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%% Cooper, Harris M.   
@article{fds362822,
   Author = {Cooper, H},
   Title = {Opening editorial 2022.},
   Journal = {American Psychologist},
   Volume = {77},
   Number = {1},
   Pages = {1-4},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1037/amp0000957},
   Abstract = {In this editorial, the author gives voice to three
             principles that he hopes will influence the articles that
             appear in <i>American Psychologist</i>: The scholarship
             should be rigorous, it should attend to both basic and
             applied considerations, and authors should be open and
             transparent in the reporting of how the research was
             conducted. The author says he would be remiss if he didn't
             also mention the importance of free and open inquiry.
             Progress in science depends on an atmosphere that
             permits-indeed, promotes-original thinking. A discipline,
             like psychology, that hopes to flourish by expanding the
             reach of its explanations must encourage divergent thinking
             and the thoughtful and respectful exchange of ideas while
             meeting criteria for excellent scholarship. (PsycInfo
             Database Record (c) 2022 APA, all rights
             reserved).},
   Doi = {10.1037/amp0000957},
   Key = {fds362822}
}

@article{fds348068,
   Author = {Koenka, AC and Linnenbrink-Garcia, L and Moshontz, H and Atkinson,
             KM and Sanchez, CE and Cooper, H},
   Title = {A meta-analysis on the impact of grades and comments on
             academic motivation and achievement: a case for written
             feedback},
   Journal = {Educational Psychology},
   Volume = {41},
   Number = {7},
   Pages = {922-947},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1080/01443410.2019.1659939},
   Abstract = {This research synthesis examined the impact of grades,
             comments, and no performance feedback on academic motivation
             and achievement in elementary and secondary school. Four
             meta-analyses were conducted, with two each exploring the
             impact of (a) grades versus no performance feedback and (b)
             grades versus comments on academic motivation and
             achievement, respectively. Overall results indicated that
             grades positively influenced achievement but negatively
             influenced motivation compared to no feedback. However,
             compared to those who received comments, students receiving
             grades had poorer achievement and less optimal motivation.
             Moderator analyses generally suggested that overall effects
             varied as a function of the type of motivation (i.e. the
             specific construct, internal vs. external motivation),
             context (e.g. academic subject; comment type), student
             characteristics (e.g. achievement level), and methodology
             (i.e. grade anticipation versus receipt), though it was not
             possible to test these moderators in all analyses.
             Theoretical and methodological contributions and
             implications for education practice are discussed.},
   Doi = {10.1080/01443410.2019.1659939},
   Key = {fds348068}
}


%% Daly, Emily   
@misc{fds365004,
   Author = {Chapman, J and Daly, E},
   Title = {Improving in Action: An Iterative Approach to Developing a
             Successful Practicum Program},
   Pages = {61-71},
   Booktitle = {Learning in Action: Designing Successful Graduate Student
             Work Experiences in Academic Libraries},
   Publisher = {ACRL},
   Editor = {Hartsell-Gundy, A and Duckett, K and Morris, S},
   Year = {2022},
   ISBN = {978-0-8389-3680-1},
   Key = {fds365004}
}


%% Gheith, Jehanne   
@article{fds363892,
   Author = {Fowler, M and Gheith, J},
   Title = {A Therapeutic Welcome: Mental Health within the Reality
             Ministries Disability Community},
   Journal = {Journal of Disability & Religion},
   Year = {2022},
   Month = {January},
   url = {http://dx.doi.org/10.1080/23312521.2022.2078758},
   Abstract = {Discrimination and exclusion have been associated with
             mental health issues for people with intellectual and
             developmental disabilities. This mixed-methods study
             examines the impact of Reality Ministries (RM), a Christian
             community center open to all abilities and faiths, on
             participants’ views toward disability and mental health.
             Semi-structured interviews were administered to 32 RM
             community members. Results associate participation in RM
             with greater disability acceptance, lower loneliness, higher
             self-esteem and mental wellbeing, more and closer
             friendships, and higher participation in personally
             meaningful activities. Findings support the importance of a
             community of belonging for the wellbeing of people with and
             without disabilities.},
   Doi = {10.1080/23312521.2022.2078758},
   Key = {fds363892}
}


