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Women in Credit Union Leadership: A Grounded Theory Study of Chief Executive Officers
No full textU.S. credit unions hold a unique opportunity to improve the negative relationship between increasing asset size and female representation in the role of president and CEO. Credit unions under 1 billion in assets have a 19.6% representation of women in the CEO role. This study gathered perceptions of credit union leadership and gender from six participants who were women holding CEO roles at U.S. credit unions over $500 million in assets. This study focused on the representation of women in the CEO role at credit unions relative to asset size. The study resulted in a theory pointing to the interplay of multiple challenges that are keeping women from holding a higher percentage of the large credit union CEO roles. The study resulted in recommendations to relieve the undue burden of the challenges as well as amplify supports. Recommendations to the industry include providing opportunities for training outside of a CEO candidate’s credit union, expanding scholarship opportunities, and enhanced guidance for diversity, equity, and inclusion (DEI). Recommendations to boards of directors include leading efforts to encourage DEI and journey mapping the path to the CEO role. Recommendations to current CEOs include assessing the current organizational structure, preparing multiple potential successors, and prioritizing industry exposure for high- potential individuals. Recommendations for women seeking CEO roles include gathering broad experience and credentials, building a professional network, and setting and vocalizing career goals
Interagency Collaboration and the School-to-Prison Pipeline: Perspectives of Public High School and Juvenile Detention Facility Administrators
No full textThe academic plight of Black and brown youth who enter the United States juvenile justice system is well-documented. Their likelihood of graduating from high school decreases, while the likelihood of dropping out and being further involved with the justice system increases. Although many factors contribute to this conundrum, this study explored the relationship between the public education system and the juvenile justice system. Using an adaptive leadership theoretical framework, this transcendental phenomenological study sought to ascertain the perspectives of administrators working in public high schools as well as those working in juvenile detention facilities across New York State. Through semi-structured, individual interviews, this study examined leadership practices and collaboration within and between the education and juvenile justice systems and its impact on educational outcomes of justice involved youth of color.
Findings from the study showed that the level of collaboration varied from the moment a youth of color entered the juvenile justice system to the time they returned to their home schools. Additional findings revealed that the highest levels of collaboration occurred during a youth’s time in the facility and the lowest levels during reentry. Moreover, findings suggested that administrators in both systems were easily able to detect challenges within their respective organizations but struggled to surrender their power to others. Furthermore, a connection between adaptive leadership behaviors and increased school engagement was highlighted. Lastly, the findings led to recommendations for administrators and executive leaders within both systems, governing bodies, as well as for practitioners interested in conducting further research on this topic
Accuracy of Indication Based Prescribing Documentation for Anticoagulants-A Retrospective Review
No full textMinimize Waste: Effects of Phenylephrine Concentration Change on Drug Waste in the Operating Rooms.
No full textEvaluation of Antibiotic Use During a Medical Mission Trip in Guatemala: An Observational Study
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394 Azithromycin Dose and PPROM Treatment (ADAPT): a randomized controlled Phase I trial
No full textObjective Azithromycin clears from plasma quickly and concentrates in local tissue which is why daily dosing is not always needed. However, 1g one time dose of azithromycin may not maintain local (amniotic fluid) drug concentrations above minimum inhibitory concentrations (MIC50) for common genitourinary pathogens (50-200ng/ml). We aim to compare the pharmacokinetics of one time vs daily dosing of azithromycin in the setting of preterm prelabor rupture of membranes (PPROM). Study Design This is a trial of singletons with PPROM randomized to 1gram oral azithromycin once or 500mg oral azithromycin daily x7 days. Primary outcome was amniotic fluid azithromycin concentrations over 8 days. Secondary outcomes included plasma azithromycin trough concentrations. Plasma was collected 1-4hrs, 12-24hrs after first dose, and then every 24hrs through 8 days. Amniotic fluid was collected throughout the day noninvasively with Always Flex-foam pads. We aimed to enroll 20 participants to achieve N=5 still pregnant through 8 days in each group. Continuous variables compared with Mann Whitney U test and relationship between azithromycin concentration and time assessed with linear regression. Results The study was halted after N=6 enrolled due to lagging enrollment, with 3 in each group. Mean gestational age of enrollment was 27.1 +/- 1.7wks in the 1g group and 31.0 +/- 1.4 in the 500mg daily group. One participant in each group had latency to delivery \u3e7days. Mean amniotic fluid azithromycin concentration \u3e96 hours from first dose was lower in the 1g once vs 500mg daily groups (25 +/-27 vs 131+/-163 ng/ml, MD -104 (-200 to -9, p=0.03). Plasma azithromycin concentration decreased over time in one time dosing (p=0.03) but not daily dosing (p=0.39) (Figure A). In contrast, amniotic fluid concentration remained relatively stable in the 1g group (p=0.71), but increased in the 500mg daily group (p\u3c 0.001) (Figure B). Conclusion 500mg daily dosing of azithromycin maintains higher amniotic fluid concentrations, and more consistently greater than common MICs, over eight days compared to 1g once in the setting of PPROM
Money Doesn’t Grow on Trees: How financial literacy is learned and developed within American childhood
No full textFinancial literacy refers to the ability to process and utilize economic information to make informed decisions for their wellbeing. Given concerning indicators of financial outcomes within the United States, it is crucial to understand how and when strong financial behavior is developed. Efforts to enhance financial education have explored incorporating financial concepts into children’s literature and games. Yet, research indicates that financial literacy is far more rooted in the habits learned from one’s family, despite the emphasis often placed on schooling and socioeconomic status. It is therefore evident that efforts to promote financial literacy must always involve empowering family members to serve as strong financial role models
Points of Necessary Return: A Feminist-Pragmatist, Place-Based Approach to Social Justice
No full textThis paper promotes an inclusive, place-based approach to addressing past and present injustices and argues that the 2019 Feminist-Pragmatist Colloquium in Rochester, New York—though certainly not perfect—offers one example of such an approach. The Colloquium revisited various Rochester-area historical sites to highlight advancements in social justice while also interrogating past and ongoing harms associated with these locations. The author suggests that ameliorating past and ongoing harms requires that we revisit relevant spaces, places, and events and that we do so with a feminist-pragmatist orientation. Approaching issues in this way can lead to learning, healing, and movement towards more socially just communities