San Francisco State University

About: San Francisco State University is a education organization based out in San Francisco, California, United States. It is known for research contribution in the topics: Population & Planet. The organization has 5669 authors who have published 11433 publications receiving 408075 citations. The organization is also known as: San Francisco State & San Francisco State Normal School.

Investor Sentiment and Stock Market Liquidity

Abstract: Recent research on liquidity has reported that aggregate liquidity in the stock market varies over time, and evidence suggests that this variation affects stock returns. Although the importance of market liquidity in asset pricing has been well documented, little is known about what causes stock market liquidity to vary over time. This paper examines whether the time-series variation in stock market liquidity is related to investor sentiment. Using the liquidity measure developed by Amihud [2002] and two survey-based investor sentiment indices, I find that the stock market is more liquid when sentiment indices rise, that is, when investors are more bullish. Moreover, the Granger causality tests suggest that investor sentiment Granger-causes market liquidity. Further analyses show that market trading volume also increases when investor sentiment is higher. In addition, the finding that the market is more liquid when investor sentiment is higher still persists even after controlling for the effect of market...

Trends in Serum Folate, RBC Folate, and Circulating Total Homocysteine Concentrations in the United States: Analysis of Data from National Health and Nutrition Examination Surveys, 1988–1994, 1999–2000, and 2001–2002

Abstract: Folate intakes increased dramatically after folic acid fortification. We investigated the changes in serum folate, RBC folate, and total homocysteine (tHcy) concentrations utilizing data from National Health and Nutrition Examination Surveys (NHANES) 1988-2002. NHANES 1988-2002 were based on a stratified, multistage, probability sampling design conducted among civilian U.S. residents. The current study included 17,144, 17,213, and 11,415 measurements for serum folate, RBC folate, and tHcy, respectively. Overall, geometric mean serum folate concentrations were 149.6 and 129.8% higher in 1999-2000 and 2001-2002, respectively, than in 1988-1994 (P < 0.0001). Sex-, age-, and race-ethnicity-adjusted serum folate was significantly lower in 2001-2002 than in 1999-2000 (10.4%, P < 0.0002). The prevalence of low serum folate decreased from 18.4% in 1988-1994 to 0.8% in 1999-2000 and to 0.2% in 2001-2002 (P < 0.0001). RBC folate increased from 391 nmol/L in 1988-1994 to 618 nmol/L in 1999-2000, and to 611 nmol/L in 2001-2002. Consequently, the prevalence of low RBC folate decreased from 45.8% in 1988-1994 to 7.3% in 1999-2000 and to 7.1% in 2001-2002 (P < 0.0001). Although, RBC folate status improved after folic acid fortification in all race-ethnicities, the prevalence of low RBC folate ( approximately 20.5%) continues to be high in non-Hispanic blacks. Age-, sex-, and race-ethnicity-adjusted tHcy declined from 9.5 micromol/L in 1988-1994 to 7.6 mumol/L in 1999-2000 and to 7.9 micromol/L in 2001-2002. Although folic acid fortification contributed to significant improvement in folate status, serum folate concentrations have declined recently. This may be attributable to lower folic acid intakes.

Toward an Ethnic Studies Pedagogy: Implications for K-12 Schools from the Research

Abstract: In direct contrast to Arizona’s criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District’s Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: culturally responsive pedagogy, community responsive pedagogy and teacher racial identity development. We then tease out these components, briefly reviewing the literature for each, leading to a synthesized definition of Ethnic Studies pedagogy. We conclude the paper by providing recommendations for practice and research in the interest of preparing and supporting effective Ethnic Studies teaching in K-12 classrooms.