%% Holcomb, Scott   
@article{fds365489,
   Author = {Holcomb, TS and Lambert, R and Bottoms, B},
   Title = {Reliability Evidence for the NC Teacher Evaluation Process
             Using a Variety of Indicators of Inter-Rater
             Agreement},
   Journal = {Journal of Educational Supervision},
   Volume = {5},
   Number = {1},
   Pages = {27-43},
   Publisher = {The University of Maine},
   Year = {2022},
   Month = {April},
   url = {http://dx.doi.org/10.31045/jes.5.1.2},
   Doi = {10.31045/jes.5.1.2},
   Key = {fds365489}
}

@article{fds365491,
   Author = {Holcomb, TS},
   Title = {Flipped Classrooms in PK-12 Settings: Research
             Review},
   Journal = {Voices of Reform},
   Pages = {81-92},
   Publisher = {Nina B. Hollis Institute at Stetson University},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.32623/4.00007},
   Abstract = {<jats:p>Flipped classrooms have received more attention in
             recent years, primarily with a focus on their wide
             application in higher education settings. This article
             focuses on reviewing research on flipped classrooms as a
             potential contributor to educational reform in PK-12
             settings. Review of research showed emergent themes within
             benefits found in classrooms across multiple levels and in
             many subject areas. Some of the primary benefits of flipped
             classrooms include student differentiation and improved
             engagement levels. As with any aspect of technology usage in
             schools and students’ homes, there are challenges to
             address. Ensuring that teachers and students are prepared to
             participate in this learning environment is a concern with
             increased participation in flipped classrooms. Evidence
             shows researchers need to study widely used flipped
             classroom platforms to uncover patterns of success and best
             practices in teaching and learning through flipped
             classrooms.</jats:p>},
   Doi = {10.32623/4.00007},
   Key = {fds365491}
}

@misc{fds365492,
   Author = {Hitchcock, J and Lambert, R and Holcomb, T},
   Title = {Hierarchical Linear Modeling with Qualitative Data that Have
             Been Quantitized},
   Booktitle = {The Routledge Reviewer's Guide to Mixed Methods
             Analysis},
   Publisher = {Routledge},
   Editor = {Onwuegbuzie, A and Johnson, RB},
   Year = {2021},
   ISBN = {1138305278},
   Abstract = {The Reviewer's Guide for Mixed Methods Research Analysis is
             designed for evaluators of research manuscripts and
             proposals in the social and behavioral sciences, and
             beyond.},
   Key = {fds365492}
}


%% Miller, Ezra   
@article{fds360099,
   Author = {Miller, E},
   Title = {Stratifications of real vector spaces from constructible
             sheaves with conical microsupport},
   Journal = {Journal of Applied and Computational Topology},
   Publisher = {SPRINGER},
   Year = {2021},
   Key = {fds360099}
}


%% Noor, Mohamed A.   
@article{fds366849,
   Author = {Noor, MAF},
   Title = {Thinking outside Earth’s box—how might heredity and
             evolution differ on other worlds?},
   Journal = {Evolution},
   Volume = {15},
   Number = {1},
   Publisher = {Springer Science and Business Media LLC},
   Year = {2022},
   Month = {December},
   url = {http://dx.doi.org/10.1186/s12052-022-00172-4},
   Abstract = {Scholars and the public conceive of extraterrestrial life
             through the lens of "life as we know it" on Earth. However,
             assumptions based on centuries of study around heredity and
             evolution on Earth may not apply to life truly independent
             forms of life, and some perspectives accepted or ruled out
             in the nineteenth century may need to be re-evaluated for
             life outside of Earth. In honor of the 200th birthday of
             Mendel, and to provide raw material for the creativity of
             storytellers, filmmakers, and the public, this thought
             experiment essay revisits a handful of classic concepts and
             approaches, as well as some unusual forms of life on Earth,
             to posit whether different types of genetics and evolution
             may exist in truly independent extraterrestrial forms. While
             fundamental evolutionary processes like natural selection
             and genetic drift are likely to still apply at least
             similarly in independent life forms, inheritance may be
             quite radically different from that envisioned by Mendel and
             others since.},
   Doi = {10.1186/s12052-022-00172-4},
   Key = {fds366849}
}

