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Sample records for mentoring matter results

  1. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Science.gov (United States)

    Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

    2010-01-01

    Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (pmentor was associated with greater satisfaction with time allocation at work (pmentor, 5.33 (sd = 1.35, pmentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

  2. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Directory of Open Access Journals (Sweden)

    Mitchell D. Feldman

    2010-04-01

    Full Text Available Background: To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF, we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method: We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results: Our respondents (n=464, 56% were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319 reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05. Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001. Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05 and with higher academic self-efficacy scores, 6.07 (sd = 1.36 compared with those without a mentor, 5.33 (sd = 1.35, p<0.001. Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion: Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed.

  3. The Impact of Mentor Education: Does Mentor Education Matter?

    Science.gov (United States)

    Ulvik, Marit; Sunde, Eva

    2013-01-01

    To gain a deeper understanding of mentor preparation, which is still an underdeveloped area, the current paper focuses on a formal mentor education programme offered to teachers in secondary school at a university in Norway. The research questions in this qualitative study examine why teachers participate in the programme, how they perceive the…

  4. The Truth about Mentoring Minorities: Race Matters.

    Science.gov (United States)

    Thomas, David A.

    2001-01-01

    A 3-year study of mentoring patterns at 3 corporations reveals that whites and minorities follow distinct patterns of advancement and should be mentored in very different ways. Cross-race mentoring must acknowledge issues of negative stereotypes, role modeling, peer resentment, skepticism about intimacy, and network management. (JOW)

  5. The Impact of Youth Risk on Mentoring Relationship Quality: Do Mentor Characteristics Matter?

    Science.gov (United States)

    Raposa, Elizabeth B; Rhodes, Jean E; Herrera, Carla

    2016-06-01

    Although mentoring is a widely used intervention strategy, effect sizes for at-risk youth remain modest. Research is therefore needed to maximize the impact of mentoring for at-risk youth who might struggle to benefit from mentoring relationships. This study tested the hypothesis that different types of youth risk would have a negative impact on mentoring relationship quality and duration and explored whether mentor characteristics exacerbated or mitigated these negative effects. Results showed that elevated environmental stress at a youth's home and/or school predicted shorter match duration, and elevated rates of youth behavioral problems, such as poor academic performance or misconduct, predicted greater youth dissatisfaction and less positive mentor perceptions of relationship quality. Mentors with greater self-efficacy and more previous involvement with youth in their communities were able to buffer the negative effects of environmental stress on match duration. Similarly, mentors' previous involvement with youth buffered the negative effects of youth behavioral problems on mentor perceptions of relationship quality. Findings have important implications for the matching of mentors and at-risk youth in a way that improves mentoring outcomes. © Society for Community Research and Action 2016.

  6. Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?

    Science.gov (United States)

    Xu, Xiaohong; Payne, Stephanie C.

    2014-01-01

    According to Kram's mentor role theory, satisfaction with mentoring and mentorship quality are key indicators of effective and successful mentoring. We contribute to mentoring research by demonstrating the relative importance of mentorship quantity, mentorship quality, and satisfaction with mentoring to the prediction of job satisfaction,…

  7. Mentoring

    Directory of Open Access Journals (Sweden)

    Antony Brewerton

    2002-04-01

    Full Text Available The literature contains a wide variety of definitions. The Oxford English dictionary – as you might expect – gives a classical definition: mentor. 1. a. With initial capital: The name of the Ithacan noble whose disguise the goddess Athene assumed in order to act as the guide and adviser of the young Telemachus: allusively, one who fulfils the office which the supposed Mentor fulfilled towards Telemachus. b. Hence, as common noun: An experienced and trusted counsellor. [1989

  8. Understanding the pediatric dermatology workforce shortage: mentoring matters.

    Science.gov (United States)

    Admani, Shehla; Caufield, Maura; Kim, Silvia S; Siegfried, Elaine C; Friedlander, Sheila Fallon

    2014-02-01

    To target pediatric dermatologists directly in order to evaluate their current demographics and the most important motivating factors that influenced their career choice. Pediatric dermatology is one of the pediatric subspecialties with an inadequate supply to meet current patient needs. A survey was designed to evaluate the training pathway, employment status, participation in teaching, and clinical practice characteristics of pediatric dermatologists. The survey was administered to attendants of the 2010 Society for Pediatric Dermatology annual meeting. Any remaining board certified pediatric dermatologists who had not previously responded were queried via Survey Monkey. There was a 71% response rate. The majority chose a career in pediatric dermatology early, often prior to starting a dermatology residency. The vast majority of respondents noted mentorship as the most important influence on their decision to pursue a career in pediatric dermatology. The most common obstacles cited by respondents were financial hardship and resistance of some dermatology programs to accept applicants previously trained in pediatrics. Our survey provides evidence to support the importance of early exposure to the field and, most importantly, to committed pediatric dermatologists who can serve as mentors. This information may be helpful in approaching solutions to the workforce shortage in the field of pediatric dermatology. Copyright © 2014 Mosby, Inc. All rights reserved.

  9. Results of a Community Mentoring Programme for Youth Heads of ...

    African Journals Online (AJOL)

    in Rwanda: Effects on Youth Sexual Risk Behaviours and Maltreatment ... community adult mentors should be supported as a key strategy in working with YHH to decrease sexual ...... that youth with delinquent behaviours are more likely.

  10. Does the Curriculum Matter in Peer Mentoring? From Mentee to Mentor in Problem-Based Learning: A Unique Case Study

    Science.gov (United States)

    McLean, Michelle

    2004-01-01

    Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum…

  11. Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students' Perspectives

    Science.gov (United States)

    Welton, Anjalé D.; Mansfield, Katherine Cumings; Lee, Pei-Ling

    2014-01-01

    There is limited research on quantitative differences between men and women's experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited…

  12. Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

    Science.gov (United States)

    Holmes, M. A.

    2015-12-01

    Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

  13. Creating more effective mentors: Mentoring the mentor

    Science.gov (United States)

    Gandhi, Monica; Johnson, Mallory

    2016-01-01

    Introduction Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor’s competency after structured and formalized training on best practices in mentoring. Methods We developed a 2-day “Mentoring the Mentors” workshop at UCSF to train mid-level and senior HIV researchers from around the country (recruited mainly from Centers for AIDS Research (CFARs)) on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Results Mentoring competency skills in six domains of mentoring -specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development - all improved as assessed by a validated measurement tool for participants pre- and-post the “Mentoring the Mentors” training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to

  14. Does formal mentoring for faculty members matter? A survey of clinical faculty members.

    Science.gov (United States)

    Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

    2016-06-01

    Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

  15. Mentoring Matters: Racial Ethnic Minority Undergraduates' Cultural Fit, Mentorship, and College and Life Satisfaction

    Science.gov (United States)

    Castellanos, Jeanett; Gloria, Alberta M.; Besson, Doriane; Clark Harvey, Le Ondra

    2016-01-01

    This study examined the degree to which cultural fit (cultural congruity in combination with perception of the university environment) and the dimensional noncognitive processes of mentoring predicted college satisfaction and life satisfaction for 238 racial and ethnic minority undergraduates from two university contexts. Group differences as well…

  16. Mentor-Mentee Interaction and Laboratory Social Environment: Do They Matter in Doctoral Students' Publication Productivity?

    Science.gov (United States)

    Ynalvez, Marcus Antonius; Ynalvez, Ruby A.; Ramírez, Enrique

    2017-01-01

    We explored the social shaping of science at the micro-level reality of face-to-face interaction in one of the traditional places for scientific activities--the scientific lab. We specifically examined how doctoral students' perception of their: (i) interaction with doctoral mentors (MMI) and (ii) lab social environment (LSE) influenced…

  17. WIMP Dark Matter interpretation of Higgs results

    CERN Document Server

    Wang, Renjie; The ATLAS collaboration

    2017-01-01

    The results from searching for dark matter either directly from invisible decay of Higgs bosons or in association with a Higgs boson at the LHC are presented. No significant excess is found beyond the Standard Model prediction, and upper limits are set on the production cross section times branching fraction using data collected in proton-proton collisions at center-of-mass energies of 13 TeV by the ATLAS and CMS detectors. An interpreted upper limit is presented on the allowed dark matter-nucleon scattering cross section.

  18. Results of distal hypospadias repair after pediatric urology fellowship training: A comparison of junior surgeons with their mentor.

    Science.gov (United States)

    Bush, N C; Barber, T D; Dajusta, D; Prieto, J C; Ziada, A; Snodgrass, W

    2016-06-01

    Teaching and learning hypospadias repair is a major component of pediatric urology fellowship training. Educators must transfer skills to fellows, without increasing patient complications. Nevertheless, few studies report results of surgeons during their first years of independent practice. To review outcomes of distal hypospadias repairs performed during the same 2-year period by consecutive, recently matriculated, surgeons in independent practice, and to compare them to results by their mentor (with >20 years of experience). Exposure to hypospadias surgery during fellowship was determined from case logs of five consecutive fellows completing training from 2007-2011. TIP was the only technique used to repair distal hypospadias. No fellow operated independently or performed complete repairs under supervision. Instead, the first 3 months were spent assisting their mentor, observing surgical methodology and decision-making. Then, each performed selected portions under direct supervision, including: degloving, penile straightening, developing glans wings, incising and tubularizing the urethral plate, creating a barrier layer, sewing the glansplasty, and skin closure. Overall fellow participation in each case was mentor, with Fisher's exact contingency test. Training logs indicated fellow participation ranged from 76-134 hypospadias repairs, including distal, proximal and reoperative surgeries. Post-graduation case volumes ranged from 25-68 by junior surgeons versus 136 by the mentor. With similar mean follow-up, urethroplasty complication rates were statistically the same between the former fellows, and between them versus the mentor, ranging from 5-13%. Nearly all were fistulas or glans dehiscence. Junior surgeons reported they performed TIP as learned during fellowship, with one exception who used 7-0 polydioxanone rather than polyglactin for urethroplasty. This is the first study directly comparing hypospadias surgical outcomes by recently graduated fellows in

  19. Multicultural Mentoring.

    Science.gov (United States)

    Allen-Sommerville, Lenola

    1994-01-01

    Describes the mentoring relationship between George Washington Carver and Henry Agard Wallace who later became a great scientist and Vice President of the United States. Explains what mentoring is and discusses classroom implications for mentoring. (PR)

  20. SUSY and Dark Matter Results from ATLAS

    CERN Document Server

    Sandaker, H

    2013-01-01

    New results from LHC are increasingly challenging the limits of the Standard Model of particle physics. Some of the most attractive scenarios for new physics are Supersymmet- ric models. In addition to solving some of the shortcomings of the Standard Model (e.g. hierarchy problem, Higgs mass corrections, gauge coupling unification) they also provide a suitable Dark Matter candidate, which could be produced at the LHC. We present the latest searches for Supersymmetry in events with high-energy final states and large missing transverse momentum for 4.7 fb−1 of proton-proton collisions at √s = 7 TeV as recorded by the ATLAS detector at the Large Hadron Collider. The data is interpreted in models where the Dark Matter candidate is dominantly produced in cascade decays of heavier unstable supersymmetric particles together with high-pT Standard Model parti- cles. We also present more model-independent searches for one single highly energetic jet or photon together with large amount of missing energy, showing th...

