Institution
California State University, San Bernardino
Education•San Bernardino, California, United States•
About: California State University, San Bernardino is a education organization based out in San Bernardino, California, United States. It is known for research contribution in the topics: Population & Information management. The organization has 1974 authors who have published 3460 publications receiving 75834 citations. The organization is also known as: CSUSB & Cal State San Bernardino.
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TL;DR: This "Mini-Marker" subset demonstrated unusually impressive features for an abbreviated inventory, consisting of five scales that show, in comparison to the original scales, less use of difficult items, lower interscale correlations, and somewhat higher mean inter-item correlations; alpha reliabilities are somewhat lower.
Abstract: Goldberg (1992) developed a robust set of 100 adjective markers for the Big-Five factor structure found in phenotypic personality description. Because and even briefer marker set might be advantageous under certain assessment conditions, the performance of these 100 markers in 12 data sets was scrutinized, leading to the selection of an optimally robust subset of only 40 adjectives. This "Mini-Marker" subset demonstrated unusually impressive features for an abbreviated inventory, consisting of five scales that show, in comparison to the original scales, less use of difficult items, lower interscale correlations, and somewhat higher mean inter-item correlations; alpha reliabilities are somewhat lower. A format for administering this briefer inventory is appended.
1,702 citations
Joint Genome Institute1, Bigelow Laboratory For Ocean Sciences2, United States Department of Agriculture3, University of California, Merced4, Broad Institute5, Oak Ridge National Laboratory6, Michigan State University7, California State University, San Bernardino8, J. Craig Venter Institute9, Max Planck Society10, Argonne National Laboratory11, Pacific Northwest National Laboratory12, University of British Columbia13, University of Southern California14, Science for Life Laboratory15, University of Vermont16, Georgia Institute of Technology17, University of Illinois at Urbana–Champaign18, University of Texas at Austin19, University of Vienna20, University of California, Davis21, University of Nevada, Las Vegas22, University of Wisconsin-Madison23, Cooperative Institute for Research in Environmental Sciences24, University of California, San Diego25, European Bioinformatics Institute26, National Institutes of Health27, University of Queensland28, Saint Petersburg State University29, University of California, Berkeley30
TL;DR: Two standards developed by the Genomic Standards Consortium (GSC) for reporting bacterial and archaeal genome sequences are presented, including the Minimum Information about a Single Amplified Genome (MISAG) and the Minimum information about a Metagenome-Assembled Genomes (MIMAG), including estimates of genome completeness and contamination.
Abstract: We present two standards developed by the Genomic Standards Consortium (GSC) for reporting bacterial and archaeal genome sequences. Both are extensions of the Minimum Information about Any (x) Sequence (MIxS). The standards are the Minimum Information about a Single Amplified Genome (MISAG) and the Minimum Information about a Metagenome-Assembled Genome (MIMAG), including, but not limited to, assembly quality, and estimates of genome completeness and contamination. These standards can be used in combination with other GSC checklists, including the Minimum Information about a Genome Sequence (MIGS), Minimum Information about a Metagenomic Sequence (MIMS), and Minimum Information about a Marker Gene Sequence (MIMARKS). Community-wide adoption of MISAG and MIMAG will facilitate more robust comparative genomic analyses of bacterial and archaeal diversity.
1,171 citations
TL;DR: In this article, the authors developed a brief questionnaire that assesses racist discrimination in the lives of African-Americans, and conduct preliminary studies with it to conduct a preliminary study on the Schedule of Racist Event.
Abstract: In this article, the authors develop a brief questionnaire that assesses racist discrimination in the lives ofAfricanAmericans, and conduct preliminary studies with it. The Schedule of Racist Event...
1,139 citations
TL;DR: Koballa and Crawley as mentioned in this paper investigated the relationship between beliefs, attitudes and behavior with regard to the elementary science teaching situation and found that teachers' attitudes may be formed on the basis of beliefs, and both attitudes and beliefs relate to behavior.
Abstract: The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology stressed the importance of elementary school science because it is within the formative years that “substantial exposure to mathematical and scientific concepts and processes” is thought to be “critical to later achievement” (1983, p. 22). Though science is required of all students within the elementary years, strong evidence suggests that elementary teachers do not feel science curriculum is a high priority (Stake and Easley, 1978; Schoeneberger and Russell, 1986). When elementary science is addressed, it is not usually taught in a way that enhances student achievement (Denny, 1978). Researchers have suggested a myriad of possible causes for existing voids in elementary science teaching (Edmunds, 1979; Fitch & Fisher, 1979; Franz & Enochs, 1982; Helgeson, Blosser, & Howe, 1977; and Weiss, 1978). Abundant attention has been devoted to the investigation of teacher attitude toward science and the effects of these attitudes on subsequent teaching (Haney, Neuman, & Clark, 1969; Koballa & Crawley, 1985; Morrisey, 1981; and Munby, 1983). Teacher belief systems, however, have been neglected as a possible contributor to behavior patterns of elementary teachers with regard to science. Investigation of teacher beliefs is vital to a more complete understanding of teacher behavior. Koballa and Crawley (1985) defined belief as “information that a person accepts to be true” (p. 223). This is differentiated from attitude which is a general positive or negative feeling toward something. Attitudes may be formed on the basis of beliefs, and both attitudes and beliefs relate to behavior. An example based upon Koballa and Crawley’s description, can be made to demonstrate the relationship between beliefs, attitudes and behavior with regard to the elementary science teaching situation. An elementary teacher judges his/
1,023 citations
Authors
Showing all 2012 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| James C. Kaufman | 82 | 513 | 27757 |
| Leslie P. Willcocks | 75 | 461 | 21718 |
| Jonathan Anderson | 57 | 195 | 10349 |
| Clyde W. Holsapple | 56 | 255 | 11886 |
| Diane F. Halpern | 54 | 186 | 17004 |
| Kannan Raghunandan | 49 | 100 | 10439 |
| Michael D. Myers | 48 | 159 | 21405 |
| Gerard Saucier | 45 | 90 | 8364 |
| John Baer | 45 | 124 | 6649 |
| Ann Carine Vandaele | 44 | 220 | 6681 |
| Victor R. Prybutok | 44 | 239 | 8749 |
| Hope Landrine | 42 | 115 | 7538 |
| Vipin Gupta | 41 | 131 | 39559 |
| Tor Guimaraes | 39 | 126 | 6636 |
| Yeon Sook Kim | 39 | 267 | 5354 |