Career Development Program Research Articles

4445 Using Exit Interviews as One Component of the KL2 Program Impact Analysis Method

OBJECTIVES/GOALS: The Penn State KL2 Career Development Program provides a comprehensive structured training and mentorship to junior faculty scientists (KL2 scholars). The goal of this study is to describe the perceptions of scholars after completion of the training and determine self-perceived impact of the program using exit interviews as a unique method. METHODS/STUDY POPULATION: Ten KL2 scholars (5 from each cohort of 2014 and 2017) participated in the evaluation. We used a descriptive qualitative design supplemented with quantitative data, to conduct an individual in-depth exit interview with each scholar to understand their perceptions on the impact of the KL2 program. Data were collected using a semi-structured interview guide developed by the program directors including scholars and a Likert scale survey. Thematic analysis of the data involved: reading and re-reading transcripts, identifying and categorizing keywords and phrases and developing overall themes that explained the processes within categories. In establishing rigor, two authors carefully coded, categorized and identified patterns and emerged themes which were also reviewed and confirmed by the other authors. RESULTS/ANTICIPATED RESULTS: Two sets of themes emerged. The main themes that described positive aspects of the KL2 program by scholars included: Interdisciplinary Collaboration, Mentoring, and Protected Time for Independent Research. Scholars also identified some contrary themes that included: Limited Access to Expenditures, Changes in Individual Mentorship Needs and Areas for Improvement. On a Likert scale (1- not at all, 10-extremely likely), scholars reported high positive influence of the KL2 program on their scope of research (8.7±0.52) and future career (8.5±0.70). They also found mentorship experience with primary mentor (9.6±0.22) and team (8.5±0.54) as well as peer collaboration (8.5±0.67) opportunities highly beneficial to their career and professional development. DISCUSSION/SIGNIFICANCE OF IMPACT: The qualitative study strengthens the reliability of data and scholar recommendations collected via other evaluation measures. Findings broaden understanding of the processes through which program outcomes are achieved effectively and where modifications are needed. An updated program for cohort 3 was guided by cohort 1 and 2 interview responses.

4173 An interactive, online Research Education Hub built with a standard Learning Management System focused of education and career development for students, postdocs, faculty, and research staff

OBJECTIVES/GOALS: The University of Rochester CTSI Research Education Hub is designed to: 1) connect the local research community with essential internal and external educational resources; 2) create a community of inquiry and collaboration across the translational science workforce pipeline within the university. METHODS/STUDY POPULATION: The Research Education Hub (RE-Hub) utilizes the university’s widely used Learning Management System (LMS), Blackboard, and accessible to anyone at the university with a BlackBoard account. The RE-Hub greets users with an overview, an introduction of key local faculty experts in relevant research methodologies, and links to institutional research programs and helpdesks. Users are provided with curated educational resources organized by topic areas including, but not limited to, research methodology, statistical analysis, and grantsmanship. Discussion boards were created for users to ask general research questions and to connect with others in the translational research community. RESULTS/ANTICIPATED RESULTS: The RE-Hub was designed in Fall 2019 with the purpose of increasing utilization of university resources, including workshops, seminars, methods forums and consultation resources to improve translational science at the university. The RE-Hub was designed to be flexible and responsive to the changing needs of the local research community. User feedback will be used to identify improvements in the organization and content of the RE-Hub. Future improvements will include additional topic areas that span translational competencies, additional materials added to existing topic areas, and facilitation of better collaboration and integration of career development programs and grantsmanship resources. DISCUSSION/SIGNIFICANCE OF IMPACT: The Research Education Hub provides the University of Rochester translational science research community with a space to explore educational resources, to interact with colleagues and ask research related questions, and to help develop and/or improve other educational programs at the university.

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs.

