How can gender signal employee qualities in retailing?

The occupational structure in retail employment is known to be gendered, such that women tend to occupy ‘softer’ social roles, while men tend to occupy ‘harder’ physical and technical roles. This article presents an integrative model that illustrates the balance of KSAOs (knowledge, skills, abilities, and other personality characteristics) and retail sectors between male and female retail employees, and explains how gender can signal employee qualities in the retail sector. The empirical analysis uses data from a survey of 702 respondents employed across 40 ANZSIC (Australian New Zealand Standard Industrial Classification) retail categories. Based on signalling theory, the findings suggest that an employee's gender can be an unintentional signal for unobservable qualities in retail employment, which has implications for customer service, human resource management, and gender discrimination

Draft genome sequences of Phytophthora kernoviae and Phytophthora ramorum lineage EU2 from Scotland.

Newly discovered Phytophthora species include invasive pathogens that threaten trees and shrubs. We present draft genome assemblies for three isolates of Phytophthora kernoviae and one isolate of the EU2 lineage of Phytophthora ramorum, collected from outbreak sites in Scotland.Work in the laboratory of DJS is supported by the BBSRC (BB/ L012499/1 and Nornex). Sequencing was performed by the Exeter Sequencing Service at the University of Exeter, which is supported by Wellcome Trust Institutional Strategic Support Fund (WT097835MF), Wellcome Trust Multi User Equipment Award (WT101650MA) and BBSRC LOLA award (BB/K003240/1)

Draft genome sequences of Phytophthora kernoviae and Phytophthora ramorum lineage EU2 from Scotland

Newly discovered Phytophthora species include invasive pathogens that threaten trees and shrubs. We present draft genome assemblies for three isolates of Phytophthora kernoviae and one isolate of the EU2 lineage of Phytophthora ramorum, collected from outbreak sites in Scotland

Genome sequences of 12 isolates of the EU1 lineage of Phytophthora ramorum, a fungus-like pathogen that causes extensive damage and mortality to a wide range of trees and other plants

This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record.Here we present genome sequences for twelve isolates of the invasive pathogen Phytophthora ramorum EU1. The assembled genome sequences and raw sequence data are available via BioProject accession number PRJNA177509. These data will be useful in developing molecular tools for specific detection and identification of this pathogen.This work was supported in part by a grant funded jointly by the Biotechnology and Biological Sciences Research Council, the Department for Environment, Food and Rural Affairs, the Economic and Social Research Council, the Forestry Commission, the Natural Environment Research Council and the Scottish Government, under the Tree Health and Plant Biosecurity Initiative (BB/L012499/1). PAO was supported by a joint studentship from the Fera seedcorn programme and from the Defra Future-proofing Plant Health project (PH0441). We acknowledge funding for the joint studentship from the Fera seedcorn programme and from the Defra Future-proofing Plant Health project (PH0441)

Draft genome sequences of seven isolates of Phytophthora ramorum EU2 from Northern Ireland.

Published onlineHere we present draft-quality genome sequence assemblies for the oomycete Phytophthora ramorum genetic lineage EU2. We sequenced genomes of seven isolates collected in Northern Ireland between 2010 and 2012. Multiple genome sequences from P. ramorum EU2 will be valuable for identifying genetic variation within the clonal lineage that can be useful for tracking its spread.Work in the laboratory of DJS is supported by the BBSRC (BB/ L012499/1 and Nornex). Sequencing was performed by the Exeter Sequencing Service at the University of Exeter, which is supported by Wellcome Trust Institutional Strategic Support Fund (WT097835MF), Wellcome Trust Multi-User Equipment Award (WT101650MA) and BBSRC LOLA award (BB/K003240/1). LdlMS was supported by COFORD (Council for Forest Research and Development) Ireland, Project reference: 10/721

