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This integrative literature review aimed to synthesise published research on the use of expressive, reflective and creative writing in a career context, known as Career Writing. Studies included English-language research from peer-reviewed journals published between 1990 and 2020 with intervention(s) involving writing for personal and professional development in a career context. Forty-five articles were thematically analysed, and three themes identified: 1. dialogue/voice, 2. learning, and 3. wellness/well-being. Moreover, five subthemes emerged: 2a. professional development, 2b. personal development, 2c. career-identity development, 3a. psychological wellbeing, and 3b. physical health and wellness. Analysis revealed that through dialogue with themselves and others, participants learned personally and professionally and, in some cases, developed insights about career direction. Participants in some of these studies experienced psychological well-being and in four cases they experienced physical improvements. It was emotions in addition to thoughts that led to the most profound insights described in some of the research studies.

Purpose: Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework. Design/methodology/approach: Quantitative and qualitative data were collected amongst staff in 16 child centres offering joint pre-school, education and childcare. Findings: The authors' findings suggest that in general, both teachers and childcare workers perceive themselves as skilled and motivated for collaboration. They perceive aspects of opportunity to perform as most important barriers. Practical implications: Based on this research, school leaders are advised to organise opportunities for collaboration, especially by fostering an inclusive organisational climate and scheduling sufficient time for collaboration. Originality/value: This paper contributes to the relatively scarce body of research on HRM within the education sector. Furthermore, it illustrates the applicability of the AMO model for gaining insight into how educational management can be utilised to foster increased collaboration between teachers and childcare workers.

Given the influential role of organizational context for creativity, this study examines the cross-level effects of 2 prevalent contextual elements -- HR systems and relational climates -- on individual and team creativity. We have conducted a multilevel multi-source study through hierarchical linear modeling on a sample of 282 employees nested in 69 teams and 38 firms. The results show that the interplay hypotheses regarding potentially creativity-facilitating contexts were not supported. However, findings suggest that relational climates represent more effective positive predictors of creativity at both levels, above and beyond the effects of HR systems. Therefore, given their very prominent role in enacting the HR context and co-creating the climate in place, line managers should strive to consider individual and team creativity in relational settings and promote an appropriate work context categorized by relational climates. Treating creativity at 2 different levels (individual and team), and accounting for a cross-level interplay focused on the context of those important performance outcomes, have important theoretical implications for creativity and HRM research.

Abstract Background Fetal alcohol spectrum disorders (FASD) are common, yet preventable developmental disorders that stem from prenatal exposure to alcohol. This exposure leads to a wide array of behavioural and physical problems with a complex and poorly defined biological basis. Molecular investigations to date predominantly use rodent animal models, but because of genetic, developmental and social behavioral similarity, primate models are more relevant. We previously reported reduced cortical and hippocampal neuron levels in an Old World monkey (Chlorocebus sabaeus) model with ethanol exposure targeted to the period of rapid synaptogenesis and report here an initial molecular study of this model. The goal of this study was to evaluate mRNA expression of the hippocampus at two different behavioural stages (5 months, 2 years) corresponding to human infancy and early childhood. Methods Offspring of alcohol-preferring or control dams drank a maximum of 3.5 g ethanol per kg body weight or calorically matched sucrose solution 4 days per week during the last 2 months of gestation. Total mRNA expression was measured with the Affymetrix GeneChip Rhesus Macaque Genome Array in a 2 × 2 study design that interrogated two independent variables, age at sacrifice, and alcohol consumption during gestation. Results and discussion Statistical analysis identified a preferential downregulation of expression when interrogating the factor ‘alcohol’ with a balanced effect of upregulation vs. downregulation for the independent variable ‘age’. Functional exploration of both independent variables shows that the alcohol consumption factor generates broad functional annotation clusters that likely implicate a role for epigenetics in the observed differential expression, while the variable age reliably produced functional annotation clusters predominantly related to development. Furthermore, our data reveals a novel connection between EFNB1 and the FASDs; this is highly plausible both due to the role of EFNB1 in neuronal development as well as its central role in craniofrontal nasal syndrome (CFNS). Fold changes for key genes were subsequently confirmed via qRT-PCR. Conclusion Prenatal alcohol exposure leads to global downregulation in mRNA expression. The cellular interference model of EFNB1 provides a potential clue regarding how genetically susceptible individuals may develop the phenotypic triad generally associated with classic fetal alcohol syndrome.

