University of Notre Dame

About: University of Notre Dame is a education organization based out in Notre Dame, Indiana, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 22238 authors who have published 55201 publications receiving 2032925 citations. The organization is also known as: University of Notre Dame du Lac & University of Notre Dame, South Bend.

Volume Expansivities and Isothermal Compressibilities of Imidazolium and Pyridinium-Based Ionic Liquids

Abstract: From ambient- and high-pressure density measurements, we report the volume expansivities and isothermal compressibilities of four room-temperature ionic liquids and 1-methylimidazole at temperatures between 298.2 and 343.2 K and pressures to 206.9 MPa. The compounds studied are 1-butyl-3-methylimidazolium hexafluorophosphate ([C4mim][PF6]), 1-octyl-3-methylimidazolium hexafluorophosphate ([C8mim][PF6]), 1-octyl-3-methylimidazolium tetrafluoroborate ([C8mim][BF4]), and N-butylpyridinium tetrafluoroborate ([NBuPy][BF4]). The density is affected by the natures of the anion, cation, and substituents on the cation, with lower densities observed for longer alkyl chains. Density decreases fairly linearly with increasing temperature but at a rate less than that for molecular organic compounds. In addition, the high-pressure measurements reveal that ionic liquids are significantly less compressible than organic solvents, with isothermal compressibility values similar to that of water. The high-pressure density dat...

Re-Conceptualizing Emotion and Motivation to Learn in Classroom Contexts.

Abstract: To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher-student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.

Earnings Management? The Shapes of the Frequency Distributions of Earnings Metrics Are Not Evidence Ipso Facto

Abstract: We provide evidence that the shapes (particularly around zero) of the frequency distributions of earnings metrics examined in the extant earnings management literature are affected by (1) deflation (using, for example, price or market capitalization), (2) sample selection criteria that lead to differential inclusion/exclusion of observations to the left of zero versus observations to the right of zero (implicit in studies focusing on firms followed by I/B/E/S and explicit in studies partitioning on a variable differing between loss observations and profit observations), (3) differences between the characteristics of observations to the left of zero and observations to the right of zero (such as market pricing and analyst optimism/pessimism), or (4) a combination of these factors. Since the shapes of the frequency distributions of earnings metrics at zero are likely due to one of the above effects, we conclude that the shapes cannot be used as ipso facto evidence of earnings management.

FRVT 2006 and ICE 2006 Large-Scale Experimental Results

Abstract: This paper describes the large-scale experimental results from the Face Recognition Vendor Test (FRVT) 2006 and the Iris Challenge Evaluation (ICE) 2006. The FRVT 2006 looked at recognition from high-resolution still frontal face images and 3D face images, and measured performance for still frontal face images taken under controlled and uncontrolled illumination. The ICE 2006 evaluation reported verification performance for both left and right irises. The images in the ICE 2006 intentionally represent a broader range of quality than the ICE 2006 sensor would normally acquire. This includes images that did not pass the quality control software embedded in the sensor. The FRVT 2006 results from controlled still and 3D images document at least an order-of-magnitude improvement in recognition performance over the FRVT 2002. The FRVT 2006 and the ICE 2006 compared recognition performance from high-resolution still frontal face images, 3D face images, and the single-iris images. On the FRVT 2006 and the ICE 2006 data sets, recognition performance was comparable for high-resolution frontal face, 3D face, and the iris images. In an experiment comparing human and algorithms on matching face identity across changes in illumination on frontal face images, the best performing algorithms were more accurate than humans on unfamiliar faces.