Background In April, 2020, clinicians in the UK observed a cluster of children with unexplained inflammation requiring admission to paediatric intensive care units (PICUs). We aimed to describe the clinical characteristics, course, management, and outcomes of patients admitted to PICUs with this condition, which is now known as paediatric inflammatory multisystem syndrome temporally associated with SARS-CoV-2 (PIMS-TS). MethodsWe did a multicentre observational study of children (aged <18 years), admitted to PICUs in the UK between April 1 and May 10, 2020, fulfilling the case definition of PIMS-TS published by the Royal College of Paediatrics and Child Health. We analysed routinely collected, de-identified data, including demographic details, presenting clinical features, underlying comorbidities, laboratory markers, echocardiographic findings, interventions, treatments, and outcomes; serology information was collected if available. PICU admission rates of PIMS-TS were compared with historical trends of PICU admissions for four similar inflammatory conditions (Kawasaki disease, toxic shock syndrome, haemophagocytic lymphohistiocytosis, and macrophage activation syndrome). Findings 78 cases of PIMS-TS were reported by 21 of 23 PICUs in the UK. Historical data for similar inflammatory conditions showed a mean of one (95% CI 0•85-1•22) admission per week, compared to an average of 14 admissions per week for PIMS-TS and a peak of 32 admissions per week during the study period. The median age of patients was 11 years (IQR 8-14). Male patients (52 [67%] of 78) and those from ethnic minority backgrounds (61 [78%] of 78) were over-represented. Fever (78 [100%] patients), shock (68 [87%]), abdominal pain (48 [62%]), vomiting (49 [63%]), and diarrhoea (50 [64%]) were common presenting features. Longitudinal data over the first 4 days of admission showed a serial reduction in C-reactive protein (from a median of 264 mg/L on day 1 to 96 mg/L on day 4), D-dimer (4030 µg/L to 1659 µg/L), and ferritin (1042 μg/L to 757 μg/L), whereas the lymphocyte count increased to more than 1•0 × 10⁹ cells per L by day 3 and troponin increased over the 4 days (from a median of 157 ng/mL to 358 ng/mL). 36 (46%) of 78 patients were invasively ventilated and 65 (83%) needed vasoactive infusions; 57 (73%) received steroids, 59 (76%) received intravenous immunoglobulin, and 17 (22%) received biologic therapies. 28 (36%) had evidence of coronary artery abnormalities (18 aneurysms and ten echogenicity). Three children needed extracorporeal membrane oxygenation, and two children died.Interpretation During the study period, the rate of PICU admissions for PIMS-TS was at least 11-fold higher than historical trends for similar inflammatory conditions. Clinical presentations and treatments varied. Coronary artery aneurysms appear to be an important complication. Although immediate survival is high, the long-term outcomes of children with PIMS-TS are unknown.Funding None.

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This study was conducted to determine the validity of noncognitive and cognitive predictors of the performance of college students at the end of their 4th year in college. Results indicate that the primary predictors of cumulative college grade point average (GPA) were Scholastic Assessment Test/American College Testing Assessment (SAT/ACT) scores and high school GPA (HSGPA) though biographical data and situational judgment measures added incrementally to this prediction. SAT/ACT scores and HSGPA were collected and used in various ways by participating institutions in the admissions process while situational judgment measures and biodata were collected for research purposes only during the first few weeks of the participating students' freshman year. Alternative outcomes such as a self-report of performance on a range of student performance dimensions and a measure of organizational citizenship behavior, as well as class absenteeism, were best predicted by noncognitive measures. The racial composition of a student body selected with only cognitive measures or both cognitive and noncognitive measures under various levels of selectivity as well as the performance of students admitted under these scenarios is also reported. The authors concluded that both the biodata and situational judgment measures could be useful supplements to cognitive indexes of student potential in college admissions.Keywords: college admissions, selection, noncognitive measures, biodata, situational judgment As is true when organizations hire employees, colleges and universities seek to admit and recruit the best students. Just as the qualifications deemed to make a good employee vary across organizations or managers, so do the factors underlying notions about excellent student performance. In the educational context, these factors vary as a function of the university or admissions personnel who evaluate student credentials and performance. Traditionally, college admissions personnel use high school grade point averages (HSGPA), standardized tests of cognitive ability in the areas of verbal and mathematical skills (Scholastic Assessment Test/American College Testing Assessment, or SAT/ACT), and sometimes records of achievement in specific subject matter areas to assess student potential. Each factor provides unique information about the applicant. Letters of recommendation, essays, or interviews are being used increasingly by universities to complement these HSGPA and SAT/ACT scores. Schools vary widely in their assessment of the information contained in these supplemental materials. For example, while a reviewer at one school might assign a subjective rating to each component of the application, a reviewer at another school might form ratings of personal qualities (e.g., leadership) on the basis of a holistic review of the materials (Rigol, 2003). Clearly, any systematic and thorough processing of this information, especially when large numbers of applicants must be processed in a short period of time, places a heavy burden on admissions p...

Voice, or the expression of work-related suggestions or opinions, can help teams access and utilize members' privately held knowledge and skills and improve collective outcomes. However, recent research has suggested that sometimes, rather than encourage positive outcomes for teams, voice from members can have detrimental consequences. Extending this research, we highlight why it is important to consider voice centralization within teams, or the extent to which voice is predominantly emanating from only a few members rather than equally spread across all members. We argue that, under certain circumstances, voice centralization is harmful to the utilization of members' expertise in the team and, thereby, to team performance. Specifically, we propose that voice centralization is likely to have negative effects when it occurs around members who are more socially dominant or are less reflective. We find support for our arguments in a sample of 78 teams (319 team members) working on graduate student projects in a business school over a semester. Overall, through our theory and results, we showcase why it is important for future studies to examine the distribution of voice among team members. (PsycINFO Database Record