Institution
University of Iowa
Education•Iowa City, Iowa, United States•
About: University of Iowa is a education organization based out in Iowa City, Iowa, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 49229 authors who have published 109171 publications receiving 5021465 citations. The organization is also known as: UI & The University of Iowa.
Papers published on a yearly basis
Papers
More filters
••
TL;DR: The authors provide data on the role of academic-practitioner relationships in both generating and disseminating knowledge across boundaries, and make suggestions for increasing the value and relevance of future research to both academics and practitioners.
Abstract: Observers have long noted a considerable gap between organizational research findings and management practices. Although volumes have been written about the probable causes and consequences of this gap, surprisingly little empirical evidence exists concerning the various viewpoints. The articles in this forum provide data on the role of academic-practitioner relationships in both generating and disseminating knowledge across boundaries. The contributions of each article are summarized in light of recent theories of knowledge creation, and suggestions are made for increasing the value and relevance of future research to both academics and practitioners.
997 citations
••
TL;DR: The authors found that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.
Abstract: This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences. The quality and value of an undergraduate education in the past decade received, and continues to receive, scrutiny by various stakeholders associated with the higher education community. Much of the energy surrounding the undergraduate experience and student learning was placed on the two major responsibilities of faculty, teaching and research (Fairweather, 1996, 2002; Marsh and Hattie, 2002). The regulation of time allocated to these two roles was quickly becoming one of the most salient issues in higher education. Unfortunately, much of the debate about the nature of faculty work was shrouded in myth, opinion, and conjecture (Fairweather, 2002). Some of these perceptions, such as a faculty member being highly involved in teaching, engages students in the undergraduate experience resulting in greater student learning gains, were important to debunk or substantiate. As a result, assessing the impact that faculty
997 citations
••
TL;DR: It is demonstrated that whereas some members of the family of bone morphogenetic proteins (BMPs) support white adipocyte differentiation, BMP7 singularly promotes differentiation of brown preadipocytes even in the absence of the normally required hormonal induction cocktail.
Abstract: Adipose tissue is central to the regulation of energy balance. Two functionally different types of fat are present in mammals: white adipose tissue, the primary site of triglyceride storage, and brown adipose tissue, which is specialized in energy expenditure and can counteract obesity. Factors that specify the developmental fate and function of white and brown adipose tissue remain poorly understood. Here we demonstrate that whereas some members of the family of bone morphogenetic proteins (BMPs) support white adipocyte differentiation, BMP7 singularly promotes differentiation of brown preadipocytes even in the absence of the normally required hormonal induction cocktail. BMP7 activates a full program of brown adipogenesis including induction of early regulators of brown fat fate PRDM16 (PR-domain-containing 16; ref. 4) and PGC-1alpha (peroxisome proliferator-activated receptor-gamma (PPARgamma) coactivator-1alpha; ref. 5), increased expression of the brown-fat-defining marker uncoupling protein 1 (UCP1) and adipogenic transcription factors PPARgamma and CCAAT/enhancer-binding proteins (C/EBPs), and induction of mitochondrial biogenesis via p38 mitogen-activated protein (MAP) kinase-(also known as Mapk14) and PGC-1-dependent pathways. Moreover, BMP7 triggers commitment of mesenchymal progenitor cells to a brown adipocyte lineage, and implantation of these cells into nude mice results in development of adipose tissue containing mostly brown adipocytes. Bmp7 knockout embryos show a marked paucity of brown fat and an almost complete absence of UCP1. Adenoviral-mediated expression of BMP7 in mice results in a significant increase in brown, but not white, fat mass and leads to an increase in energy expenditure and a reduction in weight gain. These data reveal an important role of BMP7 in promoting brown adipocyte differentiation and thermogenesis in vivo and in vitro, and provide a potential new therapeutic approach for the treatment of obesity.
995 citations
••
TL;DR: In this article, the authors argue that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed.
Abstract: In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed.
993 citations
••
University of Pennsylvania1, Washington University in St. Louis2, Icahn School of Medicine at Mount Sinai3, University of North Carolina at Chapel Hill4, Duke University5, Emory University6, McGill University7, Columbia University8, National Institutes of Health9, University of California, San Diego10, University of Miami11, Rutgers University12, Rush University Medical Center13, University of Washington14, Stanford University15, Food and Drug Administration16, Johns Hopkins University17, Rockefeller University18, University of Florida19, University of Pittsburgh20, University of Iowa21, Group Health Cooperative22, American Diabetes Association23
TL;DR: A growing body of evidence suggests that biological mechanisms underlie a bidirectional link between mood disorders and many medical illnesses and there is evidence to suggest that mood disorders affect the course of medical illnesses.
992 citations
Authors
Showing all 49661 results
Name | H-index | Papers | Citations |
---|---|---|---|
Stephen V. Faraone | 188 | 1427 | 140298 |
Jie Zhang | 178 | 4857 | 221720 |
D. M. Strom | 176 | 3167 | 194314 |
Bradley T. Hyman | 169 | 765 | 136098 |
John H. Seinfeld | 165 | 921 | 114911 |
David Jonathan Hofman | 159 | 1407 | 140442 |
Stephen J. O'Brien | 153 | 1062 | 93025 |
John T. Cacioppo | 147 | 477 | 110223 |
Mark Raymond Adams | 147 | 1187 | 135038 |
E. L. Barberio | 143 | 1605 | 115709 |
Andrew Ivanov | 142 | 1812 | 97390 |
Stephen J. Lippard | 141 | 1201 | 89269 |
Russell Richard Betts | 140 | 1323 | 95678 |
Barry Blumenfeld | 140 | 1909 | 105694 |
Marcus Hohlmann | 140 | 1356 | 94739 |