Indiana University-Purdue University Research Articles

Public Health Research in the News: An Exploratory Study of Topics, Coverage, and Open Access Status

Objectives: This study aims to identify and analyze the news outlets that reference research published by the Richard M. Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis (FSPH). We analyzed the overall patterns of news sources, including the content type and overall coverage, the correlation with open access (OA) status, and the topics that received more attention in online news stories. We aim to contribute to a better understanding of the characteristics of news outlets that disseminate public health information, and the types of public health research referenced most often in the news. Methods: We conducted a retrospective cohort study. The study population consisted of FSPH authors, the exposure was publishing journal articles by FSPH authors, and the outcome was news media attention. We compared the amount of media attention with otherstudies. We also compared open access journals versus commercially produced journals. We searched the Scopus database using an affiliation search to locate and retrieve the journal articles. Then we queried the Altmetric Explorer tool (altmetrics provider) for all the citations resulting from the Scopus search. We conducted a bibliometric analysis of publications from authors affiliated with the school of public health over five years (2015–2019). The searches were conducted in December 2021. We used the identifiers and the titles to compile the online news mention data and identify the titles featured in news outlets. The journal articles with news mentions and the news outlets that reference them were analyzed. The data were combined, cleaned up, and analyzed using Excel, and the subject analysis was produced using the VOSviewer software. Results: For the 2015–2019 time frame, 778 publications were published by the FSPH. A total of 144 (18.5%) were highlighted in 2,079 online news stories from 655 news outlets. We analyzed the overall dataset of news outlets according to the source, content type, subject area, and country of publication. We also determined the attention likelihood of open access articles compared to those with closed access. We performed a co-occurrence analysis of the MeSH terms the articles featured in news outlets. Discussion: Mentions in online news outlets can identify patterns and trends of attention and interest in research beyond academia. This bibliometric analysis helps to clarify the media outlets that distribute information on public health as well as the categories of research that are frequently featured in the media. The findings of this report, will help the library expand its research impact services and support the decision-making of leaders of public health schools for future publication and research strategy development directions.

INSTITUTIONALIZING SERVICE LEARNING IN THE HIGHER EDUCATION

The institutionalization of service learning in universities is a pressing concern in higher education. This qualitativeresearch aims to explore strategies associated with institutionalizing service learning in the institutions of highereducation. The paper examines the eight case studies from universities globally, including Indiana University-Purdue University Indianapolis (IUPUI), Stanford University, the University of Cape Town, and the University ofCalifornia, Berkeley, highlighting their successful adoption of service learning. The research seeks to address thelimited integration of service learning in the universities by offering a theoretical framework of service-learninginstitutionalization. The theoretical framework consists of three components; governance, capacity and incentives(GCI) and further includes nine sub components. This paper aims to contribute to the development of evidencebasedpolicies and practices, fostering holistic student development and civic engagement in higher education.

Metaphor and Conflict /Métaphore et conflit ed. by Paola Paissa et al.