  1. Creating More Effective Mentors: Mentoring the Mentor.

    Science.gov (United States)

    Gandhi, Monica; Johnson, Mallory

    2016-09-01

    Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and

  2. Results from the LUX dark matter experiment

    Energy Technology Data Exchange (ETDEWEB)

    Horn, Markus, E-mail: markus.horn@yale.edu [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Akerib, D.S [Case Western Reserve University, Dept. of Physics, 10900 Euclid Ave, Cleveland, OH 44106 (United States); Araújo, H.M. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Bai, X. [South Dakota School of Mines and Technology, 501 East St Joseph St., Rapid City SD 57701 (United States); Bailey, A.J. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Balajthy, J. [University of Maryland, Dept. of Physics, College Park, MD 20742 (United States); Bernard, E. [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Bernstein, A. [Lawrence Livermore National Laboratory, 7000 East Ave., Livermore, CA 94551 (United States); Bradley, A. [Case Western Reserve University, Dept. of Physics, 10900 Euclid Ave, Cleveland, OH 44106 (United States); Byram, D. [University of South Dakota, Dept. of Physics, 414E Clark St., Vermillion, SD 57069 (United States); Cahn, S.B. [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Carmona-Benitez, M.C. [University of California Santa Barbara, Dept. of Physics, Santa Barbara, CA (United States); Chan, C.; Chapman, J.J. [Brown University, Dept. of Physics, 182 Hope St., Providence, RI 02912 (United States); Chiller, A.A.; Chiller, C. [University of South Dakota, Dept. of Physics, 414E Clark St., Vermillion, SD 57069 (United States); Currie, A. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Viveiros, L. de [LIP-Coimbra, Department of Physics, University of Coimbra, Rua Larga, 3004-516 Coimbra (Portugal); Dobi, A. [University of Maryland, Dept. of Physics, College Park, MD 20742 (United States); and others

    2015-06-01

    The LUX (Large Underground Xenon) experiment aims at the direct detection of dark matter particles via their collisions with xenon nuclei. The 370 kg two-phase liquid xenon time projection chamber measures simultaneously the scintillation and ionization from interactions in the target. The ratio of these two signals provides very good discrimination between potential nuclear recoil and electronic recoil signals to search for WIMP-nucleon scattering. The LUX detector operates at the Sanford Underground Research Facility (Lead, South Dakota, USA) since February 2013. First results were presented in late 2013 setting the world's most stringent limits on WIMP-nucleon scattering cross-sections over a wide range of WIMP masses. A 300 day run beginning in 2014 will further improve the sensitivity and new calibration techniques will reduce systematics for the WIMP signal search.

  3. Results from the LUX dark matter experiment

    Science.gov (United States)

    Horn, Markus; Akerib, D. S.; Araújo, H. M.; Bai, X.; Bailey, A. J.; Balajthy, J.; Bernard, E.; Bernstein, A.; Bradley, A.; Byram, D.; Cahn, S. B.; Carmona-Benitez, M. C.; Chan, C.; Chapman, J. J.; Chiller, A. A.; Chiller, C.; Currie, A.; de Viveiros, L.; Dobi, A.; Dobson, J.; Druszkiewicz, E.; Edwards, B.; Faham, C. H.; Fiorucci, S.; Flores, C.; Gaitskell, R. J.; Gehman, V. M.; Ghag, C.; Gibson, K. R.; Gilchriese, M. G. D.; Hall, C.; Hanhardt, M.; Haselschwardt, S.; Hertel, S. A.; Huang, D. Q.; Ihm, M.; Jacobsen, R. G.; Kazkaz, K.; Knoche, R.; Larsen, N. A.; Lee, C.; Lenardo, B.; Lesko, K. T.; Lindote, A.; Lopes, M. I.; Malling, D. C.; Mannino, R.; McKinsey, D. N.; Mei, D.-M.; Mock, J.; Moongweluwan, M.; Morad, J.; Murphy, A. St. J.; Nehrkorn, C.; Nelson, H.; Neves, F.; Ott, R. A.; Pangilinan, M.; Parker, P. D.; Pease, E. K.; Pech, K.; Phelps, P.; Reichhart, L.; Shutt, T.; Silva, C.; Solovov, V. N.; Sorensen, P.; O`Sullivan, K.; Sumner, T. J.; Szydagis, M.; Taylor, D.; Tennyson, B.; Tiedt, D. R.; Tripathi, M.; Uvarov, S.; Verbus, J. R.; Walsh, N.; Webb, R.; White, J. T.; Witherell, M. S.; Wolfs, F. L. H.; Woods, M.; Zhang, C.; LUX Collaboration

    2015-06-01

    The LUX (Large Underground Xenon) experiment aims at the direct detection of dark matter particles via their collisions with xenon nuclei. The 370 kg two-phase liquid xenon time projection chamber measures simultaneously the scintillation and ionization from interactions in the target. The ratio of these two signals provides very good discrimination between potential nuclear recoil and electronic recoil signals to search for WIMP-nucleon scattering. The LUX detector operates at the Sanford Underground Research Facility (Lead, South Dakota, USA) since February 2013. First results were presented in late 2013 setting the world's most stringent limits on WIMP-nucleon scattering cross-sections over a wide range of WIMP masses. A 300 day run beginning in 2014 will further improve the sensitivity and new calibration techniques will reduce systematics for the WIMP signal search.

  4. Results from the LUX dark matter experiment

    International Nuclear Information System (INIS)

    Horn, Markus; Akerib, D.S; Araújo, H.M.; Bai, X.; Bailey, A.J.; Balajthy, J.; Bernard, E.; Bernstein, A.; Bradley, A.; Byram, D.; Cahn, S.B.; Carmona-Benitez, M.C.; Chan, C.; Chapman, J.J.; Chiller, A.A.; Chiller, C.; Currie, A.; Viveiros, L. de; Dobi, A.

    2015-01-01

    The LUX (Large Underground Xenon) experiment aims at the direct detection of dark matter particles via their collisions with xenon nuclei. The 370 kg two-phase liquid xenon time projection chamber measures simultaneously the scintillation and ionization from interactions in the target. The ratio of these two signals provides very good discrimination between potential nuclear recoil and electronic recoil signals to search for WIMP-nucleon scattering. The LUX detector operates at the Sanford Underground Research Facility (Lead, South Dakota, USA) since February 2013. First results were presented in late 2013 setting the world's most stringent limits on WIMP-nucleon scattering cross-sections over a wide range of WIMP masses. A 300 day run beginning in 2014 will further improve the sensitivity and new calibration techniques will reduce systematics for the WIMP signal search

  5. Mentoring Programmes

    DEFF Research Database (Denmark)

    Poulsen, Kirsten M.

    2013-01-01

    Purpose: The purpose of this paper is to give an introduction to the definition and learning process of mentoring, a structured overview of the value of mentoring for mentees, mentors, organisations and society, as well as present the key element for designing and implementing successful mentoring...

  6. Mentoring of young professionals in the field of rheumatology in Europe: results from an EMerging EUlar NETwork (EMEUNET) survey

    NARCIS (Netherlands)

    Frank-Bertoncelj, Mojca; Hatemi, Gulen; Ospelt, Caroline; Ramiro, Sofia; Machado, Pedro; Mandl, Peter; Gossec, Laure; Buch, Maya H.

    2014-01-01

    To explore perceptions of, participation in and satisfaction with mentoring programmes among young clinicians and researchers in rheumatology in Europe. To identify mentoring needs and expectations focusing on gender-specific differences. A survey on mentoring in rheumatology was distributed to

  7. Mentor Connections

    Science.gov (United States)

    Sciarappa, Kathleen

    2010-01-01

    Jargon associated with mentoring can be confusing. Is a new leader involved in induction, being mentored, or experiencing coaching? Induction is meant to familiarize a new employee with the details and scope of job responsibilities, while mentoring and coaching are directed at skill development. Elementary and secondary principals rate mentoring…

  8. Mentoring Experiences of Aging and Disability Rehabilitation Researchers

    Directory of Open Access Journals (Sweden)

    Mary Egan

    2010-01-01

    Full Text Available Objectives. To explore research mentoring experiences and perceived mentoring needs of aging and disability researchers at different career stages. Design. Focus group and individual interviews with rehabilitation researchers at various career stages based in hospitals, universities, and hospital-based research institutes in Ontario, Canada. Results. The overall theme was mentoring for transition. Participants across career stages referred to helpful mentoring experiences as those that assisted them to move from their previous stage into the present stage or from the present stage into their next career progression. Unhelpful mentoring experiences were characterized by mentor actions that were potentially detrimental to transition. Subsumed under this theme were three categories. The first, “hidden information” referred to practical information that was difficult to access. The second “delicate issues” referred to helping the participant work through issues related to sensitive matters, the discussion of which could put the participants or their colleagues in a vulnerable position. The third category was “special challenges of clinician-researchers”. Conclusions. Helpful mentoring for rehabilitation researchers working on concerns related to aging and disability appears to be characterized by interaction with more experienced individuals who aid the researcher work through issues related to career transition.

