Institution
University of Saskatchewan
Education•Saskatoon, Saskatchewan, Canada•
About: University of Saskatchewan is a education organization based out in Saskatoon, Saskatchewan, Canada. It is known for research contribution in the topics: Population & Health care. The organization has 25021 authors who have published 52579 publications receiving 1483049 citations. The organization is also known as: USask.
Papers published on a yearly basis
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TL;DR: In this paper, the authors used institutional theory and contingency theory as the basis to test the effect of contextual factors on TQM and organizational performance relationships, and found that the effects of these factors on four performance measures are generally similar across subgroups of companies.
737 citations
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TL;DR: In this paper, Ni single atoms dispersed into graphene nanosheets, without Ni nanoparticles involved, as active sites for the electrocatalytic CO2 reduction reaction (CO2RR) to CO while Ni metal catalyzes the hydrogen evolution reaction (HER) exclusively under CO2RR conditions, Ni single atomic sites present a high CO selectivity of 95% under an overpotential of 550 mV in water.
Abstract: Single-atom catalysts have emerged as an exciting paradigm with intriguing properties different from their nanocrystal counterparts Here we report Ni single atoms dispersed into graphene nanosheets, without Ni nanoparticles involved, as active sites for the electrocatalytic CO2 reduction reaction (CO2RR) to CO While Ni metal catalyzes the hydrogen evolution reaction (HER) exclusively under CO2RR conditions, Ni single atomic sites present a high CO selectivity of 95% under an overpotential of 550 mV in water, and an excellent stability over 20 hours’ continuous electrolysis The current density can be scaled up to more than 50 mA cm−2 with a CO evolution turnover frequency of 21 × 105 h−1 while maintaining 97% CO selectivity using an anion membrane electrode assembly Different Ni sites in graphene vacancies, with or without neighboring N coordination, were identified by in situ X-ray absorption spectroscopy and density functional theory calculations Theoretical analysis of Ni and Co sites suggests completely different reaction pathways towards the CO2RR or HER, in agreement with experimental observations
735 citations
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TL;DR: The IEEE Reliability Test System (RTS) has proved to be extremely valuable in highlighting and comparing the capabilities (or incapabilities) of programs used in reliability studies, the differences in the perception of various power utilities and the Differences in the solution techniques.
Abstract: The IEEE Subcommittee on the Application of Probability Methods (APM) published the IEEE Reliability Test System (RTS) [1] in 1979. This system provides a consistent and generally acceptable set of data that can be used both in generation capacity and in composite system reliability evaluation [2,3]. The test system provides a basis for the comparison of results obtained by different people using different methods. Prior to its publication, there was no general agreement on either the system or the data that should be used to demonstrate or test various techniques developed to conduct reliability studies. Development of reliability assessment techniques and programs are very dependent on the intent behind the development as the experience of one power utility with their system may be quite different from that of another utility. The development and the utilization of a reliability program are, therefore, greatly influenced by the experience of a utlity and the intent of the system manager, planner and designer conducting the reliability studies. The IEEE-RTS has proved to be extremely valuable in highlighting and comparing the capabilities (or incapabilities) of programs used in reliability studies, the differences in the perception of various power utilities and the differences in the solution techniques. The IEEE-RTS contains a reasonably large power network which can be difficult to use for initial studies in an educational environment.
727 citations
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TL;DR: Chickpea has several potential health benefits, and, in combination with other pulses and cereals, it could have beneficial effects on some of the important human diseases such as CVD, type 2 diabetes, digestive diseases and some cancers.
Abstract: Chickpea (Cicer arietinum L.) is an important pulse crop grown and consumed all over the world, especially in the Afro-Asian countries. It is a good source of carbohydrates and protein, and protein quality is considered to be better than other pulses. Chickpea has significant amounts of all the essential amino acids except sulphur-containing amino acids, which can be complemented by adding cereals to the daily diet. Starch is the major storage carbohydrate followed by dietary fibre, oligosaccharides and simple sugars such as glucose and sucrose. Although lipids are present in low amounts, chickpea is rich in nutritionally important unsaturated fatty acids such as linoleic and oleic acids. β-Sitosterol, campesterol and stigmasterol are important sterols present in chickpea oil. Ca, Mg, P and, especially, K are also present in chickpea seeds. Chickpea is a good source of important vitamins such as riboflavin, niacin, thiamin, folate and the vitamin A precursor β-carotene. As with other pulses, chickpea seeds also contain anti-nutritional factors which can be reduced or eliminated by different cooking techniques. Chickpea has several potential health benefits, and, in combination with other pulses and cereals, it could have beneficial effects on some of the important human diseases such as CVD, type 2 diabetes, digestive diseases and some cancers. Overall, chickpea is an important pulse crop with a diverse array of potential nutritional and health benefits.
726 citations
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TL;DR: In this paper, the authors pay particular attention to the design of narrative inquiries that focus on teachers' and teacher educators' own practices, and outline three commonplaces and eight design elements for consideration in narrative inquiry.
Abstract: Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narrative inquiries will be easy to design, live out, and represent in storied formats in journals, dissertations, or books. For the authors, though, narrative inquiry is much more than the telling of stories. There are complexities surrounding all phases of a narrative inquiry and, in this article, the authors pay particular attention to thinking about the design of narrative inquiries that focus on teachers’ and teacher educators’ own practices. They outline three commonplaces and eight design elements for consideration in narrative inquiry. They illustrate these elements using recently completed narrative inquiries. In this way, the authors show the complex dimensions of narrative inquiry, a kind of inquiry that requires particular kinds of wakefulness.
723 citations
Authors
Showing all 25277 results
Name | H-index | Papers | Citations |
---|---|---|---|
Tomas Hökfelt | 158 | 1033 | 95979 |
Frederick Wolfe | 119 | 417 | 101272 |
Christopher G. Goetz | 116 | 651 | 59510 |
John P. Giesy | 114 | 1162 | 62790 |
Helmut Kettenmann | 104 | 380 | 40211 |
Paul M. O'Byrne | 104 | 605 | 56520 |
Susan S. Taylor | 104 | 518 | 42108 |
Keith A. Hobson | 103 | 653 | 41300 |
Mark S. Tremblay | 100 | 541 | 43843 |
James F. Fries | 100 | 369 | 83589 |
Gordon McKay | 97 | 661 | 61390 |
Jonathan D. Adachi | 96 | 589 | 31641 |
Wenjun Zhang | 96 | 976 | 38530 |
William C. Dement | 96 | 340 | 43014 |
Chris Ryan | 95 | 971 | 34388 |