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Institution

Georgia State University

EducationAtlanta, Georgia, United States
About: Georgia State University is a education organization based out in Atlanta, Georgia, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 13988 authors who have published 35895 publications receiving 1164332 citations. The organization is also known as: GSU & Georgia State.


Papers
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Journal ArticleDOI
TL;DR: In this article, a qualitative study of sixteen faculty of color at aprivate research university suggests that service, though significantly presenting obstacles to the promotion and retention of faculty of colour, actually may set the stage for a critical agency that resists and redefines academic structuresthat hinder faculty success.
Abstract: Based on a qualitative study of sixteen faculty of color at aprivate research university, this article argues that service,though significantly presenting obstacles to the promotion andretention of faculty of color, actually may set the stage fora critical agency that resists and redefines academic structuresthat hinder faculty success. The construct of `service,' therefore,presents the opportunity for theorizing the interplay of humanagency and social structures. The article suggests that facultymay seek to redefine oppressive structures through service, thus,exercising an agency that emerges from the very structures thatconstrain it. Faculty of color, in particular, may engage inservice to promote the success of racial minorities in the academyand elsewhere. Thus, service, especially that which seeks tofurther social justice, contributes to the redefinition of theacademy and society at large.

290 citations

Journal ArticleDOI
TL;DR: Some of the cross-cutting research themes in machine learning that are applicable across several geoscience problems, and the importance of a deep collaboration between machine learning and geosciences for synergistic advancements in both disciplines are discussed.
Abstract: Geosciences is a field of great societal relevance that requires solutions to several urgent problems facing our humanity and the planet. As geosciences enters the era of big data, machine learning (ML)—that has been widely successful in commercial domains—offers immense potential to contribute to problems in geosciences. However, geoscience applications introduce novel challenges for ML due to combinations of geoscience properties encountered in every problem, requiring novel research in machine learning. This article introduces researchers in the machine learning (ML) community to these challenges offered by geoscience problems and the opportunities that exist for advancing both machine learning and geosciences. We first highlight typical sources of geoscience data and describe their common properties. We then describe some of the common categories of geoscience problems where machine learning can play a role, discussing the challenges faced by existing ML methods and opportunities for novel ML research. We conclude by discussing some of the cross-cutting research themes in machine learning that are applicable across several geoscience problems, and the importance of a deep collaboration between machine learning and geosciences for synergistic advancements in both disciplines.

290 citations

Journal ArticleDOI
TL;DR: In a more recent study, the authors found that international students who were less acculturated experienced significantly more difficulty in their academic life, with language, and with medical/physical health than did the students with higher levels of acculturation.
Abstract: One of the most important goals of U.S. higher education is to encourage the enrollment of international students for academic, economic, and cultural purposes. The successful recruitment of these students comes with the responsibility to welcome, serve, and maintain the well-being of international students, and also to create an environment for multicultural interaction with students in the United States (hereinafter referred to as American students; Peterson, Briggs, Dreasher, Homer, & Nelson, 1999). Marion (1986) suggested that international students may act as great resources for increasing global understanding and the perspectives of American students. Peterson et al. found that American students learned about different cultures, their histories, and international issues from foreign students. In addition, they learned to acknowledge and respect cultural and individual differences and broaden their perspectives, thereby preventing stereotypical thinking. Marion also suggested that international students play an important role in providing technological knowledge to less developed countries. In the United States, enrollment of international students has been encouraged for the economic contribution of nearly $13.5 billion every year that they spend on tuition, living expenses, and related costs (Institute of International Education, 2007). The United States has the largest number of international students who represent many countries. During the academic year of 2005-2006, there were approximately 600,000 international students from several nations, with Asian students representing 58% of all international students, followed by students from Europe (15%), Latin America (11%), Africa (6%), the Middle East (4%), and 6% from North America and Oceania (Institute of International Education, 2007). Adjustment to a new educational and social environment can be a stressful process. Most college students experience stress throughout this process. However, many international students experience even more serious stress because of the additional culture shock factor (Church, 1982) and various sociocultural factors that are involved in the adjustment process of international students (Luzio-Lockett, 1998). It is not surprising that international students often face language barriers, immigration difficulties, culture shock, social adjustment, and homesickness. During this period of adjustment, international students may experience isolation and loneliness. Mori (2000) reported that these negative experiences can cause the students to feel hopeless, and an intensive sense of hopelessness may be the manifestation of depression. Considering the cultural differences and misunderstandings of the new and diverse experiences, it is likely that international students will experience feelings of estrangement, anxiety, and depression as a part of their adjustment process (Adler, 1975). Spielberger (1966) reported that anxiety is related to stress, and Furukawa (1997) reported that people who are exposed to foreign cultures may become depressed or anxious and display maladaptive behaviors as a result of this acculturative stress. Understanding the experiences of international students has important implications for creating and implementing programs that provide academic and personal support. Therefore, it is crucial to increase awareness about international students' problems and to recognize the students' individual perspectives regarding the factors that are involved in the adjustment and adaptation process (Luzio-Lockett, 1998). Because of these concerns, a number of studies have focused on the academic, psychological and social effects on international students of studying and living in the United States (Marion, 1986). In one of these studies, Kilinc and Granello (2003) found that students who were less acculturated experienced significantly more difficulty in their academic life, with language, and with medical/physical health than did the students with higher levels of acculturation. …

