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Institution

University of Alberta

EducationEdmonton, Alberta, Canada
About: University of Alberta is a education organization based out in Edmonton, Alberta, Canada. It is known for research contribution in the topics: Population & Health care. The organization has 65403 authors who have published 154847 publications receiving 5358338 citations. The organization is also known as: Ualberta & UAlberta.


Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors used the Illumina Immunochip microarray to perform a case-control association study involving 10,619 individuals with ankylosing spondylitis (cases) and 15,145 controls.
Abstract: Ankylosing spondylitis is a common, highly heritable inflammatory arthritis affecting primarily the spine and pelvis. In addition to HLA-B*27 alleles, 12 loci have previously been identified that are associated with ankylosing spondylitis in populations of European ancestry, and 2 associated loci have been identified in Asians. In this study, we used the Illumina Immunochip microarray to perform a case-control association study involving 10,619 individuals with ankylosing spondylitis (cases) and 15,145 controls. We identified 13 new risk loci and 12 additional ankylosing spondylitis-associated haplotypes at 11 loci. Two ankylosing spondylitis-associated regions have now been identified encoding four aminopeptidases that are involved in peptide processing before major histocompatibility complex (MHC) class I presentation. Protective variants at two of these loci are associated both with reduced aminopeptidase function and with MHC class I cell surface expression.

620 citations

Journal ArticleDOI
TL;DR: In this article, it was shown that if the diagonal entries are specified and principal minors, composed of specified entries, are positive, then, if the undirected graph of the specified entries is chordal, a positive definite completion necessarily exists.

620 citations

Journal ArticleDOI
TL;DR: A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children and highlighted the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.
Abstract: A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.

620 citations

Journal ArticleDOI
TL;DR: A novel approach to addressing the world’s grand challenges based on the philosophical tradition of American pragmatism and the sociological concept of robust action is theorized, and three robust strategies that organizations can employ in tackling issues such as climate change and poverty alleviation are identified.
Abstract: In this article, we theorize a novel approach to addressing the world’s grand challenges based on the philosophical tradition of American pragmatism and the sociological concept of robust action. Grounded in prior empirical organizational research, we identify three robust strategies that organizations can employ in tackling issues such as climate change and poverty alleviation: participatory architecture, multivocal inscriptions and distributed experimentation. We demonstrate how these strategies operate, the manner in which they are linked, the outcomes they generate, and why they are applicable for resolving grand challenges. We conclude by discussing our contributions to research on robust action and grand challenges, as well as some implications for research on stakeholder theory, institutional theory and theories of valuation.

619 citations

Journal ArticleDOI
TL;DR: The authors raised some questions about the meaning and place of practical reflection in teaching and about the relation between knowledge and action in teaching, the kind of teaching that is educational or pedagogical.
Abstract: Schon (1987) has suggested that professional education undervalues practical knowledge and grants privileged status to intellectual scientific and rational knowledge forms that may only be marginally relevant to practical acting. This is not just an issue of sociology of knowledge. The literature of teaching and teacher education has shown that professional practices of educating cannot be properly understood unless we are willing to conceive of practical knowledge and reflective practice quite differently. It is for this reason that I would like to raise some questions about the meaning and place of practical reflection in teaching and about the relation between knowledge and action in teaching, the kind of teaching that is educational or pedagogical.

619 citations


Authors

Showing all 66027 results

NameH-indexPapersCitations
Salim Yusuf2311439252912
Yi Chen2174342293080
Robert M. Califf1961561167961
Douglas R. Green182661145944
Russel J. Reiter1691646121010
Jiawei Han1681233143427
Jaakko Kaprio1631532126320
Tobin J. Marks1591621111604
Josef M. Penninger154700107295
Subir Sarkar1491542144614
Gerald M. Edelman14754569091
Rinaldo Bellomo1471714120052
P. Sinervo138151699215
David A. Jackson136109568352
Andreas Warburton135157897496
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20241
2023234
20221,084
20219,315
20208,831
20198,177