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.

Does Deposit Insurance Improve Financial Intermediation? Evidence from the Russian Experiment

Abstract: This study examines how the introduction of deposit insurance affects a banking system, using the deposit-insurance scheme introduced into the Russian banking system as a natural experiment. The fundamental research question is whether the introduction of deposit insurance leads to a more effective banking system as evidenced by increased deposit-taking and decreased reliance upon State-owned banks as custodians of retail deposits. We find that banks entering the new deposit-insurance system increased both their level of retail deposits and their ratios of retail deposits to total assets relative to banks that did not enter the new deposit insurance system. We also find that these results hold up in a multivariate panel-data analysis that controls for bank and time random effects. The longer a bank was entered into the deposit insurance system, the greater was its level of deposits and its ratio of deposits to assets. Moreover, this effect was stronger for regional banks and for smaller banks. Finally, we find that implementation of the new deposit-insurance system had the effect of “leveling the playing field” between State-owned banks and privately owned banks.

Stress and Somatic Complaints in Low-Income Urban Adolescents

Abstract: The present study examined (1) rates of somatic complaints and (2) the association between stress and somatic complaints in low-income urban youth. Participants were 1030 low-income urban 6th–8th grade adolescents. Results indicate that, for both boys and girls, somatization was the most commonly reported internalizing symptom in this sample, and that heightened rates of urban stress predicted heightened rates of somatic complaints. In addition, a significantly higher percentage of youth in this sample reported clinically elevated levels of somatic complaints (17%) relative to that reported by normative samples (5%). The 2 most common somatic complaints were stomachaches and headaches, and females reported higher rates of somatic complaints than males. These findings suggest that somatic complaints are the most common expression of internalizing symptoms among low-income urban youth, and that exposure to heightened rates of stress places low-income urban adolescents at heightened risk for somatization. Implications of these findings and directions for future research are discussed.

Differential diagnosis of chronic fatigue syndrome and major depressive disorder.

Abstract: The goal of this study was to identify variables that successfully differentiated patients with chronic fatigue syndrome, major depressive disorder, and controls Fifteen participants were recruited for each of these three groups, and discriminant function analyses were conducted Using symptom occurrence and severity data from the Fukuda et al (1994) definitional criteria, the best predictors were postexertional malaise, unrefreshing sleep, and impaired memory-concentration Symptom occurrence variables only correctly classified 844% of cases, whereas 911% were correctly classified when using symptom severity ratings Finally, when using percentage of time fatigue reported, postexertional malaise severity, unrefreshing sleep severity, confusion-disorientation severity, shortness of breath severity, and self-reproach to predict group membership, 100% were classified correctly

Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques

Abstract: The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories related to the role of imagery in memory were used to develop a drama-based reading comprehension program. A randomized pretest-posttest control-group design was then employed to assess the impact of the drama-based instruction on students' test scores on the reading comprehension portion of the Iowa Tests of Basic Skills. Results suggest a direct causal link between drama-based instruction and improved reading comprehension.