PJ, Kneipp SM, Owens CW, Sheffield KM, Galbraith KV, Hammad S, Fowler T, Hodges EA, Kowlowitz V, Alexander GR. Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 2015;261-9. doi: 10.3928/01484834-20150417-03. UIID-AD: 3559.
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Showing 181 to 186 of 186 entries