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Institution

Boise State University

EducationBoise, Idaho, United States
About: Boise State University is a education organization based out in Boise, Idaho, United States. It is known for research contribution in the topics: Population & Computer science. The organization has 3698 authors who have published 8664 publications receiving 210163 citations. The organization is also known as: BSU & Boise State.


Papers
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Journal ArticleDOI
TL;DR: In this article, two tuffs in the Lower Cretaceous Agrio Formation, Neuquen Basin, provided U-Pb zircon radioisotopic ages of 129.09±0.16 Ma and 127.42± 0.15 Ma.
Abstract: Two tuffs in the Lower Cretaceous Agrio Formation, Neuquen Basin, provided U–Pb zircon radioisotopic ages of 129.09±0.16 Ma and 127.42±0.15 Ma. Both horizons are well constrained biostratigraphically by ammonites and nannofossils and can be correlated with the ‘standard’ sequence of the Mediterranean Province. The lower horizon is very close to the base of the Upper Hauterivian and the upper horizon to the Hauterivian/Barremian boundary, indicating that the former lies at c. 129.5 Ma and the latter at c. 127 Ma. These new radioisotopic ages fill a gap of over 8 million years in the numerical calibration of the current global Early Cretaceous geological time scale.

58 citations

Journal ArticleDOI
TL;DR: In this article, the authors examined training professionals' perceptions of the utility of Level 3 and Level 4 evaluations and the factors that facilitate or obstruct their attempts to perform them using Brinkerhoff's Success Case Method and Gilbert's Behavior Engineering Model as its frameworks.
Abstract: Training professionals have long acknowledged the necessity of conducting behavior-based (Level 3) and results-based (Level 4) evaluations, yet organizations do not frequently conduct such evaluations. This research examined training professionals' perceptions of the utility of Level 3 and Level 4 evaluations and the factors that facilitate or obstruct their attempts to perform them. The research was conducted using Brinkerhoff's Success Case Method and Gilbert's Behavior Engineering Model as its frameworks. The three key factors identified by study participants as having an impact upon their ability to conduct Level 3 and Level 4 evaluations were the availability of resources such as time and personnel, managerial support (organizational) and expertise in evaluative methodology (individual). The research findings indicated a need to further explore how training professionals interpret Level 3 and Level 4 and how they can better develop their evaluative expertise, which in turn may increase effectiveness in gaining organizational support for evaluation efforts.

58 citations

Journal ArticleDOI
TL;DR: In this article, the authors examined whether risk factor updates in 10-Q filings are associated with negative abnormal returns at the time the updates are disclosed and whether quarterly updates are followed by negative earnings shocks.
Abstract: SYNOPSIS: I examine whether recently required risk factor update disclosures in quarterly reports provide investors with timely information regarding potential future negative economic events. Specifically, I examine whether risk factor updates in 10-Q filings are associated with negative abnormal returns at the time the updates are disclosed and whether quarterly updates are followed by negative earnings shocks. I find that firms presenting updates to their risk factor disclosures have significantly lower abnormal returns around the filing date of the 10-Q relative to firms without updates. I also find that firms with updates to their risk factors section have significantly lower future unexpected earnings and are more likely to experience future extreme negative earnings shocks. These findings suggest that the recent disclosure requirement mandated by the SEC was successful in generating timely disclosure of bad news. JEL Classifications: M41; M48; D80; G18. Data Availability: Please contact the author...

58 citations

Journal ArticleDOI
TL;DR: In this paper, the authors used a multilayer radar image to identify significant lateral and vertical velocity heterogeneity associated with infilled waste pits at a contaminated waste facility within the U.S. Department of Energy's Hanford site.
Abstract: Acquisition and processing of multifold ground-penetrating radar (GPR) data enable detailed measurements of lateral velocity variability. The velocities constrain interpretation of subsurface materials and lead to significant improvement in image accuracy when coupled with prestack depth migration (PSDM). Reflection tomography in the postmigration domain was introduced in the early 1990s for velocity estimation in seismic reflection. This robust, accurate method is directly applicable in multifold GPR imaging. At a contaminated waste facility within the U.S. Department of Energy's Hanford site in Washington, the method is used to identify significant lateral and vertical velocity heterogeneity associated with infilled waste pits. Using both the PSDM images and velocity models in interpretation, a paleochannel system that underlies the site and likely forms contaminant migration pathways is identified.

58 citations

Journal ArticleDOI
TL;DR: In this article, the authors show that gamification results in much higher satisfaction levels in the lab and field, but only marginally significant improvements in learning, and these learning improvements are quite small (e.g., 1 to 3 percent).
Abstract: Companies depend on strong internal controls to protect the integrity of accounting information systems. IT security and data privacy training are critical controls to safeguarding company information. However, employees often dislike the training, which can cause a lack of attention to and poor understanding of training concepts, leading to less effective internal controls. To improve the training experience, companies are implementing principles of games into employee training modules; a practice known as gamification. Using a laboratory experiment of data privacy training and a field study involving a publicly-traded bank’s rollout of IT security training, we test whether a training environment with basic gamification elements results in greater trainee satisfaction and knowledge acquisition than traditional, non-gamified training. We find basic gamification results in much higher satisfaction levels in the lab and field, but only marginally significant improvements in learning. Furthermore, these learning improvements are quite small (e.g., 1 to 3 percent). Finally, we find that “gamers” (i.e., those who participate in gaming on their own time) gain more knowledge from gamified training than “non-gamers,” even though gamers are less satisfied with gamified training.

58 citations


Authors

Showing all 3902 results

NameH-indexPapersCitations
Jeffrey G. Andrews11056263334
Zhu Han109140748725
Brian R. Flay8932526390
Jeffrey W. Elam8343524543
Pramod K. Varshney7989430834
Scott Fendorf7924421035
Gregory F. Ball7634221193
Yan Wang72125330710
David C. Dunand7252719212
Juan Carlos Diaz-Velez6433414252
Michael K. Lindell6218619865
Matthew J. Kohn6216413741
Maged Elkashlan6129414736
Bernard Yurke5824217897
Miguel Ferrer5847811560
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202370
2022210
2021763
2020695
2019620
2018637