DePaul University

About: DePaul University is a education organization based out in Chicago, Illinois, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 5658 authors who have published 11562 publications receiving 295257 citations.

Synergistic Effects of Imidazolium-Functionalization on fac-Mn(CO)3 Bipyridine Catalyst Platforms for Electrocatalytic Carbon Dioxide Reduction.

Abstract: The electrocatalytic reduction of carbon dioxide (CO2) could be a powerful tool for generating chemical fuels and feedstock molecules relevant to the chemical industry. One of the major challenges for molecular catalysts remains the necessity of high overpotentials, which can be overcome by identifying novel routes that improve the energetic reaction trajectory of critical intermediates during catalysis. In this combined experimental and computational study, we show that imidazolium functionalization of molecular fac-Mn(CO)3 bipyridine complexes results in CO2 reduction at mild electrochemical potentials in the presence of H2O. Importantly, our studies suggest that imidazolium groups in the secondary coordination sphere promote the formation of a local hydration shell that facilitates the protonation of CO2 reduction intermediates. As such, we propose a synergistic relationship between the functionalized catalyst and H2O, which stands in contrast to other systems in which the presence of H2O frequently ha...

Toward an understanding of academic and nonacademic tasks procrastinated by students: the use of daily logs

Abstract: For five consecutive days, at either the beginning or the end of a term, college students (30 women, 7 men) listed daily academic and nonacademic tasks they intended to complete and whether they actually completed them. Students reported nonacademic tasks (e.g., household chores, making telephone calls, exercising, and playing sports) as completed most often regardless of the time within the term. Results from 2 (early vs. later sessions) by 2 (completed vs. not completed tasks) by 2 (academic vs. nonacademic tasks) ANOVAs found that procrastinated tasks early in the term were more effortful and anxiety provoking than any other task during the term. Procrastinated academic tasks (e.g., homework, reading assignments, studying) in the early part of a term were rated as unpleasurable, while students reported later in the term that pleasantness of the task did not affect whether it was procrastinated or completed. These results imply that academic and nonacademic tasks should be challenging, yet fun, to heighten the likelihood that they are completed by students. © 2000 John Wiley & Sons, Inc.

Measuring Sense of Community: Beyond Local Boundaries

Abstract: One hundred and thirty-three male addicts and alcoholics completed psychometric measures of psychological sense of community, stress, social support, and hope. Factor analysis of item responses (Varimax rotation) on the sense of community scale produced a three-factor solution, with Factor 1 (12 items) labeled Mission, assessing the perception that one is actively engaged with others in the pursuit of a common purpose; Factor 2 (12 items) labeled Reciprocal Responsibility, referring to the perception that there are acknowledged members of an ongoing group who are mutually responsible to each other; and Factor 3 (6 items) labeled Disharmony, representing dissatisfaction with aspects of community experience. The resulting composite scale was significantly correlated with a standardized measure of social support, and serves to measure the psychological sense of community construct beyond the context of local residence.

REITs and Their Management: An Analysis of Organizational Structure, Performance and Management Compensation

Abstract: This study examines possible agency problems in Real Estate Investment Trusts (REITs) by contrasting the performance, structure and compensation of the two REIT forms from 1987 through 1992. Result...

University Faculty Perceptions of Students with Learning Disabilities: Correlates and Group Differences

Abstract: This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated that the instrument contained 12 reliable factors. Further, correlational analyses pro vided preliminary support for the instrument's construct validity by showing that major constructs were associated with each other in expected directions. Descriptive analyses indicated that faculty generally had positive perceptions about students with LD and were willing to spend time supporting students with LD. Consis tent with prior research, faculty expressed greater willingness to provide minor, rather than major, accommodations. Group com parisons by faculty gender, academic unit, and rank are reported. The implications of these findings for future research and training efforts are discussed.