scholarly journals Library Workers Experiencing or Observing Sexual Harassment in University of California Libraries is Commonplace and Commonly Unreported

2021 ◽  
Vol 16 (4) ◽  
pp. 144-146
Author(s):  
Samantha J. Kaplan
Keyword(s):  
Los Angeles ◽  
Sexual Harassment ◽  
San Francisco ◽  
Online Survey ◽  
Academic Library ◽  
University Of California ◽  
Research Libraries ◽  
Staff Members ◽  
Student Employees ◽  
Student Workers

A Review of: Barr-Walker, J., Hoffner, C., McMunn-Tetangco, E., & Mody, N. (2021). Sexual harassment at University of California Libraries: Understanding the experiences of library staff members. College & Research Libraries, 82(2), 237. https://doi.org/10.5860/crl.82.2.237 Abstract Objective – To identify whether academic library workers at the University of California Libraries (UCL) system experienced or observed sexual harassment and to measure their reporting and disclosure behavior. Design – Anonymous online survey with open and closed-end questions. Setting – All UCL system campuses (Berkeley, Davis, Irvine, Los Angeles, Merced, Riverside, Santa Barbara, Santa Cruz, San Diego, and San Francisco). Subjects – All 1610 non-student employees working in UCL system were invited to participate, 579 (36%) responded. Methods – The authors engaged multiple stakeholder groups to refine and promote this census of UCL non-student workers. The survey was distributed via REDCap and remained open for six weeks of November to December 2018. All questions were optional. Certain demographic information was not collected because respondents might have been identified via deductive disclosure. The first author conducted descriptive statistical analysis and pairs of authors conducted thematic analysis. Main Results – More than half of respondents experienced or observed sexual harassment in the workplace; women were more likely to experience than observe and vice versa for men. Harassment was most likely to be exhibited by a coworker. Less than half of respondents felt that the UCL system administration considered the issue important. Nearly three out of every four respondents who had experienced harassment at work chose not to report or disclose; this did not vary significantly between women and men. Conclusion – Sexual harassment of library workers, often by other library workers, is widespread. Staff training and policies should incorporate the reality of gender harassment and commenting on a person's appearance—the two most common forms of harassment exhibited and observed. 

scholarly journals Sexual harassment at University of California Libraries: Understanding the experiences of library staff members

2020 ◽  
Author(s):  
Jill Barr-Walker ◽  
Courtney Hoffner ◽  
Elizabeth McMunn-Tetangco ◽  
Nisha Mody
Keyword(s):  
Sexual Harassment ◽  
Culture Change ◽  
Online Survey ◽  
Academic Library ◽  
Institutional Support ◽  
University Of California ◽  
Workplace Culture ◽  
Single Institution ◽  
Staff Members ◽  
Student Employees

In the first study measuring sexual harassment experiences of academic library employees at a single institution, we conducted a census of 1,610 non-student employees at the 10-campus University of California Libraries system. This anonymous online survey measured how sexual harassment was experienced and observed in terms of behaviors, exhibitors, reporting and disclosure, institutional support and betrayal, and recommendations for future actions. Out of 579 respondents, 54% experienced and/or observed sexual harassment at work. Respondents recommended training, workplace culture change, support from leadership, and clear reporting processes in order to address sexual harassment at University of California Libraries.

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Tutorial Method

2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

The role of telehealth in improving patient care and satisfaction during a pandemic: University of California Cancer Consortium experience.

2020 ◽  
Vol 38 (29_suppl) ◽  
pp. 258-258
Author(s):  
Pelin Cinar ◽  
Debra Burgess ◽  
Kathryn A. Gold ◽  
Maki Yamamoto ◽  
Kimberly A. Ternavan ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Los Angeles ◽  
San Francisco ◽  
University Of California ◽  
Cancer Center ◽  
Digital Platforms ◽  
Cancer Centers ◽  
Patient Satisfaction Scores ◽  
Improving Patient Care ◽  
Clinic Visits