Reviewed by: Metaphor and Conflict /Métaphore et conflit ed. by Paola Paissa et al. A. Kate Miller Paissa, Paola, Michelangelo Conoscenti, Ruggero Druette, and Martin Solly, eds. Metaphor and Conflict /Métaphore et conflit. Peter Lang, 2021. ISBN 978-3-0343-4068-7. Pp. 386. The contributions to this edited volume, penned by scholars from universities in France, Italy, Switzerland, and the United Kingdom, are written in English and French, reflecting their origins in a bilingual 2018 workshop of the same name held in Turin as part of a larger Italian Progetti di ricerca di interesse nazionale [research project of national interest] on metaphors. The introduction to the volume (which is the only chapter that appears in both English and French versions) presents the notion underlying the contributions and reflected in the title: The use of metaphor creates a "conflict" in that the literal interpretation of the words used are at odds with real-world facts and knowledge (for example, as two separate chapters note, in Emily Brontë's verse "And winter pours its grief in snow," grief is not a substance that can be poured and winter is not an entity that can carry out the act of pouring). The introduction and the first few theoretically framed chapters (discussing syntax and textual coherence, metaphor and metalanguage, and the argumentative functions and vulnerabilities of metaphors) may present difficulties for nonspecialists. However, subsequent chapters are more accessible, presenting a series of interesting case studies on the use of metaphor in political and media discourse (section 2), and in pedagogical materials and translated literature (section 3). The six chapters that comprise section 2 focus on the discourse surrounding significant recent political events such as Brexit and its aftermath, the 2017 U.S. presidential inauguration, and the Gilets jaunes protests in France. These chapters examine the use of verbal, visual, and multimodal metaphor through various corpora that include social media posts, political speeches, press articles, or editorial cartoons. These case studies offer fascinating analyses with broad appeal to anyone interested in language, politics, social media interaction, current events, satire, and beyond. It should be noted, however, that a widespread interest captured by analyses related to current events will almost certainly be tempered by the passage of time as such events are relegated to the annals of history. Section 3 includes only two chapters, which examine the use of metaphor in, respectively, a video series illustrating basic economic principles (Dr. CAC, which aired on France 5 from 2005-2011) and an Italian translation of Shakespeare's The Two Gentlemen of Verona. Again, these case studies present analyses that would be of interest to a wider range of readers beyond just those working in linguistics. Thus, overall, contributions to these latter sections could easily be read as stand-alone articles; the purported underlying theoretical framework of metaphor and conflict seems somewhat opaque and not essential to benefitting from the analyses presented in many of the volume's contributions. [End Page 249] A. Kate Miller Indiana University-Purdue University, Indianapolis Copyright © 2023 American Association of Teachers of French

Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program

Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana’s 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

Understanding International Joint and Dual Degree Programs

This empirical article examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI’s most cited challenge with SYSU concerns alignment with general education requirements. On the other hand, SYSU’s biggest challenge with IUPUI concerns language and cultural differences. This article offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.

Agricultural Resilience: Perspectives from Ecology and Economics. Ecological Reviews. Edited by Sarah M. Gardner, Stephen J. Ramsden, and Rosemary S. Hails. Cambridge and New York: Cambridge University Press. $120.00 (hardcover); $44.99 (paper). xv + 389 p. + 8 pl.; ill.; index. ISBN: 978-1-107-06762-2 (hc); 978-1-107-66587-3 (pb). 2019.

Previous articleNext article No AccessEcological Economics and SustainabilityAgricultural Resilience: Perspectives from Ecology and Economics. Ecological Reviews. Edited by Sarah M. Gardner, Stephen J. Ramsden, and Rosemary S. Hails. Cambridge and New York: Cambridge University Press. $120.00 (hardcover); $44.99 (paper). xv + 389 p. + 8 pl.; ill.; index. ISBN: 978-1-107-06762-2 (hc); 978-1-107-66587-3 (pb). 2019.Lixin WangLixin WangEarth Sciences, Indiana University-Purdue University, Indianapolis, Indiana Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Quarterly Review of Biology Volume 96, Number 4December 2021 Published in association with Stony Brook University Article DOIhttps://doi.org/10.1086/717361 Views: 39Total views on this site For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Missouri Experimental Sonic Arts Festival (MOXsonic)

Missouri Experimental Sonic Arts Festival (MOXsonic)

The impact of air transport availability on research collaboration: A case study of four universities.

This paper analyzes the impact of air transport connectivity and accessibility on scientific collaboration. Numerous studies demonstrated that the likelihood of collaboration declines with increase in distance between potential collaborators. These works commonly use simple measures of physical distance rather than actual flight capacity and frequency. Our study addresses this limitation by focusing on the relationship between flight availability and the number of scientific co-publications. Furthermore, we distinguish two components of flight availability: (1) direct and indirect air connections between airports; and (2) distance to the nearest airport from cities and towns where authors of scientific articles have their professional affiliations. Based on Zero-inflated Negative Binomial Regression, we provide evidence that greater flight availability is associated with more frequent scientific collaboration. More flight connections (connectivity) and proximity of airport (accessibility) increase the expected number of coauthored scientific papers. Moreover, direct flights and flights with one transfer are more valuable for intensifying scientific cooperation than travels involving more connecting flights. Further, analysis of four organizational sub-datasets—Arizona State University, Indiana University Bloomington, Indiana University-Purdue University Indianapolis, and University of Michigan—shows that the relationship between airline transport availability and scientific collaboration is not uniform, but is associated with the research profile of an institution and the characteristics of the airport that serves this institution.