  9. Transformational mentoring: Leadership behaviors of spinal cord injury peer mentors.

    Science.gov (United States)

    Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

    2018-02-01

    The purpose of this study was to investigate the leadership behaviors of spinal cord injury (SCI) peer mentors and examine whether behaviors of peer mentors align with the tenets of transformational leadership theory. A total of 12 SCI peer mentors aged 28-75 (M = 49.4) who had between 3 and 56 years (M = 13.9) of mentoring experience were recruited for the study. Utilizing a qualitative methodology (informed by a social constructionist approach), each mentor engaged in a semistructured interview about their experiences as a peer mentor. Interviews were transcribed verbatim and subjected to a directed content analysis. SCI peer mentors reported using mentorship behaviors and engaging with mentees in a manner that closely aligns with the core components of transformational leadership theory: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. A new subcomponent of inspirational motivation described as 'active promotion of achievement' was also identified and may be unique to the context of peer mentorship. SCI peer mentors inherently use behaviors associated with transformational leadership theory when interacting with mentees. The results from this study have the potential to inform SCI peer mentor training programs about specific leadership behaviors that mentors could be taught to use and could lead to more effective mentoring practices for people with SCI. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Home visits by neighborhood Mentor Mothers provide timely recovery from childhood malnutrition in South Africa: results from a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Mbewu Nokwanele

    2010-11-01

    Full Text Available Abstract Background Child and infant malnourishment is a significant and growing problem in the developing world. Malnourished children are at high risk for negative health outcomes over their lifespans. Philani, a paraprofessional home visiting program, was developed to improve childhood nourishment. The objective of this study is to evaluate whether the Philani program can rehabilitate malnourished children in a timely manner. Methods Mentor Mothers were trained to conduct home visits. Mentor Mothers went from house to house in assigned neighborhoods, weighed children age 5 and younger, and recruited mother-child dyads where there was an underweight child. Participating dyads were assigned in a 2:1 random sequence to the Philani intervention condition (n = 536 or a control condition (n = 252. Mentor Mothers visited dyads in the intervention condition for one year, supporting mothers' problem-solving around nutrition. All children were weighed by Mentor Mothers at baseline and three, six, nine and twelve month follow-ups. Results By three months, children in the intervention condition were five times more likely to rehabilitate (reach a healthy weight for their ages than children in the control condition. Throughout the course of the study, 43% (n = 233 of 536 of children in the intervention condition were rehabilitated while 31% (n = 78 of 252 of children in the control condition were rehabilitated. Conclusions Paraprofessional Mentor Mothers are an effective strategy for delivering home visiting programs by providing the knowledge and support necessary to change the behavior of families at risk.

  11. Results from PAMELA, ATIC and FERMI: Pulsars or dark matter?

    Indian Academy of Sciences (India)

    Historically, the first evidence for the unseen or dark matter was found in clusters of galaxies. ..... sensitivity to confirm/rule out the DAMA results. ... γ-ray flux sensitivity over previous experiments largely because of its superior rejection.

  12. Mentoring Opportunities

    Science.gov (United States)

    Landy, Margo

    2018-01-01

    In this article, the author examines her experiences as a mentee at an academic institution. She has had time to look back at some of what her mentor did in mentoring, and now appreciates how novel and successful some of his approaches were. She shares them in this article because she thinks her experience is evidence that broadening the…

  13. Overview of ALICE results at Quark Matter 2014

    Energy Technology Data Exchange (ETDEWEB)

    Grosse-Oetringhaus, Jan Fiete

    2014-11-15

    The results released by the ALICE Collaboration at Quark Matter 2014 address topics from identified-particle jet fragmentation functions in pp collisions, to the search for collective signatures in p–Pb collisions to precision measurements of jet quenching with D mesons in Pb–Pb collisions. This paper gives an overview of the contributions (31 parallel talks, 2 flash talks and 80 posters) by the ALICE Collaboration at Quark Matter 2014.

  14. Maintenance Mentor

    National Research Council Canada - National Science Library

    Jacobs, John

    2003-01-01

    Maintenance Mentor (MXM) is a research effort conducted by a joint AFRL/HESR and Northrop Grumman Information Technology team to identify the basic, high-level requirements necessary for improving flight line diagnostic capabilities...

  15. [MENTORING IN NURSING, A PHENOMENOLOGICAL APPROACH].

    Science.gov (United States)

    Osuna Torres, Blanca Herlinda; González Rendón, M C E Cristina

    2014-11-01

    The essay explains that mentoring, originally established to improve student trajectories, reflects a deeper improvement of the people involved in the process. The method used is the analysis of the mentoring experience from participant observation and phenomenology of lived processes. The results reveal that the early analysis of risk factors present in academics--socio-psychological, family and institutional matters, that may affect the student experience in its passage through the academic unit--, requires the intervention of a preventive nature and monitoring operating variables. In addition, tutoring is a teaching experience which is consolidated with the daily life from the human relationship established between the mentor and the mentee, from the position of the older adult and experience is a state meet demand related care. However, in the tutorial process face to face, usually with academic aspects, therefore, the teaching function is fulfilled but operated in particular. By helping to find meaning to knowledge not understood, this function is still performed if tutors pairs learn to know each other that occasionally is the mirror which reflects the own story. While they are recognizing the problems of the mentee, the mentor will exorcise his ghosts. Therefore, we argue that, although originally born tutoring to abate dropout rates, failure and increase retention and degree, over time, has become a process of improving people.

  16. Dark Matter Time Projection Chamber : Recent R&D Results

    Science.gov (United States)

    Battat, J. B. R.; Ahlen, S.; Chernicoff, M.; Deaconu, C.; Dujmic, D.; Dushkin, A.; Fisher, P.; Henderson, S.; Inglis, A.; Kaboth, A.; Kirsch, L.; Lopez, J. P.; Monroe, J.; Ouyang, H.; Sciolla, G.; Tomita, H.; Wellenstein, H.

    2012-02-01

    The Dark Matter Time Projection Chamber collaboration recently reported a dark matter limit obtained with a 10 liter time projection chamber filled with CF4 gas. The 10 liter detector was capable of 2D tracking (perpendicular to the drift direction) and 2D fiducialization, and only used information from two CCD cameras when identifying tracks and rejecting backgrounds. Since that time, the collaboration has explored the potential benefits of photomultiplier tube and electronic charge readout to achieve 3D tracking, and particle identification for background rejection. The latest results of this effort is described here.

  17. Coworkers’ Perspectives on Mentoring Relationships

    Science.gov (United States)

    Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D. T.

    2016-01-01

    Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers’ perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup’s functioning by influencing both their workgroup’s performance and climate. Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup’s performance as they influence the individual functioning of mentor and protégé, the workgroup’s efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup’s climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups. PMID:29568215

  18. Coworkers' Perspectives on Mentoring Relationships.

    Science.gov (United States)

    Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D T

    2018-04-01

    Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers' perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup's functioning by influencing both their workgroup's performance and climate . Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup's performance as they influence the individual functioning of mentor and protégé, the workgroup's efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup's climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups.

  19. Results from PAMELA, ATIC and FERMI: Pulsars or dark matter?

    Indian Academy of Sciences (India)

    It is well known that dark matter dominates the dynamics of galaxies and clusters of galaxies. Its constituents remain a mystery despite an assiduous search for them over the past three decades. Recent results from the satellite-based PAMELA experiment show an excess in the positron fraction at energies between 10 and ...

  20. Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement.

    Science.gov (United States)

    Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria

    2018-01-01

    To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring. Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors. A cross-sectional, descriptive explorative study design was used. Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors' competence in mentoring culturally and linguistically diverse nursing students was measured with the self-assessment Mentors' Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non-parametric tests and binary logistic regression analysis. Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors' competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area. Innovative and effective strategies are needed to develop mentors' competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments. © 2017 John Wiley & Sons Ltd.

  1. The Mentor inside You

    Science.gov (United States)

    Kerlin, Christine

    2016-01-01

    Mentoring occurs in formal and informal ways. While formal mentoring programs are valuable, the majority of people are likely to have opportunities for informal mentoring in their workplace and in their communities. The author makes the point that mentors are all around us, and each of us may have the capacity to mentor or to be mentored, whether…

  2. Anesthesiology mentoring.

    Science.gov (United States)

    Wenzel, Volker; Gravenstein, Nikolaus

    2016-12-01

    Mentoring is fundamentally valuable and important to students considering a path into our specialty, as well as to colleagues already in it and with ambition to advance. General principles and personal experiences are collected and described to help inform future mentors and to reinforce the value of having a mentor and the satisfaction (and work) that is associated with such a role. Detecting a latent talent among medical students or residents may be challenging but is worth the effort to develop personal careers and the specialty itself. Upon agreeing to jointly move a certain project, a professional plan is needed to improve chances of success and decrease the likelihood of frustration. Various challenges always have to be detected and solved, with the ultimate goal to guide a medical student to residency, subsequently into faculty status and preferably to lifelong collaboration. Access to a mentor is an often-cited key to choosing a specialty and the success of junior colleagues and thus the entire department. Mentoring is fundamentally valuable in providing role modeling and also in protecting the mentee from the inefficiency of learning lessons the hard way.

  3. Results from the DarkSide-50 Dark Matter Experiment

    Energy Technology Data Exchange (ETDEWEB)

    Fan, Alden [Univ. of California, Los Angeles, CA (United States)

    2016-01-01

    While there is tremendous astrophysical and cosmological evidence for dark matter, its precise nature is one of the most significant open questions in modern physics. Weakly interacting massive particles (WIMPs) are a particularly compelling class of dark matter candidates with masses of the order 100 GeV and couplings to ordinary matter at the weak scale. Direct detection experiments are aiming to observe the low energy (<100 keV) scattering of dark matter off normal matter. With the liquid noble technology leading the way in WIMP sensitivity, no conclusive signals have been observed yet. The DarkSide experiment is looking for WIMP dark matter using a liquid argon target in a dual-phase time projection chamber located deep underground at Gran Sasso National Laboratory (LNGS) in Italy. Currently filled with argon obtained from underground sources, which is greatly reduced in radioactive 39Ar, DarkSide-50 recently made the most sensitive measurement of the 39Ar activity in underground argon and used it to set the strongest WIMP dark matter limit using liquid argon to date. This work describes the full chain of analysis used to produce the recent dark matter limit, from reconstruction of raw data to evaluation of the final exclusion curve. The DarkSide- 50 apparatus is described in detail, followed by discussion of the low level reconstruction algorithms. The algorithms are then used to arrive at three broad analysis results: The electroluminescence signals in DarkSide-50 are used to perform a precision measurement of ii longitudinal electron diffusion in liquid argon. A search is performed on the underground argon data to identify the delayed coincidence signature of 85Kr decays to the 85mRb state, a crucial ingredient in the measurement of the 39Ar activity in the underground argon. Finally, a full description of the WIMP search is given, including development of cuts, efficiencies, energy scale, and exclusion

  4. Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.

