Objectives: We investigated pediatric rare disease researchers’ experiences and perspectives with research collaborations involving industry partners. Methods: This mixed methods study included a cross-sectional survey of academic/hospital-based Canadian pediatric rare disease researchers which informed semi-structured interviews with a subsample of survey participants. We analyzed survey data descriptively and interview data thematically, integrating findings narratively. Results: Of 126 survey respondents, 59 (47%) reported research collaborations with industry; we interviewed 10 of these researchers. Important benefits to collaborations with industry reported by survey participants and interviewees included access to funding and resources, while disadvantages stemmed from perceptions that partners had different motivations. Interviewees provided advice for future researchers including careful selection of an industry partner, relationship building, clear expectations, and utilizing supportive institutional structures. Conclusion: Our findings provide insights into the experiences of pediatric rare disease researchers and offer suggestions on how to conduct successful collaborative research with industry.

No description available.

This exploratory research is a case study of a public university in Thailand. The research examines whether gender inequality exists in the pay raise process at Khon Kaen University over a two-fiscal year period (FY2002 and 2003). It also considers what factors might account for differences between male and female faculty in pay raises at this university, looking at factors such as productivity and family responsibilities. The research develops and tests measures of the Southeast Asian concepts of kinship, patronage, turn-taking and seniority systems. Three data sources are used, university personnel records, self-administered surveys and the annual evaluation report. Results show that raises tend to be equitable and faculty are equally productive, regardless of gender, discipline, academic rank, or position cluster. When significant differences are identified in this study, female faculty frequently reported that they received higher pay raises than their male colleagues. The well-established rules and regulations regarding pay raises (minimum requirements for productivity and pay raise steps) at this university prohibit any kind of systematic bias in pay raises. One of the other goals of this research was to test the Southeast Asian concepts of kinship, patronage, turn taking and seniority, and the extent to which each may be a factor in performance and pay raises. The research indicates these four may play a role, but their actual influence is not entirely clear and will require additional study. To address some of these issues, future research would explore the same public university with a longer time frame and then compare the result at KKU with other universities in Thailand and other universities in Southeast Asia. Interviewing both male and female faculty members in terms of their actual workloads, productivity, assigned tasks, and their perceptions of the impact of age and administrative position is recommended. Interviewing only female faculty members in different disciplines (female-dominated, male-dominated and balanced disciplines) concerning their experiences of inequality and how they deal with family responsibilities that affect productivity is also important for future research. / Ph. D.

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While previous research in rhetoric and composition investigates how novice composition instructors negotiate the boundaries of professionalism and identity (Dall'Alba; Grouling; Restaino), the role of dress, or "performative strategic attire" (Mckoy), in crafting these teaching personas has not yet been explored. Viewing everyday dress choices through the lens of embodied rhetoric allows for a deeper understanding of the complex decision-making process of choosing what to wear (Woodward). Further, analyzing dress choice through embodied rhetoric showcases how clothing becomes a tool to craft a persona and inhabit an identity or role. Through positioning instructor's self-identity and naming their experiences and influences used in navigating the indeterminate boundaries of professionalism, we can further understand how novice instructors leverage dress to embody their new identity in academia. This study focuses on a sample population of three current Graduate Teaching Assistants (GTAs) and three recently graduated GTAs, all currently teaching first-year composition within a large state university in Florida. Borrowing from methodologies used previously in the interdisciplinary field of fashion studies research, this study combines qualitative research methods of interviews with deep descriptions of outfits participants wore while instructing and visual analysis of those clothing items (Smith and Yates; Woodward) to locate concrete stories of the prior expectations imparted both by the institution and the novice instructors themselves. From this analysis, I argue that dress provides a material and visual space representing core aspects of how GTAs mediate their position as in between dichotomous identities of student and instructor. Ultimately, I suggest that by studying how the liminality of these positions is expressed and experienced through dress, we can move towards more equitable practices in the field of rhetoric and composition, in the process interrogating the idea of what it means to be "professional."

The COVID-19 pandemic changed the landscape of higher education in the United States and caused institutions to rethink existing organizational structures and practices. Furthermore, the traditional aged students entering college along with the current students are accustomed to a digitally immersed world and expect their higher education experiences to mirror that digitally immersed world. Based on the impact of the COVID-19 pandemic and the changes caused by technology, students are consuming higher education differently than before. Students more and more are enrolling in online courses to accommodate their schedules and needs, which is resulting in a hybrid or blended experience. With students having that option to take classes both online and in-person, students are wanting to have their support services blended as well. The purpose of this study was to explore how a public four-year high online enrollment university redefines and rethinks student support services in a post-COVID-19 world through blended educational experiences. A single site qualitative explanatory case study methodology was used, and data was collected through interviews and institutional documents. Three major themes emerged from the findings: changing the institution and its mindsets, meeting students where they are, and getting to a blended educational experience. The blended learning adoption framework provided helpful insights to guide the analysis and understanding of the data. Ultimately these three themes helped to paint a picture of what the institution needs to do to adopt and implement blended educational experiences for students and provided insights into the recommendations of how institutions can go about adopting and implementing blended educational experiences.

No description available.