Background: Three national career development programs (CDPs)-Early and Mid-Career Programs sponsored by the Association of American Medical Colleges and the Hedwig van Ameringen Executive Leadership in Academic Medicine sponsored by Drexel University-seek to expand gender diversity in faculty and institutional leadership of academic medical centers. Over 20 years of success and continued need are evident in the sustained interest and investment of individuals and institutions. However, their impact on promotion in academic rank remains unknown. The purpose of the study is to compare promotion rates of women CDP participants and other faculty of similar institutional environment and initial career stage. Methods: The study examined retrospective cohorts of 2,719 CDP participants, 12,865 nonparticipant women, and 26,810 men, from the same institutions, with the same degrees, and first years of appointment in rank. Rates of promotion to Associate and Full Professor ranks in respective cohorts of Assistant and of Associate Professors were compared using Kaplan-Meier survival curves and log-rank tests, and logistic regression adjusting for other predictors of academic success. Results: In adjusted analyses, participants were more likely than men and non-participant women to be promoted to Associate Professor and as likely as men and more likely than non-participant women to be promoted to Full Professor within 10 years. Within 5 years, CDP participants were more likely than nonparticipant women to be promoted to Associate Professor and as likely as to be promoted to Full Professor; in the same interval, participants were promoted to both higher ranks at the same rates as men. For both intervals, nonparticipant women were significantly less likely than men to be promoted to either rank. Conclusions: The higher rates of promotion for women participating in national CDPs support the effectiveness of these programs in building capacity for academic medicine.

COVID-19: Challenges and Lessons Learned from Early Career Investigators.

In March 2020, the United States experienced an unprecedented event that suddenly demanded that researchers cease all nonessential activities to mitigate the rapid spread of the SARS-CoV2. Within the research community, the impact of this cessation on early career investigators was significant, in part because the support systems (i.e., mentors and institutions) that early career investigators typically rely on were also significantly impacted. This article presents the stories of the impact of COVID-19 on early career investigators within the NIH Building Interdisciplinary Research Careers in Women's Health and Women's Reproductive Health Research K12 career development programs. We discuss the common challenges that we faced across our respective fields ranging from basic to clinical to epidemiological women's health research, including the impact it had on our career trajectories. In addition, we share lessons learned in an effort to strengthen our research workforce and increase our resiliency during this and future challenges.

Valuing human capital career development: a real options approach

PurposeThere has been a long controversy in the literature on assessing the value of human capital – a long-sought but elusive and challenging task. The ability to quantify flexible human capital (FHC) has been a shortcoming in extant literature. We make a meaningful contribution by showing how real options (RO) methodology can be used to quantify FHC and we provide complementary case study evidence from Fortune 500 “best companies to work for” that the value of employee career development is higher in more volatile sectors in line with real options theory (ROT).Design/methodology/approachThis article provides a prescriptive RO methodology for adopting a more flexible, staged SHRM organizational perspective suitable for uncertain environments, and explores its theoretical and empirical implications through the dual use of RO methodological modelling and multi-case study data involving ten Fortune 500 companies. The case study approach is aimed at creating managerially relevant knowledge. The relevance of our approach to managerial practice is shown through guidelines on how a company like Google might use the RO methodology to estimate the career development option value so as to inform its internal development program for employees to create and capture value.FindingsOur focus is on the staging flexibility in HR as exemplified by the internal career development process. This process can be viewed as a multi-stage (compound) option involving various types of HC uncertainty, HC options, and HR practices. We model staging HR deployment via the option to promote staff employees to middle-level management, itself embedding the option to rise to the top management. To empirically validate our valuation approach, we present case study research that enables quantifying the option value of a career development program and allows assessing how much a mismatch exists in a sample of ten public U.S. companies.Research limitations/implicationsThe overall staging quantification idea is important as it offers guidance as to how to value HR as a sequential investment process under uncertain demand or skill conditions. The analysis is limited to the extent that staged career development might interact with other types of human capital (e.g. switch and learning) options and HR practices (e.g. training). Human resources may also interact with other organizational intangibles, such as brand equity. Our analysis also does not account for psychological considerations from the employees' perspective, such organizational commitment facilitating trust to enable reciprocal commitments, which remains a fruitful subject for future extensions.Practical implicationsROT can provide useful guidance and tools for HR scholars and managers. By keeping tabs on HR-based flexibility value and focusing on the key input variables driving HR flexibility, HR managers can determine the flexibility value unleashed from staging the deployment of HC resources in the face of unanticipated demand and skills shifts.Originality/valueThis is the first paper that attempts to quantify the value of staged career development flexibility using the RO methodology. This article will be cited for its innovativeness in being the first to quantify the value of human capital's contribution to corporate value creation and provide objective evaluation in the context of organizational career-development programs. Besides providing useful insights to scholars, the article also demonstrates how the RO methodology can apply to actual companies and inform managerial practice offering guidelines of relevance to HR practitioners on how to quantify the value of staged HC development in an uncertain environment.

