University of Rochester

About: University of Rochester is a education organization based out in Rochester, New York, United States. It is known for research contribution in the topics: Population & Laser. The organization has 63915 authors who have published 112762 publications receiving 5484122 citations. The organization is also known as: Rochester University.

Are Racial Stereotypes Really Fading? The Princeton Trilogy Revisited

Abstract: In this article, the authors identify three methodological short-comings of the classic Princeton trilogy studies: (a) ambiguity of the instructions given to respondents, (b) no assessment of respondents' level of prejudice, and (c) use of an outdated list of adjectives. These shortcomings are addressed in the authors' assessment of the stereotype and personal beliefs of a sample of University of Wisconsin students. In contrast to the commonly espoused fading stereotype proposition, data suggest that there exists a consistent and negative contemporary stereotype of Blacks. Comparing the data from the Princeton trilogy studies with those of the present study, the authors conclude that the Princeton trilogy studies actually measured respondents' personal beliefs, not (as typically assumed) their knowledge of the Black stereotype. Consistent with Devine's model, high- and low-prejudiced individuals did not differ in their knowledge of the stereotype of Blacks but diverged sharply in their endorsement of the ...

Efficacy and safety of the human glucagon-like peptide-1 analog liraglutide in combination with metformin and thiazolidinedione in patients with type 2 diabetes (LEAD-4 Met+TZD).

Abstract: OBJECTIVE To determine the efficacy and safety of liraglutide (a glucagon-like peptide-1 receptor agonist) when added to metformin and rosiglitazone in type 2 diabetes. RESEARCH DESIGN AND METHODS This 26-week, double-blind, placebo-controlled, parallel-group trial randomized 533 subjects (1:1:1) to once-daily liraglutide (1.2 or 1.8 mg) or liraglutide placebo in combination with metformin (1 g twice daily) and rosiglitazone (4 mg twice daily). Subjects had type 2 diabetes, A1C 7–11% (previous oral antidiabetes drug [OAD] monotherapy ≥3 months) or 7–10% (previous OAD combination therapy ≥3 months), and BMI ≤45 kg/m2. RESULTS Mean A1C values decreased significantly more in the liraglutide groups versus placebo (mean ± SE −1.5 ± 0.1% for both 1.2 and 1.8 mg liraglutide and −0.5 ± 0.1% for placebo). Fasting plasma glucose decreased by 40, 44, and 8 mg/dl for 1.2 and 1.8 mg and placebo, respectively, and 90-min postprandial glucose decreased by 47, 49, and 14 mg/dl, respectively ( P < 0.001 for all liraglutide groups vs. placebo). Dose-dependent weight loss occurred with 1.2 and 1.8 mg liraglutide (1.0 ± 0.3 and 2.0 ± 0.3 kg, respectively) ( P < 0.0001) compared with weight gain with placebo (0.6 ± 0.3 kg). Systolic blood pressure decreased by 6.7, 5.6, and 1.1 mmHg with 1.2 and 1.8 mg liraglutide and placebo, respectively. Significant increases in C-peptide and homeostasis model assessment of β-cell function and significant decreases in the proinsulin-to-insulin ratio occurred with liraglutide versus placebo. Minor hypoglycemia occurred more frequently with liraglutide, but there was no major hypoglycemia. Gastrointestinal adverse events were more common with liraglutide, but most occurred early and were transient. CONCLUSIONS Liraglutide combined with metformin and a thiazolidinedione is a well-tolerated combination therapy for type 2 diabetes, providing significant improvements in glycemic control.

Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.

Abstract: Two studies examined the relationship between undergraduates' perceptions of their classroom environment, their adoption of achievement goals for the course, and their graded performance and intrinsic motivation. Results revealed a distinct antecedent profile for each goal in the trichotomous framework: Mastery goals were linked to the presence of lecture engagement and the absence of an evaluation focus and harsh evaluation, performance-approach goals were linked to the presence of evaluation focus, and performance-avoidance goals were linked to the presence of evaluation focus and harsh evaluation. When the perceived classroom environment and achievement goal variables were tested together as predictors of graded performance and intrinsic motivation, the results clearly demonstrated that the influence of the perceived classroom environment on these outcomes measures was indirect; the perceived classroom environment influenced achievement goal adoption, and achievement goal adoption, in turn, directly influenced graded performance and intrinsic motivation.