Influence of Gender on Perceptions of Barriers to a Police Patrol Career

Policing as an institution has been under immense pressure to increase the representation of women as police patrol officers. As the representation of women in policing has plateaued, increasing research has focused on barriers to women entering patrol work but has not examined the salience of these barriers with respect to males or reliably determined which barriers are most influential to desire to enter a police patrol career prior to employment. Drawing upon survey responses from more than 640 students enrolled in criminal justice courses across five universities (i.e., University of Southern Mississippi, Illinois State University, University of Massachusetts-Lowell, Indiana University-Purdue University Indiana, and Missouri State University), the current inquiry examines the degree to which female and male students differ in their perceptions of barriers to entering a patrol career frequently listed in the literature. The findings indicate that female students view many of these obstacles differently than male students and that these perceptions influence interest in patrol careers.

Lithium-Sulfur Batteries: Attaining the Critical Metrics

Amruth Bhargav is a PhD student in the Materials Science and Engineering graduate program at the University of Texas at Austin. He obtained his B.E. in Mechanical Engineering from Visvesvaraya Technological University, India, in 2013 and a Master of Science in Mechanical Engineering from Indiana University-Purdue University Indianapolis in 2016. His research mainly focuses on lithium-sulfur and lithium-organosulfur batteries. Dr. Jiarui He is a postdoctoral fellow in the Texas Materials Institute at the University of Texas at Austin. He obtained his B.E. (2012) and his PhD (2018) in electronic information materials and devices from the University of Electronic Science and Technology of China. His research interests are in the area of electrochemical conversion and storage materials. He has authored more than 76 publications, with 3,000 citations and an h-index of 33 (Google Scholar). Abhay Gupta is a PhD student in the Materials Science and Engineering graduate program at the University of Texas at Austin. He received his bachelor’s degree from the Hildebrand Department of Petroleum and Geosystems Engineering at the University of Texas at Austin in 2016. His research mainly focuses on lithium-sulfur batteries with an emphasis on low-temperature performance. Professor Arumugam Manthiram is the Cockrell Family Regents Chair in engineering and the Director of Texas Materials Institute and the Materials Science and Engineering program at the University of Texas at Austin. His research interests are in the area of materials for rechargeable batteries and fuel cells, including novel synthesis approaches, advanced characterization, and prototype device fabrication. He has authored more than 800 publications, with 60,000 citations and an h-index of 123 (Google Scholar). See https://www.sites.utexas.edu/manthiram for further details.

An Essential Hospice Experience Course for Preclinical Students.

This article proposes an undergraduate hospice experience course as a new model of experiential learning, one that would provide effective preparation for students entering medical school and that would help them become better doctors. Medical humanities scholars scrutinize narrative models for inspiration and understanding, in order to develop teaching strategies that recognize the importance of the end of life and caring for patients appropriately. The written narrative, however, should not stand alone: the spoken, or shared narrative-the story as it is told by patients, friends, and family members-is equally important. Therefore, the authors urge that undergraduate premedical students spend time with patients who are dying. The Medical Humanities program at Indiana University-Purdue University Indianapolis (IUPUI) offers an experiential learning course that couples student volunteer hospice service with reflective analysis of the relationship between the end of life, medicine, and patient care and that emphasizes the value of the shared story. This article examines the development and implementation of the upper-level undergraduate Hospice Experience course as an invitation to a larger conversation about this important topic.

