Securing a business loan : how important is gender

This report examines the role of gender in business and evalates whether there is a evidence of gender bias when it comes to securing bank loans

Quality Indicators Guiding Secondary Career and Technical Education Programs of Study

The purpose of this study was to examine quality indicators currently guiding the rigor of secondary career and technical education (CTE) programs of study in the United States. Quality indicators are desirable characteristics or expectations for a comprehensive and effective CTE program of study. As of May 2017, we were able to locate publicly accessible secondary CTE quality program standards/guidelines for 38 states. A majority (n=24) updated their secondary CTE quality program standards/guidelines within the last five years (i.e., 2012-2017). Deductive content analysis was conducted to examine the 38 state profiles using the Association of Career and Technical Education (ACTE) Quality CTE Program of Study Framework 4.0 for coding purposes. Common quality elements and key quality indicators were identified from those state documents, which supplements the ACTE Framework. Implications and examples for practice are also discussed

Economic performance and sustainable growth : the role of women entrepreneurs in UK economic development

This research demonstrates that women entrepreneurs make important contributions to economic development, but are disadvantaged by initial under-capitalisation. Working with UK and devolved governments, leading banks and finance institutions, and regional enterprise support organisations, this research influenced policy debates; shaped women’s enterprise policy; improved understanding of factors underpinning access to finance for diverse enterprises; and influenced the work of business support organisations and commercial banks

Five new species of the genera Heerz Marsh, Lissopsius Marsh and Ondigus Braet, Barbalho and van Achterberg (Braconidae, Doryctinae) from the Chamela-Cuixmala biosphere reserve in Jalisco, Mexico

Five new species belonging to the poorly known Neotropical doryctine parasitoid wasps genera Heerz Marsh (H. ecmahla sp. n. and H. macrophthalma sp. n.), Lissopsius Marsh (L. pacificus sp. n. and L. jalisciensis sp. n.) and Ondigus Braet, Barbalho & van Achterberg (O. cuixmalensis sp. n.) are described from the Chamela-Cuixmala Biosphere reserve in Jalisco, Mexico. Keys to the described species of the above three genera are provided. The phylogenetic placement of the examined taxa is investigated based on mitochondrial (COI) and nuclear (28S, 2nd and 3rd domain regions) DNA sequence data.Fil: Zaldivar Riverón, Alejandro. Universidad Nacional Autónoma de México; MéxicoFil: Martinez, Juan Jose. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Museo Argentino de Ciencias Naturales “Bernardino Rivadavia”; Argentina. Universidad Nacional Autónoma de México; MéxicoFil: Ceccarelli, Fadia Sara. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Museo Argentino de Ciencias Naturales “Bernardino Rivadavia”; Argentina. Universidad Nacional Autónoma de México; MéxicoFil: Shaw, Scott R.. University of Wyoming; Estados Unido

Developing Multicultural Self-awareness Through a Transformative Learning Experience

The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors? (2) How does the practice of critical reflection construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? (3) How does involvement in critical discourse construct career and technical education instructors’ ability to develop self-awareness of critical cultural competence? A three-phase professional development experience rooted in multicultural education provided key elements of transformative learning

Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education

Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful "feedback" for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions

Exploration of the Intersection of Social Identities of Female Leaders in Postsecondary Education: A Phenomenological Approach

The purpose of this study was to explore the lived experiences of female leaders currently in leadership roles in postsecondary education. This hermeneutic phenomenological study was conducted to explore intersecting identities and how the identities affected female leaders’ leadership experiences and decision-making processes. Through the theoretical framework of intersectionality, I explored the relationships among females, leadership, career decision-making, and other categorical social identities. Data gathered from semi-structured one-on-one interviews and demographic surveys with 11 female postsecondary leaders sought to understand how gender and selected social identities affect career decision-making of women in postsecondary leadership positions. The researcher identified seven themes: Identity Influenced Experiences; Unintentional Navigation; Institutional Bias; Playing the Game; Institutional Champion; Supportive Mechanisms for Career Advancements; and Value Alignment. These themes described female postsecondary leaders’ experiences and decision-making processes. Results of this study revealed that identity impacts career decision-making for participants as well as insights into the adoption of various navigation processes and strategies in their career pathways into leadership. Moreover, this study has additive theoretical significance for intersectionality and leadership scholarship, and practical significance for postsecondary institutions’ continued cultivation and support of female leaders