Rider University

About: Rider University is a education organization based out in Lawrenceville, New Jersey, United States. It is known for research contribution in the topics: Dosimetry & Creativity. The organization has 881 authors who have published 1934 publications receiving 50752 citations.

Alcohol Consumption, Deterrence and Crime in New York City

Abstract: This paper investigates the relationship between alcohol consumption, deterrence, and crime for New York City. We examine high-frequency time-series data from 1983 to 2001 for one specific location to examine the impacts of variations in both alcohol consumption and deterrence on seven "index" crimes. We tackle the endogeneity of arrests and the police force by exploiting the temporal independence of crime and deterrence in these high-frequency data, and we address the endogeneity of alcohol by using instrumental variables where alcohol sales are instrumented with city and state alcohol taxes and minimum drinking age. We find that alcohol consumption is positively related to assault, rape, and larceny crimes but not murder, robbery, burglary, or motor vehicle theft. We find strong deterrence for all crimes except assault and rape. Generally, deterrence effects are stronger than alcohol effects.

The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy

Abstract: In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle, vocabulary, and comprehension (National Reading Panel, 2000; Walpole, McKenna, Uribe-Zarain, & Lamitina, 2010). The survey response totals indicated that of the five literacy domains, early childhood teachers were most likely to have had training in phonological awareness and least likely to have had training in the domain of vocabulary. Across all critical domains of early literacy, professional development was the most common training format and mentoring was the least common training format.The Big 5: Teacher Knowledge and Skill Acquisition in Early LiteracyThe National Reading Panel classified precursor skills into five critical domains of reading to include: phonemic awareness, alphabetic principle, fluency, vocabulary and comprehension (Pufpaff & Yssel, 2010; Rowe, 2005). Hsieh, Hemmeter, McCollum, and Ostrosky (2009) also include skills in listening, speaking, and writing in the foundations of emergent literacy. To ensure all children have the critical foundations in literacy prior to kindergarten, developers of preschool curricula are focusing their efforts on early learning standards, including emerging literacy outcomes (Hsieh et al., 2009). "Balanced" approaches to emergent and early literacy instruction take into account both the foundation skills for later decoding (including learning the alphabet, awareness of phonological/sound units, and sound/letter correspondence) as well as reading comprehension, vocabulary, and semantic-syntactic skills at the sentence level. The next logical step is to ensure that teachers have the necessary skill set within the critical domains of early literacy to effectively teach reading to preschool students. These skills are particularly warranted for teachers who work with struggling readers.The research highlights specific precursor skills for educators to support effective literacy instruction. Early childhood educators need to have an understanding that speech is composed of phonemes or individual sound segments of speech and that the alphabet represents those phonemes (i.e. phonological awareness and alphabetic principle). Adequate skills for phonological processes instruction requires a teacher to make a conscious disassociation of sound from spelling if they are to think of words and their component sounds as children do before they read and spell. Teachers also need knowledge of linguistic structures beyond letter-sound correspondences. Teachers must demonstrate implicit knowledge of sound-symbol correspondences and their relation to English word structure (i.e., phonics). Fluency/decoding instruction would require teachers to possess explicit knowledge of the rules and conventions of the English language and how recognizing words easily and accurately is essential for rapid decoding. Instruction of vocabulary, facilitated by adequate skill in phonological awareness, requires an understanding of semantic structures, rules of grammar and word structure relationships. Comprehension instruction requires a thorough knowledge of linguistic concepts and complex sentence structures (Cunningham et al., 2004; Mather, Bos, & Babur, 2001; McCutchen, Abbott et al., 2002; Moats & Foorman, 2003).A key area of content knowledge in reading for teachers involves understanding English word structure (Spear-Swerling & Brucker, 2003). This knowledge is vital for effective teaching of word identification, word decoding, and spelling (McCutchen, Abbott et al., 2002; Moats, 2000; Moats & Foorman, 2003; Spear-Swerling & Brucker, 2004). Research addressing teacher preparation and teacher knowledge in early literacy skills has indicated that despite high general knowledge, many literate adults, including preservice and experienced special and general educators, do not possess adequate knowledge of English phonology and orthography (Bos et al. …

Site selection and behavior of sponge and bivalve borers in shells of the cretaceous oysters exogyra cancellata and pycnodonte mutabilis from delaware, U.S.A

Abstract: In shells of the oysters Exogyra cancellata and Pycnodonte mutabilis from the Mount Laurel and Marshalltown Formations (Campanian‐Maestrichtian), three‐quarters of all valves bear sponge borings (Entobia isp.) borings and 30% have borings of a lithophagid bivalve (Gastrochaenolites isp.). Non‐random distributions of these euendoliths, documented in this paper, may in part be accounted for by differential survival of sponge and lithophagid larvae and spat in varying circumstances. In addition, exterior shell architectures and post‐mortem orientations of shells are inferred to have prompted active geophobic (antigravity), rugophilic (groove‐seeking), and rheophilic (current‐seeking) behavior that enhanced survivorship of the settling larvae.

Perception of puffery in advertising: investigating the China‐US differences

Abstract: Purpose – The purpose of this paper is to explore the link between consumer psychology and puffery law in China and the USA, by reporting two empirical studies that investigated whether puff claims had different effects on Chinese and US college students in their perception of advertising truthfulness, brand attitude, and purchase intent.Design/methodology/approach – The first study tested the six levels of puffery, identified by Preston, with two products, cane sugar and bottled spring water. The second study employed four products to test the interaction effects of product type and the “best” puff claim.Findings – It was found that puffery had very limited effects on the participants' brand attitude and purchase intent, and the Chinese consistently reported higher purchase intent than the Americans.Research limitations/implications – The studies had two primary limitations. First, all the participants were college students. Future studies may want to sample the general population and further examine how...