Washington State University

About: Washington State University is a education organization based out in Pullman, Washington, United States. It is known for research contribution in the topics: Population & Gene. The organization has 26947 authors who have published 57736 publications receiving 2341509 citations. The organization is also known as: WSU & Wazzu.

Academic Dishonesty in Graduate Business Programs: Prevalence, Causes, and Proposed Action

Abstract: Little is currently known about cheating among graduate business students. We collected data from more than 5,000 business (mostly MBA) and nonbusiness graduate students at 32 colleges and universities in the United States and Canada during the 2002–2003 and 2003–2004 academic years to test a series of hypotheses regarding the prevalence of graduate business student cheating and reasons why these students cheat. We found that graduate business students cheat more than their nonbusiness-student peers. Correlation results found cheating to be associated with perceived peer behavior, as well as the perceived certainty of being reported by a peer, and the understanding and acceptance of academic integrity policies by students and faculty. But, regression analysis results suggest that perceived peer behavior has the largest effect. Drawing from these findings and past research on undergraduate students, we propose strategies that business schools and faculty can use to promote academic integrity in graduate business programs.

Trust in a specific technology: An investigation of its components and measures

Abstract: Trust plays an important role in many Information Systems (IS)-enabled situations. Most IS research employs trust as a measure of interpersonal or person-to-firm relations, such as trust in a Web vendor or a virtual team member. Although trust in other people is important, this article suggests that trust in the Information Technology (IT) itself also plays a role in shaping IT-related beliefs and behavior. To advance trust and technology research, this article presents a set of trust in technology construct definitions and measures. We also empirically examine these construct measures using tests of convergent, discriminant, and nomological validity. This study contributes to the literature by providing: (a) a framework that differentiates trust in technology from trust in people, (b) a theory-based set of definitions necessary for investigating different kinds of trust in technology, and (c) validated trust in technology measures useful to research and practice.

The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions

Abstract: What makes us happy? What makes us sad? How do we come to feel a sense of enthusiasm? What fills us with lust, anger, fear, or tenderness? Traditional behavioral and cognitive neuroscience have yet to provide satisfactory answers. The Archaeology of Mind presents an affective neuroscience approach-which takes into consideration basic mental processes, brain functions, and emotional behaviors that all mammals share-to locate the neural mechanisms of emotional expression. It reveals-for the first time-the deep neural sources of our values and basic emotional feelings. This book elaborates on the seven emotional systems that explain how we live and behave. These systems originate in deep areas of the brain that are remarkably similar across all mammalian species. When they are disrupted, we find the origins of emotional disorders: - SEEKING: how the brain generates a euphoric and expectant response - FEAR: how the brain responds to the threat of physical danger and death - RAGE: sources of irritation and fury in the brain - LUST: how sexual desire and attachments are elaborated in the brain - CARE: sources of maternal nurturance - GRIEF: sources of non-sexual attachments - PLAY: how the brain generates joyous, rough-and-tumble interactions - SELF: a hypothesis explaining how affects might be elaborated in the brain The book offers an evidence-based evolutionary taxonomy of emotions and affects and, as such, a brand-new clinical paradigm for treating psychiatric disorders in clinical practice.

The ACS Virgo Cluster survey. VI. Isophotal analysis and the structure of early-type galaxies

Abstract: We present a detailed analysis of the morphology, isophotal parameters, and surface brightness profiles for 100 early-type members of the Virgo Cluster, from dwarfs (MB = -15.1 mag) to giants (MB = -21.8 mag), imaged in the g and z passbands using the Advanced Camera for Surveys on board the Hubble Space Telescope. Dust and complex morphological structures are common. Dust is detected in 42% of galaxies brighter than BT = 12.15 mag, while kiloparsec-scale stellar disk, bars, and nuclear stellar disks are seen in 60% of galaxies with intermediate luminosity. Isophotal parameters are derived typically within 8 kpc from the center for the brightest galaxies, and 1.5 kpc for the faintest systems, with a resolution of 7 pc. For most galaxies, the surface brightness profiles are well described by a Sersic model with index n that increases steadily with the galaxy luminosity; only for 8 of the 10 brightest galaxies are the inner profiles (typically within 100 pc of the center) lower than expected based on an extrapolation of the outer Sersic model, and are better described by a single power-law function. Contrary to previous claims, we find no evidence in support of a strong bimodal behavior of the logarithmic slope of the inner surface brightness profile, γ; in particular the γ distribution for galaxies that do not show evidence of multiple morphological components is unimodal across the entire magnitude range spanned by the ACSVCS galaxies. Although the brightest galaxies have shallow inner profiles, the shallowest profiles are found in faint dwarf systems. The widely adopted separation of early-type galaxies between core and power-law types is questioned based on the present study.

Influence of a Reflective Explicit Activity-based Approach on Elementary Teachers' Conceptions of Nature of Science.

Abstract: This study assessed the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on pre- service teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjec- tive (theory-laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientif- ic theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open-ended NOS questionnaire coupled with indi- vidual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. Dur- ing the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments in- dicated that participants made substantial gains in their views of some of the target NOS aspects. Less sub- stantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonethe- less, might be rendered more effective when integrated within a conceptual change approach. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 295 -317, 2000.