Background Digoxin acutely increases cardiac output in patients with pulmonary arterial hypertension (PAH) and right ventricular failure; however, the effects of chronic digoxin use in PAH are unclear. Methods and Results Data from the Minnesota Pulmonary Hypertension Repository were used. The primary analysis used likelihood of digoxin prescription. The primary end point was a composite of all‐cause mortality or heart failure (HF) hospitalization. Secondary end points included all‐cause mortality, HF hospitalization, and transplant‐free survival. Multivariable Cox proportional hazards analyses determined the hazard ratios (HR) and 95% CIs for the primary and secondary end points. Among 205 patients with PAH in the repository, 32.7% (n=67) were on digoxin. Digoxin was more often prescribed to patients with severe PAH and right ventricular failure. After propensity score‐matching, 49 patients were digoxin users, and 70 patients were nonusers; of these 31 (63.3%) in the digoxin group and 41 (58.6%) in nondigoxin group met the primary end point during a median follow‐up time of 2.1 (0.6–5.0) years. Digoxin users had a higher combined all‐cause mortality or HF hospitalization (HR, 1.82 [95% CI, 1.11–2.99]), all‐cause mortality (HR, 1.92 [95% CI, 1.06–3.49]), HF hospitalization (HR, 1.89 [95% CI, 1.07–3.35]), and worse transplant‐free survival (HR, 2.00 [95% CI, 1.12–3.58]) even after adjusting for patient characteristics and severity of PAH and right ventricular failure. Conclusions In this retrospective, nonrandomized cohort, digoxin treatment was associated with greater all‐cause mortality and HF hospitalization, even after multivariate correction. Future randomized controlled trials should assess the safety and efficacy of chronic digoxin use in PAH.

Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students' competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with the implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE.

This exploratory study uses the learning-network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross-sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees' HRD activities.

This integrative literature review aimed to synthesise published research on the use of expressive, reflective and creative writing in a career context, known as Career Writing. Studies included English-language research from peer-reviewed journals published between 1990 and 2020 with intervention(s) involving writing for personal and professional development in a career context. Forty-five articles were thematically analysed, and three themes identified: 1. dialogue/voice, 2. learning, and 3. wellness/well-being. Moreover, five subthemes emerged: 2a. professional development, 2b. personal development, 2c. career-identity development, 3a. psychological wellbeing, and 3b. physical health and wellness. Analysis revealed that through dialogue with themselves and others, participants learned personally and professionally and, in some cases, developed insights about career direction. Participants in some of these studies experienced psychological well-being and in four cases they experienced physical improvements. It was emotions in addition to thoughts that led to the most profound insights described in some of the research studies. [ABSTRACT FROM AUTHOR]

Background Pulmonary hypertension (PH) is a devastating potential complication of pulmonary embolism, a manifestation of venous thromboembolism (VTE). The incidence of and risk factors for PH in those with prior VTE are poorly characterized. Methods and Results International Classification of Diseases (ICD) codes from inpatient and outpatient medical claims from MarketScan administrative databases for years 2011 to 2018 were used to identify cases of VTE, comorbidities before the VTE event, and PH occurring subsequent to the VTE event. Cumulative incidence and hazard ratios (HR), and their 95% CI, were calculated. The 170 021 VTE cases included in the analysis were on average (±SD) 57.5±15.8 years old and 50.5% were female. A total of 5943 PH cases accrued over an average follow‐up of 1.94 years. Two years after incident VTE, the cumulative incidence (95% CI) of PH was 3.5% (3.4%–3.7%) overall. It was higher among older individuals, among women (3.9% [3.8%–4.1%]) than men (3.2% [3.0%–3.3%]), and among patients presenting with pulmonary embolism (6.2% [6.0%–6.5%]) than those presenting with deep vein thrombosis only (1.1% [1.0%–1.2%]). Adjusting for age and sex, risk of PH was higher among patients with VTE with underlying comorbidities. Using the Charlson comorbidity index, there was a dose–response relationship, whereby greater scores were associated with increased PH risk (score ≥5 versus 0: HR, (2.50 [2.30–2.71])). When evaluating individual comorbidities, the strongest associations were observed with concomitant heart failure (HR, 2.17 [2.04–2.31]), chronic pulmonary disease (2.01 [1.90–2.14]), and alcohol abuse (1.66 [1.29–2.13]). Conclusions In this large, real‐world population of insured people with VTE, 3.5% developed PH in the 2 years following their initial VTE event. Risk was higher among women, with increasing age, and in those with additional comorbidities at the time of the VTE event. These data provide insights into the burden of PH and risk factors for PH among patients with VTE.