@article{fds367597,
   Author = {Marion, SB and Noor, MAF},
   Title = {Interrogating the Roles of Mutation-Selection Balance,
             Heterozygote Advantage, and Linked Selection in Maintaining
             Recessive Lethal Variation in Natural Populations.},
   Journal = {Annual Review of Animal Biosciences},
   Year = {2022},
   Month = {October},
   url = {http://dx.doi.org/10.1146/annurev-animal-050422-092520},
   Abstract = {For nearly a century, evolutionary biologists have observed
             chromosomes that cause lethality when made homozygous
             persisting at surprisingly high frequencies (>25%) in
             natural populations of many species. The evolutionary forces
             responsible for the maintenance of such detrimental
             mutations have been heavily debated-are some lethal
             mutations under balancing selection? We suggest that
             mutation-selection balance alone cannot explain lethal
             variation in nature and the possibility that other forces
             play a role. We review the potential that linked selection
             in particular may drive maintenance of lethal alleles
             through associative overdominance or linkage to beneficial
             mutations or by reducing effective population size. Over the
             past five decades, investigation into this mystery has
             tapered. During this time, key scientific advances have
             provided the ability to collect more accurate data and
             analyze them in new ways, making the underlying genetic
             bases and evolutionary forces of lethal alleles timely for
             study once more. Expected final online publication date for
             the <i>Annual Review of Animal Biosciences</i>, Volume 11 is
             February 2023. Please see http://www.annualreviews.org/page/journal/pubdates
             for revised estimates.},
   Doi = {10.1146/annurev-animal-050422-092520},
   Key = {fds367597}
}

@article{fds366850,
   Author = {Samuk, K and Noor, MAF},
   Title = {Gene flow biases population genetic inference of
             recombination rate.},
   Journal = {G3 (Bethesda, Md.)},
   Pages = {jkac236},
   Year = {2022},
   Month = {September},
   url = {http://dx.doi.org/10.1093/g3journal/jkac236},
   Abstract = {Accurate estimates of the rate of recombination are key to
             understanding a host of evolutionary processes as well as
             the evolution of recombination rate itself. Model-based
             population genetic methods that infer recombination rates
             from patterns of linkage disequilibrium (LD) in the genome
             have become a popular method to estimate rates of
             recombination. However, these LD-based methods make a
             variety of simplifying assumptions about the populations of
             interest that are often not met in natural populations. One
             such assumption is the absence of gene flow from other
             populations. Here, we use forward-time population genetic
             simulations of isolation-with-migration scenarios to explore
             how gene flow affects the accuracy of LD-based estimators of
             recombination rate. We find that moderate levels of gene
             flow can result in either the overestimation or
             underestimation of recombination rates by up to 20-50%
             depending on the timing of divergence. We also find that
             these biases can affect the detection of interpopulation
             differences in recombination rate, causing both false
             positive and false negatives depending on the scenario. We
             discuss future possibilities for mitigating these biases and
             recommend that investigators exercise caution and confirm
             that their study populations meet assumptions before
             deploying these methods.},
   Doi = {10.1093/g3journal/jkac236},
   Key = {fds366850}
}