Assessing the Effects of Higher-Education Factors on the Job Satisfaction of Engineering Graduates in Korea

This paper investigates the relationship between the influential factors related to higher education and job satisfaction of engineering graduates in Korea. The education factors considered in this study can be categorized into three groups: those related to personal information, satisfaction with higher-education quality, and participation in career development programs. The Graduates Occupational Mobility Survey data collected in 2016 and provided by the Korea Employment Information Service were used to evaluate the job satisfaction of Korean engineering graduates, which was in turn analyzed using the hierarchical multiple regression approach. The verification of the statistical analysis results indicates the importance of school location and high satisfaction with overall school quality in determining the job satisfaction of engineering graduates in Korea. It also reveals that internship is more efficient in enhancing job satisfaction than relatively short-term programs such as interviews, resume coaching, and job camps.

MP38-12 ABNORMALLY METHYLATED LOCI IN TESTICULAR FIBROBLASTS FROM MEN WITH IDIOPATHIC NON-OBSTRUCTIVE AZOOSPERMIA ARE FLANKED BY SEQUENCES WITH HIGH HOMOLOGY TO PIRNAS

You have accessJournal of UrologyInfertility: Basic Research & Pathophysiology (MP38)1 Apr 2020MP38-12 ABNORMALLY METHYLATED LOCI IN TESTICULAR FIBROBLASTS FROM MEN WITH IDIOPATHIC NON-OBSTRUCTIVE AZOOSPERMIA ARE FLANKED BY SEQUENCES WITH HIGH HOMOLOGY TO PIRNAS Joseph Gabrielsen*, Larry Lipshultz, and Dolores Lamb Joseph Gabrielsen*Joseph Gabrielsen* More articles by this author , Larry LipshultzLarry Lipshultz More articles by this author , and Dolores LambDolores Lamb More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000000887.012AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Over 1% of men lack sperm in the ejaculate due to impaired sperm production (non-obstructive azoospermia, NOA). The etiology remains unknown in the majority of cases. We defined abnormal patterns of DNA methylation in the testicular fibroblasts of these men (spermatogenic cells not present for analysis) compared with patterns present in the testicular fibroblasts of fertile control men, suggesting that aberrant gene regulation may be a contributing factor. How these genes are regulated—and specifically how this methylation is regulated—remains unknown. piRNAs affect gene methylation and are critical for spermatogenesis. Thus, the objective of this project was to test the hypothesis that piRNA binding sites are present in the regions flanking abnormal DNA methylation. METHODS: Discordant methylation sites were previously identified in NOA (n=21) and fertile (n=5) men. Using R Studio, the 50 base pairs of DNA flanking each site were automatically extracted from the human genome. Machine learning was then used to create dendrograms to cluster similar sequences by individual and these sequences were compared by Clustal Omega alignment. Cross referencing the sequences with over 35,000 known piRNA sequences was then performed requiring a minimum of 7 consecutive identical bases and allowing up to two mismatches per sequence. RESULTS: Men with NOA had between 4 and 41 discordantly hypermethylated sites. In each man, Clustal Omega alignment demonstrated high homology between specific subsets of the flanking DNA sequences. Sites were usually from different chromosomes, suggesting that abnormal methylation of the DNA may be regulated by factors binding the homologous regions. Regions flanking the hypermethylated DNA sites had high homology with piRNAs, indicating that aberrant expression of piRNAs may be contributing to abnormal methylation and, consequently, infertility in these men. CONCLUSIONS: Abnormally methylated DNA in testicular fibroblasts from men with NOA is often flanked by similar DNA sequences that share high homology with piRNAs. Future studies to understand how piRNAs are involved in DNA methylation, and how aberrant expression of piRNAs may lead to infertility may identify novel mechanisms for both diagnosing and treating this condition in the future. Source of Funding: JSG is supported in part by NIH K12 DK083014 Multidisciplinary K12 Urologic Research Career Development Program (to DJL) and by the Winfield Scott Charitable Trust. DJL is supported in part by the Frederick J. and Theresa Dow Wallace Fund of the New York Community Trust and R01DK078121 from the National Institutes of Health. © 2020 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 203Issue Supplement 4April 2020Page: e573-e574 Advertisement Copyright & Permissions© 2020 by American Urological Association Education and Research, Inc.MetricsAuthor Information Joseph Gabrielsen* More articles by this author Larry Lipshultz More articles by this author Dolores Lamb More articles by this author Expand All Advertisement PDF downloadLoading ...

