In this paper, we present survey findings about how user experience (UX) and human-computer interaction (HCI) professionals, who create information and communication technologies (ICTs), reported considering accessibility in their work. Participants (N = 199) represented a wide range of job titles and nationalities. We found that most respondents (87%, N = 173) reported that accessibility was important or very important in their work; however, when considerations for accessibility were discussed in an open-ended question (N =185) the scope was limited. Additionally, we found that aspects of empathy and professional experience were associated with how accessibility considerations were reported. We also found that many respondents indicated that decisions about accessibility were not in their control. We argue that a better understanding about how accessibility is considered by professionals has implications for academic programs in HCI and UX as to how well programs are preparing students to consider and advocate for inclusive design.
Katanin microtubule severing enzymes are potent M-phase regulators in oocytes and somatic cells. How the complex, and evolutionarily critical, male mammalian meiotic spindle is sculpted remains unknown. Here, using multiple single and double gene knockout mice, we reveal that the canonical katanin A-subunit, KATNA1, and its close paralogue, KATNAL1, together execute multiple aspects of meiosis. We show KATNA1 and KATNAL1 collectively regulate the male meiotic spindle, cytokinesis and midbody abscission, in addition to diverse spermatid remodelling events, including Golgi organisation, and acrosome and manchette formation. We also define KATNAL1-specific roles in sperm flagella development, manchette regulation, and sperm-epithelial disengagement. Finally, using proteomic approaches we define the KATNA1, KATNAL1, and KATNB1 mammalian testis interactome, which includes a network of cytoskeletal and vesicle trafficking proteins. Collectively, we reveal the presence of multiple katanin A-subunit paralogs in mammalian spermatogenesis allows for ′customized cutting′ via neofunctionalization and protective buffering via gene redundancy.
Because competency-based education (CBE) programs ask students to demonstrate what they know and can do and because CBE students often work at their own pace, competence-based learners need to be able to articulate and to manage their own learning. Drawing upon our research and experience developing, teaching in and consulting to competency-based programs for adults in domestic and international higher education contexts as well as workplace and community settings, the authors demonstrate the necessity and give examples of how to teach CBE students to be competence-based learners.
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