Institution
DePaul University
Education•Chicago, Illinois, United States•
About: DePaul University is a education organization based out in Chicago, Illinois, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5658 authors who have published 11562 publications receiving 295257 citations.
Topics: Population, Poison control, Chronic fatigue syndrome, Recommender system, Context (language use)
Papers published on a yearly basis
Papers
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Fermilab1, Washington University in St. Louis2, University of Utah3, DePaul University4, University of Illinois at Urbana–Champaign5, School of the Art Institute of Chicago6, Indiana University7, American Physical Society8, University of the Pacific (United States)9, University of California, Santa Barbara10, University of Arizona11
TL;DR: In this article, the form factor for semileptonic decay in unquenched lattice QCD with two flavors of light sea quarks was derived by combining the lattice and experimental information in an optimal, model-independent manner.
Abstract: We calculate the form factor ${f}_{+}({q}^{2})$ for $B$-meson semileptonic decay in unquenched lattice QCD with $2+1$ flavors of light sea quarks. We use Asqtad-improved staggered light quarks and a Fermilab bottom quark on gauge configurations generated by the MILC Collaboration. We simulate with several light-quark masses and at two lattice spacings, and extrapolate to the physical quark mass and continuum limit using heavy-light meson staggered chiral perturbation theory. We then fit the lattice result for ${f}_{+}({q}^{2})$ simultaneously with that measured by the BABAR experiment using a parameterization of the form-factor shape in ${q}^{2}$, which relies only on analyticity and unitarity in order to determine the Cabibbo-Kobayashi-Maskawa matrix element $|{V}_{\mathrm{ub}}|$. This approach reduces the total uncertainty in $|{V}_{\mathrm{ub}}|$ by combining the lattice and experimental information in an optimal, model-independent manner. We find a value of $|{V}_{\mathrm{ub}}|\ifmmode\times\else\texttimes\fi{}{10}^{3}=3.38\ifmmode\pm\else\textpm\fi{}0.36$.
121 citations
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TL;DR: In this paper, the authors explore how and to what extent students use their textbooks and what students feel would motivate them to increase their usage of the textbook, finding that students know it is important to read, know the professor expects them to read and know it will impact their grade, yet most students still do not read the textbook.
Abstract: The authors explore how and to what extent students use their textbooks Data was collected through a survey regarding when reading is primarily done, how the textbook is used for studying, and which specific study strategies the students used The results indicate that students know it is important to read, know the professor expects them to read, and know it will impact their grade, yet most students still do not read the textbook Finally, we also examine what students feel would motivate them to increase their usage of the textbook
121 citations
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TL;DR: Changing from passive to active parental consent procedures was examined in a case study with an anonymous survey of sixth- through eighth-grade students' substance use and results suggest that certain types of consent procedures can yield high levels of participation.
Abstract: Researchers face considerable ambiguity and controversy regarding the issue of informed consent. Decisions about consent procedures can affect study participation rates and prevalence estimates among specific populations. Changing from passive to active parental consent procedures was examined in a case study with an anonymous survey of sixth- through eighth-grade students' substance use. Four types of procedures for obtaining parental consent were examined. Results suggest that certain types of consent procedures can yield high levels of participation. This study also demonstrates that low participation rates with some active consent procedures can cause biases in sample characteristics and outcome data.
121 citations
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TL;DR: Four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsics motivators, such as salary increases and course releases.
Abstract: This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. [ABSTRACT FROM AUTHOR]
121 citations
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TL;DR: This article investigated the identity talk of three mid-career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities.
Abstract: Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation The analysis presented here extends our understanding of language as a resourc
121 citations
Authors
Showing all 5724 results
Name | H-index | Papers | Citations |
---|---|---|---|
C. N. R. Rao | 133 | 1646 | 86718 |
Mark T. Greenberg | 107 | 529 | 49878 |
Stanford T. Shulman | 85 | 502 | 34248 |
Paul Erdös | 85 | 640 | 34773 |
T. M. Crawford | 85 | 270 | 23805 |
Michael H. Dickinson | 79 | 196 | 23094 |
Hanan Samet | 75 | 369 | 25388 |
Stevan E. Hobfoll | 74 | 271 | 35870 |
Elias M. Stein | 69 | 189 | 44787 |
Julie A. Mennella | 68 | 178 | 13215 |
Raouf Boutaba | 67 | 519 | 23936 |
Paul C. Kuo | 64 | 389 | 13445 |
Gary L. Miller | 63 | 306 | 13010 |
Bamshad Mobasher | 63 | 243 | 18867 |
Gail McKoon | 62 | 125 | 14952 |