Duquesne University

About: Duquesne University is a education organization based out in Pittsburgh, Pennsylvania, United States. It is known for research contribution in the topics: Population & Health care. The organization has 3615 authors who have published 7169 publications receiving 180066 citations. The organization is also known as: Duquesne University of the Holy Spirit.

Outstanding Laser Damage Threshold in Li2MnGeS4 and Tunable Optical Nonlinearity in Diamond-Like Semiconductors

Abstract: The new Li2MnGeS4 and Li2CoSnS4 compounds result from employing a rational and simple design strategy that guides the discovery of diamond-like semiconductors (DLSs) with wide regions of optical transparency, high laser damage threshold, and efficient second-order optical nonlinearity. Single-crystal X-ray diffraction was used to solve and refine the crystal structures of Li2MnGeS4 and Li2CoSnS4, which crystallize in the noncentrosymmetric space groups Pna21 and Pn, respectively. Synchrotron X-ray powder diffraction (SXRPD) was used to assess the phase purity, and diffuse reflectance UV–vis–NIR spectroscopy was used to estimate the bandgaps of Li2MnGeS4 (Eg = 3.069(3) eV) and Li2CoSnS4 (Eg = 2.421(3) eV). In comparison with Li2FeGeS4, Li2FeSnS4, and Li2CoSnS4 DLSs, Li2MnGeS4 exhibits the widest region of optical transparency (0.60–25 μm) and phase matchability (≥1.6 μm). All four of the DLSs exhibit second-harmonic generation and are compared with the benchmark NLO material, AgGaSe2. Most remarkably, Li2M...

A panel data analysis of the impact of trade on human development

Abstract: Arguments for a positive link between trade and per-capita income are often met with the counterargument that “there is more to life than income”—the implication being that trade improves income, but degrades “quality of life.” In this paper, we attempt to address this counterargument by examining the impact of trade on countries’ social developments as measured by the Human Development Index (HDI)—a composite measure of education, literacy, and income published by the United Nations Development Programme. Utilizing a generalized method of moments (GMM) procedure in a panel data framework, we find that increases in trade are positively associated with future increases in social welfare.

Measuring the impact of a business ethics course and community service experience on students' values and opinions

Abstract: Until now, there has been little research assessingthe impact and extent of business ethics education andservice learning upon students’ values and opinions. This paper studies the influence of these variables byanalyzing 129 junior-level students’ ethical valuesand opinions before and after these experiences. Through the use of the Students’ Values and OpinionsSurvey (SVOS) as a measurement gauge, we foundsignificant support for our hypotheses that a businessethics course and a community service experiencepositively affect students’ values and opinions. Thus, we found desirable improvement in the ethicalvalues and opinions of students after they wereexposed to service learning and business ethicseducation. In addition, we explored the impact ofservice learning by gender and prior communityservice. We did not find a significant difference inthe effect of service learning for men or women, butdid find that prior community service increased thepositive impact for students completing theircommunity service requirement in this study.

The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment

Abstract: To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test (ESIT). ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several (but not all) stand-alone classes showed a significant improvement compared to the control group when the metric includes multiple stages of moral development. We also found that the written test had a higher response rate and sensitivity to pedagogy than the electronic version. We do not find significant differences on pre-test scores with respect to age, education level, gender or political leanings, but we do on whether subjects were native English speakers. We did not find significant differences on pre-test scores based on whether subjects had previous ethics instruction; this could suggest a lack of a long-term effect from the instruction.