Esta dissertação aborda a dimensão geopolítica associada à cultura historiográfica luso-americana no início do século XVIII. Para tanto, examina as produções historiográficas da Academia Brasílica dos Esquecidos, instituída na cidade de Salvador, no ano de 1724. As Dissertações Históricas, produzidas pela dita Academia, assim como as obras de Sebastião da Rocha Pita, Tratado Político e História da América Portuguesa, constituíram as principais fontes para análise. O processo de investigação possibilitou considerar representações sociais que se estabeleceram a partir da atividade de escrita de uma história acerca dos domínios ultramarinos lusitanos. A construção desse conhecimento foi estratégica para a realização de um projeto político e articulou a memória, saberes e práticas diplomáticas, num contexto permeado de mudanças nas concepções jurídicas e intelectuais que embasavam as disputas territoriais. Inseriu-se, assim, no plano das políticas interna e externa de Portugal ao longo dos séculos XVII e XVIII. Nesse processo, estiveram envolvidas concepções clássicas revisitadas a partir da cultura ilustrada, rediscutindo simbologias, conceitos e práticas associadas à escrita da história e às territorialidades. / This dissertation is on the geopolitical dimension associated to the early eighteenth century Luso-American historiographical culture. Therefore, it examines the historiographical works of the Academia Brasílica dos Esquecidos, instituted in Salvador, Brazil, in 1724. The Historical Dissertations, elaborated by the Academy members, as well as the works of Sebastião da Rocha Pita, Tratado Político e História da América Portuguesa, constituted the main sources for analysis. The investigation process made it possible to consider social representations settled from the activity of writing History about Portugal\'s overseas domains. The construction of this knowledge was strategic for the realization of a political project and articulated the memory and the diplomatic practices, in a context of juridical and intellectual shifts concerning the territorial order. The Academy was inserted in the field of the internal and external policies of Portugal throughout the seventeenth and eighteenth centuries. In this process, classical categories were revisited, giving new meanings to symbols, concepts, and practices associated with the writing of History and with the territorialities.

Esta dissertação aborda a dimensão geopolítica associada à cultura historiográfica luso-americana no início do século XVIII. Para tanto, examina as produções historiográficas da Academia Brasílica dos Esquecidos, instituída na cidade de Salvador, no ano de 1724. As Dissertações Históricas, produzidas pela dita Academia, assim como as obras de Sebastião da Rocha Pita, Tratado Político e História da América Portuguesa, constituíram as principais fontes para análise. O processo de investigação possibilitou considerar representações sociais que se estabeleceram a partir da atividade de escrita de uma história acerca dos domínios ultramarinos lusitanos. A construção desse conhecimento foi estratégica para a realização de um projeto político e articulou a memória, saberes e práticas diplomáticas, num contexto permeado de mudanças nas concepções jurídicas e intelectuais que embasavam as disputas territoriais. Inseriu-se, assim, no plano das políticas interna e externa de Portugal ao longo dos séculos XVII e XVIII. Nesse processo, estiveram envolvidas concepções clássicas revisitadas a partir da cultura ilustrada, rediscutindo simbologias, conceitos e práticas associadas à escrita da história e às territorialidades. / This dissertation is on the geopolitical dimension associated to the early eighteenth century Luso-American historiographical culture. Therefore, it examines the historiographical works of the Academia Brasílica dos Esquecidos, instituted in Salvador, Brazil, in 1724. The Historical Dissertations, elaborated by the Academy members, as well as the works of Sebastião da Rocha Pita, Tratado Político e História da América Portuguesa, constituted the main sources for analysis. The investigation process made it possible to consider social representations settled from the activity of writing History about Portugal\'s overseas domains. The construction of this knowledge was strategic for the realization of a political project and articulated the memory and the diplomatic practices, in a context of juridical and intellectual shifts concerning the territorial order. The Academy was inserted in the field of the internal and external policies of Portugal throughout the seventeenth and eighteenth centuries. In this process, classical categories were revisited, giving new meanings to symbols, concepts, and practices associated with the writing of History and with the territorialities.

La presente investigación tiene como objetivo explorar la manifestación de la subjetividad en el texto de la definición lexicográfica y dar cuenta, a través de esta, de la perspectiva que, a título individual, el lexicógrafo vierte en el espacio textual en cuestión. En contraste con el objetivo de colocar en la definición el saber compartido que los hablantes comparten como parte del significado, la filtración de la postura, expectativas y conocimientos específicos del emisor del texto permite entrever en el diccionario las motivaciones y determinaciones lingüísticas, cognitivas e ideológicas que conducirían a aquel a la formulación de un texto que se aleja del significado general, de aquel valor semántico con que un determinado vocablo circula entre los hablantes. Es con este afán que se emprende aquí el análisis de las definiciones que, para coca, puma y llama, los diccionarios de la Real Academia Española han presentado a lo largo de su historia. Apelando a herramientas conceptuales como las de significado estereotípico, concepción consustancionalista y nomenclaturista del signo lingüístico, ideología y otras vinculadas, así como a la propuesta metodológica de las marcas de enunciación subjetiva, se pretende realizar un ejercicio de análisis textual-(meta)lexicográfico, del cual se desprenderá la existencia de construcciones textuales con una cierta carga subjetiva, motivadas por la comprensión de los tres vocablos señalados, por parte de los lexicógrafos académicos, sobre la base de referentes del mundo (no necesariamente lingüísticos), hechos históricos e ideologías hispanocéntricas y que conceptualizan el mundo americano a partir de paralelos con el contexto y modo de vida españoles. / Tesis