Dynamic formation of the malate dehydrogenase/citrate synthase multienzyme complex

The enzymes of Krebs tricarboxylic acid (TCA) cycle form multi‐enzyme complexes mediating metabolite (substrate) channeling. As metabolite channeling can enhance the pathway reactions, the multi‐enzyme complexes are postulated to regulate metabolic flux by dynamic association and dissociation. Especially, the interaction between malate dehydrogenase (MDH) and citrate synthase (CS) is expected to have significant impact on the TCA cycle flux since the forward reaction of MDH to produce oxaloacetate from malate is thermodynamically infeasible with physiological metabolite concentrations. However, the dynamics of this multi‐enzyme complex and its relationship with metabolic pathway fluxes have not been demonstrated in vivo. To this end, plate reader‐based split‐luciferase assay was developed to monitor the dynamics of the protein‐protein interaction in living yeast cells and was applied to observe the dynamics of MDH/CS multi‐enzyme complex during the transition of metabolic status. The sequences coding N‐ and C‐ terminus of highly sensitive NanoLUC luciferase were introduced into the yeast genome by homologous recombination to fuse these peptides to the C‐terminus of CS (CIT1) and MDH (MDH1) enzymes, respectively. The resulted yeast strain showed decent fluorescent signals while wild‐type cells showed no background signal. The substrate concentration and cell concentration in the culture were optimized to obtain constant signals for 120 min of measurement. Using this system, the interaction of MDH1/CIT1 complex was monitored following the changes of growth condition which are expected to induce the alteration in the TCA cycle metabolic flux. In the preliminary results, we observed the alteration of luminescence signal in some conditions which are known to modulate the TCA cycle flux. We are currently testing various conditions to analyze the relationship between the dynamics of the multi‐enzyme complex and metabolic fluxes in the TCA cycle and adjacent pathways. We are also trying to identify the factors affecting the interaction of the enzymes.Support or Funding InformationThis study is supported by National Science Foundation, Faculty Early Career Development Program 1845451 to T.O.

Meeting the Needs of Mid-Career Women in Academic Medicine: One Model Career Development Program.

Background: A gender gap in leadership exists in academic medicine. Medical school faculty rosters indicate an overrepresentation of women in entry-level positions. As positions increase in seniority and leadership responsibilities, there is an underrepresentation of women. The reasons for this discrepancy are not fully understood, but the mid-career transition is one career point that some scholars hypothesize is part of the leaky pipeline. The University of Rochester Medical Center developed a career development program (CDP) to focus on this pivotal career developmental time period. We assessed the impact of the CDP on self-assessed knowledge, competence, self-identified goals, and promotions. Materials and Methods: Four cohorts of mid-career women completed preself-assessment and postself-assessment and ranked their current knowledge and competence on 11 topics grouped into 3 career development domains. They identified three personal goals and ranked their success in achieving them at the end of the program. Facilitators followed participants annually for promotions and accomplishments. Results: Fifty-one participants reported statistically significant improvements in knowledge and competency in all domains-promotional, organizational infrastructure, and communication. They identified 148 individual goals that we grouped into 4 categories: career development (32%), leadership (26%), networking (22%), and negotiation (20%), and the majority achieved their individual goals. Upon the last review, 23.5% of women were promoted or received tenure. Conclusions: A CDP targeting the needs of mid-career women faculty in academic medicine improved knowledge and competency in multiple domains. Longitudinal data and comparison to nonparticipants are needed to fully understand its impact.

