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University-industry collaborations have been largely met with skepticism and resistance from faculty critics, who are concerned about the Academy adopting market-like behaviors and relying too heavily on industry. Yet, the pressures to engage in collaborations with industry, particularly to provide capital for universities, are likely to continue to increase. Guided by the capital-skill hypothesis, this study seeks to examine these realities through a case of a university-industry collaboration. We use an action research approach to analyze a collaboration between an academic college with a non-corporate centric focus at a public research university and a corporate entity within the healthcare field in which the college was contracted to develop a diversity, equity, and inclusion plan for the healthcare company. Findings illustrate how universities and industry can mutually benefit from collaborations when they adhere to what the authors refer to as the "complementarity investment framework." Generated from the findings, this framework consists of four UIC design components: (a) the parties identify and clarify their roles, activities, and contributions to manage expectations; (b) the parties participate in learning exchanges, which are significantly valued as a component to this UIC; (c) the parties are open to experiences including unintended, yet positive, outcomes emerging from the UIC; and (d) the parties capitalize on the expert development by guiding and mentoring students as apprentices.

Conferences are spaces to meet and network within and across academic and technical fields, learn about new advances, and share our work. They can help define career paths and create long-lasting collaborations and opportunities. However, these opportunities are not equal for all. This article introduces 10 simple rules to host an inclusive conference based on the authors' recent experience organizing the 2021 edition of the useR! statistical computing conference, which attracted a broad range of participants from academia, industry, government, and the nonprofit sector. Coming from different backgrounds, career stages, and even continents, we embraced the challenge of organizing a high-quality virtual conference in the context of the Coronavirus Disease 2019 (COVID-19) pandemic and making it a kind, inclusive, and accessible experience for as many people as possible. The rules result from our lessons learned before, during, and after the organization of the conference. They have been written mainly for potential organizers and selection committees of conferences and contain multiple practical tips to help a variety of events become more accessible and inclusive. We see this as a starting point for conversations and efforts towards building more inclusive conferences across the world. * Translated versions of the English abstract and the list of rules are available in 10 languages in S1 Text: Arabic, French, German, Italian, Japanese, Korean, Portuguese, Spanish, Tamil, and Thai.

Purpose: This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT). Design/methodology/approach: Following an explanatory sequential mixed methods design, data sources consisted of a survey (N = 100) and focus groups (N = 20) of part-time PhD students. Findings: Findings suggest that part-time PhD students achieve greater satisfaction when they are autonomously motivated. Part-time PhD student satisfaction may be increased through shifting motivation from an external to an internal locus of control, such as when doctoral work is framed within the context of solving practice-based problems. Facilitating this change requires those involved in the practice of research doctoral education to work toward satisfying students' innate needs of autonomy, competence and relatedness with others, yet many part-time PhD students describe experiences within their doctoral education that do not meet these needs. Implications for research and practice are presented. Originality/value: This paper tests the applicability of SDT, a widely used theory in doctoral studies, to part-time PhD students, an understudied student population in the USA.

Based on a qualitative study of 19 new career and technical education (CTE) teachers' induction during COV=D we asked how did the new teachers work collaboratively and develop as a group with other teachers during the pandemic? Although teachers encountered challenges relatively consistent with prior studies (e. g., frustrated with decisions and policies, placed on the fringes of the school's operations) our findings reveal that induction challenges and effects became more pronounced as perceived non-core teachers, requests to remedy matters became more urgent, engagement with external networks became more distant and unprioritized, and the role of induction became even more significant than prior academic years. At the same time, CTE teachers recognized the equalizing effect between CTE and non-CTE teachers with online instruction and uncertainties caused by the pandemic. Implications for research and practice are discussed.

