18253 research outputs found
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Do “say-on-pay” votes affect M&A decisions?
Full text linkThis paper demonstrates that firms receiving above-industry-average support in their “say-on-pay” (SoP) votes engage in more M&A transactions in the subsequent year. Our empirical findings suggest that high levels of SoP voting support may boost managerial confidence, thereby stimulating increased pursuit of acquisitions. Moreover, we observe that managers garnering higher SoP vote support are more likely to secure shareholders\u27 backing in M&A votes, receive higher compensation in successful deals, and face a reduced likelihood of forced turnover following unsuccessful deals. Additionally, we find that both short-term and long-term M&A performance significantly improves in deals announced by managers receiving higher SoP voting support. These findings contribute to our understanding of the relation between shareholder support for CEOs and firm investment
Mid-Career Consciousness: Joy, Fulfillment, and Strategies for Resilience
No full textMid-career malaise affects professionals throughout the country, but takes a different tone when working in the library field and working in service to the people. When left unacknowledged, this malaise can turn into frustration that can make even the most effective and empathetic library professionals at risk of becoming disinvested in their communities or of leaving the industry entirely. Between managing vocational awe, navigating socio-political turbulence, and even shoring up against potential budget cuts, bringing the energy in the day-to-day is a critical skill to cultivate, particularly at the later stages of one’s career. As library staff navigate the devastating attacks on the IMLS, perseverance becomes ever more essential. In their mid-careers themselves, with a breadth of public library service experience, panelists have identified strategies, tools, and social support to continue to shift their restlessness to growth and enhancement and look to share these with their colleagues. Borrowing tools from career coaches and turning their own mentorship and support from patrons to themselves, panelists will present a broad ranging discussion of resources to attendees so that they may identify their own ways to cultivate career resilience.
Outcomes Upon completion, participants will be able to evaluate their current career standing, reflect on their achievements, and conduct this conversation with other colleagues and/or mentors so that the feedback continues to be constructive. Upon completion, participants will be able to iterate a flexible 1 - 2 year goal for their career while applying any future or current constraints based on their personal needs first. Upon completion, participants will have additional tools to identify the values that brings/brought them joy in their current work
Developing a Evidence Based Intervention to Address Bullying in the Library Workplace
No full textOver half of American workers have been exposed to workplace bullying (whether as a victim, a witness, or a perpetrator), with POC more likely to experience bullying than non-POC workers. Bullying in the library workplace has been a known problem for decades, however there is a lack of effective approaches to understand and address employee against employee bullying. The presenters of this session wanted to find evidence-based solutions to create an intervention for librarians to help address this problem within the profession, however after a rigorous review of the literature, there were no relevant evidence-based studies available. The presenters then turned to nursing, which is another female dominated service profession with a strong evidence-based interventional research on bullying in the workplace, as the source for the evidence utilized in an asynchronous training program that’s under testing. Although evidence in nursing was prevalent for general anti-bullying interventions, there is a strong lack of evidence to support efforts in supporting POC workers who experience bullying. The presenters have developed and been testing an evidence based intervention for library employees to prevent and address bullying in the workplace, however as with most research, there is a scarcity of research that specifically addresses POC in libraries experiences with bullying and negative acts in the workplace. This session seeks to pilot and gather feedback on a new module for the presenter-developed bullying intervention that focuses on supporting POC library workers.The presentation will lead with evidence based tools developed by the authors, with an interactive session to practice using the tools in the group, followed by the presenters soliciting feedback and suggestions from the audience for how to address and develop tools for POC in libraries.
Outcomes Attendees will develop a shared vocabulary and understanding around bullying and negative acts in the workplace Attendees will learn evidence based tools for addressing bullying and negative acts in the workplace Attendees will assist in the creation of an evidence based intervention for POC library employees to prevent and address workplace violence among and between library employee
Immediate Sites for Change: Transforming Librarian Burnout into Hope and Finding Liberation
No full textAs a tenure-track librarian specializing in user experience, I have faced significant barriers contributing to burnout and mental health challenges. Placing hope in library-wide or systemic level changes often left me feeling powerless and hopeless. However, exploring and focusing my attention to the “immediate sites” where I do have agency (the spaces, relationships, and practices within reach) opened pathways to possibility and hope.
In this presentation, I will share how identifying and working within these immediate sites and pairing them with radical imagination, creative practice, joy, curiosity, and the support of collaborative allies allowed me to begin reclaiming a sense of autonomy, agency, and liberation. Through these strategies, I’m discovering meaningful and small intentional shifts are helping me get closer to creating the change I and others want to see.
Together, we’ll reimagine what it means to move through barriers and reshape our relationship to our work and each other in immediate sites in the library.
As part of this presentation, a printable zine version with resources and space to reflect and create will be included.
Outcomes Attendees will be invited to engage with reflective questions designed to help them identify their own immediate sites for change and envision actions that align with their values and goals. Attendees will be invited to explore their own immediate sites for change, reflect on the conditions they need to thrive, and consider how joy, creativity, and solidarity might support new ways of working. Attendees will co-create practical tools and renewed inspiration to effect change within their library spheres of influence
Fulfilling Work with a Sufficient Salary : Resident Librarians\u27 Perceptions on Compensation
No full textBecause of its low pay and slow salary growth, the master’s in library and information science was once ranked by Forbes.com as the worst degree for jobs. For the resident librarian, this can be particularly troubling, given the precarious nature of the temporary position. Although there is a growing body of literature on various aspects of resident librarian experience, virtually nothing exists on views of their compensation. How does the resident librarian’s perception of compensation impact their residency experience? How does that perception also impact the librarian’s decision to remain in librarianship at the residency’s conclusion? This lightning talk will discuss preliminary findings of a work-in-progress mixed methods research study examining the impact perceptions of compensation may have had on professionals who participated in a library residency within the last five years. The researcher hopes that findings from this study may better inform guidelines and recommend best practices around compensation for organizations that facilitate residency programs or institutions that host resident librarians, such as the ACRL Diversity Alliance, the National Library of Medicine, and the Library of Congress. This research may also advance broader discussions on how to effectively recruit and retain academic librarians.