High-Impact Practices in Online Education: Research and Best Practices ed. by Kathryn E. Linder and Chrysanthemum Mattison Hayes

Reviewed by: High-Impact Practices in Online Education: Research and Best Practices ed. by Kathryn E. Linder and Chrysanthemum Mattison Hayes Jessica Hale Kathryn E. Linder and Chrysanthemum Mattison Hayes (Editors). High-Impact Practices in Online Education: Research and Best Practices. Sterling, VA: Stylus Publishing, 2018. 248 pp. Softcover: $30.86. ISBN 978–1620368473 In 2008, George Kuh published a collection of high-impact educational practices that are now considered fundamental in promoting student retention and engagement. High-Impact Practices in Online Education: Research and Best Practices, edited by Kathryn E. Linder and Chrysanthemum Mattison Hayes, examines the translation and application of these high-impact practices (HIPs) in the online environment. The text includes an introduction and summary written by the editors, twelve chapters exploring the existent literature and best practices for each HIP, and one chapter dedicated to the supporting role of the library in these efforts. The practices covered include first-year seminars, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity and global learning, [End Page E-32] internships, capstone courses and projects, and ePortfolios (recognized as a HIP in 2016 by Watson, Kuh, Rhodes, Light, & Chen). Chapter 1, by Jennifer Keup, discusses the evolution of first-year seminars (FYS) and the societal and technological trends leading to translation of these courses into the online environment. While few institutions currently offer FYS exclusively online, Keup presents data that indicates the number is growing. She highlights the pivotal role instructors play in making online FYS engaging for students and asserts that instruction across the institution can be improved by developing faculty to teach online FYS, using appropriate technology, and applying appropriate pedagogical strategies. Keup's analysis of the literature reveals that much of the existent research focuses on single instutions or case studies and, as a result, more large-scale scholarly research is needed examine the efficacy and outcomes of online FYS as HIPs, the prevalence and influence of online FYS, online FYS pedagogy and instruction, and the efficacy of other online first-year experience practices. Chapter 2, by Jason D. Baker and Michael Pregitzer, explores building a common intellectual experience in online coursework. The authors present a case study examining an online common learning experience at Regent University's College of Arts & Sciences. Using Kuh's research as a theortical framework, the authors developed a narrative, engagement, transformation (NET) model and applied it at the program level (utilizing master courses, course review, and program review) to create a continuity of experience for students. According to the authors, "By deliberately structuring the online program as a unified whole, rather than a collection of independent courses, and guiding students through their program with the use of an overarching narrative filled with rich and frequent engagement opportunities, students are more likely to have a transformational rather than transactional experience" (p. 37). Institutional analyses indicating strong graduation and retention rates among online students (exceeding those reported at peer institutions) are presented as support for this model. Chapter 3, by Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker, discusses Learning Communities (LCs) as HIPs and the translation of this strategy into the online environment. While no direct research exists comparing outcomes of online learning communities to the outcomes of face-to-face learning communities, there is evidence to suggest that the essential LC components can be adapted to the online environment. The authors provide a list of research based strategies to promote community online and identify factors and models worth considering when developing LCs at a distance. Also addressed is the need for assessment tools that directly measure the impact of student and faculty participation in online LCs and the benefits of using taxonomies to engage in process evaluation and scaling efforts. The authors highlight the use of taxonomies to guide, evaluate, and scale HIPs in the California State University system and present a case study of how a taxonomy for themed online LCs is being utilized at Indiana University-Purdue University Indianapolis (IUPUI). Recommedations for how the taxonomy could be modified to support the development of other online LCs is also included. Chapter 4 examines writing-intensive courses as a HIP and identifies...