Induced Riemannian structures on null hypersurfaces

Given a null hypersurface $L$ of a Lorentzian manifold, we construct a Riemannian metric $\widetilde{g}$ on it from a fixed transverse vector field $\zeta$. We study the relationship between the ambient Lorentzian manifold, the Riemannian manifold $(L,\widetilde{g})$ and the vector field $\zeta$. As an application, we prove some new results on null hypersurfaces, as well as known ones, using Riemannian techniques.Comment: 26 page

Emergency Medicine Residents’ Self‐assessments Play a Critical Role When Receiving Feedback

Objectives Emergency medicine ( EM ) faculty often aim to improve resident performance by enhancing the quality and delivery of feedback. The acceptance and integration of external feedback is influenced by multiple factors. However, it is interpreted through the “lens” of the learner's own self‐assessment. Ideally, following an educational activity with feedback, a learner should be able to generate and act upon specific learning goals to improve performance. Examining the source of generated learning goals, whether from one's self‐assessment or from external feedback, might shed light on the factors that lead to improvement and guide educational initiatives. Using a standard oral board scenario, the objective of this study was to determine the effects that residents’ self‐assessment and specific feedback from faculty have on not only the generation of learning goals but also the execution of these goals for performance improvement. Methods In this cross‐sectional educational study at four academic programs, 72 senior EM residents participated in a standardized oral board scenario. Following the scenario, residents completed a self‐assessment form. Next, examiners used a standardized checklist to provide both positive and negative feedback. Subsequently, residents were asked to generate “ SMART ” learning goals (specific, measurable, attainable, realistic, and time‐bound). The investigators categorized the learning goals as stemming from the residents’ self‐assessments, feedback, or both. Within 4 weeks, the residents were asked to recall their learning goals and describe any actions taken to achieve those goals. These were grouped into similar categories. Descriptive statistics were used to summarize the data. Results A total of 226 learning goals were initially generated (mean ± SD  = 3.1 ± 1.3 per resident). Forty‐seven percent of the learning goals were generated by the residents’ self‐assessments only, while 27% were generated by the feedback given alone. Residents who performed poorly on the case incorporated feedback more often than high performers when generating learning goals. Follow‐up data collection showed that 62 residents recalled 89 learning goals, of which 52 were acted upon. On follow‐up, the numbers of learning goals from self‐assessment and feedback were equal (25% each, 13 of 52), while the greatest number of reportedly executed learning goals came from self‐assessments and feedback in agreement (40%). Conclusions Following feedback on an oral board scenario, residents generated the majority of their learning goals from their own self‐assessments. Conversely, at the follow‐up period, they recalled an increased number of learning goals stemming from feedback, while the largest proportion of learning goals acted upon stemmed from both feedback and self‐assessments in agreement. This suggests that educators need to incorporate residents’ self‐assessments into any delivered feedback to have the greatest influence on future learning goals and actions taken to improve performance. Resumen Objetivos El profesorado de Medicina de Urgencias y Emergencias ( MUE ) a menudo tiene el objetivo de mejorar el rendimiento del residente y mejorar la calidad y el aporte de retroalimentación al residente. La aceptación e integración de la retroalimentación externa están influidas por múltiples factores. Sin embargo, se interpreta a través de “los ojos” de la propia autoevaluación del alumno. Lo ideal sería que, tras una actividad formativa con retroalimentación, un alumno fuera capaz de generar y actuar por objetivos de aprendizaje específicos ( OAE ) para mejorar el rendimiento. La observación de la fuente de OAE generados, bien desde la autoevaluación de uno mismo o la retroalimentación externa, podría dar luz a los factores que permiten una vía de mejora y guiar las iniciativas formativas. A través del escenario de un examen oral clásico, el objetivo de este estudio fue determinar los efectos que la autoevaluación de los residentes y la retroalimentación específica del profesorado tienen, no sólo en la generación de OAE , sino también en la ejecución de estos objetivos en la mejora del rendimiento. Metodología En este estudio docente transversal de cuatro programas universitarios participaron 72 residentes avanzados de MUE en el escenario de un examen oral clásico. Tras el examen, los residentes completaron un formulario de autoevaluación. Después, los examinadores utilizaron una lista de comprobación estandarizada para proporcionar retroalimentación positiva y negativa. Posteriormente, se pidió a los residentes generar OAE “ SMART ” [Specific (específico), Measurable (cuantificable), Attainable (asequible), Realistic (realista), Time‐bound (tiempo determinado)]. Los investigadores clasificaron los OAE como derivados de las autoevaluaciones de los residentes y/o la retroalimentación. En las primeras cuatro semanas, se pidió a los residentes recordar sus OAE y describir cualquier acción llevada a cabo para conseguir aquellos objetivos. Éstos se agruparon en categorías similares. Se utilizó la estadística descriptiva para resumir los datos. Resultados Se generó un total de 226 OAE (media por residente 3,1; DE ±1,3). Un 47% de los OA se generaron sólo por las autoevaluaciones de los residentes y un 27% sólo por la retroalimentación. Los residentes que rindieron pobremente en el caso, incorporaron la retroalimentación más a menudo que los que tuvieron un rendimiento alto cuando se generaron los OAE . Los datos del seguimiento mostraron que 62 residentes recordaron 89 OAE , de los cuáles 52 se llevaron a cabo. En el seguimiento, el número de OAE de la autoevaluación y de la retroalimentación fue el mismo (25% cada uno, 13 de 52), mientras que el mayor número de OAE supuestamente llevados a cabo vino por igual de las autoevaluaciones y de la retroalimentación (40%). Conclusiones Tras la retroalimentación en un examen oral, los residentes generaron la mayoría de sus OAE desde sus propias autoevaluaciones. Al contrario, tras un periodo de seguimiento, recordaron un número mayor de OAE derivados de la retroalimentación, mientras que la mayor proporción de OAE llevados a cabo derivan por igual tanto de la retroalimentación como de la autoevaluación. Esto sugiere que los docentes necesitan incorporar la autoevaluación de los residentes en cualquier retroalimentación proporcionada con el fin de tener la mayor influencia en los futuros OAE y las acciones llevadas a cabo para mejorar su rendimiento.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/100309/1/acem12231.pd

