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This article provides a narrative overview of research on HIV/STI risk and collective sexual behavior based on an inclusive analysis of research on environments where people gather for sexual activity—sex clubs, swingers’ clubs, bathhouses, parks, private sex parties, etc. The aim is to analyze how collective sex has been approached across disciplines to promote conversation across paradigms and suggest new lines of inquiry. Attention to context—such as the location of sex—was a necessary redress to universalizing models of sexual risk-taking behavior, leading to insights rooted in the particularities of each environment and its users. However, the identification of ever more precise risk groups or environmental idiosyncrasies eventually becomes theoretically restrictive, leading to an overestimation of the uniqueness of sexual enclaves, and of the difference between any given enclave and the broader social milieu. Using a theoretical framework of transgression to interpret the interdisciplinary literature, similarities in the spatial and social organization of collective sex environments are identified. Insights generated from this complementary perspective are then applied to understandings of collective sex: first, the example of male–female (MF) “swingers” is used to illustrate the need to establish, rather than assume, the distinctiveness of each non-normative sexual enclave, and to broaden the conceptualization of context; second, questions are raised about the practicality of interventions in collective sex environments. Finally, new lines of intellectual inquiry are suggested to shed light not just on collective sex but on sociosexual issues more generally, such as increasing protective sexual health behavior or negotiating consent in sexual encounters.

Magnetite is a common mineral in the Paleoproterozoic Stollberg Zn-Pb-Ag plus magnetite ore field (∼6.6 Mt of production), which occurs in 1.9 Ga metamorphosed felsic and mafic rocks. Mineralisation at Stollberg consists of magnetite bodies and massive to semi-massive sphalerite-galena and pyrrhotite (with subordinate pyrite, chalcopyrite, arsenopyrite and magnetite) hosted by metavolcanic rocks and skarn. Magnetite occurs in sulfides, skarn, amphibolite and altered metamorphosed rhyolitic ash-siltstone that consists of garnet-biotite, quartz-garnet-pyroxene, gedrite-albite, and sericitic rocks. Magnetite probably formed from hydrothermal ore-bearing fluids (∼250-400°C) that replaced limestone and rhyolitic ash-siltstone, and subsequently recrystallised during metamorphism. The composition of magnetite from these rock types was measured using electron microprobe analysis and LA-ICP-MS. Utilisation of discrimination plots (Ca+Al+Mn vs. Ti+V, Ni/(Cr+Mn) vs. Ti+V, and trace-element variation diagrams (median concentration of Mg, Al, Ti, V, Co, Mn, Zn and Ga) suggest that the composition of magnetite in sulfides from the Stollberg ore field more closely resembles that from skarns found elsewhere rather than previously published compositions of magnetite in metamorphosed volcanogenic massive sulfide deposits. Although the variation diagrams show that magnetite compositions from various rock types have similar patterns, principal component analyses and element-element variation diagrams indicate that its composition from the same rock type in different sulfide deposits can be distinguished. This suggests that bulk-rock composition also has a strong influence on magnetite composition. Principal component analyses also show that magnetite in sulfides has a distinctive compositional signature which allows it to be a prospective pathfinder mineral for sulfide deposits in the Stollberg ore field.

All individuals with intellectual and developmental disabilities (I/DD) have the right to develop and express sexuality in an emotionally satisfying and socially appropriate manner. Questions have arisen as to whether sexuality education for this population should be the responsibility of the school or the family. Parents of children with I/DD report they want to be the primary sexuality educators for their children, but often overlook the responsibility because they do not know what to talk about, when to talk about it, or how to modify content so their child will understand. Available resources for parents of individuals with I/DD tend to provide opportunities for independent learning; Few in-person trainings where these parents can learn how and what to talk about regarding sexuality with their children exist. This article describes how the Home Based Adolescent Sexuality Education for Intellectual Disabilities (Home B.A.S.E.) curriculum was created to educate parents on their role as the primary sexuality educators for their adolescents with ID. The vision of the Home B.A.S.E. educational workshop is to increase parents’ comfort and confidence in discussing sexuality and healthy relationship topics with their adolescents with ID. This curriculum has unique features considered in its development including: (1) The belief that sexuality is a human right for individuals with ID; (2) The perspective of individuals with disabilities speaking about their sexual rights and relationships; (3) Activities based on adult, social, and transformational learning theories; and (4) A small interactive group format that meets over multiple sessions.

