There are about 20 types of human papillomaviruses (HPVs) which are generally believed to be confined to the anogenital tract. HPV 16 is the most common of these. Four squamous cell carcinomas of the finger from three individuals were analyzed for the presence of HPV DNA by Pst 1 restriction enzyme digest and Southern blotting. Under high stringency conditions, all were positive for HPV 16. The DNA from each patient was digested with a panel of restriction enzymes so that integration of HPV into the genome could be evaluated. Three of three samples contained high molecular weight oligomeric circular DNA arranged as catanates. None showed integration. To determine if the HPV was transcriptionally active, RNA was isolated, reverse transcribed, and amplified using primers that amplified the unspliced E6 transcript and the E6I and E6II spliced transcripts. All of the patient biopsies assayed expressed the unspliced E6 transcript and the spliced E6I transcript with the E6I transcript being the most abundant. The E6II transcript was not detected in any of the samples. These findings indicate that HPV plays a role in the development of squamous cell carcinoma of the finger and the role of the malignant genital HPV needs to be carefully looked at in areas outside the genital region. It also suggests that the natural history of HPV in areas outside the cervix may not be identical to that of HPV in the anogenital region.

Although many factors influence career goals, recent research in women's career development have focused on issues such as gender role attitudes, family issues, multiple role conflict, and the effects of support and barriers (Hackett 1997). In this study, senior engineering students were given surveys designed to measure their self-concept of actual self, ideal self, and a generic engineer (career self). The 50 adjectives female engineering students used to describe actual self, ideal self, and career self were compared with their male engineering counterparts and female education students. These descriptors were split into the following four categories: 1) self-confident/ goal-directed 2) emotional/ positive attitude 3) creative /unconventional and 4) sociable/outgoing. Significant differences were found for both sets of comparisons, especially in the emotional and sociable categories.In addition to the quantitative data, students were asked to explore what a standard working day might be like for them in the future. These answers were then analyzed using qualitative research techniques. Both quantitative and qualitative data indicate that female engineering students appear to be stuck in the middle of trying to balance personal needs or goals with professional ones. This study suggests that role conflict may create more problems for women who enter a non-traditional field such as engineering. SummaryAlthough many factors influence career goals, recent research in women's career development have focused on issues such as gender role attitudes, family issues, multiple role conflict, and the effects of support and barriers (Hackett 1997). Social cognitive career development theories focus heavily on self-efficacy beliefs. Hackett and Betz (1981) have suggested that women's gender role socialization process does not provide them many opportunities to develop selfefficacy in tasks that are necessary for traditionally male occupations. Although self-efficacy has been linked to career gender role stereotypes, in this presentation we will focus on self-concept. Self-efficacy judgments emphasize mastery criteria (Zimmerman, 1995) and are influenced by evaluating the self in comparison with past performance (Bong & Clark, 1999). Self-concept, which is related to self-efficacy, stresses normative assessment of ability, such as being better than others (Zimmerman, 1995;Bong, 1998). As gender role stereotypes are more strongly influenced by norm-referenced comparisons than criterionreferenced comparisons, we examined students' self-concept to reveal an underlying mechanism of gender role stereotype and its relation with career commitment. Specifically, we recruited

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The Alliance is a network of coordinators and faculty from Biomedical Engineering units that place undergraduate and graduate students in industrial internship experiences. This network provides tools that aid in placing students in opportunities nearer home, in industries specializing in work that matches particular interests, in positions that were obtained through the national effort, and in local positions that would go unused. The Alliance web and phone-based support system enhances each unit's individual efforts by offering additional opportunities and resources. The Alliance has evolved from a small group of 16 initial trial participants, to the current state of over 30 active participants. Evolution of the software and web sites that support the Alliance has occurred through feedback from coordinators, students and companies. A formal survey of our constituents allows for continued improvement of the system and development of a true value-added Alliance. Such feedback is being used to simplify the methods for collecting and distributing student applications. We will explore examples, statistics, and initial results of the first of the full year of the Alliance and address its future direction and growth.