Draft genome sequences of seven isolates of Phytophthora ramorum EU2 from Northern Ireland

Here we present draft-quality genome sequence assemblies for the oomycete Phytophthora ramorum genetic lineage EU2. We sequenced genomes of seven isolates collected in Northern Ireland between 2010 and 2012. Multiple genome sequences from P. ramorum EU2 will be valuable for identifying genetic variation within the clonal lineage that can be useful for tracking its spread

Assay strategies for the discovery and validation of therapeutics targeting <i>Brugia pahangi</i> Hsp90

The chemotherapy of lymphatic filariasis relies upon drugs such as diethylcarbamazine and ivermectin that largely target the microfilarial stages of the parasite, necessitating continued treatment over the long reproductive life span of the adult worm. The identification of compounds that target adult worms has been a long-term goal of WHO. Here we describe a fluorescence polarization assay for the identification of compounds that target Hsp90 in adult filarial worms. The assay was originally developed to identify inhibitors of Hsp90 in tumor cells, and relies upon the ability of small molecules to inhibit the binding of fluorescently labelled geldanamycin to Hsp90. We demonstrate that the assay works well with soluble extracts of Brugia, while extracts of the free-living nematode C. elegans fail to bind the probe, in agreement with data from other experiments. The assay was validated using known inhibitors of Hsp90 that compete with geldanamycin for binding to Hsp90, including members of the synthetic purine-scaffold series of compounds. The efficacy of some of these compounds against adult worms was confirmed in vitro. Moreover, the assay is sufficiently sensitive to differentiate between binding of purine-scaffold compounds to human and Brugia Hsp90. The assay is suitable for high-throughput screening and provides the first example of a format with the potential to identify novel inhibitors of Hsp90 in filarial worms and in other parasitic species where Hsp90 may be a target