    Science.gov (United States)

    Shollen, S Lynn; Bland, Carole J; Center, Bruce A; Finstad, Deborah A; Taylor, Anne L

    2014-09-01

    To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty. In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract). Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors. The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.

  5. Mentoring And Women's Perceived Professional Growth | Chovwen ...

    African Journals Online (AJOL)

    This study investigated the influence of mentoring on professional growth of women and result indicated that although protégé/mentoring relationship was not formally constituted in most organizations it was found to be a significant predictor of growth and participants with mentors perceived they experienced higher growth ...

  6. Dark Matter in Light of the LUX Results

    Energy Technology Data Exchange (ETDEWEB)

    Fox, Patrick J. [Fermilab; Jung, Gabriel [Fermilab; Sorensen, Peter [LLNL, Livermore; Weiner, Neal [New York U.

    2014-05-22

    The landscape of dark matter direct detection has been profoundly altered by the slew of recent experiments. While some have claimed signals consistent with dark matter, others have seen few, if any, events consistent with dark matter. The results of the putative detections are often incompatible with each other in the context of naive spin-independent scattering, as well as with the null results. In particular, in light of the conflicts between the DM interpretation of the three events recently reported by the CDMS-Si experiment and the first results of the LUX experiment, there is a strong need to revisit the assumptions that go into the DM interpretations of both signals and limits. We attempt to reexamine a number of particle physics, astrophysics and experimental uncertainties. Specifically, we examine exothermic scattering, isospin-dependent couplings, modified halo models through astrophysics independent techniques, and variations in the assumptions about the scintillation light in liquid Xenon. We find that only a highly tuned isospin-dependent scenario remains as a viable explanation of the claimed detections, unless the scintillation properties of LXe are dramatically different from the assumptions used by the LUX experiment.

  7. Low-Mass Dark Matter Search Results and Radiogenic Backgrounds for the Cryogenic Dark Matter Search

    Energy Technology Data Exchange (ETDEWEB)

    Pepin, Mark David [Univ. of Minnesota, Minneapolis, MN (United States)

    2016-12-01

    An ever-increasing amount of evidence suggests that approximately one quarter of the energy in the universe is composed of some non-luminous, and hitherto unknown, “dark matter”. Physicists from numerous sub-fields have been working on and trying to solve the dark matter problem for decades. The common solution is the existence of some new type of elementary particle with particular focus on weakly interacting massive particles (WIMPs). One avenue of dark matter research is to create an extremely sensitive particle detector with the goal of directly observing the interaction of WIMPs with standard matter. The Cryogenic Dark Matter Search (CDMS) project operated at the Soudan Underground Laboratory from 2003–2015, under the CDMS II and SuperCDMS Soudan experiments, with this goal of directly detecting dark matter. The next installation, SuperCDMS SNOLAB, is planned for near-future operation. The reason the dark-matter particle has not yet been observed in traditional particle physics experiments is that it must have very small cross sections, thus making such interactions extremely rare. In order to identify these rare events in the presence of a background of known particles and interactions, direct detection experiments employ various types and amounts of shielding to prevent known backgrounds from reaching the instrumented detector(s). CDMS utilized various gamma and neutron shielding to such an effect that the shielding, and other experimental components, themselves were sources of background. These radiogenic backgrounds must be understood to have confidence in any WIMP-search result. For this dissertation, radiogenic background studies and estimates were performed for various analyses covering CDMS II, SuperCDMS Soudan, and SuperCDMS SNOLAB. Lower-mass dark matter t c2 inent in the past few years. The CDMS detectors can be operated in an alternative, higher-biased, mode v to decrease their energy thresholds and correspondingly increase their sensitivity

  8. Mentoring Human Performance - 12480

    Energy Technology Data Exchange (ETDEWEB)

    Geis, John A.; Haugen, Christian N. [CALIBRE Systems, Inc., Alexandria, Virginia (United States)

    2012-07-01

    measure, and return on investment is difficult to quantify, especially in complex and large organizations where the ability to directly correlate causal factors can be challenging, the evidence presented by Sydney Dekker, James Reason, and others who study the field of human factors does assert managing and reducing error is possible. Employment of key behaviors-HPI techniques and skills-can be shown to have a significant impact on error rates. Our mentoring program demonstrated reduced error rates and corresponding improvements in safety and production. Improved behaviors are the result, of providing a culture with consistent, clear expectations from leadership, and processes and methods applied consistently to error prevention. Mentoring, as envisioned and executed in this program, was effective in helping shift organizational culture and effectively improving safety and production. (authors)

  9. Results on dark matter searches with the ANTARES neutrino telescope

    CERN Multimedia

    Zornoza, Juande

    2016-01-01

    Neutrino telescopes have a wide scientific scope. One of their main goals is the detection of dark matter, for which they have specific advantages. The understanding of the nature of dark matter requires a multi-front approach since we still do not know many of their properties. Neutrino telescopes offer the possibility of look at several kinds of sources, not all of them available to other indirect searches. In this work we provide an overview of the results obtained by the ANTARES neutrino telescope, which has been taking data for almost ten years. It is installed in the Mediterranean Sea at a depth of 2475 m, off the coast of Toulon (France). The results presented in this work include searches for neutrino excess from several astrophysical sources. One of the most interesting ones is the Sun. Dark matter particles by the solar system would scatter with nuclei of the Sun, lose energy and accumulate in its centre. Among the final products of their annihilations, only neutrinos could escape. Therefore, a dete...

  10. Mentoring: An Evolving Relationship.

    Science.gov (United States)

    Block, Michelle; Florczak, Kristine L

    2017-04-01

    The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.

  11. Doctoral Advising or Mentoring? Effects on Student Outcomes

    Science.gov (United States)

    Lunsford, Laura

    2012-01-01

    This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support…

  12. Mentoring Graduate Students: The Good, Bad, and Gray

    Science.gov (United States)

    Ballantine, Jeanne H.; Jolly-Ballantine, John-Andrew

    2015-01-01

    Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in…

  13. LHC experiments present new results at Quark Matter 2011 Conference

    CERN Multimedia

    CERN Press Office

    2011-01-01

    The three LHC experiments that study lead ion collisions all presented their latest results today at the annual Quark Matter conference, held this year in Annecy, France. The results are based on analysis of data collected during the last two weeks of the 2010 LHC run, when the LHC switched from protons to lead-ions. All experiments report highly subtle measurements, bringing heavy-ion physics into a new era of high precision studies.   Events recorded by the ALICE experiment from the first lead ion collisions (Nov-Dec 2010). “These results from the LHC lead ion programme are already starting bring new understanding of the primordial universe,” said CERN Director General Rolf Heuer. “The subtleties they are already seeing are very impressive.” In its infancy, just microseconds after the Big Bang, the universe consisted of a plasma of quarks and gluons (QGP), the fundamental building blocks of matter. By colliding heavy ions, physicists can turn back time an...

  14. 'Silent mentors'

    DEFF Research Database (Denmark)

    Douglas-Jones, Rachel

    2017-01-01

    Unlike cadaver donation in the West, which has to a large degree maintained the anonymity of the body used to teach medical students, the Taiwanese Tzu Chi Buddhist Silent Mentor programme at the centre of this article foregrounds the identity of the training cadaver as an essential element in me...... for medical pedagogy, body donation, and Buddhist practices prompted by this programme, putting the ‘Silent Mentors’ into conversation with the ‘new immortalities’ of this special issue....

  15. Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

    Science.gov (United States)

    Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

    2017-05-01

    Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p mentoring in multiple areas (p mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

  16. First Results of the LUX Dark Matter Experiment

    Science.gov (United States)

    Carmona-Benitez, M. C.; Akerib, D. S.; Araújo, H. M.; Bai, X.; Bailey, A. J.; Balajthy, J.; Beltrame, P.; Bernard, E.; Bernstein, A.; Bradley, A.; Byram, D.; Cahn, S. B.; Chan, C.; Chapman, J. J.; Chiller, A. A.; Chiller, C.; Currie, A.; de Viveiros, L.; Dobi, A.; Dobson, J.; Druszkiewicz, E.; Edwards, B.; Faham, C. H.; Fiorucci, S.; Flores, C.; Gaitskell, R. J.; Gehman, V. M.; Ghag, C.; Gibson, K. R.; Gilchriese, M. G. D.; Hall, C.; Hanhardt, M.; Haselschwardt, S.; Hertel, S. A.; Horn, M.; Huang, D. Q.; Ihm, M.; Jacobsen, R. G.; Kazkaz, K.; Knoche, R.; Larsen, N. A.; Lee, C.; Lenardo, B.; Lesko, K. T.; Lindote, A.; Lopes, M. I.; Malling, D. C.; Manalaysay, A.; Mannino, R.; McKinsey, D. N.; Mei, D.-M.; Mock, J.; Moongweluwan, M.; Morad, J.; Murphy, A. St. J.; Nehrkorn, C.; Nelson, H.; Neves, F.; Ott, R. A.; Pangilinan, M.; Parker, P. D.; Pease, E. K.; Pech, K.; Phelps, P.; Reichhart, L.; Shutt, T.; Silva, C.; Solovov, V. N.; Sorensen, P.; O'Sullivan, K.; Sumner, T. J.; Szydagis, M.; Taylor, D.; Tennyson, B.; Tiedt, D. R.; Tripathi, M.; Tvrznikova, L.; Uvarov, S.; Verbus, J. R.; Walsh, N.; Webb, R.; White, J. T.; Witherell, M. S.; Wolfs, F. L. H.; Woods, M.; Zhang, C.; LUX Collaboration

    2016-04-01

    LUX (Large Underground Xenon) is a dark matter direct detection experiment deployed at the 4850' level of the Sanford Underground Research Facility (SURF) in Lead, SD, operating a 370 kg dual-phase xenon TPC. Results of the first WIMP search run were presented in late 2013, for the analysis of 85.3 live-days with a fiducial volume of 118 kg, taken during the period of April to August 2013. The experiment exhibited a sensitivity to spin-independent WIMP-nucleon elastic scattering with a minimum upper limit on the cross section of 7.6 ×10-46cm2 at a WIMP mass of 33 GeV/c2, becoming the world's leading WIMP search result, in conflict with several previous claimed hints of discovery.

