The Persistence of Working Poor Families in a Changing U.S. Job Market: An Integrative Review of the Literature

This article explores the persistence of working poor families in the United States— families that live on the threshold of poverty despite at least one family member working full-time. The persistence of poverty in the United States has been exacerbated by recent changes in the job market that have altered the composition and availability of jobs due to technological unemployment, the polarization of jobs, declining job quality, and stagnation in job growth. The relationships between the persistence of working poor families and these changes in the job market are examined. The article concludes with a review of human resource development (HRD) research on poverty and the working poor, and a discussion of the implications of the persistence of working poor families for HRD research and practice

Early History of the Fields of Practice of Training and Development and Organization Development

The Problem: While the time and place of the birth of the Academy of Human Resource Development are documented, the field of human resource development (HRD) has historical roots that began decades earlier with the emergence of training and development and organization development as fields of practice. The Solution: This article addresses the early history of training and development and organization development, and begins with the influence of World War II on work-related education and training and ends in the mid-1990s. It traces the origins of the field up to, but not including, the founding of the Academy of Human Resource Development in 1994. The historical development of training and development and organization development is shown to be a confluence of historical events and the intellectual contributions of seminal thinkers. The Stakeholders: Stakeholders for this article are researchers, practitioners, and others interested in the history of training and development and organization development

Talent Development of Refugee Women

In almost all refugee populations approximately half are women (Martin, 2004; UNHCR, 2014). The United Nations High Commissioner for Refugees (UNHCR) describes refugees as individuals who are forced to migrate to other countries due to war, civil unrest, or fears of persecution. Not only do refugees receive no protection from their own government, it is frequently their own country that has threatened their personal security and freedom. Refugee women face particular challenges when integrating into new communities, especially industrialized countries. Young women may unexpectedly be required to assume the role of caregivers or sole breadwinners when traditional heads of household are unable to learn local languages, or have difficulties adapting to the workforce. Older or single mothers lack the traditional support and friendship networks that extended families provide (Yakushko, 2010). Often unprepared for the new work environment, many refugee women lack sufficient language skills, technological experience, or cultural competence to adequately support a household or even themselves. Past experiences of trauma may exacerbate the difficulties of transition (UNHCR, 2008). Part of claiming a rightful place in the host countries is full participation in society. Women who are alone or who are heads of household must be assisted with the tools and training that will permit them to acquire housing, transportation, healthcare, and other necessities, with the eventual goal of being fully independent and contributing members of their new communities. Preparing for the workforce through talent development is the first step on their journey of independence and empowerment (Yakushko, Backhaus, Watson, Ngaruiya, & Gonzalez, 2008). In this chapter, we will discuss how potential talent can be identified and developed during the critical stage of pre-employment of refugee women resettling in industrialized countries

Refugee Students in Community Colleges: How Colleges Can Respond to an Emerging Demographic Challenge

This practice brief provides recommendations for community college leaders in addressing the educational needs of refugee students in community colleges. Despite increasingly diverse immigrant populations at community colleges, there is limited research examining refugee students and their needs in higher education settings. Educational needs related to social support, cultural competency of the campus community, and financial assistance are found to be salient for refugee students. Implications for community colleges are discussed from the perspective of validation and community cultural wealth. Strategies that meet the needs of refugee students include expanding social networks that involve local community organizations, developing specific support programs for refugees, facilitating culturally-responsive teaching and learning practices, and considering demographic trends of refugees in strategic planning efforts

A novel mutation in NDUFB11 unveils a new clinical phenotype associated with lactic acidosis and sideroblastic anemia

NDUFB11, a component of mitochondrial complex I, is a relatively small integral membrane protein, belonging to the 'supernumerary' group of subunits, but proved to be absolutely essential for the assembly of an active complex I. Mutations in in the X-linked nuclear encoded NDUFB11 gene have recently been discovered in association with two distinct phenotypes, i.e. microphthalmia with linear skin defects and histiocytoid cardiomyopathy. We report on a male with complex I deficiency, caused by a de novo mutation in NDUFB11 and displaying early onset sideroblastic anemia as the unique feature. This is the third report that describes a mutation in NDUFB11 but all are associated to a different phenotype. Our results further expand the molecular spectrum and associated clinical phenotype of NDUFB11 defects

Novel TOP3A Variant Associated With Mitochondrial Disease: Expanding the Clinical Spectrum of Topoisomerase III Alpha-Related Diseases

ObjectivesTopoisomerase III alpha plays a key role in the dissolution of double Holliday junctions and is required for mitochondrial DNA (mtDNA) replication and maintenance. Sequence variants in the TOP3A gene have been associated with the Bloom syndrome-like disorder and described in an adult patient with progressive external ophthalmoplegia. The purpose of this report is to expand the clinical phenotype of the TOP3A-related diseases and clarify the role of this gene in primary mitochondrial disorders.MethodsA 44-year-old woman was referred to our hospital because of exercise intolerance and creatine kinase increase. Muscle biopsy and a targeted next-generation sequencing (NGS) analysis were performed.ResultsA histopathologic assessment documented a mitochondrial myopathy, and a molecular analysis revealed a novel homozygous variant in the TOP3A gene associated with multiple mtDNA deletions.DiscussionThis case suggests that TOP3A is one of the several nuclear genes associated with mtDNA maintenance disorder and expands the spectrum of its associated phenotypes, ranging from a clinical condition defined Bloom syndrome-like disorder to canonical mitochondrial syndromes