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.

Review: reaction synthesis processing of Ni–Al intermetallic materials

Abstract: Nickel aluminide intermetallic compounds possess attractive properties that make them good candidates for high temperature structural applications. The production of these materials in short processing times and low energy via reaction synthesis routes has been reviewed in this article including most recent novel reactive methods applied to Ni–Al intermetallics (e.g. microwave combustion synthesis and hot extrusion reaction synthesis). Future directions in this field have been suggested.

Life is pretty meaningful.

Abstract: The human experience of meaning in life is widely viewed as a cornerstone of well-being and a central human motivation. Self-reports of meaning in life relate to a host of important functional outcomes. Psychologists have portrayed meaning in life as simultaneously chronically lacking in human life as well as playing an important role in survival. Examining the growing literature on meaning in life, we address the question "How meaningful is life, in general?" We review possible answers from various psychological sources, some of which anticipate that meaning in life should be low and others that it should be high. Summaries of epidemiological data and research using two self-report measures of meaning in life suggest that life is pretty meaningful. Diverse samples rate themselves significantly above the midpoint on self-reports of meaning in life. We suggest that if meaning in life plays a role in adaptation, it must be commonplace, as our analysis suggests.

Improving shear capacity of existing rc t-section beams using cfrp composites

Abstract: This paper presents the shear performance of reinforced concrete (RC) beams with Tsection. Different configurations of externally bonded carbon fiber reinforced polymer (CFRP) sheets were used to strengthen the specimens in shear. The experimental program consisted of six full-scale, simply supported beams. One beam was used as a bench mark and five beams were strengthened using different configurations of CFRP. The parameters investigated in this study included wrapping schemes, CFRP amount, 90 0 /0 0 ply combination, and CFRP end anchorage. The experimental results show that externally bonded CFRP can increase the shear capacity of the beam significantly. In addition, the results indicated that the most effective configuration was the U-wrap with end anchorage. Design algorithms in ACI Code format as well as Eurocode format are proposed to predict the capacity of referred members. Results showed that the proposed design approach is conservative and acceptable.

Tissue Engineering by Self-Assembly of Cells Printed into Topologically Defined Structures

Abstract: Understanding the principles of biological self-assembly is indispensable for developing efficient strategies to build living tissues and organs. We exploit the self-organizing capacity of cells an...

Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study

Abstract: First- to fifth-grade mathematics and word reading achievement were assessed for children with mathematical learning disability (MLD, n = 16), persistent low achievement (LA, n = 29), and typical achievement (n = 132). Intelligence, working memory, processing speed, and in-class attention were assessed in 2 or more grades, and mathematical cognition was assessed with experimental tasks in all grades. The MLD group was characterized by low school-entry mathematics achievement and poor word reading skills. The former was mediated by poor fluency in processing or accessing quantities associated with small sets of objects and corresponding Arabic numerals, whereas the latter was mediated by slow automatized naming of letters and numbers. Both the MLD and LA groups showed slow across-grade growth in mathematics achievement. Group differences in growth were mediated by deficits or delays in fluency of number processing, the ability to retrieve basic facts from long-term memory and to decompose numbers to aid in problem solving, and by the central executive component of working memory and in-class attention.