  17. Therapeutic mentoring: reducing the impact of trauma for foster youth.

    Science.gov (United States)

    Johnson, Sara B; Pryce, Julia M

    2013-01-01

    This study utilized secondary data analysis to examine therapeutic mentoring (TM) as a service intervention in helping to reduce trauma symptoms in foster youth. Outcomes were compared for mentored (n = 106) and non-mentored (n = 156) foster youth related to experience and symptoms of trauma. Results showed that mentored youth improved significantly in the reduction of trauma symptoms relative to non-mentored youth, suggesting that TM shows promise as an important treatment intervention for foster youth with trauma experiences.

  18. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    Science.gov (United States)

    2011-01-01

    Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six

  19. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    Directory of Open Access Journals (Sweden)

    Störmann Sylvère

    2011-09-01

    Full Text Available Abstract Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training. In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17, numeric (7 and free-text (10 format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students enrolled as mentees at the time of the survey. 14 out of 22 programs (63% have been established within the

  20. Mentoring Women in STEM: A Collegiate Investigation of Mentors and Proteges

    Science.gov (United States)

    Leavey, Nicole

    Science, technology, engineering and mathematics (STEM) education in the United States lags behind that of other industrialized nations. Despite national efforts to enhance the quality of STEM education for students, progress remains elusive. Underperformance is evident in measures of outcomes, participation, and retention. In particular, inequity persists in the attraction and retention of women to STEM fields. Mentoring is heavily cited as a means to improve our national efforts to fortify STEM education. This research explores mentoring styles, gender preferences, and differential impact on outcomes. The results challenge conventional wisdom that women prefer and benefit from a style of mentoring that is different from the preferred style of men. This study found that male and female proteges do not desire different types of mentoring. In fact, male and female proteges desire task-oriented mentoring when compared to relationship-oriented mentoring styles. However, female proteges prefer to be mentored by female mentors and male proteges prefer to be mentored by male mentors. In addition, with respect to gender, mentors do not differ in the type of mentoring they employ. Additionally, results of the study indicate that task-oriented mentoring style may bring incremental explanatory power with regard to intention to pursue STEM careers. This research implicates STEM program design in university settings. Gender-focused STEM programs are advised to focus on preferences and mentoring type, but not in the conventional way. This research indicates that women in STEM disciplines are not expressing a preference for relationship-oriented mentoring type and do benefit from task-oriented mentoring styles.

  1. A comparison of well-peer mentored and non-peer mentored athletes' perceptions of satisfaction.

    Science.gov (United States)

    Hoffmann, Matt D; Loughead, Todd M

    2016-01-01

    The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes' perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.

  2. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany.

    Science.gov (United States)

    Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Niedermaier, Sophie; Fischer, Martin R

    2011-09-24

    Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring

  3. Mapping mentor teachers' roles in mentoring dialogues

    NARCIS (Netherlands)

    Dr. F.J.A.J. Crasborn; Paul Hennissen; Fred Korthagen; Theo Bergen; Niels Brouwer

    2008-01-01

    The dialogue between a mentor teacher and a prospective teacher is a key element in the supervision of prospective teachers in the workplace. This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically

  4. Interrelationships among Elements of Formal Mentoring and the Dimensions of Organizational Socialization

    Science.gov (United States)

    Connelly, John T.

    2011-01-01

    Organizations created formal mentoring programs to replicate the benefits of informal mentoring. With regard to measuring mentoring functions, organizations are using informal measures to measure formal mentoring programs. As a result, empirical measurements of the effectiveness of university formal mentoring programs are limited. Researchers…

  5. DAMA RESULTS: DARK MATTER IN THE GALACTIC HALO

    Directory of Open Access Journals (Sweden)

    R. Bernabei

    2013-12-01

    Full Text Available Experimental efforts and theoretical developmens support that most of the Universe is Dark and a large fraction of it should be made of relic particles; many possibilities are open on their nature and interaction types. In particular, the DAMA/LIBRA experiment at Gran Sasso Laboratory (sensitive mass: ~250 kg is mainly devoted to the investigation of Dark Matter (DM particles in the Galactic halo by exploiting the model independent DM annual modulation signature with higly radiopure Na I(Tl targets. DAMA/LIBRA is the succesor of the first generation DAMA/NaI (sensitive mass: ~100 kg; cumulatively the two experiments have released so far the results obtained by analyzing an exposure of 1.17 t yr, collected over 13 annual cycles. The data show a model independent evidence of the presence of DM particles in the galactic halo at 8.9σ confidence level (C.L.. Some of the already achieved results are shortly reminded, the last upgrade occurred at fall 2010 is mentioned and future perspectives are sumarized.

  6. Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers

    Science.gov (United States)

    DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

    2013-01-01

    Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990

  7. Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees.

    Science.gov (United States)

    Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

    2017-01-01

    Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.

  8. First results from the LUX Dark Matter Experiment

    CERN Multimedia

    CERN. Geneva

    2013-01-01

    Discovery of the nature of dark matter is internationally recognized as one of the greatest contemporary challenges in science, fundamental to our understanding of the Universe. The most compelling candidates for dark matter are Weakly Interacting Massive Particles (WIMPs) that arise naturally in several models of physics beyond the Standard Model. The discovery of galactic WIMPs would therefore enlighten two of the outstanding problems of modern physics - the matter composition of the Universe and the extrapolation of the Standard Model of particle physics to GUT scales. Although no definitive signal has yet been discovered, the worldwide race towards direct detection has been dramatically accelerated by the remarkable progress and evolution of liquid xenon (LXe) time projection chambers (TPCs). They have shifted the scale of target mass by orders of magnitude whilst simultaneously reducing backgrounds to unprecedented low levels, becoming the leaders of the field and offering the most promising prospects fo...

  9. Mentoring among scientists: Implications of interpersonal relationships within a formal mentoring program

    International Nuclear Information System (INIS)

    Maughan, B. D.

    2006-01-01

    Mentoring is an established strategy for learning that has its root in antiquity. Most, if not all, successful scientists and engineers had an effective mentor at some point in their career. In the context of scientists and engineers, mentoring has been undefined. Reports addressing critical concerns regarding the future of science and engineering in the U.S. mention the practice of mentoring a priori, leaving organizations without guidance in its application. Preliminary results from this study imply that formal mentoring can be effective when properly defined and operationalized. Recognizing the uniqueness of the individual in a symbiotic mentor-protege relationship significantly influences a protege's learning experience which carries repercussions into their career intentions. The mentor-protege relationship is a key factor in succession planning and preserving and disseminating critical information and tacit knowledge essential to the development of leadership in the science and technological industry. (authors)

  10. Mentoring Among Scientists: Implications of Interpersonal Relationships within a Formal Mentoring Program

    Energy Technology Data Exchange (ETDEWEB)

    Bryan D. Maughan

    2006-11-01

    Mentoring is an established strategy for learning that has its root in antiquity. Most, if not all, successful scientists and engineers had an effective mentor at some point in their career. In the context of scientists and engineers, mentoring has been undefined. Reports addressing critical concerns regarding the future of science and engineering in the U.S. mention the practice of mentoring a priori, leaving organizations without guidance in its application. Preliminary results from this study imply that formal mentoring can be effective when properly defined and operationalized. Recognizing the uniqueness of the individual in a symbiotic mentor-protégé relationship significantly influences a protégé’s learning experience which carries repercussions into their career intentions. The mentor-protégé relationship is a key factor in succession planning and preserving and disseminating critical information and tacit knowledge essential to the development of leadership in the science and technological industry.

  11. A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds.

    Science.gov (United States)

    Johnson, Mallory O; Gandhi, Monica

    2015-08-01

    Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective mentors, and the few that exist have a dearth of empirical support of their impact. In 2013, we recruited 34 faculty from across the US engaged in HIV-related clinical research to participate in a 2-day Mentoring the Mentors workshop. The workshop included didactic and interactive content focused on a range of topics, such as mentor-mentee communication, leadership styles, emotional intelligence, understanding the impact of diversity (unconscious bias, microaggressions, discrimination, tokenism) for mentees, and specific tools and techniques for effective mentoring. Pre- and post-workshop online evaluations documented high rates of satisfaction with the program and statistically significant improvements in self-appraised mentoring skills (e.g. addressing diversity in mentoring, communication with mentees, aligning mentor-mentee expectations), as assessed via a validated mentoring competency tool. This is the first mentoring training program focused on enhancing mentors' abilities to nurture investigators of diversity, filling an important gap, and evaluation results offer support for its effectiveness. Results suggest a need for refinement and expansion of the program and for more comprehensive, long-term evaluation of distal mentoring outcomes for those who participate in the program.

  12. Building a mentoring network.

    Science.gov (United States)

    McBride, Angela Barron; Campbell, Jacquelyn; Woods, Nancy Fugate; Manson, Spero M

    Mentoring has long been regarded as one of the key components of research training and faculty development. The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars' development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors' support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting. Copyright © 2016. Published by Elsevier Inc.

  13. [Providing of a virtual simulator perineal anatomy (Pelvic Mentor®) in learning pelvic perineology: results of a preliminary study].