@article{fds354324,
   Author = {Korunes, KL and Myers, RB and Hardy, R and Noor, MAF},
   Title = {PseudoBase: a genomic visualization and exploration resource
             for the Drosophila pseudoobscura subgroup.},
   Journal = {Fly},
   Volume = {15},
   Number = {1},
   Pages = {38-44},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.1080/19336934.2020.1864201},
   Abstract = {<i>Drosophila pseudoobscura</i> is a classic model system
             for the study of evolutionary genetics and genomics. Given
             this long-standing interest, many genome sequences have
             accumulated for <i>D. pseudoobscura</i> and closely related
             species <i>D. persimilis, D. miranda</i>, and <i>D.
             lowei</i>. To facilitate the exploration of genetic
             variation within species and comparative genomics across
             species, we present PseudoBase, a database that couples
             extensive publicly available genomic data with simple
             visualization and query tools via an intuitive graphical
             interface, amenable for use in both research and educational
             settings. All genetic variation (SNPs and indels) within the
             database is derived from the same workflow, so variants are
             easily comparable across data sets. Features include an
             embedded JBrowse interface, ability to pull out alignments
             of individual genes/regions, and batch access for gene
             lists. Here, we introduce PseudoBase, and we demonstrate how
             this resource facilitates use of extensive genomic data from
             flies of the <i>Drosophila pseudoobscura</i>
             subgroup.},
   Doi = {10.1080/19336934.2020.1864201},
   Key = {fds354324}
}

@article{fds359838,
   Author = {Pardy, JA and Lahib, S and Noor, MAF and Moehring,
             AJ},
   Title = {Intraspecific Genetic Variation for Behavioral Isolation
             Loci in Drosophila.},
   Journal = {Genes},
   Volume = {12},
   Number = {11},
   Pages = {1703},
   Year = {2021},
   Month = {October},
   url = {http://dx.doi.org/10.3390/genes12111703},
   Abstract = {Behavioral isolation is considered to be the primary mode of
             species isolation, and the lack of identification of
             individual genes for behavioral isolation has hindered our
             ability to address fundamental questions about the process
             of speciation. One of the major questions that remains about
             behavioral isolation is whether the genetic basis of
             isolation between species also varies within a species.
             Indeed, the extent to which genes for isolation may vary
             across a population is rarely explored. Here, we bypass the
             problem of individual gene identification by addressing this
             question using a quantitative genetic comparison. Using
             strains from eight different populations of Drosophila
             simulans, we genetically mapped the genomic regions
             contributing to behavioral isolation from their closely
             related sibling species, Drosophila mauritiana. We found
             extensive variation in the size of contribution of different
             genomic regions to behavioral isolation among the different
             strains, in the location of regions contributing to
             isolation, and in the ability to redetect loci when
             retesting the same strain.},
   Doi = {10.3390/genes12111703},
   Key = {fds359838}
}

@article{fds356516,
   Author = {Korunes, KL and Machado, CA and Noor, MAF},
   Title = {Inversions shape the divergence of Drosophila pseudoobscura
             and Drosophila persimilis on multiple timescales.},
   Journal = {Evolution; International Journal of Organic
             Evolution},
   Volume = {75},
   Number = {7},
   Pages = {1820-1834},
   Year = {2021},
   Month = {July},
   url = {http://dx.doi.org/10.1111/evo.14278},
   Abstract = {By shaping meiotic recombination, chromosomal inversions can
             influence genetic exchange between hybridizing species.
             Despite the recognized importance of inversions in
             evolutionary processes such as divergence and speciation,
             teasing apart the effects of inversions over time remains
             challenging. For example, are their effects on sequence
             divergence primarily generated through creating blocks of
             linkage disequilibrium prespeciation or through preventing
             gene flux after speciation? We provide a comprehensive look
             into the influence of inversions on gene flow throughout the
             evolutionary history of a classic system: Drosophila
             pseudoobscura and Drosophila persimilis. We use extensive
             whole-genome sequence data to report patterns of
             introgression and divergence with respect to chromosomal
             arrangements. Overall, we find evidence that inversions have
             contributed to divergence patterns between D. pseudoobscura
             and D. persimilis over three distinct timescales: (1)
             segregation of ancestral polymorphism early in the
             speciation process, (2) gene flow after the split of D.
             pseudoobscura and D. persimilis, but prior to the split of
             D. pseudoobscura subspecies, and (3) recent gene flow
             between sympatric D. pseudoobscura and D. persimilis, after
             the split of D. pseudoobscura subspecies. We discuss these
             results in terms of our understanding of evolution in this
             classic system and provide cautions for interpreting
             divergence measures in other systems.},
   Doi = {10.1111/evo.14278},
   Key = {fds356516}
}