MicroRNAs (miRNAs) are short-length non-protein-coding RNA sequences that post-transcriptionally regulate gene expression in a broad range of cellular processes including neuro- development and have previously been implicated in fetal alcohol spectrum disorders (FASD). In this study, we use our vervet monkey model of FASD to follow up on a prior multivariate (developmental age × ethanol exposure) mRNA analysis (GSE173516) to explore the possibility that the global mRNA downregulation we observed in that study could be related to miRNA expression and function. We report here a predominance of upregulated and differentially expressed miRNAs. Further, the 24 most upregulated miRNAs were significantly correlated with their predicted targets (Target Scan 7.2). We then explored the relationship between these 24 miRNAs and the fold changes observed in their paired mRNA targets using two prediction platforms (Target Scan 7.2 and miRwalk 3.0). Compared to a list of non-differentially expressed miRNAs from our dataset, the 24 upregulated and differentially expressed miRNAs had a greater impact on the fold changes of their corresponding mRNA targets across both platforms. Taken together, this evidence raises the possibility that ethanol-induced upregulation of specific miRNAs might contribute functionally to the general downregulation of mRNAs observed by multiple investigators in response to prenatal alcohol exposure.

[This corrects the article DOI: 10.1371/journal.pone.0222518.].

Purpose: While factors that influence test takers' reactions to personality testing in selection contexts have been well researched, little empirical research evidence exists to determine whether these factors also apply to test takers' reactions in the context of management development (MD). The purpose of this study is, therefore, to explore what explains different test takers' reactions in the context of MD programs. Design/methodology/approach: A qualitative longitudinal approach with three phases of data collection was used, resulting in participatory workshop observations and 11 semi-structured interviews with participants from two different contexts. Data were analyzed using Qualitative Comparative Analysis (QCA). Findings: The findings show that test takers' reactions vary; some are more accepting, others are more neutral or rejecting, where perceived usefulness, clarity of purpose and perceived respectfulness are identified as distinguishing factors. Individuals also differ in terms of their awareness of assumptions and their perceived emotional safety, two emerging factors that are relevant in the MD context. Research limitations/implications: Data were collected during the MD workshops and three months after, but no records of immediate test takers' reactions were included, which could be an addition for future research. Practical implications: The findings of this study suggest that human resource development (HRD) professionals have significant impact on test takers' reactions when it comes to encouraging self-reflection and learning along personality tests. Originality/value: This study adds to existing research by offering insights into factors in MD settings where participants are concerned about aspects of fairness, learning and behavioral change.

Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.

The hexanucleotide (G4C2)-repeat expansion in the C9ORF72 gene is the most common pathogenic cause of frontotemporal dementia (FTD) and amyotrophic lateral sclerosis (ALS). This repeat expansion can be translated into dipeptide repeat proteins (DPRs), and distribution of the poly-GR DPR correlates with neurodegeneration in postmortem C9FTD/ALS brains. Here, we assessed poly-GR toxicity in zebrafish embryos, using an annexin A5-based fluorescent transgenic line (secA5) that allows for detection and quantification of apoptosis in vivo. Microinjection of RNA encoding poly-GR into fertilized oocytes evoked apoptosis in the brain and abnormal motor neuron morphology in the trunk of 1-4-days postfertilization embryos. Poly-GR can be specifically detected in protein homogenates from injected zebrafish and in the frontal cortexes of C9FTD/ALS cases. Poly-GR expression further elevated MitoSOX levels in zebrafish embryos, indicating oxidative stress. Inhibition of reactive oxygen species using Trolox showed full suppression of poly-GR toxicity. Our study indicates that poly-GR can exert its toxicity via oxidative stress. This zebrafish model can be used to find suppressors of poly-GR toxicity and identify its molecular targets underlying neurodegeneration observed in C9FTD/ALS.

Inspired by role conceptualisations and calls to rethink and reshape activities and competences of professionally qualified HRD practitioners, we examine HRD's role and its associated activities through established versions of role theory. We ask: To what extent is there congruence in role expectations of HRD practitioners and other stakeholders? We study this question by interviewing 71 HRD practitioners and non-HRD managers across 16 organisations in three countries (US/UK/NL) and by analysing their responses on HRD role expectations and perceptions, congruences and incongruences. We map our findings on a 2 × 2 matrix and find that only a small number of organisations see professional HRD practitioners as strategic partners; most organisations find themselves within a more operational HRD role definition, or somewhere 'on the fence', with mixed ideas of role perceptions. Yet, a few organisations struggle to find alignment on HRD's strategic aspirations and how those play out in practice. While our findings highlight the progress that HRD practice has made towards strategic partnership, we conclude that many HRD practitioners struggle to gain a seat at the table. We close our paper by discussing implications for HRD practice and scholarship. [ABSTRACT FROM AUTHOR]