    Science.gov (United States)

    Legendre, G; Sahmoune Rachedi, L; Descamps, P; Fernandez, H

    2015-01-01

    Medical and surgical simulation is in high demand. It is widely used in North America as a method of education and training of medical students and surgical residents. Learning anatomy and vaginal surgery are based on palpation recognition of different structures. The absence of visual control of actions learners is a limiting factor for the reproducibility of surgical techniques prolapse and urinary incontinenence. However, this reproducibility is the only guarantee of success and safety of these minimally invasive surgeries. We evaluated the contribution of an educational module perineal anatomy using a system combining anatomic mannequin and a computerized 3D virtual simulator (Pelvic Mentor®, Simbionix) in the knowledge of pelvic-perineal anatomical structures for eight residents of obstetrics and gynecology hospitals in Paris. The self-study training module has led to substantial improvements in internal rating with a proportion of structures recognized from 31.25 to 87.5 % (P3D virtual simulator enhances and facilitates learning the anatomy of the pelvic floor. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

  14. Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

    Science.gov (United States)

    van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

    2016-01-01

    Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

  15. Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring

    Science.gov (United States)

    Fallatah, Hind I; Soo Park, Yoon; Farsi, Jamila; Tekian, Ara

    2018-01-01

    Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority (P = .024) and motivation (P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful

  16. Dark matter as a dynamic effect due to a non-minimal gravitational coupling with matter (II): Numerical results

    International Nuclear Information System (INIS)

    Paramos, J; Bertolami, O

    2010-01-01

    Following the previous contribution discussing the rich phenomenology of models possessing a non-minimal coupling between matter and geometry, with emphasis on its characteristics and analytical results, the obtained 'dark matter' mimicking mechanism is numerically studied. This allows for ascertaining the order of magnitude of the relevant parameters, leading to a validation of the analytical results and the discussion of possible cosmological implications and deviation from universality.

  17. Baryonic distributions in galaxy dark matter haloes - II. Final results

    Science.gov (United States)

    Richards, Emily E.; van Zee, L.; Barnes, K. L.; Staudaher, S.; Dale, D. A.; Braun, T. T.; Wavle, D. C.; Dalcanton, J. J.; Bullock, J. S.; Chandar, R.

    2018-06-01

    Re-creating the observed diversity in the organization of baryonic mass within dark matter haloes represents a key challenge for galaxy formation models. To address the growth of galaxy discs in dark matter haloes, we have constrained the distribution of baryonic and non-baryonic matter in a statistically representative sample of 44 nearby galaxies defined from the Extended Disk Galaxy Exploration Science (EDGES) Survey. The gravitational potentials of each galaxy are traced using rotation curves derived from new and archival radio synthesis observations of neutral hydrogen (H I). The measured rotation curves are decomposed into baryonic and dark matter halo components using 3.6 μm images for the stellar content, the H I observations for the atomic gas component, and, when available, CO data from the literature for the molecular gas component. The H I kinematics are supplemented with optical integral field spectroscopic (IFS) observations to measure the central ionized gas kinematics in 26 galaxies, including 13 galaxies that are presented for the first time in this paper. Distributions of baryonic-to-total mass ratios are determined from the rotation curve decompositions under different assumptions about the contribution of the stellar component and are compared to global and radial properties of the dominant stellar populations extracted from optical and near-infrared photometry. Galaxies are grouped into clusters of similar baryonic-to-total mass distributions to examine whether they also exhibit similar star and gas properties. The radial distribution of baryonic-to-total mass in a galaxy does not appear to correlate with any characteristics of its star formation history.

  18. Implications of LHC results for theories of dark matter

    International Nuclear Information System (INIS)

    Tait, T.M.P.

    2014-01-01

    This write-up covers an invited talk prepared for the Rencontres de Blois particle physics conference in 2012. It provides some theoretical thoughts regarding searches for new phenomena at high energy colliders, with some specific reference to signatures including missing transverse momentum, which provide natural probes of the nature of dark matter. Some discussion of how these searches complement those performed in direct and indirect detection experiments is included. (author)

  19. Mentoring, coaching and supervision

    OpenAIRE

    McMahon, Samantha; Dyer, Mary; Barker, Catherine

    2016-01-01

    This chapter considers the purpose of coaching, mentoring and supervision in early childhood eduaction and care. It examines a number of different approaches and considers the key skills required for effective coaching, mentoring and supervision.

  20. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military

    National Research Council Canada - National Science Library

    Knouse, Stephen

    1998-01-01

    This report provides an overview of mentoring: the career enhancing and psychosocial functions, the stages of development in the mentoring relationship, and a selective review of the research literature...

  1. Fra mentee til mentor

    DEFF Research Database (Denmark)

    2015-01-01

    Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug.......Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug....

  2. Being a Mentor: Novice Teachers' Mentors' Conceptions of Mentoring Prior to Training

    Science.gov (United States)

    Schatz-Oppenheimer, Orna

    2017-01-01

    This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…

  3. Ethics With Mentoring.

    Science.gov (United States)

    Milton, Constance L

    2017-04-01

    The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the humanbecoming lens of understanding. Possibilities of ethical nurse practice with the art of mentoring from the humanbecoming perspective are illuminated.

  4. Onward: Reflections on Mentoring

    Science.gov (United States)

    Williams, Kimberley Buster

    2018-01-01

    The author has been blessed with great mentors throughout her career. When she was invited to participate in the Leadership University of Mary Washington (UMW), a mentoring program at her institution, she did not hesitate to say yes. In this article, the author shares her reflections on mentoring.

  5. Making Mentoring Work

    Science.gov (United States)

    Weisling, Nina F.; Gardiner, Wendy

    2018-01-01

    Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don't live up to their potential. This article presents four research-based strategies that improve mentoring programs' prospects for success. By setting clear expectations, getting…

  6. Electronic Mentoring of Research.

    Science.gov (United States)

    Gregory, Vicki L.

    On July 1, 1991, the ACRL (Association of College and Research Libraries) Research Committee launched a pilot project to mentor academic librarians in their conduct of research. Since the mentors and protegees were potentially from all over the United States, the decision was made to mentor using the electronic conferencing capability of BITNET…

  7. MENTOR-VIP: Piloting a global mentoring program for injury and violence prevention.

    Science.gov (United States)

    Hyder, Adnan A; Meddings, David; Bachani, Abdulgafoor M

    2009-06-01

    Injuries occur as the result of a confluence of factors: environmental, social, biological, economic, and behavioral. To effectively address the burden of injuries, especially in low- and middle-income countries, a focus is needed on developing the human resource capacity for injury prevention. MENTOR-VIP is a global mentoring program that the authors developed with this need in mind. MENTOR-VIP approaches developing human resources in injury prevention by providing mentoring opportunities for junior professionals involved in its practice, research, and/or programs. MENTOR-VIP entails a 12-month working relationship between junior injury prevention practitioners (mentees) and more experienced individuals in the field (mentors). Its general objective is to improve global human resource capacity to effectively prevent and control injury and violence through the enhanced development of relevant skills. The program is currently in its pilot phase and is nearing the end of its second formal mentoring cycle, which began on September 1, 2008. This article discusses mentoring professionals as a key strategy to developing the human resource component of capacity, and one which complements existing approaches to capacity development. The authors also provide an overview of the rationale, modalities, objectives, and evaluation of MENTOR-VIP. This article highlights the importance of capacity building in the injury prevention field and situates MENTOR-VIP within the larger context of capacity building for global public health.

  8. Mentoring Transition-Age Youth with Blindness

    Science.gov (United States)

    Bell, Edward C.

    2012-01-01

    This article reports on a mentoring project designed for transition-age youth (ages 16-26) who are persons with legal blindness. Youth were matched with adult mentors who were also persons with blindness but who have achieved academic and career success. Results demonstrate that youth who participated in the project for 2 years had significant…

  9. Impact of Paired Tutoring and Mentoring.

    Science.gov (United States)

    Bruce, Jennifer E.; Trammell, Jack

    2003-01-01

    Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were…

  10. A cross-cultural mentoring program

    Energy Technology Data Exchange (ETDEWEB)

    Huang-Nissen, S.; Myers, R.Y.

    1995-04-01

    This report summarized the results of the pilot Cross-Cultural Mentoring Program at Lawrence Livermore National Laboratory, from the inception of the program idea through its implementation and assessment. It discusses the benefits of mentoring, the origins of the program, program design and implementation, program assessment, and conclusions and recommendations.

  11. Tutoring and Mentoring

    Directory of Open Access Journals (Sweden)

    Nelia Frade

    2017-12-01

    Full Text Available South African institutions of higher education (HE have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education as a result of apartheid-era secondary schooling (White Paper, 2013. This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010. In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI and peer-assisted learning (PAL and mentoring programmes.

  12. The Impact of Peer Mentoring on Marketing Content Mastery

    Science.gov (United States)

    Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

    2016-01-01

    This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

  13. The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

    Science.gov (United States)

    O'Hara, Donna

    2011-01-01

    Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

  14. Collaborations That Promote Growth: Music Student Teachers as Peer Mentors

    Science.gov (United States)

    Draves, Tami J.

    2017-01-01

    The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding…

  15. Mentoring At-Risk Students in a Remedial Mathematics Course

    Science.gov (United States)

    Khazanov, Leonid

    2011-01-01

    A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…

  16. Mentoring: some ethical considerations.

    Science.gov (United States)

    Weil, V

    2001-07-01

    To counter confusion about the term 'mentor', and address concerns about the scarcity of mentoring, I argue for an "honorific" definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students' and postdoctoral fellows' needs for information and advice.

  17. Mentoring assistant practitioners - The radiographer's perspective

    International Nuclear Information System (INIS)

    Colthart, Iain; McBride, Margot; Murray, Maria

    2010-01-01

    Purpose: The aim of this study was to evaluate the experiences of diagnostic and therapeutic radiographers as they mentored trainee assistant practitioners undertaking an educational programme. The evaluation study describes the challenges and benefits the radiographers experienced as mentors as well as giving their insights into the introduction of assistant practitioners in their departments. Method: The mentors' opinions were sought by a questionnaire which formed part of the evaluation of the respective diagnostic imaging and therapeutic educational programmes run by two colleges. Results: The response rate was 54% (22/41). Mentors described personal and professional benefits for themselves from undertaking this role. Although mentoring had provided a number of challenges including an increase in workload, the experience had also enhanced their teaching and mentoring skills and contributed to their Continuing Professional Development (CPD). Whilst the role was more time consuming than initially expected this had not impacted generally on their ability to undertake CPD or deliver patient care. In relation to the wider impact of the programmes some negative impact was reported on the speed of service delivery but not on the quality of practice. Mentors felt that the programmes had a positive effect on teamworking and had been beneficial for patient care. Some difficulties were noted in balancing the mentoring of trainee assistant practitioners and radiography undergraduates. Conclusion: The mentors strongly endorsed the educational programmes and their roles and responsibilities in their delivery. Protected time to carry out mentoring duties and establishing good communication with the colleges providing the theoretical teaching were identified as means of further improving the mentoring process.