@article{fds356014,
   Author = {Butlin, RK and Servedio, MR and Smadja, CM and Bank, C and Barton, NH and Flaxman, SM and Giraud, T and Hopkins, R and Larson, EL and Maan, ME and Meier, J and Merrill, R and Noor, MAF and Ortiz-Barrientos, D and Qvarnström, A},
   Title = {Homage to Felsenstein 1981, or why are there so few/many
             species?},
   Journal = {Evolution; International Journal of Organic
             Evolution},
   Volume = {75},
   Number = {5},
   Pages = {978-988},
   Year = {2021},
   Month = {May},
   url = {http://dx.doi.org/10.1111/evo.14235},
   Abstract = {If there are no constraints on the process of speciation,
             then the number of species might be expected to match the
             number of available niches and this number might be
             indefinitely large. One possible constraint is the
             opportunity for allopatric divergence. In 1981, Felsenstein
             used a simple and elegant model to ask if there might also
             be genetic constraints. He showed that progress towards
             speciation could be described by the build-up of linkage
             disequilibrium among divergently selected loci and between
             these loci and those contributing to other forms of
             reproductive isolation. Therefore, speciation is opposed by
             recombination, because it tends to break down linkage
             disequilibria. Felsenstein then introduced a crucial
             distinction between "two-allele" models, which are subject
             to this effect, and "one-allele" models, which are free from
             the recombination constraint. These fundamentally important
             insights have been the foundation for both empirical and
             theoretical studies of speciation ever since.},
   Doi = {10.1111/evo.14235},
   Key = {fds356014}
}


%% Plesser, M. Ronen   
@article{fds360112,
   Author = {Marco Bertolini and Ilarion V. Melnikov and M. Ronen
             Plesser},
   Title = {Fixed points of (0,2) Landau-Ginzburg renormalization group
             flows and the chiral algebra},
   Year = {2021},
   Month = {June},
   url = {https://arxiv.org/abs/2106.00105},
   Abstract = {We discuss renormalization group flows in two-dimensional
             quantum field theories with (0,2) supersymmetry. We focus on
             theories with UV described by a Landau-Ginzburg Lagrangian
             and use the chiral algebra to constrain the IR dynamics. We
             present examples where the structure of the chiral algebra
             is incompatible with unitarity of the IR superconformal
             theory and discuss the implications of this result for
             programs of classifying (0,2) SCFTs as endpoints of flows
             from simple Lagrangian theories.},
   Key = {fds360112}
}


%% Reynolds, Julie   
@article{fds365579,
   Author = {Finkenstaedt-Quinn, SA and Gere, AR and Dowd, JE and Thompson, RJ and Halim, AS and Reynolds, JA and Schiff, LA and Flash, P and Shultz,
             GV},
   Title = {Postsecondary Faculty Attitudes and Beliefs about
             Writing-Based Pedagogies in the STEM Classroom.},
   Journal = {Cbe Life Sciences Education},
   Volume = {21},
   Number = {3},
   Pages = {ar54},
   Year = {2022},
   Month = {September},
   url = {http://dx.doi.org/10.1187/cbe.21-09-0285},
   Abstract = {Writing is an important skill for communicating knowledge in
             science, technology, engineering, and mathematics (STEM) and
             an aid to developing students' communication skills, content
             knowledge, and disciplinary thinking. Despite the importance
             of writing, its incorporation into the undergraduate STEM
             curriculum is uneven. Research indicates that understanding
             faculty beliefs is important when trying to propagate
             evidence-based instructional practices, yet faculty beliefs
             about writing pedagogies are not yet broadly characterized
             for STEM teaching at the undergraduate level. Based on a
             nationwide cross-disciplinary survey at research-intensive
             institutions, this work aims to understand the extent to
             which writing is assigned in undergraduate STEM courses and
             the factors that influence faculty members' beliefs about,
             and reported use of, writing-based pedagogies. Faculty
             attitudes about the effectiveness of writing practices did
             not differ between faculty who assign and do not assign
             writing; rather, beliefs about the influence of social
             factors and contextually imposed instructional constraints
             informed their decisions to use or not use writing. Our
             findings indicate that strategies to increase the use of
             writing need to specifically target the factors that
             influence faculty decisions to assign or not assign writing.
             It is not faculty beliefs about effectiveness, but rather
             faculty beliefs about behavioral control and constraints at
             the departmental level that need to be targeted.},
   Doi = {10.1187/cbe.21-09-0285},
   Key = {fds365579}
}