Outcomes
Attendees to this lightning talk will come away being able to: Define a library residency; Understand current trends in compensation for early career librarians; and Gain some aggregate insights on recent resident librarians’ perceptions around their compensation and its impact on librarianship
Establishing an Evaluative Mechanism for Cura Personalis
Full text linkCura personalis is an important characteristic of Jesuit education. Peter Hans Kolvenbach, S.J. helped to focus attention on the importance of cura personalis in Jesuit education. However, rather than simply being individual care for the whole person, cura personalis is an illusive concept that is easier to recite than apply in practice. This article proposes an evaluative mechanism that can be used to gauge a person’s or organization’s depth in providing cura personalis for higher education students. The Higher Education Cura Personalis Reflection Chart within this article is a new mechanism that can help guide the process of determining what cura personalis specifically looks like in action in addition to evaluating how cura personalis is being practiced on university and college campuses. The Higher Education Cura Personalis Reflection Chart can be used in future case studies in order to help establish the use, and evaluate the impact, of cura personalis in Jesuit higher education apostolates. Having more depth to the understanding of cura personalis can help ensure the distinct characteristics of Jesuit education are purposely being animated on the campuses of Jesuit universities and colleges
Hacking Generative AI
Full text linkGenerative AI platforms, like ChatGPT, hold great promise in enhancing human creativity, productivity, and efficiency. However, generative AI platforms are prone to manipulation. Specifically, they are susceptible to a new type of attack called “prompt injection.” In prompt injection, attackers carefully craft their input prompt to manipulate AI into generating harmful, dangerous, or illegal content as output. Examples of such outputs include instructions on how to build an improvised bomb, how to make meth, how to hotwire a car, and more. Researchers have also been able to make ChatGPT generate malicious code.
This Article asks a basic question: do prompt injection attacks violate computer crime law, mainly the Computer Fraud and Abuse Act? This Article argues that they do. Prompt injection attacks lead AI to disregard its own hard-coded content generation restrictions, which allows the attacker to access portions of the AI that are beyond what the system’s developers authorized. Therefore, this constitutes the criminal offense of accessing a computer in excess of authorization. Although prompt injection attacks could run afoul of the Computer Fraud and Abuse Act, this Article offers ways to distinguish serious acts of AI manipulation from less serious ones, so that prosecution would only focus on a limited set of harmful and dangerous prompt injections
Fostering Inclusive Learning: Exploring Trauma, Special Education, and the School Referral Process for Student Success
Full text linkThis study investigates the critical gaps in trauma-informed practices and culturally responsive strategies within the educational system, focusing on the disconnect between general and special education. Using Dis/ability Critical Race Theory (DisCrit) as a theoretical framework, and Bronfenbrenner’s Ecological Systems Theory, and Maslow’s Hierarchy of Needs as conceptual frameworks, the research explores how trauma and race-based inequities shape student experiences and referral processes, particularly for special education services Annamma et al., 2013b, 2017; Bronfenbrenner, 1979; Maslow, 1987). Through qualitative interviews with general education teachers across California, the study uncovers the widespread unpreparedness among educators to address trauma and its implications for student learning and behavior. Teachers often conflated disciplinary actions with special education referrals, which disproportionately affected students of color and those with disabilities. The study emphasizes the need for ongoing professional development in trauma-informed care, clearer policies regarding special education referrals, and intentional partnerships with mental health professionals. The findings call for a systemic shift in school culture, advocating for trauma-informed practices to be integrated into every aspect of the educational process to promote equity and support for all students
Repairing Misconceptions of Racial Justice Education: A Journey into Students’ Experiences in a High School Social Justice Program
Full text linkThis study investigated the transformative impact of racial justice education through the voices of alumni of a social justice high school program. Guided by Critical Race Theory (CRT) and Critical Whiteness Studies (CWS), the research explored alumni reflections on their experiences, focusing on how the program influenced their critical consciousness of systemic racism, racialized identity, and engagement in social justice post-graduation (Crenshaw et al. 1995; Delgado, 1995; Delgado & Stefanic, 1997; Solórzano & Yosso, 2002; Tate, 1997; Tatum, 1994). Employing Leavy’s (2017) mixed-methods approach, the study utilized surveys to form a baseline for talking points for focus groups. Findings reveal that the program significantly shaped participants’ understanding of systemic inequities, with students of color expressing empowerment through the integration of their histories and identities into the curriculum. White students, while navigating initial discomfort, reflected on the development of an anti-racist consciousness and the dismantling of internalized biases. Across racial identities, participants emphasized the program\u27s role in fostering cross-racial dialogue, empathy, and solidarity. The research also highlighted the sustained influence of social justice education on civic and social action engagement, with alumni actively participating in advocacy, activism, and community-building initiatives. The findings served as counterevidence to contemporary critiques of racial justice education, illustrating its value in preparing students for democratic citizenship and allyship in an increasingly diverse society. This study underscored the urgency of preserving and expanding social justice programs in the face of growing backlash against racial justice education. It advocated for an education system that equips all students to critically examine societal inequities and actively contribute to a more just and equitable world