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This study aimed to investigate the relationships between perceived family support and community support and the organizational citizenship behavior of international students in U.S. higher education institutions. It also examined the mediating effects of cross-cultural adjustment and engagement on the relationships. Data were collected from 1,436 international students in one university located in the southwestern United States. Building on previous studies that have used a top-down managerial approach, this study used a noninstitutional/person-based approach to validate two guiding theories (spillover theory and job demands-resources model) and related former empirical studies. The results help stakeholders visualize a holistic picture of the international student experience. Such knowledge enables higher education institutions to make data-driven decisions about how to strategically prioritize resources to assist international students.

Although the COVID-19 pandemic adversely affected communities across the globe, it also led to the expansion of digital learning opportunities for all. Adult Education and Literacy (AEL) service providers in Texas utilized this opportunity by creating a Distance Education Professional Development Center (DEPDC). This article discusses how the Texas Center for the Advancement of Literacy and Learning and the Texas Workforce Commission established the DEPDC as an innovative approach to closing the digital divide in Texas. The DEPDC serves two purposes: (1) to provide professional development opportunities for AEL practitioners; and (2) to provide IT support to students and practitioners via a call center. The planning process and an overview of the center's operating procedures are presented, along with future plans and lessons learned. This statewide call center service could serve as a useful example for other states or agencies who aim to establish distance education support services within their communities.

The COVID-19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant-funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.

In this work, we investigated the effect of hole transporting poly(3,4-ethylenedioxythiophene):polystyrene sulfonate (PEDOT:PSS) interfacing with Mn-doped CdS/ZnS quantum dots (QDs) deposited on an indium tin oxide (ITO) substrate on the photoemission of upconverted hot electrons under weak continuous wave photoexcitation in a vacuum. Among the various factors that can influence the photoemission of the upconverted hot electrons, we studied the role of PEDOT:PSS in facilitating the hole transfer from QDs and altering the energy of photoemitted hot electrons. Compared to hot electrons emitted from QDs deposited directly on the ITO substrate, the addition of the PEDOT:PSS layer between the QD and ITO layers increased the energy of the photoemitted hot electrons. The increased energy of the photoemitted hot electrons is attributed in part to the reduced steady-state positive charge on the QDs under continuous photoexcitation, which reduces the energy required to eject the electron from the conduction band. [ABSTRACT FROM AUTHOR]

Three doctoral students, Chih-Wei, Patrice, and Sarah, at varying levels in the doctoral programs, share reflections and experiences from the 2019 Adult Education Research Conference (AERC) in Buffalo, NY. These experiences are both individual and collective. While our individual experiences vary, we value AERC as a community of practice for knowledge sharing and support and find that the conference's intimate environment encourages interactions among all participants.

We examined the impact of compulsory disclosure regulations on the relationship between the Environmental, Social and Governance (ESG) and firm-specific extreme risk. We used a difference-in-difference approach to solve endogenous concerns and found that the negative impact of the ESG score on extreme risk is more significant after announcing compulsory disclosure regulations. Additionally, we demonstrated that this effect becomes more substantial when firms issue green bonds. Finally, the subsample tests showed that the compulsory influence of the government is more evident in firms with high financial transparency and firms with low crash risk. Our empirical findings had policy implications for governments, regulators, and investors. [ABSTRACT FROM AUTHOR]

Previous studies document that investing in research and development is a key factor to keep firm survive in the long-run. This study instead focuses on the relationship between managerial role and R&D decisions. Specifically, we investigate whether more talented managers facilitate firms' R&D investment. Using the MA-score as a proxy for managerial ability, we find that more able managers increase R&D spending. Furthermore, the results show that more talented managers decide to invest more in R&D investment depending on several conditions, such as whether firms are financially unconstrained or in non-crisis period. Other conditions include whether firms are facing lower default probability, in competitive industries, and with some CEOs' characteristics, such as male, young age, higher granted stock option and higher salary. [ABSTRACT FROM AUTHOR]

This teaching and training case demonstrates how gamification was adopted in the course design of the Tech Integration Coach Pathway, a professional development initiative for Texas adult education and literacy (AEL) staff and teachers to become technology integration coaches. The purpose of the course is to develop certified technology integration coaches competent to coach local program AEL teachers on their technology usage in teaching adult learners. This gamified learning design includes levels, badges, leaderboards, points, and feedback elements, and applies International Society for Technology in Education (ISTE) standards to tasks that are relevant to instruction in adult education and literacy programs.

Although tumour PD-L1 (CD274) expression had been used as a predictive biomarker in checkpoint immunotherapy targeting the PD1/PD-L1 axis in various cancers, the regulation of PD-L1 (CD274) expression is unclear. Yes-associated protein (YAP), an important oncogenic protein in Hippo signalling pathway, reportedly promotes cancer development. We investigated whether inhibition of YAP down-regulates PD-L1 (CD274) in human malignant pleural mesothelioma (MPM). Western blotting showed that 2 human MPM cell lines (H2052 and 211H) had increased PD-L1 protein expression compared to H290, MS-1 and H28 cells. In H2052 and 211H cells, PD-L1 mRNA expression was significantly increased compared to other MPM cell lines; YAP knockdown by small interfering RNA decreased PD-L1 protein and mRNA expression. Forced overexpression of the YAP gene increased PD-L1 protein expression in H2452 cells. Chromatin immunoprecipitation (ChIP) assay showed the precipitation of PD-L1 enhancer region encompassing 2 putative YAP-TEAD-binding sites in H2052 cells. We found that, in human MPM tissue microarray samples, YAP and PD-L1 concurrently expressed in immunohistochemistry stain (n = 70, P