266-LB: Evidence for a Hexosamine Biosynthesis Pathway-Mediated Sp1 Cholesterolgenic Response Being an Early Etiological Factor of Insulin Resistance

Excess plasma membrane cholesterol-mediated cellular insulin resistance has been shown to result from increased hexosamine biosynthesis pathway (HBP) O-GlcNAcylation of the transcription factor Sp1 in 3T3-L1 adipocytes and L6 skeletal muscle myotubes. Here we tested the causal relationship between excess skeletal muscle membrane (SMM) cholesterol and insulin resistance, as well as probed the potential HBP/Sp1 link, in mice fed a Western-style high-fat diet for one week or in mice with targeted skeletal muscle overexpression of glucosamine-fructose aminotransferase (GFAT, the rate-limiting enzyme of the HBP). HF feeding increased SMM cholesterol and impaired GLUT4 regulation, glucose tolerance and insulin sensitivity within one week. These early skeletal muscle and systemic metabolic abnormalities were fully prevented in HF-fed mice treated during the one-week diet challenge with two subcutaneous injections of the cholesterol-depleting agent methyl-β-cyclodextrin. Consistent with in vitro data, an HBP-mediated Sp1 cholesterolgenic response contributing to SMM cholesterol accumulation, the transcription of HMG-CoA reductase, the rate-limiting enzyme in cholesterol biosynthesis, was increased in skeletal muscle from HF-fed mice. Furthermore, treating HF-fed mice during the one-week HF-feeding challenge with mithramycin, an agent that blocks Sp1 binding to DNA, prevented the SMM cholesterol buildup, glucose intolerance, and insulin resistance. Skeletal muscle GFAT overexpression also caused accumulation of SMM cholesterol, glucose intolerance, and insulin resistance.These data suggest that early skeletal muscle insulin resistance in the setting of HF feeding are a consequence of a HBP-mediated Sp1 cholesterolgenic transcriptional response and that targeting this pathway has therapeutic potential for preventing insulin resistance and the development of T2D. Disclosure B.A. Grice: None. J.D. Covert: None. A.M. Kreilach: None. M. Thornburg: None. L. Tackett: None. D. McClain: None. J.S. Elmendorf: None. Funding American Diabetes Association (1-15-BS-053 to J.S.E.); National Institutes of Health (R01DK114222-01A1, UL1TR001108T32, DK064466, T32GM077229, P30DK097512); Indiana University-Purdue University; Indianapolis Research Support Funds

How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana

As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs, debt free college programs) across the United States (Perna & Smith, 2020). These initiatives typically aim to lower or eliminate the cost of college attendance and in doing so increase college completion among underrepresented groups: predominantly low-income, first-generation, students of color. While several states and cities have announced or launched promise programs designed to improve college retention and completion, scholars of education policy and practitioners know relatively little about the implications of these initiatives, and whether certain policies or procedures are best suited to specific contexts. The purpose of this study is to determine what effect a statewide 30-credit hour annual completion policy had on the academic outcomes of college promise program recipients at two 4-year public research universities, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The policy, which has been emulated in many states, aims to encourage students to take 15 credits per semester (or 30 credits per year) and thereby remain on course to complete a bachelor’s degree in 4 years (Bill & Melinda Gates Foundation, 2015; Lumina Foundation, 2017; SHEEO, 2008; U.S. Office of the Press Secretary, 2009). While the new legislation adopted in Indiana is an attempt by the Indiana Commission for Higher Education (ICHE) to improve college completion and on-time graduation of students, very few scholar-practitioners, aside from a few within the University of Hawaii system and Complete College America (CCA), have provided evidence that attempting to complete 30 credits per academic year significantly improves academic performance and subsequently, degree completion rates among underrepresented students. This study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting (UIRR) office, representing 7,842 low-income students who enrolled shortly before and adopt the policy was implemented, this observational study employs a quasi-experimental, difference-in-differences (DiD) approach to explore the impact of the Indiana Code Title 21 (IC-21-12-6-7) (30 credit hour annual completion policy) on students’ academic outcomes. Specifically, this quantitative study examines the heterogenous treatment effects of this policy change on the academic performance (e.g., cumulative credit hours accumulated, cumulative grade point average [GPA], degree completion status) of Indiana TFCS recipients at IUB and IUPUI, compared to non-TFCS Pell recipients from the same time period (Fall 2011 through Fall 2014 cohorts). The study will be guided by the following research questions: (1) To what extent did the 30-credit hour annual completion policy (15 to Finish) achieve its intended effects: increasing credit accumulation, improving student progress and increasing graduation rates? and (2) How do any of the identified policy effects moderated by demographic factors (race, gender, generation) and pre-college characteristics (high school GPA, SAT score)? Does the policy appear to have differential effects for various types of students? Results suggest that the 30-credit hour annual completion policy showed a positive significant effect on credits and grades but had no effect on degree completion status at IUB (a small town, primarily residential, more selective, flagship research university). In addition, the study found a significant interaction effect for Gender and Generation Status when accounting for pre- and post-policy groups. Specifically, Gender yielded significant interaction effects on TFCS recipient academic outcomes in terms of Year 1 Cumulative Credits, Year 2 Cumulative Credits, and Year 1 Cumulative GPA, suggesting that female students at IUB appear to have significantly benefited from the 30-credit hour annual completion policy. The policy had no interaction effect on low-income, first-generation students enrolled at IUPUI (an urban, primarily nonresidential, moderately selective research university) for both the academic progress continuous variables and the college completion status binary variables. These findings demonstrate that the policy, which was related to a broader, national 15 to Finish initiative did not produce its intended effect, nor did it have any adverse consequences for low-income, first-generation students. The results of this policy evaluation research have important implications for policymakers, politicians, university administrators, and advanced practitioners who seek to design college promise programs for completion. This research contributes to the empirical literature on state policies aimed at increasing student progression and completion. Moreover, this study extends beyond the CCA’s 15 to Finish initiative and highlight the broader effects of required academic performance policies on student success. The study will inform public debate about and adjustments of the policy and will also highlight several directions for future research.

