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Purpose: Methods for facilitating learning and knowledge transfer in multigenerational workplaces are of importance to organizations. Yet, intergenerational learning is vastly understudied in academic organizational literature. This conceptual paper aims to recommend future directions for studying intergenerational learning by examining three interrelated considerations. Design/methodology/approach: General knowledge management concepts, various generationally based perspectives on training and low-stakes development initiatives, are examined by integrating the existing literature. Findings: The authors suggest that improved learning will occur in organizations that facilitate targeted socialization, respond to new preferences and trends in development programs while leveraging multiple approaches including informal/individualized initiatives (such as on-the-job education, mentorship programs) and embrace multiple types of volunteering activities. Originality value: Although other work has reviewed intergenerational learning, this is the first research to focus on multigenerational learning while considering tacit and practical learning transference from inside and outside the organization.

The COVID-19 pandemic has drastically impacted work, economy, and way of life. Sensitive measurement of SARS-CoV-2 specific antibodies would provide new insight into pre-existing immunity, virus transmission dynamics, and the nuances of SARS-CoV-2 pathogenesis. To date, existing SARS-CoV-2 serology tests have limited utility due to insufficient reliable detection of antibody levels lower than what is typically present after several days of symptoms. To measure lower quantities of SARS-CoV-2 IgM, IgG, and IgA with higher resolution than existing assays, we developed a new ELISA protocol with a distinct plate washing procedure and timed plate development via use of a standard curve. Very low optical densities from samples added to buffer coated wells at as low as a 1:5 dilution are reported using this ‘BU ELISA’ method. Use of this method revealed circulating SARS-CoV-2 receptor binding domain (RBD) and nucleocapsid protein (N) reactive antibodies (IgG, IgM, and/or IgA) in 44 and 100 percent of pre-pandemic subjects, respectively, and the magnitude of these antibodies tracked with antibody levels of analogous viral proteins from endemic coronavirus (eCoV) strains. The disease status (HIV, SLE) of unexposed subjects was not linked with SARS-CoV-2 reactive antibody levels; however, quantities were significantly lower in subjects over 70 years of age compared with younger counterparts. Also, we measured SARS-CoV-2 RBD- and N- specific IgM, IgG, and IgA antibodies from 29 SARS-CoV-2 infected individuals at varying disease states, including 10 acute COVID-19 hospitalized subjects with negative serology results by the EUA approved Abbott IgG chemiluminescent microparticle immunoassay. Measurements of SARS-CoV-2 RBD- and N- specific IgM, IgG, IgA levels measured by the BU ELISA revealed higher signal from 9 of the 10 Abbott test negative COVID-19 subjects than all pre-pandemic samples for at least one antibody specificity/isotype, implicating improved serologic identification of SARS-CoV-2 infection via multi-parameter, high sensitive antibody detection. We propose that this improved ELISA protocol, which is straightforward to perform, low cost, and uses readily available commercial reagents, is a useful tool to elucidate new information about SARS-CoV-2 infection and immunity and has promising implications for improved detection of all analytes measurable by this platform.

School leadership during the pandemic serves as the contextual backdrop for this conceptual article. Specifically, we believe the preparation of today’s school leaders must be re-examined to consider the inclusion of frameworks that consider not only how principals might navigate extreme crises but also how they look after themselves and their wellbeing in ways that may curb the chronic stress that often leads to professional burnout. In this article, we tie together three bodies of literature – crisis management, leadership in turbulence, and self-care – and introduce a conceptual framework that may help us reconsider the preparation of today’s school leader. These bodies of literature, while not yet broadly studied in education, are key to our understanding of how school leaders can successfully practice their new day-to-day practices after experiencing turmoil under the COVID-19 pandemic.

This article considers how training professionals can respond to differences in training preferences between generational groups. It adopts two methods. First, it surveys the existing research and finds generally that preferences for training approaches can differ between groups and specifically that younger employees are perceived to leverage technology more at work. Second, it uses a qualitative grounded theory approach to examine the perspectives of a sample of older and a sample of younger workers in the United States. It finds that both samples perceive a greater comfort level of younger employees in leveraging technology-enabled training and that the older sample were more comfortable with on-the-job and mentorship development efforts than more formal approaches. The implication for practice is that training needs to be more innovative so that, for any particular training intervention, potential trainees have a degree of freedom of choice of learning style. Possible approaches are discussed.