@article{fds355474,
   Author = {Thompson, RJ and Finkenstaedt-Quinnb, SA and Shultz, GV and Gere, AR and Schmid, L and Dowd, JE and Mburi, M and Schiff, LA and Flashg, P and Reynolds, JA},
   Title = {How faculty discipline and beliefs influence instructional
             uses of writing in STEM undergraduate courses at
             research-intensive universities},
   Journal = {Journal of Writing Research},
   Volume = {12},
   Number = {3},
   Pages = {625-656},
   Year = {2021},
   Month = {February},
   url = {http://dx.doi.org/10.17239/jowr-2021.12.03.04},
   Abstract = {Efforts to accelerate the pace of adoption of
             writing-to-learn (WTL) practices in undergraduate STEM
             courses have been limited by a lack of theoretical and
             conceptual frameworks to systematically guide research and
             empirical evidence about the extent to which intrapersonal
             attributes and contextual factors, particularly faculty
             beliefs and disciplinary cultures, influence faculty use of
             writing assignments in their teaching. To address these
             gaps, we adopted an ecological systems perspective and
             conducted a national survey of faculty in STEM departments
             across 63 research-intensive universities in the United
             States. Overall, the findings indicated that 70% of faculty
             assigned writing. However, the assignment of writing
             differed by faculty demographics, discipline, and beliefs.
             More specifically, faculty demographics accounted for 5% of
             the variance in assignment of writing. Faculty discipline
             accounted for an additional 6% increment in variance, and
             faculty epistemic beliefs and beliefs about effectiveness of
             WTL practices and contextual resources and constraints
             influencing the use of writing in their teaching together
             accounted for an additional 30% increment in variance. The
             findings point to faculty beliefs as salient intervention
             targets and highlight the importance of disciplinary
             specific approaches to the promotion of the adoption of WTL
             practices},
   Doi = {10.17239/jowr-2021.12.03.04},
   Key = {fds355474}
}

@article{fds355322,
   Author = {Mourad, TM and McNulty, AF and Liwosz, D and Tice, K and Abbott, F and Williams, GC and Reynolds, JA},
   Title = {Erratum: The Role of a Professional Society in Broadening
             Participation in Science: A National Model for Increasing
             Persistence (BioScience DOI: 10.1093/biosci/biy066)},
   Journal = {Bioscience},
   Volume = {71},
   Number = {1},
   Pages = {104},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1093/biosci/biaa142},
   Abstract = {In the originally published version of this manuscript, the
             following errors were noted and listed in this corrigendum.
             Upon the original publication, there was an error in the
             “References cited” section. The following reference
             should read: “Armstrong MJ, Berkowitz AR, Dyer LA, Taylor
             J. 2007. Understanding why underrepresented students pursue
             ecology careers: A preliminary case study. Frontiers in
             Ecology and the Environment 5: 415–420.
             doi:10.1890/060113.1” instead of “Armstrong MJ,
             Berkowitz AR, Dyer LA, Taylor J 2007. Understanding why
             underrepresented students pursue ecology careers: A
             preliminary case study. Review of Educational Research 5:
             751–796.” Upon the original publication, there was an
             error in the “Supplementary material” section. The URL
             link for “BIOSCI” should be: https://academic.oup.com/bioscience/article-lookup/doi/10.1093/biosci/biy066#supplementary-data.},
   Doi = {10.1093/biosci/biaa142},
   Key = {fds355322}
}


