Rutgers University

About: Rutgers University is a education organization based out in New Brunswick, New Jersey, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 68736 authors who have published 159418 publications receiving 6713860 citations. The organization is also known as: Rutgers, The State University of New Jersey & Rutgers.

Impurity Conduction at Low Concentrations

Abstract: The conductivity of an $n$-type semiconductor has been calculated in the region of low-temperature $T$ and low impurity concentration ${n}_{D}$. The model is that of phonon-induced electron hopping from donor site to donor site where a fraction $K$ of the sites is vacant due to compensation. To first order in the electric field, the solution to the steady-state and current equations is shown to be equivalent to the solution of a linear resistance network. The network resistance is evaluated and the result shows that the $T$ dependence of the resistivity is $\ensuremath{\rho}\ensuremath{\propto}\mathrm{exp}(\frac{{\ensuremath{\epsilon}}_{3}}{\mathrm{kT}})$. For small $K$, ${\ensuremath{\epsilon}}_{3}=(\frac{{e}^{2}}{{\ensuremath{\kappa}}_{0}}){(\frac{4\ensuremath{\pi}{n}_{D}}{3})}^{\frac{1}{3}}(1\ensuremath{-}1.35{K}^{\frac{1}{3}})$, where ${\ensuremath{\kappa}}_{0}$ is the dielectric constant. At higher $K$, ${\ensuremath{\epsilon}}_{3}$ and $\ensuremath{\rho}$ attain a minimum near $K=0.5$. The dependence on ${n}_{D}$ is extracted; the agreement of the latter and of ${\ensuremath{\epsilon}}_{3}$ with experiment is satisfactory. The magnitude of $\ensuremath{\rho}$ is in fair agreement with experiment. The influence of excited donor states on $\ensuremath{\rho}$ is discussed.

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

Abstract: Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery learning. We then present evidence demonstrating that PBL and IL are powerful and effective models of learning. Far from being contrary to many of the principles of guided learning that Kirschner et al. discussed, both PBL and IL employ scaffolding extensively thereby reducing the cognitive load and allowing students to learn in complex domains. Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and sel...

Stages of Small-Group Development Revisited

Abstract: The purpose of this review was to examine published research on small-group development done in the last ten years that would constitute an empirical test of Tuckman's (1965) hypothesis that groups go through the stages of "forming," "storming," "norming," and "performing." Of the twenty-two studies reviewed, only one set out to directly test this hypothesis, although many of the others could be related to it. Following a review of these studies, a fifth stage, "adjourning," was added to the hypothesis, and more empirical work was recommended.

Reframing Public Policy: Discursive Politics and Deliberative Practices

Abstract: Introduction 1. Making Social Science Relevant: Policy Inquiry in Critical Perspective PUBLIC POLICY AND THE DISCURSIVE CONSTRUCTION OF REALITY 2. Constructing Policy Theory: Ideas and Discourse 3. Public Policy and Discourse Construct: Multiple Realities and Interpretative Understanding PUBLIC POLICY AND DISCURSIVE POLITICS 4. Public Policy and Discursive Analysis 5. Policy Discourse versus Advocacy Coalitions: Interpreting Policy Change and Learning DISCURSIVE POLICY INQUIRY: RESTITUTING EMPIRICAL ANALYSIS 6. Postempiricist Foundations: Social Constructionism and Practical Discourse 7. Interpreting Public Policy: Analytical and Methodological Perspectives 8. Public Policy as Narrative: Stories, Frames, and Metanarratives 9. The Argumentative Turn: Policy Analysis as Discursive Practice DELIBERATIVE GOVERNANCE 10. Citizens and Experts: Democratizing Policy Deliberations 11. The Deliberative Policy Analyst: Theoretical Issues and Practical Challenges

Neurogenesis in the adult is involved in the formation of trace memories

Abstract: The vertebrate brain continues to produce new neurons throughout life. In the rat hippocampus, several thousand are produced each day, many of which die within weeks. Associative learning can enhance their survival; however, until now it was unknown whether new neurons are involved in memory formation. Here we show that a substantial reduction in the number of newly generated neurons in the adult rat impairs hippocampal-dependent trace conditioning, a task in which an animal must associate stimuli that are separated in time. A similar reduction did not affect learning when the same stimuli are not separated in time, a task that is hippocampal-independent. The reduction in neurogenesis did not induce death of mature hippocampal neurons or permanently alter neurophysiological properties of the CA1 region, such as long-term potentiation. Moreover, recovery of cell production was associated with the ability to acquire trace memories. These results indicate that newly generated neurons in the adult are not only affected by the formation of a hippocampal-dependent memory, but also participate in it.