Receptors for bitter, sugar, and other tastes have been identified in the fruit fly Drosophila melanogaster, while a broadly tuned receptor for the taste of acid has been elusive. Previous work showed that such a receptor was unlikely to be encoded by a gene within one of the two major families of taste receptors in Drosophila, the "gustatory receptors" and "ionotropic receptors." Here, to identify the acid taste receptor, we tested the contributions of genes encoding proteins distantly related to the mammalian Otopertrin1 (OTOP1) proton channel that functions as a sour receptor in mice. RNA interference (RNAi) knockdown or mutation by CRISPR/Cas9 of one of the genes, Otopetrin-Like A (OtopLA), but not of the others (OtopLB or OtopLC) severely impaired the behavioral rejection to a sweet solution laced with high levels of HCl or carboxylic acids and greatly reduced acid-induced action potentials measured from taste hairs. An isoform of OtopLA that we isolated from the proboscis was sufficient to restore behavioral sensitivity and acid-induced action potential firing in OtopLA mutant flies. At lower concentrations, HCl was attractive to the flies, and this attraction was abolished in the OtopLA mutant. Cell type-specific rescue experiments showed that OtopLA functions in distinct subsets of gustatory receptor neurons for repulsion and attraction to high and low levels of protons, respectively. This work highlights a functional conservation of a sensory receptor in flies and mammals and shows that the same receptor can function in both appetitive and repulsive behaviors.

This paper describes incident characteristics and dynamics associated with six specific forms of image-based sexual exploitation and abuse of children (IBSEAC). Data were collected on a national sample of 2639 individuals aged 18-to-28 from a probability-based online panel. Respondents completed a self-administered survey questionnaire, providing detailed follow-up information on their experiences of image-based sexual victimization before the age of 18. A total of 607 incidents of IBSEAC were included in the analyses. Findings show substantial diversity in incident characteristics within and across the six forms of IBSEAC (nonconsensual sharing of sexual images, nonconsensual taking or making of images, forced image recruitment, threatened sharing, voluntary image sharing with an older adult, and commercial sexual exploitation involving images). Some notable patterns include frequent involvement of perpetrators who are other youth or young adults, who are known in-person to the victim, and who are intimate partners. The diversity and complexity of dynamics revealed in this study underscores the need for careful design and evaluation of prevention programs and the core messages directed at youth. [ABSTRACT FROM AUTHOR]

While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data from a questionnaire and interviews and conducting qualitative analysis. The findings map teaching activities onto the design process and show patterns and commonalities. We conclude by proposing a process-based approach for teaching UX in TPC classes and programs to provide scaffolding and connections for students. [ABSTRACT FROM AUTHOR]

Many new surveys have been developed to assess the prevalence of online sexual abuse. An important type of question asked in many of these surveys is about online sexual solicitation. However, not all sexual solicitations of children necessarily qualify as sexual abuse as it has conventionally been defined. Sexual solicitations from other same age youth may be legal and nonabusive. Solicitations of youth above the age of consent by adults may also be legal. At the same time, many true online sex offenses may not be identified with questions about solicitation wanted or unwanted. This article reviewed 25 online sexual abuse survey reports. It also examined episodes and narratives from the U.S. National Technology Facilitated Abuse (TFA) survey, which asked about online solicitation and other online sexual offenses. Among the surveys reviewed, 9 of 25 elicited and counted online sexual solicitation from adults only, but the rest counted other youth solicitors as well as adults. Eight of 25 asked about only "unwanted" solicitations, but the rest had no such qualification, possibly including solicitations with positive or neutral reactions. Analysis of the TFA survey showed that in over half of solicitation episodes, the recipients did not actually know the age or identity of the solicitor. Very large differences in prevalence rates can occur depending on what types of solicitation are counted and how missing information is classified. Recommendations are made about classifying and reporting on findings about online solicitation. [ABSTRACT FROM AUTHOR]

The past two decades have experienced a paradigm shift from a narrow conception of usability to a broader process of user experience. We argue that durable connections to usability remain in TPC. In this perspectives piece, we highlight the paradigm shift and share traces of how the usability paradigm remains durable, primarily in the service course. We share savvy practices of instructors embracing the UX paradigm, even in the face of constraints. [ABSTRACT FROM AUTHOR]

