Institution
Ohio State University
Education•Columbus, Ohio, United States•
About: Ohio State University is a education organization based out in Columbus, Ohio, United States. It is known for research contribution in the topics: Population & Cancer. The organization has 102421 authors who have published 222715 publications receiving 8373403 citations. The organization is also known as: Ohio State & The Ohio State University.
Topics: Population, Cancer, Poison control, Galaxy, Context (language use)
Papers published on a yearly basis
Papers
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SLAC National Accelerator Laboratory1, Stockholm University2, Santa Cruz Institute for Particle Physics3, Istituto Nazionale di Fisica Nucleare4, University of Wisconsin-Madison5, Goddard Space Flight Center6, University of Montpellier7, École Polytechnique8, INAF9, George Mason University10, University of Padua11, Instituto Politécnico Nacional12, Fermilab13, C. N. Yang Institute for Theoretical Physics14, Hiroshima University15, Paris Diderot University16, University of Göttingen17, University of North Florida18, University of Iceland19, Spanish National Research Council20, University of Maryland, College Park21, University of California, Irvine22, University of Denver23, Stony Brook University24, Texas A&M University25, Ohio State University26, United States Naval Research Laboratory27
TL;DR: In this article, the authors report on γ-ray observations of the Milky-Way satellite galaxies (dSphs) based on six years of Fermi Large Area Telescope data processed with the new Pass8 event-level analysis.
Abstract: The dwarf spheroidal satellite galaxies (dSphs) of the Milky Way are some of the most dark matter (DM) dominated objects known. We report on γ-ray observations of Milky Way dSphs based on six years of Fermi Large Area Telescope data processed with the new Pass8 event-level analysis. None of the dSphs are significantly detected in γ rays, and we present upper limits on the DM annihilation cross section from a combined analysis of 15 dSphs. These constraints are among the strongest and most robust to date and lie below the canonical thermal relic cross section for DM of mass ≲100 GeV annihilating via quark and τ-lepton channels.
1,166 citations
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TL;DR: Both secondary degeneration at the site of SCI and the chronic demyelination of tracts away from the injury appear to be due in part to apoptosis, and as cytokines have been shown to mediate oligodendrocyte death in vitro, it seems likely that chronic demYelination after CNS injury shares features with chronic degenerative disorders like multiple sclerosis.
Abstract: Apoptosis is a morphologically defined form of programmed cell death seen in a variety of circumstances, including immune cell selection, carcinogenesis and development. Apoptosis has very recently been seen after ischemic or traumatic injury to the central nervous system (CNS), suggesting that active cell death as well as passive necrosis may mediate damage after CNS injury. After spinal cord injury (SCI) in the rat, typical post-traumatic necrosis occurred, but in addition, apoptotic cells were found from 6 hours to 3 weeks after injury, especially in the spinal white matter. Apoptotic cells were positive for oligodendrocyte markers. After SCI in monkeys, apoptotic cells were found within remote degenerating fiber tracts. Both secondary degeneration at the site of SCI and the chronic demyelination of tracts away from the injury appear to be due in part to apoptosis. As cytokines have been shown to mediate oligodendrocyte death in vitro, it seems likely that chronic demyelination after CNS injury shares features with chronic degenerative disorders like multiple sclerosis.
1,166 citations
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TL;DR: It was found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class, and some care should be taken when applying certain gamification mechanics to educational settings.
Abstract: Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. Longitudinal study on effects of gamification in the classroom.71 students surveyed at four time points in gamified or non-gamified course.Over time, gamified students were less motivated, empowered, and satisfied.Gamified course negatively affected final exam grades through intrinsic motivation.Gamified systems strongly featuring rewards may have negative effects.
1,165 citations
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TL;DR: In this paper, the authors integrated e-shopping quality, enjoyment, and trust into a technology acceptance model (TAM) to understand consumer acceptance of e-Shopping.
1,164 citations
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TL;DR: The strong perfect graph conjecture as discussed by the authors states that a graph G is perfect if for every induced subgraph H, the chromatic number of H equals the size of the largest complete subgraph of H, and G is Berge if no induced sub graph of G is an odd cycle of length at least five or the complement of one.
Abstract: A graph G is perfect if for every induced subgraph H, the chromatic number of H equals the size of the largest complete subgraph of H, and G is Berge if no induced subgraph of G is an odd cycle of length at least five or the complement of one. The ?strong perfect graph conjecture? (Berge, 1961) asserts that a graph is perfect if and only if it is Berge. A stronger conjecture was made recently by Conforti, Cornu?ejols and Vuiskovi?c ? that every Berge graph either falls into one of a few basic classes, or admits one of a few kinds of separation (designed so that a minimum counterexample to Berge?s conjecture cannot have either of these properties). In this paper we prove both of these conjectures.
1,161 citations
Authors
Showing all 103197 results
Name | H-index | Papers | Citations |
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Paul M. Ridker | 233 | 1242 | 245097 |
George Davey Smith | 224 | 2540 | 248373 |
Carlo M. Croce | 198 | 1135 | 189007 |
Eric J. Topol | 193 | 1373 | 151025 |
Bernard Rosner | 190 | 1162 | 147661 |
David H. Weinberg | 183 | 700 | 171424 |
Anil K. Jain | 183 | 1016 | 192151 |
Michael I. Jordan | 176 | 1016 | 216204 |
Kay-Tee Khaw | 174 | 1389 | 138782 |
Richard K. Wilson | 173 | 463 | 260000 |
Yang Yang | 164 | 2704 | 144071 |
Brian L Winer | 162 | 1832 | 128850 |
Jian-Kang Zhu | 161 | 550 | 105551 |
Elaine R. Mardis | 156 | 485 | 226700 |
R. E. Hughes | 154 | 1312 | 110970 |