Approches plurielles du nom sans déterminant: distributions, interprétations, fonctions éd. by Paula Prescod

Reviewed by: Approches plurielles du nom sans déterminant: distributions, interprétations, fonctions éd. by Paula Prescod A. Kate Miller Prescod, Paula, éd. Approches plurielles du nom sans déterminant: distributions, interprétations, fonctions. Peter Lang, 2017. ISBN 978-2-8076-0473-5. Pp. 290. This collection of eleven articles on bare noun forms includes several papers presented at a 2014 conference, Le nom sans déterminant, organized by the Centre d'Études des Relations et Contacts Linguistiques et Littéraires at the Université de Picardie Jules Verne, along with three invited contributions that have been included "pour renforcer la cohérence de l'ouvrage". The introduction to the volume notes that the time is ripe for a close examination of determiner-less nouns, especially in French, where such structures have long been dismissed as mere exceptions to an otherwise very strict determiner requirement. However, determiner-less nouns are considered across a range of languages beyond French (but usually in comparison with it), including English, Greek, Italian, Chinese, and Arabic, as well as Guianese and Vincentian creoles. Here, the editor is careful to point out that the inclusion of the latter, nonstandardized languages sets this work apart from similar volumes (a couple of English-language collections are cited). As the title indicates, the analytical approaches taken also vary across the contributions, with some focusing on syntax and others on semantics or on discourse analysis. Additionally, the articles each focus on distinct contexts in which bare noun forms are permitted, which vary quite a bit across [End Page 251] the different languages studied. Collections of this type often exhibit inconsistent, sometimes contradictory, use of terminology from one article to the next, and the current volume is no exception: Some authors discuss noms nus and others articles zéro, to name only two. The editor addresses this issue head-on in the introduction, discussing the nuances of the different terms that have been used in the literature—thus, article zéro implies the presence of a null article, whereas nom nu implies the absence of any article—and noting that the title of the volume opts for nom sans déterminant as a more neutral term. However, it might be best not to over-think the specific terminology used in the different contributions. Most of the authors seem to eschew any explanation or justification of their terminological choices, instead diving right into the analysis of the structures under examination, without any detriment to reader comprehension. Altogether, the articles collected in this volume present a broad yet nuanced analysis of determiner-less noun forms, although the individual contributions could easily be read as stand-alone articles. However, the organization of the articles does not seem to follow any discernable pattern—the chapters are not grouped, for example, by the language examined or the theoretical approach taken—and the titles of some contributions are a bit vague in that the language under examination is not always overtly stated. Interested readers can consult the introduction, which explicitly summarizes the content of each contribution, or the abstracts, presented in both French and English, that precede each article. A. Kate Miller Indiana University-Purdue University, Indianapolis Copyright © 2019 American Association of Teachers of French