Profiling of Aspiration and Interest towards STEM and TVET Careers among Lower Secondary Students: A Malaysian Case Study

Education system in Malaysia continues to develop and expands to meet the demands of 21st century that strongly advocates the use of technology in teaching and learning. As such, basic education gives greater emphasis on two fields; STEM (Science, Technology, Engineering & Mathematics) and TVET (Technology & Vocational Education Training) in order to encourage school students to pursue higher education in STEM and TVET fields. The purpose of this study is to identify profiling of career aspiration and interest of students in both fields. Using Career Exploration Test adapted from Self Directed Search (SDS) with 90 items to evaluate six types of career interests: Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E) and Conventional (C), 138 form one from a particular secondary school in Hulu Langat district were sampled as respondents to this case study. Findings showed that the pattern of dominant traits of interest were Social (S), Investigative (I), and Realistic (R). In general, there was no difference between female and male students. However, for Realistic (R) dimension, majority of male students were dominant as compared to female students. Further findings also showed the existence of high congruency between aspiration and interest for career dimensions of Social (S), Investigative (I) and Realistic (R). This study has implications for schools and related stakeholders to conduct career development programs especially to nurture the interests among students in STEM and TVET among Form One students.

Faculty Early Career Development Program (NSF)

Federal Grants & ContractsVolume 44, Issue 7 p. 3-3 Grant Alerts Faculty Early Career Development Program (NSF) First published: 29 February 2020 https://doi.org/10.1002/fgc.30938Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume44, Issue75 March 2020Pages 3-3 RelatedInformation

The Learning Health System Competency Appraisal Inventory (LHS-CAI): A novel tool for assessing LHS-focused education needs.

There is increasing interest in health care organizations functioning as learning health systems (LHSs) to improve the quality and efficiency of health care delivery while generating new knowledge. Individuals must be trained in associated concepts and competencies and subsequently positioned (or embedded) within the delivery system for maximum effect as they perform their scholarship. Potential researchers within LHSs come from many different training backgrounds; therefore, each LHS scholar requires a goal‐directed plan tailored to his or her needs. There are few tools available to guide development, training, or evaluation of individuals interested in becoming leaders of research in LHSs. In this paper, we present a newly developed tool for guiding the training of such researchers, the Learning Health Systems Competency Appraisal Inventory (LHS‐CAI). The LHS‐CAI is modeled after the Clinical Research Appraisal Index (CRAI) used within Clinical and Translational Science Award sites across the United States. The LHS‐CAI is a tool for trainees at all levels to use with their mentors in an interactive manner. The tool can then identify areas in which more training is needed and at what level to ensure success as a researcher within LHSs. We further modified the CRAI format to better leverage the LHS‐CAI as a key part of an LHS scholar's individual development plan. To implement the LHS‐CAI, we have identified key points within the Minnesota Learning Health System Mentored Career Development Program (MN‐LHS) at which assessment of expertise for each competency would be useful to LHS scholars, mentors, and program leaders. Scholars in this program come from various clinical and academic backgrounds but are all targeting their career trajectories toward leading embedded LHS research. They will reevaluate their expertise upon completion of the program, with comparison to baseline serving as a key program evaluation tool. The LHS‐CAI is currently being implemented with the first cohort of scholars in the MN‐LHS program.