258 Background: The adoption of telemedicine in providing patient-centric care has been limited due to concerns related to upfront cost and the uncertain reimbursement models. Telehealth modalities, which encompass broader services, quickly became a central focus of how we delivered care in cancer centers across the nation during the COVID-19 (C19) pandemic. Our aim is to describe five University of California (UC) Cancer Centers’ experience with telehealth during the pandemic. Methods: Between March and June 2020, UC Cancer Centers developed or increased the use of telehealth modalities to continue to provide care to our oncology patients during the pandemic. Digital platforms were used to screen for symptoms and exposures related to C19, as well as for symptoms of distress. In addition, providers performed remote visits via video and telephone visits. Each of our centers monitored visit volumes as well as patient satisfaction scores during the pandemic. Results: Our Cancer Centers, each with various levels of pre-pandemic (Jan-Feb) use of telehealth, saw an increase in the volume of patients who were seen via remote visits including video and telephone visits during the pandemic (Mar-Apr). UC Davis, UC Los Angeles and UC San Francisco had implemented telemedicine prior to the pandemic, but the rates of use were 1%, 0.4% and 7%, respectively. In contrast, UC Irvine and UC San Diego did not offer remote visits prior to the pandemic. Despite these differences, during the pandemic, telemedicine rates increased to 50-70% of visits in the cancer centers. In addition, patient satisfaction scores were comparable to in-clinic visits. The use of digital platforms allowed 80% of patients to be screened for risk of C19 prior to their in-clinic visits. Conclusions: While differing levels of implementation was in place for telehealth services in our cancer centers prior to the pandemic, each cancer center was able to continue to see patients via remote visits. In addition, telehealth technology automated activities that would have been performed manually pre-pandemic. The increased use of telemedicine visits with high patient satisfaction scores is an indication that some patients can continue to receive their care via telehealth beyond the pandemic.

scholarly journals Five-year institutional bibliometric profiles for 103 US neurosurgical residency programs

2015 ◽  
Vol 123 (3) ◽  
pp. 547-560 ◽  
Author(s):  
Douglas R. Taylor ◽  
Garrett T. Venable ◽  
G. Morgan Jones ◽  
Jacob R. Lepard ◽  
Mallory L. Roberts ◽  
...  
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Faculty Members ◽  
University Of California ◽  
Academic Publishing ◽  
Multivariable Logistic Regression Analysis ◽  
Senior Faculty ◽  
Accurate Identification ◽  
Residency Programs ◽  
Gini Coefficients

OBJECT Various bibliometric indices based on the citations accumulated by scholarly articles, including the h-index, g-index, e-index, and Google’s i10-index, may be used to evaluate academic productivity in neurological surgery. The present article provides a comprehensive assessment of recent academic publishing output from 103 US neurosurgical residency programs and investigates intradepartmental publishing equality among faculty members. METHODS Each institution was considered a single entity, with the 5-year academic yield of every neurosurgical faculty member compiled to compute the following indices: ih(5), cumulative h, ig(5), ie(5), and i10(5) (based on publications and citations from 2009 through 2013). Intradepartmental comparison of productivity among faculty members yielded Gini coefficients for publications and citations. National and regional comparisons, institutional rankings, and intradepartmental publishing equality measures are presented. RESULTS The median numbers of departmental faculty, total publications and citations, ih(5), summed h, ig(5), ie(5), i10(5), and Gini coefficients for publications and citations were 13, 82, 716, 12, 144, 23, 16, 17, 0.57, and 0.71, respectively. The top 5 most academically productive neurosurgical programs based on ih(5)-index were University of California, San Francisco, University of California, Los Angeles, University of Pittsburgh, Brigham & Women’s Hospital, and Johns Hopkins University. The Western US region was most academically productive and displayed greater intradepartmental publishing equality (median ih[5]-index = 18, median Ginipub = 0.56). In all regions, large departments with relative intradepartmental publishing equality tend to be the most academically productive. Multivariable logistic regression analysis identified the ih(5)-index as the only independent predictor of intradepartmental publishing equality (Ginipub ≤ 0.5 [OR 1.20, 95% CI 1.20–1.40, p = 0.03]). CONCLUSIONS The ih(5)-index is a novel, simple, and intuitive metric capable of accurately comparing the recent scholarly efforts of neurosurgical programs and accurately predicting intradepartmental publication equality. The ih(5)-index is relatively insensitive to factors such as isolated highly productive and/or no longer academically active senior faculty, which tend to distort other bibliometric indices and mask the accurate identification of currently productive academic environments. Institutional ranking by ih(5)-index may provide information of use to faculty and trainee applicants, research funding institutions, program leaders, and other stakeholders.

