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Pivotal research led by Louis Harold Gray in the 1950s suggested that oxygen plays a vital role during radiotherapy. By proving that tumours have large necrotic cores due to hypoxia and that hypoxic cells require significantly larger doses of ionisin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::289b274ab4fcf4bd05f8929d3e928d1d
https://doi.org/10.1038/s41416-022-02041-9
https://doi.org/10.1038/s41416-022-02041-9
Publikováno v:
British journal of cancer.
Pivotal research led by Louis Harold Gray in the 1950s suggested that oxygen plays a vital role during radiotherapy. By proving that tumours have large necrotic cores due to hypoxia and that hypoxic cells require significantly larger doses of ionisin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::8793fa62caa4857b1f292679546e72e0
https://pubmed.ncbi.nlm.nih.gov/36344595
https://pubmed.ncbi.nlm.nih.gov/36344595
Publikováno v:
Beyond Behavior. 30:135-147
Verbal aggression (VA) is the most prevalent form of aggression perpetrated, experienced, and witnessed by students, with victims experiencing a variety of adverse outcomes. Furthermore, VA is known to contribute to physical aggression, especially fo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f52224063304322082b96ee01e78f90
https://doi.org/10.1177/10742956211021431
https://doi.org/10.1177/10742956211021431
Autor:
Jessica Vezzoli, James Algina, Emily C. Crews, Daniel V. Poling, Nancy L. Corbett, Megan R. Worth, Stephen W. Smith, Delaney Boss, Ann P. Daunic
Publikováno v:
Journal of School Psychology. 86:78-99
Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a97755546882a4bc75736567c4a7c365
https://doi.org/10.1016/j.jsp.2021.03.004
https://doi.org/10.1016/j.jsp.2021.03.004
Autor:
Daniel V. Poling, Megan R. Worth
Publikováno v:
Intervention in School and Clinic. 57:138-142
Dr. Ann P. Daunic is an emeritus scholar in the Special Education, Psychology, and Early Childhood Studies programs in the College of Education at the University of Florida (UF). A graduate of Ohio Wesleyan University, she has a doctorate in special
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3c6bbb84f2909883f60f5f2a9d851cc
https://doi.org/10.1177/10534512211001839
https://doi.org/10.1177/10534512211001839
Publikováno v:
Journal of Emotional and Behavioral Disorders. 28:209-222
Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8893e1a73a9aa70d1728ee65abc40644
https://doi.org/10.1177/1063426619885862
https://doi.org/10.1177/1063426619885862
Publikováno v:
Aggression and Violent Behavior. 46:127-139
Overt physical aggression in schools gains the most attention from educational professionals, yet researchers find that verbal aggression (VA) delivered directly is the most prevalent form. Perpetrators who engage in VA can experience a host of negat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a4b561633869929593328c7252d8ce3f
https://doi.org/10.1016/j.avb.2019.01.010
https://doi.org/10.1016/j.avb.2019.01.010
Publikováno v:
Learning Disabilities Research & Practice. 33:168-175
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be540134f8c417f654414ef204a91fb1
https://doi.org/10.1111/ldrp.12174
https://doi.org/10.1111/ldrp.12174
Publikováno v:
Acta Psychologica. 181:51-61
Retrieval of target information can cause forgetting for related, but non-retrieved, information – retrieval-induced forgetting (RIF). The aim of the current studies was to examine a key prediction of the inhibitory account of RIF – interference
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6cb2eadd8dba195f113456c7ce857cbc
https://doi.org/10.1016/j.actpsy.2017.09.012
https://doi.org/10.1016/j.actpsy.2017.09.012