This article explores customers' understandings of their visits to heterosexual strip clubs and the ways in which those visits become meaningful to them in relation to cultural discourses around masculinity, sexuality, leisure, and consumption, as well as in relation to their everyday lives and relationships. Not every man finds strip clubs pleasurable, yet understanding why some men frequent these venues can inform us more generally about the links between sexuality, gender, and the marketplace. This article focuses on regular male customers' stated motives for visiting strip clubs and examines those visits as touristic and masculinizing practices. It also explores gender, sexuality, and power in the men's performances of desire in the clubs, taking up issues of visibility, virility, youthfulness, and commodification.

Issue Title: Special issue on \"Bounded Rationality Updated\"

Strip clubs are a popular form of adult entertainment in the contemporary United States. Strip clubs are also highly embattled entertainment venues, based on assumptions about their associations with prostitution, drug use, and \"negative secondary effects\" in surrounding areas, such as increased crime rates and decreased property values. Based on participant observation in five strip clubs in one city and on qualitative interviews with 30 regular male customers of those clubs, this essay seeks to challenge assumptions about the kinds of encounters sought in and purchased in such venues. Instead of visiting strip clubs out of a desire to purchase sexual release with the dancers, I found that the regular male customers were seeking an atmosphere different from both work and home, personal and sexual acceptance from women and the pleasure of a sexualized encounter without the pressures of physical performance, and a form of leisure that offered a relative degree of \"safety\" as well as \"excitement.\" Further, the men's own fantasies of identity, their understandings of marriage, and their commitment to a particular kind of monogamy influenced their choice of entertainment and the pleasure that they took in their encounters with the dancers. The essay discusses these motivations and their relational aspects and assesses strip club regulation in light of these observations and findings.

This study highlights the efforts of Indiana University East to make substantive changes to its general education program, resulting primarily from state mandates and legislation, on an extremely aggressive timeline. While fraught with challenges, these legislative mandates also presented opportunities for the institution to make necessary and impactful improvements to its general education curriculum, policies, and procedures that may not have occurred without the looming deadlines and requirements of the legislation. Indiana is one of several states that have enacted and implemented similar legislation, causing curricular and procedural change in general education programs throughout the nation. While often difficult to manage, these legislative measures can be viewed as opportunities at institutions, like Indiana University East, that desperately needed general education reform.

The purpose of this study was to determine if an association exists between the tensile properties and the collagen fibril diameter distribution in in vitro stress-deprived rat tail tendons. Rat tail tendons were paired into two groups of 21 day stress-deprived and 0 time controls and compared using transmission electron microscopy ( n=6) to measure collagen fibril diameter distribution and density, and mechanical testing ( n=6) to determine ultimate stress and tensile modulus. There was a statistically significant decrease in both ultimate tensile strength (control: 17.95±3.99 MPa, stress-deprived: 6.79±3.91 MPa) and tensile modulus (control: 312.8±89.5 MPa, stress-deprived: 176.0±52.7 MPa) in the in vitro stress-deprived tendons compared to controls. However, there was no significant difference between control and stress-deprived tendons in the number of fibrils per tendon counted, mean fibril diameter, mean fibril density, or fibril size distribution. The results of this study demonstrate that the decrease in mechanical properties observed in in vitro stress-deprived rat tail tendons is not correlated with the collagen fibril diameter distribution and, therefore, the collagen fibril diameter distribution does not, by itself, dictate the decrease in mechanical properties observed in in vitro stress-deprived rat tail tendons.

This study highlights the efforts of Indiana University East to make substantive changes to its general education program, resulting primarily from state mandates and legislation, on an extremely aggressive timeline. While fraught with challenges, these legislative mandates also presented opportunities for the institution to make necessary and impactful improvements to its general education curriculum, policies, and procedures that may not have occurred without the looming deadlines and requirements of the legislation. Indiana is one of several states that have enacted and implemented similar legislation, causing curricular and procedural change in general education programs throughout the nation. While often difficult to manage, these legislative measures can be viewed as opportunities at institutions, like Indiana University East, that desperately needed general education reform.