  18. MSSM Dark Matter in Light of Higgs and LUX Results

    Directory of Open Access Journals (Sweden)

    W. Abdallah

    2016-01-01

    Full Text Available The constraints imposed on the Minimal Supersymmetric Standard Model (MSSM parameter space by the Large Hadron Collider (LHC Higgs mass limit and gluino mass lower bound are revisited. We also analyze the thermal relic abundance of lightest neutralino, which is the Lightest Supersymmetric Particle (LSP. We show that the combined LHC and relic abundance constraints rule out most of the MSSM parameter space except a very narrow region with very large tan⁡β  (~50. Within this region, we emphasize that the spin-independent scattering cross section of the LSP with a proton is less than the latest Large Underground Xenon (LUX limit by at least two orders of magnitude. Finally, we argue that nonthermal Dark Matter (DM scenario may relax the constraints imposed on the MSSM parameter space. Namely, the following regions are obtained: m0≃O(4 TeV and m1/2≃600 GeV for low tan⁡β  (~10; m0~m1/2≃O(1 TeV or m0≃O(4 TeV and m1/2≃700 GeV for large tan⁡β  (~50.

  19. Peer-Mentoring Program and Academic Atmosphere

    Directory of Open Access Journals (Sweden)

    Sri Endah Kusmartini

    2014-03-01

    Full Text Available Management of Sriwijaya State Polytechnic believes that peer-mentoring program has positive effects on students’ academic success. Moreover, it is also believed that good academic atmosphere should be developed. In line with these, researchers tried to investigate whether peer-mentoring program and academic atmosphere correlated significantly to students’ writing achievement partially and simultaneously. The research was conducted in English Department, Sriwijaya State Polytechnic with 60 samples taken randomly. Measures of Peer-mentoring Program and Academic Atmosphere were used sequentially to measure peer-mentoring program and academic atmosphere as perceived by the students. Meanwhile, writing score was used to find out writing achievement of the students. The hypotheses were tested by using Pearson Product Moment Correlation and Multiple Linear Regression. The results showed that peer-mentoring program and academic atmosphere as perceived by the students correlated significantly towards students’ writing achievement partially and simultaneously. Therefore it is recommended to continue the programs.

  20. Mentoring and Argumentation in a Game-Infused Science Curriculum

    Science.gov (United States)

    Gould, Deena L.; Parekh, Priyanka

    2018-04-01

    Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

  1. Effectiveness of a Mentor-Implemented Violence Prevention Intervention for Assault-Injured Youth Presenting to the Emergency Department: Results of a Randomized Trial

    Science.gov (United States)

    Cheng, Tina L.; Haynie, Denise; Brenner, Ruth; Wright, Joseph L.; Chung, Shang-en; Simons-Morton, Bruce

    2008-01-01

    Context The emergency department has been described as a promising setting to initiate interventions with assault-injured youth to reduce the risk of re-injury and reactive perpetration. Efforts to intervene have received little study. Objective To assess the impact of a mentor-implemented violence prevention intervention on reducing aggression, fighting and re-injury among assault-injured youth. Design Randomized controlled trial Setting Two large urban hospital emergency departments Participants Youth age 10–15 presenting with peer assault injury were recruited and randomly assigned to intervention and comparison groups. Intervention Intervention youth received a mentor who implemented a 6 session problem-solving curriculum while parents received 3 home visits with a health educator to discuss family needs and facilitate service use and parental monitoring. The comparison group received a list of community resources with 2 follow-up phone calls to facilitate service use. Main Outcome Measures Youth and parents were interviewed at baseline and 6 months to assess attitudes about violence, risk factors, fighting and repeat injury. Results 227 families were recruited with 23% refusing participation and 4% partial interview completion. 166 families were enrolled with 87 randomized to the intervention group and 79 in the comparison group; 118 (71%) completed both youth and parent follow-up interviews and 113 had usable data. Intervention and comparison groups were not significantly different at baseline on demographics or risk factors except for increased knife carrying and less deviant peers in the intervention group. After adjustment for baseline differences, there was a trend toward significant program effect including reducing misdemeanor activity (rate ratio 0.29, confidence interval 0.08–0.98), youth-reported aggression scores (rate ratio .63, 0.4–1.00) and increasing youth self efficacy (beta=2.28, pmentor-implemented program with assault-injured youth

  2. Moral issues in mentoring sessions

    NARCIS (Netherlands)

    Hunink, G.; Leeuwen, van R.; Jansen, M.; Jochemsen, H.

    2009-01-01

    This article describes the results of research that investigated whether student nurses identified the moral aspects of everyday nursing care situations and, if so, how they dealt with them. We intended to elucidate the role of mentoring situations in moral development. Student written documents

  3. Maternal perspectives on the return of genetic results: context matters.

    Science.gov (United States)

    Lakes, Kimberley D; Vaughan, Elaine; Lemke, Amy; Jones, Marissa; Wigal, Timothy; Baker, Dean; Swanson, James M; Burke, Wylie

    2013-01-01

    The objectives of this study were to study maternal preferences for the return of their child's genetic results and to describe the experiences, perceptions, attitudes, and values that are brought to bear when individuals from different racial and cultural backgrounds consider participating in genetic research. We recruited women with diverse sociodemographic profiles to participate in seven focus groups. Twenty-eight percent of participants self-identified as Hispanic; 49% as White, non-Hispanic; and 21% as Asian or Asian American. Focus groups were conducted in English or Spanish and were audio-recorded and transcribed verbatim. Transcripts were analyzed using qualitative thematic methods. Results indicated that preferences and decisions regarding the return of results may depend on both research and individual contextual factors. Participants understood the return of results as a complex issue, where individual and cultural differences in preferences are certain to arise. Another key finding was that participants desired an interpersonal, dynamic, flexible process that accommodated individual preferences and contextual differences for returning results. Our findings indicate a need to have well-developed systems for allowing participants to make and change over time their choices regarding the return of their child's genetic results. Copyright © 2012 Wiley Periodicals, Inc.

  4. Recent results on searches for direct production of dark matter with the CMS detector

    CERN Multimedia

    CERN. Geneva

    2015-01-01

    With observed galactic excesses, tighter constraints from underground experiments, and a precise measurement of the relic density, our understanding of dark matter has greatly improved. As one of the few sources which can potentially produce dark matter, the LHC has the capability of complementing existing measurements. Recently, work by both ATLAS and CMS has been undertaken to unify the presentation of dark matter results, allowing for a robust comparison with other detector experiments. In this new light, we present two new results from CMS: the search for dark matter in Z + MET final state (Z decaying to leptons) and the search for dark matter in the monojet and hadronically decaying vector boson final state. Results are presented for simplified models, EFT and in terms of Higgs to invisible decays.

  5. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

    Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven

    2014-01-01

    Purpose Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established. PMID:24962112

  6. Results on light dark matter particles with a low-threshold CRESST-II detector

    Energy Technology Data Exchange (ETDEWEB)

    Angloher, G.; Iachellini, N.F.; Hauff, D.; Kiefer, M.; Petricca, F.; Proebst, F.; Seidel, W.; Stodolsky, L.; Strauss, R.; Tanzke, A.; Wuestrich, M. [Max-Planck-Institut fuer Physik, Munich (Germany); Bento, A. [Universidade de Coimbra, Departamento de Fisica, Coimbra (Portugal); Bucci, C.; Canonica, L.; Gorla, P.; Pagliarone, C.; Schaeffner, K. [INFN, Laboratori Nazionali del Gran Sasso, Assergi (Italy); Defay, X.; Feilitzsch, F. von; Lanfranchi, J.C.; Muenster, A.; Potzel, W.; Schoenert, S.; Trinh Thi, H.H.; Ulrich, A.; Wawoczny, S.; Willers, M.; Zoeller, A. [Technische Universitaet Muenchen, Physik-Department and Excellence Cluster Universe, Garching (Germany); Erb, A. [Technische Universitaet Muenchen, Physik-Department and Excellence Cluster Universe, Garching (Germany); Walther-Meissner-Institut fuer Tieftemperaturforschung, Garching (Germany); Guetlein, A.; Kluck, H.; Schieck, J.; Tuerkoglu, C. [Institut fuer Hochenergiephysik der Oesterreichischen Akademie der Wissenschaften, Wien (Austria); Atominstitut, Vienna University of Technology, Wien (Austria); Jochum, J.; Loebell, J.; Strandhagen, C.; Uffinger, M.; Usherov, I. [Eberhard-Karls-Universitaet Tuebingen, Tuebingen (Germany); Kraus, H. [University of Oxford, Department of Physics, Oxford (United Kingdom); Reindl, F. [Max-Planck-Institut fuer Physik, Munich (Germany)

    2016-01-15

    The CRESST-II experiment uses cryogenic detectors to search for nuclear recoil events induced by the elastic scattering of dark matter particles in CaWO{sub 4} crystals. Given the low energy threshold of our detectors in combination with light target nuclei, low mass dark matter particles can be probed with high sensitivity. In this letter we present the results from data of a single detector module corresponding to 52 kg live days. A blind analysis is carried out. With an energy threshold for nuclear recoils of 307 eV we substantially enhance the sensitivity for light dark matter. Thereby, we extend the reach of direct dark matter experiments to the sub- GeV/c{sup 2} region and demonstrate that the energy threshold is the key parameter in the search for low mass dark matter particles. (orig.)