Program Evaluation of Career Development Services in Five Turkish Schools: A Preliminary Study

School counselors in Turkey, like in many other countries, are tasked with providing career development services within the broader school curriculum. Yet, both globally as well as in Turkey, the unemployment rate among youth continues to rise. In addition, Turkey is home to thousands of Syrian refugees largely concentrated in four cities, creating another layer of challenge for school counselors as career development providers. Effective programs are essential more than ever before, yet very few rigorous efforts at evaluating such programs are in place. In Turkey there are some recent policies governing both career practices and their evaluation, which represents a promising beginning for evaluating these programs locally and nationally. This preliminary qualitative study aims to provide such an example of program evaluation by measuring six key components as identified by the Career Builders Toolkit, an empirically based tool designed to develop and evaluate career and workforce development programs. Five school counseling programs in the city of Gaziantep, Turkey (which is among the cities with a very high Syrian refugee populations), were purposefully selected. Their program materials were content analyzed and, encoded around the Career Builders Toolkit six key components, were rated as being Sufficient, Existing, or Absent, thus providing information about the growth areas still needed in these school-based career development curricula. Among the largest growth areas identified were trainer curriculum and evaluation. Implications for policy, research, and practice are provided based on a Tripartite Model of Program Evaluation.

IMPLEMENTASI TEORI SUPER PADA PROGRAM LAYANAN BIMBINGAN DAN KONSELING KARIR UNTUK MAHASISWA PERGURUAN TINGGI

This literature study of guidance and counseling service programs in high school careers aim to be able to plan careers in the future. Many challenges will be faced by students in determining careers, including career uncertainty, access to information and career development programs, and economic and technological challenges. To anticipate the challenges of the hands it is necessary for universities to provide optimal service to the development of student careers. The existence of a super theory career guidance program that focuses on developing vocational identity (vocational identity) in early adulthood, is expected to help early adults in developing vocational identities as a whole, so that adolescents avoid the confusion of role confusion, especially the role of vocational identity.Keywords: Theory Super, Guidance And Counseling, Career

ГЕНДЕРНИЙ МЕНЕДЖМЕНТ У ЗАКЛАДАХ СОЦІАЛЬНОЇ СФЕРИ: СТАН ТА ПЕРСПЕКТИВИ

The article deals with gender specificity (similarities and differences) in the management activity of men-leaders and women-leaders of social sphere institutions. The practicability of taking into account this specificity in practice has been substantiated. Several methods have been used in the study, in particular, the method of questioning the heads of social institutions. In order to analyze the data, a comparative approach has been used to identify the similarities and differences in the managers of social institutions on the basis of gender, as well as to determine the set of leadership qualities for the head of this sphere according to current managers' opinion with many years of experience. Studying the experience of the participants in this study provided a number of recommendations for current and potential managers who are in search of formal leadership in order to increase the effectiveness of social protection of vulnerable population. It is important to work on your own career development program, which implies constant activity in the current state of management, pursuit of greater achievements, constant self-development, search for those areas of development that are stimulating. The second recommendation refers to planning for the future - that is a strategic plan for the development of the organization or institution you manage. It is important to consider each achievement as a prospect for continuous improvement and advancement. The next recommendation addresses persistence and resilience as a self-defense against the risk of failure, adverse and critical conditions for activity. It is important to fight against negative stereotypes and gender-based discrimination. In this respect it is important for women to be able to demonstrate the consequences of their efforts, so that the success rate will testify to their ability and skills. The following recommendation is about the importance of personal support through mechanisms such as mentoring, strong female examples, and training by outstanding leaders.