%% Roy, Christopher P.   
@article{fds358034,
   Author = {Dayanidhi, DL and Thomas, BC and Osterberg, JS and Vuong, M and Vargas,
             G and Kwartler, SK and Schmaltz, E and Dunphy-Daly, MM and Schultz, TF and Rittschof, D and Eward, WC and Roy, C and Somarelli,
             JA},
   Title = {Exploring the Diversity of the Marine Environment for New
             Anti-cancer Compounds},
   Journal = {Frontiers in Marine Science},
   Volume = {7},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.3389/fmars.2020.614766},
   Abstract = {Marine ecosystems contain over 80% of the world’s
             biodiversity, and many of these organisms have evolved
             unique adaptations enabling survival in diverse and
             challenging environments. The biodiversity within the
             world’s oceans is a virtually untapped resource for the
             isolation and development of novel compounds, treatments,
             and solutions to combat human disease. In particular, while
             over half of our anti-cancer drugs are derived from natural
             sources, almost all of these are from terrestrial
             ecosystems. Yet, even from the limited analyses to date, a
             number of marine-derived anti-cancer compounds have been
             approved for clinical use, and several others are currently
             in clinical trials. Here, we review the current suite of
             marine-derived anti-cancer drugs, with a focus on how these
             compounds act upon the hallmarks of cancer. We highlight
             potential marine environments and species that could yield
             compounds with unique mechanisms. Continued exploration of
             marine environments, along with the characterization and
             screening of their inhabitants for unique bioactive
             chemicals, could prove fruitful in the hunt for novel
             anti-cancer therapies.},
   Doi = {10.3389/fmars.2020.614766},
   Key = {fds358034}
}


%% Schwartz-Bloom, Rochelle D.   
@article{fds363668,
   Author = {Miller, CA and Jung Kim and S and Schwartz-Bloom, RD and Bloom, PN and Murphy, SK and Fuemmeler, BF},
   Title = {Informing women about the risks of exposing babies to
             tobacco smoke: outreach and education efforts using Facebook
             "boost posts".},
   Journal = {Transl Behav Med},
   Volume = {12},
   Number = {5},
   Pages = {714-720},
   Year = {2022},
   Month = {May},
   url = {http://dx.doi.org/10.1093/tbm/ibab158},
   Abstract = {Maternal smoking is associated with a host of negative
             health outcomes, including an increased risk of children
             developing attention-deficit/hyperactivity disorder (ADHD).
             This study evaluated the efficacy of health messages
             disseminated through Facebook Ads focused on reducing
             tobacco smoke exposure during pregnancy. Two message
             versions were promoted via post advertisements on Facebook-a
             static infographic and a video containing an animated
             version of the infographic. The reach of and engagement with
             each message version was evaluated. Comments made to the
             posts were assessed using content analysis. The infographic
             reached approximately 60,000 people and the video reached
             about 16,000 people. The average costs were $10.00 and
             $40.00 per 1,000 people reached for the infographic- and
             video-based posts, respectively. While there was no
             engagement with the video, the infographic was liked (n =
             157), given alternative likes (n = 59), shared (n = 171 to
             341), and commented on (n = 221). About one-quarter of
             comments contained a personal narrative and mentions of
             health history related to ADHD and/or smoking. Comments were
             more often negative (than positive) (16.6% vs 3.9%) and
             expressed skepticism more often than message acceptance
             (21.5% vs 12.2%). Facebook users were more responsive to the
             infographic (compared to the video) and static posts were a
             preferred channel (i.e., higher engagement at a lower cost)
             to disseminate messages when using the boost post feature on
             Facebook for health education. Our review of the comments
             provided insights into message acceptance and guidance for
             future social media-based health message campaigns. However,
             it is not known whether and if so, how, these findings on
             message exposure would correlate with behavioral intentions
             or changes in behavior, such as intentions to quit smoking
             or smoking cessation.},
   Doi = {10.1093/tbm/ibab158},
   Key = {fds363668}
}


