An Examination of the Role of Gender in Understanding Faculty Perceptions of Student-Athletes at NCAA Division I Institutions

Previous research has indicated that faculty hold negative perceptions toward male student-athletes. Studies have shown that faculty perceptions are most negative when the student-athlete competed at an NCAA Division I institution, in a high-profile sport, and was non-White. What remained unknown was the role of gender in understanding faculty perceptions of student-athletes. The current study considered this gap in the literature and determined if the gender of the student-athlete, the gender of the faculty member, or other characteristics of the faculty member influenced perceptions of male or female student-athletes. The study utilized the Situational Attitudes Scale (SAS) to compare faculty reactions to ten different scenarios involving male student-athletes, female student-athletes, and students from the general student population. The responses from 282 faculty at one NCAA Division I institution were analyzed. Faculty were found to hold more negative perceptions of male student-athletes than either female student-athletes or students in the general population in nine of the ten scenarios posed, although the difference in perception was only found to be statistically significant in eight of the ten situations. Whereas faculty perceptions of male student-athletes were always the most negative of the three groups, faculty perceptions of female student-athletes differed depending on context. Faculty were found to hold more negative perceptions of female student-athletes than students in the general population in certain situations, primarily situations that involved preferential financial or admissions decisions by the institution which targeted female student-athletes. However, faculty were found to hold more favorable perceptions of female student-athletes than students in the general population in other situations, particularly situations related to academics such as when the student has a lower semester GPA or misses a class. The gender of the faculty member was not found to have a significant impact on faculty perceptions of student-athletes. While some other characteristics of the faculty member, specifically academic rank, field of instruction, previous participation in collegiate athletics, and previous experience teaching male student-athletes, were found to be significant in a few specific scenarios, the faculty member’s race, and previous experience teaching female student-athletes were found to have no significant impact of faculty perceptions

Identification strategy for unknown pollutants using high-resolution mass spectrometry: Androgen-disrupting compounds identified through effect-directed analysis

Effect-directed analysis has been applied to a river sediment sample of concern to identify the compounds responsible for the observed effects in an in vitro (anti-)androgenicity assay. For identification after non-target analysis performed on a high-resolution LTQ-Orbitrap, we developed a de novo identification strategy including physico-chemical parameters derived from the effect-directed analysis approach. With this identification strategy, we were able to handle the immense amount of data produced by non-target accurate mass analysis. The effect-directed analysis approach, together with the identification strategy, led to the successful identification of eight androgen-disrupting compounds belonging to very diverse compound classes: an oxygenated polyaromatic hydrocarbon, organophosphates, musks, and steroids. This is one of the first studies in the field of environmental analysis dealing with the difficult task of handling the large amount of data produced from non-target analysis. The combination of bioassay activity assessment, accurate mass measurement, and the identification and confirmation strategy is a promising approach for future identification of environmental key toxicants that are not included as priority pollutants in monitoring programs

Two-Year Progress of Pilot Research Activities in Teaching Digital Thinking Project (TDT)

This article presents a progress report from the last two years of the Teaching Digital Thinking (TDT) project. This project aims to implement new concepts, didactic methods, and teaching formats for sustainable digital transformation in Austrian Universities’ curricula by introducing new digital competencies. By equipping students and teachers with 21st-century digital competencies, partner universities can contribute to solving global challenges and organizing pilot projects. In line with the overall project aims, this article presents the ongoing digital transformation activities, courses, and research in the project, which have been carried out by the five partner universities since 2020, and briefly discusses the results. This article presents a summary of the research and educational activities carried out within two parts: complementary research and pilot projects

C4 nephritic factor in patients with immune-complex-mediated membranoproliferative glomerulonephritis and C3-glomerulopathy

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Investigating polygenic burden in age at disease onset in bipolar disorder: Findings from an international multicentric study

OBJECTIVES: Bipolar disorder (BD) with early disease onset is associated with an unfavorable clinical outcome and constitutes a clinically and biologically homogenous subgroup within the heterogeneous BD spectrum. Previous studies have found an accumulation of early age at onset (AAO) in BD families and have therefore hypothesized that there is a larger genetic contribution to the early-onset cases than to late onset BD. To investigate the genetic background of this subphenotype, we evaluated whether an increased polygenic burden of BD- and schizophrenia (SCZ)-associated risk variants is associated with an earlier AAO in BD patients. METHODS: A total of 1995 BD type 1 patients from the Consortium of Lithium Genetics (ConLiGen), PsyCourse and Bonn-Mannheim samples were genotyped and their BD and SCZ polygenic risk scores (PRSs) were calculated using the summary statistics of the Psychiatric Genomics Consortium as a training data set. AAO was either separated into onset groups of clinical interest (childhood and adolescence [≤18 years] vs adulthood [>18 years]) or considered as a continuous measure. The associations between BD- and SCZ-PRSs and AAO were evaluated with regression models. RESULTS: BD- and SCZ-PRSs were not significantly associated with age at disease onset. Results remained the same when analyses were stratified by site of recruitment. CONCLUSIONS: The current study is the largest conducted so far to investigate the association between the cumulative BD and SCZ polygenic risk and AAO in BD patients. The reported negative results suggest that such a polygenic influence, if there is any, is not large, and highlight the importance of conducting further, larger scale studies to obtain more information on the genetic architecture of this clinically relevant phenotype