BackgroundWe conducted a mediation analysis of the provider team's role in changes to chronic condition medication adherence among cancer survivors.MethodsWe used a retrospective, longitudinal cohort design following Medicare beneficiaries from 18-months before through 24-months following cancer diagnosis. We included beneficiaries aged ≥66 years newly diagnosed with breast, colorectal, lung or prostate cancer and using medication for non-insulin anti-diabetics, statins, and/or anti-hypertensives and similar individuals without cancer from Surveillance, Epidemiology, and End Results-Medicare data, 2008-2014. Chronic condition medication adherence was defined as a proportion of days covered ≥ 80%. Provider team structure was measured using two factors capturing the number of providers seen and the historical amount of patient sharing among providers. Linear regressions relying on within-survivor variation were run separately for each cancer site, chronic condition, and follow-up period.ResultsThe number of providers and patient sharing among providers increased after cancer diagnosis relative to the non-cancer control group. Changes in provider team complexity explained only small changes in medication adherence. Provider team effects were statistically insignificant in 13 of 17 analytic samples with significant changes in adherence. Statistically significant provider team effects were small in magnitude (ConclusionsIncreased complexity in the provider team associated with cancer diagnosis did not lead to meaningful reductions in medication adherence. Interventions aimed at improving chronic condition medication adherence should be targeted based on the type of cancer and chronic condition and focus on other provider, systemic, or patient factors.

The purpose of this study is to determine the relationship between teachers’ perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers leaving the profession and moving schools in teachers who cite accountability policies as a factor in their employment decision. These findings demonstrate a relationship between teachers’ perceptions of accountability policies, perception of their working conditions, and turnover. These results have important implications for policy makers and educational leaders as the U.S. transitions from the No Child Left Behind era to the implementation of the Every Student Succeeds Act.

Purpose: Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach: This study used the 1999-2000 schools and staffing survey, n = 8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings: Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value: Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

Purpose: While school leadership literature has searched for practices with the largest effect on outcomes, we know little about how these behaviors vary by context. Further, recent shifts to include teachers in leadership have prompted a need for purposeful distinction between teacher and principal perceptions and roles. Person-centered statistics offer a means to study differences in how teachers and principals perceive leadership by context, how these perceptions interact, and the extent to which this interaction influences teacher decisions, such as whether or not to remain at their current school. The paper aims to discuss these issues. Design/methodology/approach: This study applies a two-level latent class analysis (LCA) with a cross-level interaction to the 1999-2000 Schools and Staffing Survey (SASS), n = 35,560 teachers across n = 7,310 US public schools. SASS includes a comprehensive set of leadership measures, not found in other surveys, collected when US schools restructured to include teachers in leadership. Multilevel LCA helps to identify different types of teachers and principals in leadership, the distribution of teacher types across principal types and to test the extent that these types predict teacher retention decisions. Findings: Teacher and principal types were best defined by the survey items that addressed their own role not the role of the other. The highest and lowest responding teacher types were evenly distributed across principal types. Teacher types who reported the lowest principal-directed leadership were more likely to leave their school regardless of principal type. Originality/value: This study provides evidence for how leadership differs across perceptions and context and, in turn, influences teacher retention.

We calculate the amplitude-to-phase (AM-to-PM) noise conversion in a modified unitraveling carrier photodetector. We obtained two nulls as measured in the experiments, and we explain their origin. The nulls appear due to the transit time variation when the average photocurrent varies, and the transit time variation is due to the change of electron velocity when the average photocurrent varies. We also show that the AM-to-PM conversion coefficient depends only on the pulse energy and is independent of the pulse duration when the duration is less than 500 fs. When the pulse duration is larger than 500 fs, the nulls of the AM-to-PM conversion coefficient shift to larger average photocurrents. This shift occurs because the increase in that pulse duration leads to a decrease in the peak photocurrent. The AM-to-PM noise conversion coefficient changes as the repetition rate varies. However, the repetition rate does not change the AM-to-PM conversion coefficient as a function of input optical pulse energy. The repetition rate changes the average photocurrent. We propose a design that would in theory improve the performance of the device.