%% Stephens, Kristen R.   
@book{ED47551620020101,
   Author = {Karnes, F. A. and Stephens, K. R.},
   Title = {Young Women of Achievement: A Resource for Girls in Science,
             Math, and Technology.},
   Year = {20020101},
   ISBN = {1-57392-965-4},
   url = {http://proxy.lib.duke.edu:2164/login.aspx?direct=true&db=eric&AN=ED475516&site=ehost-live&scope=site},
   Abstract = {This book is intended to be a resource guide for girls and
             young women considering careers in science, math, and
             technology. An introductory chapter considers the status of
             girls and women in these fields, the importance of role
             models, and suggestions for using the book. Part 1
             introduces readers to the various career opportunities
             available in the sciences and suggests strategies for career
             planning in these areas. Sections consider job availability,
             career choice, classes to take, the importance of reading,
             instructional materials, special clubs, and finding a
             mentor. Part 2 recounts true stories of girls (18 and under)
             and young women (19 and older) in the sciences, detailing
             how they got involved and what they have accomplished. Part
             3 offers timelines of extraordinary women throughout
             history, inspiring quotations, a list of Web sites
             specifically geared toward women in the sciences,
             suggestions for science-oriented computer software, and
             other resources. (DB)},
   Key = {ED47551620020101}
}

@book{fds360068,
   Author = {Stephens, KR and Karnes, FA},
   Title = {Introduction},
   Pages = {vii-x},
   Year = {2021},
   Month = {January},
   ISBN = {9781000500721},
   Key = {fds360068}
}

@book{fds360070,
   Author = {Stephens, KR and Karnes, FA},
   Title = {Introduction to curriculum design in gifted
             education},
   Pages = {1-359},
   Year = {2021},
   Month = {January},
   ISBN = {9781000500721},
   url = {http://dx.doi.org/10.4324/9781003235842},
   Abstract = {Gifted students require a curriculum that intentionally
             aligns with their advanced abilities to ensure engagement at
             the appropriate level of intensity and depth. Introduction
             to Curriculum Design in Gifted Education offers an in-depth
             exploration of curriculum development for the gifted.
             Included are the general foundations of good curriculum
             design, a survey of curriculum models appropriate for gifted
             learners, an examination of design considerations across
             content areas, a detailed analysis of the role assessment
             has in the curriculum development process, and an
             exploration of trends and future directions of curriculum
             development for the gifted. Each chapter is authored by
             experts with considerable knowledge pertaining to curriculum
             implications for gifted students and is written with the
             practitioner in mind to facilitate effective implementation.
             This text is an essential addition to the library of any
             educator seeking to create new and/or adapt existing
             curriculum to better address the interests and abilities of
             gifted students.},
   Doi = {10.4324/9781003235842},
   Key = {fds360070}
}

@misc{fds360069,
   Author = {Stephens, KR and Malone, D and Griffith, AP},
   Title = {Service-learning in gifted education: Addressing cognitive
             and affective domains},
   Pages = {281-305},
   Booktitle = {Introduction to Curriculum Design in Gifted
             Education},
   Year = {2021},
   Month = {January},
   ISBN = {9781000500721},
   url = {http://dx.doi.org/10.4324/9781003235842-18},
   Abstract = {Many curriculum and instructional models seek to address the
             cognitive needs of gifted students; however, few also attend
             to their psychosocial needs. This chapter introduces the
             reader to service-learning, summarizes the research
             supporting service-learning experiences for students,
             highlights the role service-learning plays in curriculum
             development for gifted learners, and shares teachers’
             experiences with implementing service-learning in schools
             and classrooms. The use of service-learning in schools has
             grown significantly over the past two decades. In designing
             service-learning instructional activities, teachers can use
             these typologies to determine the degree to which activities
             involve little service but significant learning, significant
             service and little learning, little service and little
             learning, and significant service and significant
             learning.},
   Doi = {10.4324/9781003235842-18},
   Key = {fds360069}
}


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