Dealing With Deans and Academic Medical Center Leadership: Advice From Leaders.

The 2017 Association of Pathology Chairs Annual Meeting included a session for department chairs and other department leaders on how to deal with deans and academic medical center leadership. The session was focused on discussing ways to foster positive relationships with university, medical school, and health system leaders, and productively address issues and opportunities with them. Presentations and a panel discussion were provided by 4 former pathology chairs who subsequently have served as medical deans and in other leadership positions including university provost, medical center CEO, and health system board chair. There was a strong consensus among the participants on how best to deal with superiors about problems, conflicts, and requests for additional resources and authority. The importance of teamwork and accountability in developing a constructive and collaborative relationship with leaders and peers was discussed in detail. Effectiveness in communication, negotiation, and departmental advocacy were highlighted as important skills. As limited resources and increased regulations have become growing problems for universities and health systems, internal stress and competition have increased. In this rapidly changing environment, advice on how chairs can interact most productively with institutional leaders is becoming increasingly important

End-users\u27 perceptions : an exploration on the study of electronic resources

The introduction of technology into the quest for information stimulates a need to educate, instruct, and guide end-users in their ability to effectively manipulate various electronic resources (i e, online public access catalogs (OPAC), CD-ROM databases, and the Internet). A study from the end-user’s perspective was conducted at Emmanuel School of Religion, a graduate seminary, located in Johnson City, Tennessee to illustrate the need for end-user education. Over 80% of the end-users surveyed indicate a greater use of the Internet than to the Online Public Access Catalog (OPAC) and CD-ROM databases (American Theological Library Association (ATLA) and Religious and Theological Abstracts (RTA)). Respondents, in spite of the age of technology, continue to find human interaction, i.e., personal assistance from a librarian or another student to be a useful part of the instruction process. This study also reveals that many of the respondents do not use available help screens even though there is an active use of the electronic resource. = Suggestions to the information professional as to how they can develop programs geared toward end-user instruction are made based on the responses generated from the end-user’s perspective

The Ins and outs of Federal Court: A Practitioner\u27s Guide to Removal and Remand

Symposium - Perspectives on Procedural Issues in the United States Court of Appeals for the Fifth Circui

A Test of Expectancy Theory and Demographic Characteristics as Predictors of Faking and Honesty in Employment Interviews

Job applicants vary in the extent to which they fake or stay honest in employment interviews, yet the contextual and demographic factors underlying these behaviors are unclear. To help answer this question, we drew on Ellingson and McFarland’s (2011) framework of faking based in valence-instrumentality-expectancy theory. Study 1 collected normative data and established baseline distributions for instrumentality-expectancy beliefs from a Canadian municipality. Results indicated that most respondents had low levels of instrumentality-expectancy beliefs for faking, but high levels for honesty. Moreover, income, education, and age were antecedents of instrumentality-expectancy beliefs. Study 2 extended these findings with a United States sample and sought to determine if they could be explained by individual differences. Results demonstrated that financial insecurity predicted instrumentality of faking, whereas age predicted expectancy of faking. Finally, valence-instrumentality-expectancy beliefs were all predictors of self-reported faking in a past interview

Leadership and Race: How to Develop and Support Leadership that Contributes to Racial Justice

This report explores the ways in which our current thinking about leadership often contributes to producing and maintaining racialized dynamics, and identifies a set of core competencies associated with racial justice leadership. Recommendations are included for helping leadership programs develop and support leadership that furthers racial justice in organizations, communities, and the broader society

Moonlight School Getting Facelift

Article by Deborah Powell in the Trail Blazer about the original Moonlight School getting a facelift

A Labeled Dataset for Investigating Cyberbullying Content Patterns in Instagram

As online communication continues to become more prevalent, instances of cyberbullying have also become more common, particularly on social media sites. Previous research in this area has studied cyberbullying outcomes, predictors of cyberbullying victimization/perpetration, and computational detection models that rely on labeled datasets to identify the underlying patterns. However, there is a dearth of work examining the content of what is said when cyberbullying occurs and most of the available datasets include only basic labels (cyberbullying or not). This paper presents an annotated Instagram dataset with detailed labels about key cyberbullying properties, such as the content type, purpose, directionality, and co-occurrence with other phenomena, as well as demographic information about the individuals who performed the annotations. Additionally, results of an exploratory logistic regression analysis are reported to illustrate how new insights about cyberbullying and its automatic detection can be gained from this labeled dataset

The Activities, Roles, and Relationships of Successful First-Generation College Students

This qualitative study describes the experiences of 16 successful first-generation college students (FGCS) utilizing a theoretical lens, informed significantly by bioecological systems theory (Bronfenbrenner, 1979), which guided our qualitative analyses of interview transcripts to examine the activities, roles, and relationships of these students as they approached the finish line of college graduation. We responded to an omission in the literature on FGCS experiences: although researchers have examined the struggles of first-generation and low-income students, few studies have focused on the experiences of successful students. We offer a developmental paradigm for appreciating undergraduate retention. Recommendations from this investigation support the development and implementation of proactive retention and degree-completion strategies from a strengths-based perspective