Background: Telehealth (telemedicine and telepharmacy) services increase access to patient services and ensure continuity of care. However, few studies have assessed factors that influence patients' willingness to use telehealth services, and we sought to investigate this. Objective: This study aims to examine respondents' (aged between 45 and 75 years) willingness to use telehealth services (telepharmacy and telemedicine) and the correlates of the willingness to use telehealth services. Methods: We administered a cross-sectional national survey of 1045 noninstitutionalized US adults aged between 45 and 75 years in March and April 2021. Multiple logistic regression analyses were used to identify demographic and health service use correlates of self-reported willingness to use telehealth services. Results: Overall willingness to use telemedicine was high (674/1045, 64.5%). Adults aged 55 years and older were less willing to use telemedicine (aged between 55 and 64 years: odds ratio [OR] 0.61, 95% CI 0.42-0.86; aged 65 years or older: OR 0.33, 95% CI 0.22-0.49) than those younger than 55 years. Those with a regular provider (OR 1.01, 95% CI 1-1.02) and long travel times (OR 1.75, 95% CI 1.03-2.98) were more willing to use telemedicine compared to those without a regular provider and had shorter travel times, respectively. Willingness to use telemedicine services increased from 64.5% (674/1045) to 83% (867/1045) if the service was low-cost or insurance-covered, was with their existing health care provider, or was easy-to-use. Overall willingness to use telepharmacy was 76.7% (801/1045). Adults aged older than 55 years were less willing to use telepharmacy (aged between 55 and 64 years: OR 0.57, 95% CI 0.38-0.86; aged 65 years or older: OR 0.24, 95% CI 0.15-0.37) than those younger than 55 years. Those who rated pharmacy service quality higher were more willing to use telepharmacy (OR 1.06, 95% CI 1.03-1.09) than those who did not. Conclusions: Respondents were generally willing to use telehealth (telemedicine and telepharmacy) services, but the likelihood of their being willing to use telehealth decreased as they were older. For those initially unwilling (aged 55 years or older) to use telemedicine services, inexpensive or insurance-covered services were acceptable. [ABSTRACT FROM AUTHOR]

1 | INTRODUCTION Only 51% of HIV-positive children across 21 high-burden sub-Saharan African countries are on lifesaving antiretroviral therapy (ART) [1]. Data from this region show that in the absence [...], Introduction: Despite notable progress towards PMTCT, only 50% of HIV-exposed infants in sub-Saharan Africa were tested within the first 2 months of life and only 30% of HIV-infected infants are on antiretroviral treatment. This study assessed HIV prevalence in infants and children receiving care at various service entry points in primary healthcare facilities in Uganda. Methods: A total of 3600 infants up to 24 months of age were systematically enrolled and tested at four regional hospitals across Uganda. Six hundred infants were included and tested from six facility entry points: PMTCT, immunization, inpatient, nutrition, outpatient and community outreach services. Findings: The traditional EID entry point, PMTCT, had a prevalence of 3.8%, representing 19.6% of the total HIV-positive infants identified in the study. Fifty percent of the 117 identified HIV-positive infants were found in the nutrition wards, which had a prevalence of 9.8% (p < 0.001 compared to PMTCT). Inpatient wards had a prevalence of 3.5% and yielded 17.9% of the HIV-positive infants identified. Infants tested at immunization wards and through outreach services identified 0.8% and 1.7% of the HIV-positive infants respectively, and had a prevalence of less than 0.3%. Conclusions: Expanding routine early infant diagnosis screening beyond the traditional PMTCT setting to nutrition and inpatient entry points will increase the identification of HIV-infected infants. Careful reflection for appropriate testing strategies, such as maternal re-testing to identify new HIV infections and HIV-exposed infants in need of follow-up testing and care, at immunization and outreach services should be considered given the expectedly low prevalence rates. These findings may help HIV care programmes significantly expand testing to improve access to early infant diagnosis and paediatric treatment. Keywords: HIV; infants; entry point; prevalence; case finding