An analysis of publication productivity for 1225 academic neurosurgeons and 99 departments in the United States

2014 ◽  
Vol 120 (3) ◽  
pp. 746-755 ◽  
Author(s):  
Nickalus R. Khan ◽  
Clinton J. Thompson ◽  
Douglas R. Taylor ◽  
Garrett T. Venable ◽  
R. Matthew Wham ◽  
...  
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
The United States ◽  
University Of California ◽  
Academic Rank ◽  
Publication Productivity ◽  
Mathematical Methods ◽  
H Index ◽  
University Of Pittsburgh ◽  
Almost All

Object Bibliometrics is defined as the study of statistical and mathematical methods used to quantitatively analyze scientific literature. The application of bibliometrics in neurosurgery is in its infancy. The authors calculate a number of publication productivity measures for almost all academic neurosurgeons and departments within the US. Methods The h-index, g-index, m-quotient, and contemporary h-index (hc-index) were calculated for 1225 academic neurosurgeons in 99 (of 101) programs listed by the Accreditation Council for Graduate Medical Education in January 2013. Three currently available citation databases were used: Google Scholar, Scopus, and Web of Science. Bibliometric profiles were created for each surgeon. Comparisons based on academic rank (that is, chairperson, professor, associate, assistant, and instructor), sex, and subspecialties were performed. Departments were ranked based on the summation of individual faculty h-indices. Calculations were carried out from January to February 2013. Results The median h-index, g-index, hc-index, and m-quotient were 11, 20, 8, and 0.62, respectively. All indices demonstrated a positive relationship with increasing academic rank (p < 0.001). The median h-index was 11 for males (n = 1144) and 8 for females (n = 81). The h-index, g-index and hc-index significantly varied by sex (p < 0.001). However, when corrected for academic rank, this difference was no longer significant. There was no difference in the m-quotient by sex. Neurosurgeons with subspecialties in functional/epilepsy, peripheral nerve, radiosurgery, neuro-oncology/skull base, and vascular have the highest median h-indices; general, pediatric, and spine neurosurgeons have the lowest median h-indices. By summing the manually calculated Scopus h-indices of all individuals within a department, the top 5 programs for publication productivity are University of California, San Francisco; Barrow Neurological Institute; Johns Hopkins University; University of Pittsburgh; and University of California, Los Angeles. Conclusions This study represents the most detailed publication analysis of academic neurosurgeons and their programs to date. The results for the metrics presented should be viewed as benchmarks for comparison purposes. It is our hope that organized neurosurgery will adopt and continue to refine bibliometric profiling of individuals and departments.

scholarly journals Quantifying Variation in Treatment Utilization for Type 2 Diabetes Across Five Major University of California Health Systems

2021 ◽  
Author(s):  
Thomas A. Peterson ◽  
Valy Fontil ◽  
Suneil K. Koliwad ◽  
Ayan Patel ◽  
Atul J. Butte
Keyword(s):  
Type 2 Diabetes ◽  
Los Angeles ◽  
Health Systems ◽  
San Francisco ◽  
Disease Risk ◽  
Cardiovascular Disease Risk ◽  
University Of California ◽  
Treatment Utilization ◽  
Matching Techniques

<b>Objective:</b> Using the newly created University of California Health Data Warehouse (UCHDW), we present the first study to analyze antihyperglycemic treatment utilization across the five large University of California (UC) academic health systems (Davis, Irvine, Los Angeles, San Diego, and San Francisco). <p><b>Research Design:</b> Retrospective analysis using deidentified Electronic Health Records (EHRs; 2014-2019) including 97,231 type 2 diabetes patients from 1,003 UC-affiliated clinical settings. Significant differences between health systems and individual providers were identified using binomial probabilities with cohort matching.</p> <p><b>Results</b>: Our analysis reveals statistically different treatment utilization patterns not only between health systems but also among individual providers within health systems. We identified 21 differences among health systems, and 29 differences among individual providers within these health systems, with respect to treatment intensifications within existing guidelines on top of either metformin monotherapy or dual therapy with metformin and a sulfonylurea. Next, we identified variation for medications within the same class (e.g., glipizide vs. glyburide among sulfonylureas), with 33 differences among health systems and 86 among individual providers. Finally, we identified two health systems and 55 individual providers that more frequently utilized medications with known cardioprotective benefits for patients with high cardiovascular disease risk, but also one health system and 8 providers who prescribed such medications less frequently for these patients.</p> <p><b>Conclusions:</b> Our study utilized cohort matching techniques to highlight real-world variation in care between health systems and individual providers. This demonstrates the power of EHRs to quantify differences in treatment utilization, a necessary step towards standardizing precision care for large populations.</p>

Stories, Simulations and Case Studies

2011 ◽  
pp. 175-186
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

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