Institution
Vanderbilt University
Education•Nashville, Tennessee, United States•
About: Vanderbilt University is a education organization based out in Nashville, Tennessee, United States. It is known for research contribution in the topics: Population & Cancer. The organization has 45066 authors who have published 106528 publications receiving 5435039 citations. The organization is also known as: Vandy.
Topics: Population, Cancer, Poison control, Breast cancer, Receptor
Papers published on a yearly basis
Papers
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TL;DR: The challenge for future researchers is to understand how this complex system in monkeys analyzes and utilizes auditory information.
Abstract: The auditory system of monkeys includes a large number of interconnected subcortical nuclei and cortical areas. At subcortical levels, the structural components of the auditory system of monkeys resemble those of nonprimates, but the organization at cortical levels is different. In monkeys, the ventral nucleus of the medial geniculate complex projects in parallel to a core of three primary-like auditory areas, AI, R, and RT, constituting the first stage of cortical processing. These areas interconnect and project to the homotopic and other locations in the opposite cerebral hemisphere and to a surrounding array of eight proposed belt areas as a second stage of cortical processing. The belt areas in turn project in overlapping patterns to a lateral parabelt region with at least rostral and caudal subdivisions as a third stage of cortical processing. The divisions of the parabelt distribute to adjoining auditory and multimodal regions of the temporal lobe and to four functionally distinct regions of the frontal lobe. Histochemically, chimpanzees and humans have an auditory core that closely resembles that of monkeys. The challenge for future researchers is to understand how this complex system in monkeys analyzes and utilizes auditory information.
953 citations
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Harvard University1, Yale University2, Broad Institute3, Baylor College of Medicine4, Beth Israel Deaconess Medical Center5, Wellcome Trust Sanger Institute6, Icahn School of Medicine at Mount Sinai7, University of Texas Health Science Center at Houston8, University of Illinois at Chicago9, University of Pennsylvania10, Vanderbilt University11, University of Pittsburgh12, Carnegie Mellon University13
TL;DR: This model is used to identify ∼1,000 genes that are significantly lacking in functional coding variation in non-ASD samples and are enriched for de novo loss-of-function mutations identified in ASD cases, suggesting that the role of de noVO mutations in ASDs might reside in fundamental neurodevelopmental processes.
Abstract: Mark Daly and colleagues present a statistical framework to evaluate the role of de novo mutations in human disease by calibrating a model of de novo mutation rates at the individual gene level. The mutation probabilities defined by their model and list of constrained genes can be used to help identify genetic variants that have a significant role in disease.
952 citations
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TL;DR: This review focuses on recent findings and knowledge gaps in the area of EV biogenesis, release, and uptake and highlights examples whereby EV cargoes control basic cellular functions, including motility and polarization, immune responses, and development, and contribute to diseases such as cancer and neurodegeneration.
952 citations
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TL;DR: In this article, the authors discuss transfer from both a retrospective and a prospective perspective: what has past transfer research taught us that is especially important for education? What might research on transfer look like in the future? Our discussion of past research is brief, not because it is unimportant but because of space limitations and the fact that our primary emphasis is on the future.
Abstract: A belief in transfer lies at the heart of our educational system. Most educators want learning activities to have positive effects that extend beyond the exact conditions of initial learning. They are hopeful that students will show evidence of transfer in a variety of situations: from one problem to another within a course, from one course to another, from one school year to the next, and from their years in school to their years in the workplace. Beliefs about transfer often accompany the claim that it is better to ' 'educate'' people broadly than simply to \"train\" them to perform particular tasks (e.g., Broudy, 1977). In this chapter, we discuss research on transfer from both a retrospective and a prospective perspective. What has past transfer research taught us that is especially important for education? What might research on transfer look like in the future? Our discussion of past research is brief, not because it is unimportant but because of space limitations and the fact that our primary emphasis is on the future. We argue that prevailing theories and methods of measuring transfer are limited in scope; we propose an alternative that complements and extends current approaches; and we sketch this alternative's implications for education. Our discussion is organized into five sections. First, we briefly summarize some of the key findings from the literature on transfer—both the successes and the disappointments. Second, we contrast the \"traditional\" view of transfer with an alternative that emphasizes the ability to learn during transfer. Third, we discuss mechanisms for transfer that emphasize Broudy's analysis of \"knowing with\" (which he adds to the more familiar replicative \"knowing that\" and applicative \"knowing how\"). Fourth, we show how our alternate view of transfer affects assumptions about what is valuable for students to learn. Finally, we show
952 citations
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Indiana University – Purdue University Indianapolis1, University of Colorado Denver2, University of North Carolina at Chapel Hill3, Cleveland Clinic4, University of Utah5, Memorial Sloan Kettering Cancer Center6, Indiana University7, Boston University8, Harvard University9, Middlemore Hospital10, Auckland City Hospital11, University of Toronto12, Vanderbilt University13, Cancer Council Queensland14
TL;DR: It is recommended that all serrated lesions proximal to the sigmoid colon and allserrated lesions in the rectosigmoid >5 mm in size, be completely removed.
951 citations
Authors
Showing all 45403 results
Name | H-index | Papers | Citations |
---|---|---|---|
Walter C. Willett | 334 | 2399 | 413322 |
Meir J. Stampfer | 277 | 1414 | 283776 |
John Q. Trojanowski | 226 | 1467 | 213948 |
Robert M. Califf | 196 | 1561 | 167961 |
Matthew Meyerson | 194 | 553 | 243726 |
Scott M. Grundy | 187 | 841 | 231821 |
Tony Hunter | 175 | 593 | 124726 |
David R. Jacobs | 165 | 1262 | 113892 |
Donald E. Ingber | 164 | 610 | 100682 |
L. Joseph Melton | 161 | 531 | 97861 |
Ralph A. DeFronzo | 160 | 759 | 132993 |
David W. Bates | 159 | 1239 | 116698 |
Charles N. Serhan | 158 | 728 | 84810 |
David Cella | 156 | 1258 | 106402 |
Jay Hauser | 155 | 2145 | 132683 |