Creating Structured Linked Data to Generate Scholarly Profiles: A Pilot Project using Wikidata and Scholia

INTRODUCTION Wikidata, a knowledge base for structured linked data, provides an open platform for curating scholarly communication data. Because all elements in a Wikidata entry are linked to defining elements and metadata, other web systems can harvest and display the data in meaningful ways. Thus, Wikidata has the capacity to serve as the data source for faculty profiles. Scholia is an example of how third-party tools can leverage the power of Wikidata to provide faculty profiles and bibliographic, data-driven visualizations. DESCRIPTION OF PROGRAM In this article, we share our methods for contributing to Wikidata and displaying the data with Scholia. We deployed these methods as part of a pilot project in which we contributed data about a small but unique school on the Indiana University-Purdue University Indianapolis (IUPUI) campus, the IU Lilly Family School of Philanthropy. NEXT STEPS Following the completion of our pilot project, we aim to find additional methods for contributing large data collections to Wikidata. Specifically, we seek to contribute scholarly communication data that the library already maintains in other systems. We are also facilitating Wikidata edit-a-thons to increase the library’s familiarity with the knowledge base and our capacity to contribute to the site.

Summary of Twenty-First Century Great Conversations in Art, Neuroscience and Related Therapeutics.

Transdisciplinary collaboration is the future of knowledge making in advanced post-industrial societies and there is a growing awareness that the most vexing problems we face cannot be solved by any single discipline. Best practices for complex and challenging physical and mental disorders require a multi-disciplinary approach, yet there is a void in bridging the gap between the most contemporary models. It is in this capacity that the Twenty-First Century Great Conversations in Art, Neuroscience, and Related Therapeutics serves as a missing link. It was with active minds and a collective spirit that artists, scientists, therapists, physicians, engineers, technology experts, healthcare practitioners, and researchers from across the globe transcended historical silos to explore the capacities for collaborative partnerships to influence the health of patients and the amelioration of disease. Hosted at Indiana University-Purdue University Indianapolis (IUPUI), presenters shared insights through didactic sessions and panel discussions aligned with three tracks led by prominent experts in their respective fields: (1) Neuroaesthetics, Anjan Chatterjee, MD; (2) Creativity and Consciousness, Arne Dietrich, PhD; and (3) Mobile Brain/Body Imaging (MoBI), Klaus Gramann, PhD. The goals for this symposium were developed from a vision which embraces cross-disciplinary intersectionality, a merging of viewpoints, and active dialogue surrounding the development of a common language with which to advance the Creative Arts Therapies and neurosciences. The goal was also to contribute to the development of a simplified roadmap to enhance and enrich the CATs with a greater understanding of neuroscience and the available technologies that can assist in research.

Development of test scenarios and bicyclist surrogate for the evaluation of bicyclist automatic emergency braking systems