This study examines how youths with different types of disabilities, mental health diagnoses, and special education services experience peer harassment victimization (PHV). This analysis examines how these youths experience harassment that only occurs in person, only through technology, and both in person and through technology ("mixed"). Data were collected as part of the Technology Harassment Victimization study, a U.S. telephone survey of 791 youths, ages 10 to 20. Results indicate that compared with youths not reporting peer harassment, youths diagnosed with depression were more likely to report a mixed mode form of peer harassment, youths with a physical disability were more likely to report harassment through technology, and youths with a learning disability were more likely to report in-person harassment. The type of disability, diagnosis, or special service among youths may be associated with unique vulnerabilities in terms of peer harassment experiences. School social workers and other school personnel should consider specific types of disabilities in assessing risks of PHV and in planning interventions.

This article describes graduate mentorship experiences at the Writing, Information, and Digital Experience (WIDE) research center at Michigan State University and offers a stance on graduate student mentorship. It describes WIDE's mentorship model as feminist and inclusive and as a means to invite researchers with different backgrounds to engage in knowledge-making activities and collaborate on projects. Additionally, the article explains how WIDE enables growth for its researchers, teachers, and leaders. To illustrate these ideas, the authors provide multiple perspectives across faculty mentors, former graduate students, and current graduate students in order to discuss how WIDE researchers practice mentorship and how this mentorship prepares students for future work as scholars and researchers. Finally, the article suggests ways other research centers can adapt WIDE's approach to their own institutional context.

Age-related hearing loss (ARHL) is marked by audiometric hearing deficits that propagate along the auditory pathway. Neurochemical changes as a function of aging have also been identified in neurons along the auditory pathway in both rodents and carnivores, however, very little is known about how these neurochemicals change in the non-human primate. To examine how these compensatory neurochemical changes relate to normal aging and audiometric sensitivity along the auditory pathway, we collected auditory brainstem responses (ABRs) and brain specimens from seven rhesus monkeys spanning in age from 15 to 35 years old, and examined the relationship between click evoked ABR thresholds and the ABR evoked pure tone average (PTA) and changes in the number of parvalbumin and NADPH-diaphorase positive cells in the auditory midbrain. We found that the number of parvalbumin positive cells in the central nucleus and the surrounding cortex regions of the inferior colliculus were strongly correlated with advancing age and ABR PTA. We also found that the numbers of NADPHd positive cells in these same regions were not associated with normal aging or changes in the ABR thresholds. These findings suggest that the auditory midbrain undergoes an up-regulation of parvalbumin expressing neurons with aging that is related to changes in the processing of frequencies across the audiometric range.

Author(s): Corinna Jenkins Tucker [sup.1] , David Finkelhor [sup.2] , Heather Turner [sup.2] Author Affiliations: (Aff1) grid.167436.1, 0000 0001 2192 7145, Department of Human Development and Family Studies Department, University [...], We document four patterns of sibling victimization (Persist, New, Desist, and None) across two time points and their association with peer victimization at time two and whether these linkages are apparent in early childhood, middle childhood and adolescence. A telephone survey (N = 1653) was conducted with a nationally representative sample of U.S. parents with children (age 3-9) and adolescents (age 10 to 17). The four patterns differed by age, gender, ethnicity and parent education levels but not family structure. The Persist, New and Desist sibling victimization patterns were associated with a greater likelihood of peer victimization. Sibling victimization patterns were unrelated to peer victimization in early childhood but predictive of peer victimization in middle childhood and adolescence. Findings showed that sibling victimization leaves children and adolescents vulnerable to peer victimization. Children and adolescents who experienced chronic sibling victimization (Persist group) were particularly vulnerable to peer victimization. Eliminating sibling victimization could reduce peer victimization in middle childhood and adolescence.