SARS-CoV-2 Can Infect the Placenta and Is Not Associated with Specific Placental Histopathology: A Series of 19 Placentas from COVID-19+ Mothers

Background: Congenital infection of SARS-CoV-2 appears to be exceptionally rare despite many cases of COVID-19 during pregnancy. Robust proof of placental infection requires demonstration of viral localization within placental tissue. Only 2 of the few cases of possible vertical transmission have demonstrated placental infection. None have shown placental expression of the ACE2 or TMPRSS2 protein, both required for viral infection. Methods: We examined 19 COVID-19 exposed placentas for histopathologic findings, and for expression of ACE2, and TMPRSS2 by immunohistochemistry. Direct placental SARS-CoV-2 expression was studied by two methods - nucleocapsid protein expression by immunohistochemistry, and RNA expression by in-situ hybridization. Findings: ACE2 membranous expression in the syncytiotrophoblast of the chorionic villi is predominantly in a polarized pattern with expression highest on the stromal side of the trophoblast. In addition, cytotrophoblast and extravillous trophoblast express ACE2. No ACE2 expression was detected in villous stroma, Hofbauer cells, or endothelial cells. TMPRSS2 expression was only present weakly in the villous endothelium and rarely in the ST. In 2 of 19 cases SARS-CoV-2 RNA was present in the placenta focally in the syncytiotrophoblast and cytotrophoblast. There was no characteristic histopathology present in our cases including the 2 placental infections. Interpretation: We found that the placenta is capable of being infected but that this event is rare. We propose one explanation could be the polarized expression of ACE2 away from the maternal blood and pronounced paucity of TMPRSS2 expression in trophoblast. Funding Statement: Vickery-Colvin Award from the Department of Pathology, Massachusetts General Hospital and Advanced Cell Diagnostics. Research reported in this publication was partially supported by the Career Development Program in Substance Use and Addiction Medicine of the National Institutes of Health under award number K12DA043490. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Health. Declaration of Interests: Disclosures: D.T.T. has received consulting fees from Merrimack Pharmaceuticals, Ventana Roche, Foundation Medicine, Inc., and EMD Millipore Sigma, which are not related to this work. D.T.T. is a founder and has equity in PanTher Therapeutics and TellBio, Inc., which is not related to this work. D.T.T. is co-founder and own equity in ROME Therapeutics, which is not related to this work. Parts of this work were supported by ACD-Biotechne (N.D., V.D., D.T.T.). Dr. Ting’s interests were reviewed and are managed by Mass General Brigham in accordance with their conflict of interest policies. M.M.-K. has received consulting fees rom H3 Biomedicine and AstraZeneca and institutional grant support from Novartis, all of which are not related to this work. D.J.R. received royalties from UpToDate and Cambridge University Press as an author, not related to this work. All other authors declare no competing interests. Ethics Approval Statement: Institutional review board approval (IRB2020P001116 and IRB2020P001001) and Research support agreement (RSA2020A005296).

Očekivanja studenata od kurseva visokoškolskih centara za razvoj karijere - slučaj Fakulteta za inženjerski menadžment

Higher education career development centres are becoming all the more important elements of higher education institutions around the world and the Republic of Serbia. In Serbia, researchers have noticed the lack of activity among the students regarding development of skills needed for the job market with the emphasis on so called transferrable skills, needed on any job or a career. As a contribution to the career counselling practice in higher education institutions in Serbia, School of Engineering Management introduced obligatory course for the students - Career Management - in order to assist the students to develop skills needed for the entrance to the job market. In the first year of the course implementation, the students had the opportunity to express their expectations from the Centre through a survey before and after attending the course. The students' expectations from the Centre have changed after attending the course and the students have become ready for more proactive role in managing their own career. The students also started to understand better the importance of acquiring transferable skills for strengthening their own employability. It is necessary for higher education institutions in Serbia to introduce compulsory career development programs for all students.

MANAGERIAL COMPETENCIES AND EDUCATION NEED OF SCHOOL HEADMASTERS IN THE CZECH REPUBLIC

The paper is focused on the analysis of managerial competencies and further education needs of headmasters of primary and secondary schools in the Czech Republic. The aim of the paper is to analyse selected competencies and activities of primary and secondary school headmasters with a focus on their work activities related to the management of teaching staff. The results of the analysis are based on the results of the authors' survey and on the secondary analysis of data from the Talis 2018 survey. The results show that in further education of managerial competencies of headmasters are mainly human resources, financial management, providing effective feedback, developing a career development program for teachers.