Purpose To support the standardized evaluation of bicyclist automatic emergency braking (AEB) systems, test scenarios, test procedures and test system hardware and software tools have been investigated and developed by the Transportation Active Safety Institute (TASI) at Indiana University-Purdue University Indianapolis. This paper aims to focus on the development of test scenarios and bicyclist surrogate for evaluating vehicle–bicyclist AEB systems. Design/methodology/approach The harmonized general estimates system (GES)/FARS 2010-2011 crash data and TASI 110-car naturalistic driving data (NDD) are used to determine the crash geometries and environmental factors of crash scenarios including lighting conditions, vehicle speeds, bicyclist speeds, etc. A surrogate bicyclist including a bicycle rider and a bicycle surrogate is designed to match the visual and radar characteristics of bicyclists in the USA. A bicycle target is designed with both leg pedaling and wheel rotation to produce proper micro-Doppler features and generate realistic motion for camera-based AEB systems. Findings Based on the analysis of the harmonized GES/FARS crash data, five crash scenarios are recommended for performance testing of bicyclist AEB systems. Combined with TASI 110-car naturalistic driving data, the crash environmental factors including lighting conditions, obscuring objects, vehicle speed and bicyclist speed are determined. The surrogate bicyclist was designed to represent the visual and radar characteristics of the real bicyclists in the USA. The height of the bicycle rider mannequin is 173 cm, representing the weighted height of 50th percentile US male and female adults. The size and shape of the surrogate bicycle were determined as 26-inch wheel and mountain/road bicycle frame, respectively. Both leg pedaling motion and wheel rotation are suggested to produce proper micro-Doppler features and support the camera-based AEB systems. Originality/value The results have demonstrated that the developed scenarios, test procedures and bicyclist surrogate will provide effective objective methods and necessary hardware and software tools for the evaluation and validation of bicyclist AEB systems. This is crucial for the development of advanced driver assistance systems.

Relevance of the Non‐canonical Complex Formed by Proteasome Subunit α4

The 20S proteasome plays an essential role in maintaining protein homeostasis as part of the larger 26S proteasome complex. It is composed of seven distinct α subunits and seven distinct β subunits arranged as a stack of four heptameric rings in an α7β7β7α7 manner. Assembly of these 28 subunits is very efficient and aided by assembly chaperones that function, in part, to prevent off‐pathway interactions. Certain α‐subunits of the proteasome form non‐canonical ring complexes in vitro. The significance of such complexes is not known but they could simply represent dead‐end, or off‐pathway, assemblies. We recently provided the first in vivo evidence of such a non‐canonical ring complex formed by the yeast α4 subunit. Levels of this complex increase when proteasome function is compromised. Here, we aim to further investigate the relevance of this α4 high molecular weight complex (α4HMWC). Using a salt bridge disruption strategy, we achieved destabilization of the α4HMWC without affecting proteasome assembly. If the α4 HMWCs are important physiologically, we may observe growth phenotypes of the resulting yeast mutant lacking this complex. Our results will help determine whether this complex is an off‐pathway, or dead‐end, product or whether it may have an independent function within the cell.Support or Funding InformationResearch Support Funds Grant from Indiana University‐Purdue University Indianapolis to A.R.KThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

From the Editor’s Desk

11 The French Review From the Editor’s Desk I am very happy to announce the forthcoming publication of the first volume of the French Review Book Series: Heurs et malheurs du système éducatif en France Marie-Christine Weidmann Koop, Editor The table of contents is included below. This inaugural volume is scheduled for publication in April 2018.Congratulations to Marie-ChristineWeidmann Koop and to all our colleagues who contributed to this volume. This detailed study will be of interest to all readers who want to learn more about the French educational system. A pre-order form for the book is on the next page. Edward Ousselin, Editor in Chief Table of Contents Introduction: l’éducation en France aujourd’hui - Marie-Christine Weidmann Koop, University of North Texas Negotiating Classroom Space in Jean-Paul Lilienfeld’s Journée de la jupe - Leon Sachs, University of Kentucky Reforming Foreign Language Education in France: Can It Work? - Rosalie Vermette, Indiana University-Purdue University Indianapolis (emerita) Between a Rock and a Hard Place: The Baccalauréat’s Dual Function in French Education - Samira ElAtia, University of Alberta Le droit à l’éducation: comment l’École de la République l’offre à ses élèves issus de l’immigration - Marie M. Schein, Texas Christian University Pédagogie Hip-Hop Trans-Amérique - Alain-Philippe Durand, University of Arizona; Alain Milon, Université Paris Ouest-Nanterre; Charles Norton, Arizona State University Enseignant: profession à risques? - Samia S. Spencer, Auburn University Réforme du système éducatif sous la présidence de François Hollande: bilan et perspectives - Marie-Christine Weidmann Koop, University of North Texas Higher Education in France at the End of the Hollande Presidency Patricia W. Cummins, Virginia Commonwealth University ...