University of Missouri

About: University of Missouri is a education organization based out in Columbia, Missouri, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 41427 authors who have published 83598 publications receiving 2911437 citations. The organization is also known as: Mizzou & Missouri-Columbia.

ABA, ethylene and the control of shoot and root growth under water stress

Abstract: The question of whether abscisic acid (ABA) acts as an inhibitor or promoter of shoot growth in plants growing in drying soil is examined, drawing on current understanding of the role of ABA in root growth maintenance. Particular consideration is given to studies of endogenous ABA deficiency, which have shown that an important role of ABA is to limit ethylene production, and that this interaction is involved in the effects of ABA status on shoot and root growth.

Anxious or angry? effects of discrete emotions on the perceived helpfulness of online reviews

Abstract: This paper explores the effects of emotions embedded in a seller review on its perceived helpfulness to readers. Drawing on frameworks in literature on emotion and cognitive processing, we propose that over and above a well-known negativity bias, the impact of discrete emotions in a review will vary, and that one source of this variance is reader perceptions of reviewers' cognitive effort. We focus on the roles of two distinct, negative emotions common to seller reviews: anxiety and anger. In the first two studies, experimental methods were utilized to identify and explain the differential impact of anxiety and anger in terms of perceived reviewer effort. In the third study, seller reviews from Yahoo! Shopping web sites were collected to examine the relationship between emotional review content and helpfulness ratings. Our findings demonstrate the importance of examining discrete emotions in online word-of-mouth, and they carry important practical implications for consumers and online retailers.

Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries:

Abstract: The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students’ access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement. National policies and practices related to improving teacher quality appear to be a promising area for future research to identify how other countries have achieved both excellence and equity in student achievement.