Do school committees in high schools make differences in educational attainment? Evidence from the Republic of Korea

학교 운영 과정에서 학교 구성원의 적극적인 참여가 필요하다는 인식이 높아져감에 따라 학교 내 협의회에 대한 관심 또한 날로 커져가고 있다. 이에 본 연구는 학교 내 협의회와 교육성과 간의 관계를 살피고 학교시책사업에 따라 두 요인 간의 관계가 변화하는 정도를 실증적으로 분석하고자 하였다. 이를 위해서 본 연구는 한국교육고용패널Ⅱ의 1차년도 자료 중 일반고등학교에 재학 중인 고등학교 2학년 학생 코호트를 대상으로 학교 내 협의회와 교육성과 간의 관계를 순서형로짓분석과 중다회귀분석으로 분석하고 교과특화사업, 진로교육사업 등 다양한 학교시책사업들과 학교 내 협의회 간의 상호작용을 살펴보았다. 분석결과, 학교운영위원회의 활성화 정도가 학생들의 학교만족도와 정적인 관계를 맺고 있는 반면, 학부모회의 활성화는 낮은 학교 만족도와 관련됨을 확인하였다. 또한 ‘교육복지우선지원사업’을 운영하는 학교의 경우 학년협의회와 학생들의 학업성취도 간의 관계는 물론, 학교운영위원회 및 교무회의와 학교만족도 간의 관계, 교과협의회와 진로개발역량 간의 관계가 정적으로 유의하게 나타남을 확인하였다. 또한 학년협의회의 활성화와 학생의 진로개발역량 간의 정적인 관계는 진로교육사업을 운영하는 학교들에서 보다 큰 것으로 나타났다. 이런 결과들을 토대로 본 연구는 학교 내 협의회의 실행이 학교 조직의 교육성과를 제고하는 데 기여할 수 있도록 이들의 활동에 대한 지속적인 모니터링이 필요하며, 학교 내 협의회를 활성화하기 위한 노력으로 학교시책사업과의 연계성을 강화하는 것이 좋은 정책적 대안이 될 수 있음을 제언하였다.Growing interests in school democracy and effectiveness call for the influence of school committees on educational attainment. Using a high school cohort of the Korea Education and Employment PanelⅡ (KEEPⅡ), we investigated the relationship between school committees and educational attainments by ordered logistic regression and multi-variate regression. We found that school boards are positively related to higher school satisfaction. On the other hand, parent committees are negatively related to lower school satisfaction. In Addition, our results show that the Education Welfare Priority Support Project and school committees have an positive interaction effect on educational attainment. Furthermore, grade committees and career development program tend to facilitate the positive interaction influence on career development competency. These results imply that it is imperative to monitor the working mechanisms of school committees and to strengthen the interconnectedness of school committees with school policies in order to enhance the influence of school committees.

Giving and receiving feedback - role play exercise

Drawing inspiration from one element of a management development programme at a large, international airline the author had helped co-design, this role play exercise was utilised in its current form as part of an experiential, two-week long MBA professional development skills induction programme. It was designed to help accelerate the formation of strong ties amongst a group of international, post-experience business school Master’s students. However, it was later also successfully deployed as an ice breaker/team building exercise for the School of Management’s group of Undergraduate Student Ambassadors, who were employed part-time during applicant visit and open days to represent the department. It might also be deployed as part of a personal tutoring or career development programme, or even within a vocationally oriented management and leadership module. The session is designed to encourage extensive student participation, and much of the 60 to 90 minutes required to successfully run this intervention should see students working in pairs or discussing their reflections in small groups. This exercise requires no prior preparation from students, and the concise role play scenarios are simultaneously both succinct and sufficiently rich, the material can be quickly absorbed and embodied in a relatively short period of time. In an increasingly competitive environment where students often identify feedback as the lowest rated satisfaction measure (see: Ferguson, 2011; Canning, 2018), this instructional guide provides university tutors with an additional, rich tool that has been shown, over many iterations, to help develop important soft skills (Ritter, Small, Mortimer & Doll, 2018).