University of Georgia

About: University of Georgia is a education organization based out in Athens, Georgia, United States. It is known for research contribution in the topics: Population & Gene. The organization has 41934 authors who have published 93622 publications receiving 3713212 citations. The organization is also known as: UGA & Franklin College.

“Place‐Framing” as Place‐Making: Constituting a Neighborhood for Organizing and Activism

Abstract: This article uses social-movement theory to analyze how neighborhood organizations portray activism as grounded in a particular place and scale. I apply the concept of collective-action frames to a case study of four organizations in a single neighborhood in St. Paul, Minnesota. Using organizational documents such as annual reports, comprehensive plans, and flyers, I present a discourse analysis of the ways that organizations describe their goals and agenda. In particular, I assess the extent to which the organizations characterize the neighborhood in their justifications of organizational goals and actions. In order to legitimate their own agendas and empower community activism, neighborhood organizations foster a neighborhood identity that obscures social differences, such as ethnicity and class, among residents. They do so by describing the physical condition of the neighborhood and the daily life experiences of its residents. These “place-frames” constitute a motivating discourse for organiza...

How Are Firms Sold

Abstract: As measured by the number of bidders that publicly attempt to acquire a target, the takeover arena in the 1990s was not competitive. However, we develop a new measure competition based on the pre-public, private takeover process that indicates that public takeover activity is only the tip of the iceberg of actual takeover competition during the 1990s. We show a highly competitive market where half of the targets were auctioned among multiple bidders, while the remainder negotiated with a single bidder. In event study analysis, we find that the wealth effects for target shareholders are comparable in auctions and negotiations.

Beginning teachers : Beliefs and classroom actions

Abstract: The current national priority for systemic approaches to the reform of science and mathematics education has led to unprecedented interest in research on the efficacy of science and mathematics teacher preparation programs. In response to this priority, a focus on collaborative approaches to educational reform and to research on educational reform resulted in a national collaborative research consortium of insitutions of higher education. The consortium was formed to investigate the following question about secondary science teacher education: What are the perceptions, beliefs, and classroom performances of beginning secondary teachers as related to their philosophies of teaching and their content pedagogical skills? The research design and instrumentation yielded detailed descriptions that elicited knowledge and beliefs held by beginning teachers about science, the nature of teaching and learning, and their philosophy of teaching. An analysis of video portfolios of beginning teachers provided classroom-based evidence of their performance in both subject matter and pedagogical dimensions of teaching. Among the findings from this 3-year exploratory study were that teachers graduated from their teacher preparation programs with a range of knowledge and beliefs about: how teachers should interact with subject content and processes, what teachers should be doing in the classroom, what students should be doing in the classroom, philosophies of teaching, and how they perceived themselves as classroom teachers. Beginning teachers described their practices as very student-centered. Observations of these teaching practices contrasted starkly with teacher beliefs: While teachers professed student-centered beliefs, they behaved in teacher-centered ways. Undertaking intensive, collaborative studies such as the one described in this article, is the beginning of efforts through which the science and mathematics education communities can strive to address the needs of students, teachers, teacher educators, and other stakeholders working to establish a common vision for excellent instruction and systemic, long-lasting reform. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 930–954, 1999

Crystal Structure of the Xanthine Oxidase-Related Aldehyde Oxido-Reductase from D. gigas

Abstract: The crystal structure of the aldehyde oxido-reductase (Mop) from the sulfate reducing anaerobic Gram-negative bacterium Desulfovibrio gigas has been determined at 2.25 A resolution by multiple isomorphous replacement and refined. The protein, a homodimer of 907 amino acid residues subunits, is a member of the xanthine oxidase family. The protein contains a molybdopterin cofactor (Mo-co) and two different [2Fe-2S] centers. It is folded into four domains of which the first two bind the iron sulfur centers and the last two are involved in Mo-co binding. Mo-co is a molybdenum molybdopterin cytosine dinucleotide. Molybdopterin forms a tricyclic system with the pterin bicycle annealed to a pyran ring. The molybdopterin dinucleotide is deeply buried in the protein. The cis-dithiolene group of the pyran ring binds the molybdenum, which is coordinated by three more (oxygen) ligands.

Things learned in early adulthood are remembered best.

Abstract: Evidence is reviewed that for older adults the period from 10 to 30 years of age produces recall of the most autobiographical memories, the most vivid memories, and the most important memories. It is the period from which peoples’ favorite films, music, and books come and the period from which they judge the most important world events to have originated. Factual, semantic, general-knowledge, multiple-choice questions about the Academy Awards, the World Series, and current events from this period were answered more accurately by two different groups of 30 older adults tested 10 years apart. A cognitive theory based on the importance of transitions and several noncognitive theories are considered as explanations of this pervasive phenomenon.