290 citations

Journal ArticleDOI
TL;DR: This paper found that subjects often sacrifice wealth to make honest or partially honest reports, and they generally do not lie more as the payoff to lying increases, suggesting that the extent of honesty may depend on how the surplus is divided between the manager and the firm.
Abstract: This study reports the results of three experiments that examine how preferences for wealth and honesty affect managerial reporting. We find that subjects often sacrifice wealth to make honest or partially honest reports, and they generally do not lie more as the payoff to lying increases. We also find less honesty under a contract that provides a smaller share of the total surplus to the manager than under one that provides a larger share, suggesting that the extent of honesty may depend on how the surplus is divided between the manager and the firm. The optimal agency contract yields more firm profit than a contract that relies exclusively on honest reporting. However, a modified version of the optimal agency contract, which makes use of subjects' preferences for honest reporting, yields the highest firm profit. These results suggest that firms may be able to design more profitable employment contracts than those identified by conventional economic analysis.

290 citations

Journal ArticleDOI
TL;DR: It is hypothesize that the SNS innervation of WAT is an important contributor to the apparent "regulation" of total body fat.
Abstract: We review the extensive physiological and neuroanatomical evidence for the innervation of white adipose tissue (WAT) by the sympathetic nervous system (SNS) as well as what is known about the sensory innervation of this tissue. The SNS innervation of WAT appears to be a part of the general SNS outflow from the central nervous system, consisting of structures and connections throughout the neural axis. The innervation of WAT by the SNS could play a role in the regulation of total body fat in general, most likely plays an important role in regional differences in lipid mobilization specifically, and may have a trophic affect on WAT. The exact nature of the SNS innervation of WAT is not known but it may involve contact with adipocytes and/or their associated vasculature. We hypothesize that the SNS innervation of WAT is an important contributor to the apparent “regulation” of total body fat.

289 citations


Authors

Showing all 14161 results

NameH-indexPapersCitations
Paul M. Thompson1832271146736
Michael Tomasello15579793361
Han Zhang13097058863
David B. Audretsch12667172456
Ian O. Ellis126105175435
John R. Perfect11957352325
Vince D. Calhoun117123462205
Timothy E. Hewett11653149310
Kenta Shigaki11357042914
Eric Courchesne10724041200
Cynthia M. Bulik10771441562
Shaker A. Zahra10429363532
Robin G. Morris9851932080
Richard H. Myers9731654203
Walter H. Kaye9640330915
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202353
2022291
20212,013
20201,977
20191,744
20181,663