Worcester Polytechnic Institute

About: Worcester Polytechnic Institute is a education organization based out in Worcester, Massachusetts, United States. It is known for research contribution in the topics: Computer science & Population. The organization has 6270 authors who have published 12704 publications receiving 332081 citations. The organization is also known as: WPI.

Legal Expertise on Corporate Audit Committees and Financial Reporting Quality

Abstract: Recent trends in corporate board composition indicate an increase in the appointment of directors with legal expertise. Using two financial reporting quality measures, accruals quality and discretionary accruals, we find—for a sample of Russell 1000 firms in 2003 and 2005—that the presence (and proportion) of directors with legal backgrounds on the audit committee is associated with higher financial reporting quality. These results obtain after controlling for accounting expertise on audit committees. Also, supplementary tests indicate a positive association between changes in legal expertise and changes in financial reporting quality, suggesting that legal expertise serves as a monitor rather than as a signal of financial reporting quality. Further, the two forms of expertise interact —i.e., the presence of directors with both forms of expertise enhances financial reporting quality, beyond the contribution of the individual forms of expertise. Additional tests suggest that the positive effects ...

Selective CO2 Reduction Catalyzed by Single Cobalt Sites on Carbon Nitride under Visible-Light Irradiation.

Abstract: Framework nitrogen atoms of carbon nitride (C3N4) can coordinate with and activate metal sites for catalysis. In this study, C3N4 was employed to harvest visible light and activate Co2+ sites, without the use of additional ligands, in photochemical CO2 reduction. Photocatalysts containing single Co2+ sites on C3N4 were prepared by a simple deposition method and demonstrated excellent activity and product selectivity toward CO formation. A turnover number of more than 200 was obtained for CO production using the synthesized photocatalyst under visible-light irradiation. Inactive cobalt oxides formed at relatively high cobalt loadings but did not alter product selectivity. Further studies with X-ray absorption spectroscopy confirmed the presence of single Co2+ sites on C3N4 and their important role in achieving selective CO2 reduction.

Self-folding with shape memory composites†

Abstract: Origami-inspired manufacturing can produce complex structures and machines by folding two-dimensional composites into three-dimensional structures. This fabrication technique is potentially less expensive, faster, and easier to transport than more traditional machining methods, including 3-D printing. Self-folding enhances this method by minimizing the manual labor involved in folding, allowing for complex geometries and enabling remote or automated assembly. This paper demonstrates a novel method of self-folding hinges using shape memory polymers (SMPs), paper, and resistive circuits to achieve localized and individually addressable folding at low cost. A model for the torque exerted by these composites was developed and validated against experimental data, in order to determine design rules for selecting materials and designing hinges. Torque was shown to increase with SMP thickness, resistive circuit width, and supplied electrical current. This technique was shown to be capable of complex geometries, as well as locking assemblies with sequential folds. Its functionality and low cost make it an ideal basis for a new type of printable manufacturing based on two-dimensional fabrication techniques.

Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments

Abstract: In recent years there has been increasing interest in the phenomena of \" gaming the system, \" where a learner attempts to succeed in an educational environment by exploiting properties of the system's help and feedback rather than by attempting to learn the material. Developing environments that respond constructively and effectively to gaming depends upon understanding why students choose to game. In this article , we present three studies, conducted with two different learning environments, which present evidence on which student behaviors, motivations, and emotions are associated with the choice to game the system. We also present a fourth study to determine how teachers' perspectives on gaming behavior are similar to, and different from, researchers' perspectives and the data from our studies. We discuss what motivational and attitudinal patterns are associated with gaming behavior across studies, and what the implications are for the design of interactive learning environment.