  7. Development of Guidelines for Mentoring Internal Supervision for the Schools under Roi-Et Office of Primary Education Service Area 2

    Directory of Open Access Journals (Sweden)

    Natchana Sahunil

    2017-06-01

    Full Text Available The research aimed to 1 study the factors and indicators of mentoring internal supervision for schools, 2 study the current state and the desirable state of mentoring internal supervision for schools, and 3 study the guidelines on the operation of mentoring internal supervision for the schools under Roi-Et Office of Primary Education Service Area 2. The research was divided into 3 phases. In phase 1 the informants comprised 5 certified experts. In phase 2 the sample comprised 488 government teachers under Roi-Et Office of Primary Education Service Area 2, btained through multi-stage random sampling. In phase 3 the informants comprised school directors, school deputy directors and supervisor teachers under Roi-Et Office of Primary Education Service Area 2, totally 9 persons. The research instruments onsisted of 1 a questionnaire having the discrimination from 0.34 to 0.79 and the total reliability of 0.87, 2 a structured interview form, and 3 a suitability and feasibility assessment form for the guidelines on the operation of mentoring internal supervision. The analysis of data employed percentage, the mean and standard deviation. The results are as follows: 1. There are 4 factors of the guidelines on mentoring internal supervision for schools. They are: preparation of mentoring supervision, with 12 indicators ; management of mentoring supervision, with 12 indicators ; operation of mentoring supervision, with 14 indicators ; and evaluation of mentoring supervision, with 10 indicators, all of which had been evaluated by the experts as, on the whole, very suitable. 2. The current state of the mentoring internal supervision for schools, on the whole and factor by factor, was in the moderate level in every factor. Meanwhile, the desirable state of mentoring internal supervision for schools, on the whole, was in the high level. When considered factor by factor, the factor with the highest mean is management of mentoring supervision. The factor with

  8. Ms. Mentor Unmasked

    Science.gov (United States)

    Krebs, Paula

    2008-01-01

    This article presents an interview with Emily Toth, who writes the monthly "Ms. Mentor" academic advice column in the "Chronicle of Higher Education" and teaches in the English department at Louisiana State University, in Baton Rouge. She is the author of "Ms. Mentor's Impeccable Advice for Women in Academia" (1997), "Inside Peyton Place: The Life…

  9. Design mentoring tool.

    Science.gov (United States)

    2011-01-01

    In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers : mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves se...

  10. Mentor - den fleksible vejleder

    DEFF Research Database (Denmark)

    Bogen handler om det at være mentor. Bidragsyderne i bogen er undervisere og studerende på en diplomuddannelse i mentoring. Der har været meget repons på især kapitel 12, som er skrevet af Birte Kaiser og bærer titlen: Mentorkarrusellen...

  11. Den reflekterende mentor

    DEFF Research Database (Denmark)

    Trine Hinchley, Harck; Day, Barbara Noel; Kaiser, Birte

    Bogen belyser mentorskaber både praktisk og teoretisk for at kvalificere følgende niveuaer: * Individniveauet - mentors kompetenceudvikling * Det relationelle - kvalificering af mentorskabet og relationen mellem mentor og mentee * Det organisatoriske - kvalificering af organisationens opgaveløsning...

  12. Supporting Music Teacher Mentors

    Science.gov (United States)

    Zaffini, Erin Dineen

    2015-01-01

    While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

  13. A narrative inquiry into novice science mentor teachers' mentoring practices

    Science.gov (United States)

    Naseem, Samina

    Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into

  14. Mentoring Doctoral Students Online: Mentor Strategies and Challenges

    Science.gov (United States)

    Kumar, Swapna; Johnson, Melissa

    2017-01-01

    The purpose of our research was to explore faculty members' experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other…

  15. Developing Mentors: An Analysis of Shared Mentoring Practices

    Science.gov (United States)

    Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.

    2016-01-01

    Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring…

  16. Near-Peer Mentor Model: Synergy within Mentoring

    Science.gov (United States)

    Anderson, Margery K.; Tenenbaum, Laura S.; Ramadorai, Swati B.; Yourick, Debra L.

    2015-01-01

    The near-peer mentor model provides undergraduates and recent post-baccalaureates in the science, technology, engineering, and mathematics (STEM) fields with an internship in two related disciplines, STEM research and STEM education. The near-peer mentor is both a mentored research intern and a mentor to pre-college students. During the 2013…

  17. Air Force Mentoring: the Mentor’s Perspective

    Science.gov (United States)

    1985-09-01

    serving -as a mentor provides a creative and rejuvinating life challenge to an adult. Along these same lines, Erikson (8) states that in the seventh stage ...9 Career Functions.. . . . ........ .. 13 Psychosocial Functions ..... ..... .. 14 The Effects :f Mentorinq on the Mentor...in-depth look at the mentoring concept as a leadership development tool. Unfortunately, articles found in the literature address military mentoring

  18. Looking for the origin of the matter-antimatter asymmetry. Recent results from the Belle experiment

    International Nuclear Information System (INIS)

    Katayama, Nobuhiko

    2006-01-01

    Why is our Universe made of matter and not antimatter? It might be explained if the laws that govern matter and antimatter are different. In 1964, matter-antimatter asymmetry was discovered in the weak decays of elementary particles called Kaons. At the KEKB B factory we have discovered CP violations in B meson decays and have thus established the Kobayashi-Maskawa model of CP violation. The present article reviews the history of CP violation, focusing on recent results from the B factories and prospects in this field. (author)

  19. COMMUNICATION COMPONENT FORMATION OF TEACHERS’ COMPETENCE IN THE MENTORING PROCESS

    Directory of Open Access Journals (Sweden)

    Vera T. Sopegina

    2016-01-01

    Full Text Available The aim of this article is to present the integration process and special pedagogical competence in solving production and pedagogical challenges in the educational organizations and production enterprises engaged in the training of mentors.Methods. The methods involve the analysis of psycho-pedagogical and methodological literature on the issue; analysis of the Federal State Educational Standards and professional standards; modeling of processes.Results and scientific novelty. The problems of formation of communicative competence in the preparation of teachers are considered. The characteristic of the formation levels of mentoring such as «mentor-formal»; «mentor-theoretician», a «mentor-coach»; «mentor-adviser»; «mentor-professional» are given. The pedagogical potential of the phenomenon of «mentoring» is disclosed; an innovative way of mentoring within the competence approach is shown. The integrative activity of the teacher in solving production and pedagogical problems is analysed.Practical significance. The results can be used by trainers and mentors in the formation of communicative competence of students. The implementation of integration model of pedagogical and production tasks will provide the formation of communicative competence as part of vocational training. Using the obtained results can improve the effectiveness of vocational teacher education.

  20. E-Mentoring: A New Approach in Mentoring

    OpenAIRE

    Abdullah Kuzu; Mehmet Kahraman; H. Ferhan Odabasi

    2012-01-01

    Mentoring goes long time back in history, arising from the knowledge transfer through the expert to the apprentice. Mentoring is based on the ideal of the development of all stakeholders and improving the communication among them. E-mentoring is one of the different applications of mentoring which developed due to technological developments. It includes the effective use of communication tools in e-learning media, plus forming a base for planning and evaluation. Mentoring that includes differ...

  1. Competence Development among mentors: An Action Research

    DEFF Research Database (Denmark)

    Kragelund, Linda

    2014-01-01

    Artiklen er blevet dobbelt blind reviewet og jeg er i gang med at rette den til. This article presents results about student nurse mentors' competence development in relation to exploiting learning opportunities in everyday life activities in hospital wards. They are from the Danish action research...... about them. The research used the concept of 'pseudo-everyday life activities' in which hitherto undiscovered learning opportunities in everyday situations can be exploited, alongside Lauvås and Handal's 'Mentoring loop'. The research sought to establish how mentors’ competence could be improved using...... this framework. The analytical approach was qualitative content analysis. Results were not entirely as expected; they showed that when the tools were used as in the research design, mentors felt they benefitted and evidence indicated their competence would improve. Surprisingly, most mentors did not perform...

  2. A research mentor training curriculum for clinical and translational researchers.

    Science.gov (United States)

    Pfund, Christine; House, Stephanie; Spencer, Kimberly; Asquith, Pamela; Carney, Paula; Masters, Kristyn S; McGee, Richard; Shanedling, Janet; Vecchiarelli, Stephanie; Fleming, Michael

    2013-02-01

    To design and evaluate a research mentor training curriculum for clinical and translational researchers. The resulting 8-hour curriculum was implemented as part of a national mentor training trial. The mentor training curriculum was implemented with 144 mentors at 16 academic institutions. Facilitators of the curriculum participated in a train-the-trainer workshop to ensure uniform delivery. The data used for this report were collected from participants during the training sessions through reflective writing, and following the last training session via confidential survey with a 94% response rate. A total of 88% of respondents reported high levels of satisfaction with the training experience, and 90% noted they would recommend the training to a colleague. Participants also reported significant learning gains across six mentoring competencies as well as specific impacts of the training on their mentoring practice. The data suggest the described research mentor training curriculum is an effective means of engaging research mentors to reflect upon and improve their research mentoring practices. The training resulted in high satisfaction, self-reported skill gains as well as behavioral changes of clinical and translational research mentors. Given success across 16 diverse sites, this training may serve as a national model. © 2012 Wiley Periodicals, Inc.

  3. Near-peer mentoring to complement faculty mentoring of first-year medical students in India.

    Science.gov (United States)

    Singh, Satendra; Singh, Navjeevan; Dhaliwal, Upreet

    2014-01-01

    The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors' and near-peers' demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  4. An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors' Attitudes

    Science.gov (United States)

    Nasser-Abu Alhija, Fadia; Fresko, Barbara

    2014-01-01

    Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity,…

  5. Constraints on self interacting dark matter from IceCube results

    International Nuclear Information System (INIS)

    Albuquerque, Ivone F.M.; Robertson, Denis S.; Heros, Carlos Pérez de los

    2014-01-01

    If dark matter particles self-interact, their capture by astrophysical objects should be enhanced. As a consequence, the rate by which they annihilate at the center of the object will increase. If their self scattering is strong, it can be observed indirectly through an enhancement of the flux of their annihilation products. Here we investigate the effect of self-interaction on the neutrino flux produced by annihilating dark matter in the center of the Sun. We consider annihilation into two channels: W + W − (or τ + τ − for a dark matter mass below the W mass) and b b-bar . We estimate the event rate in the IceCube detector, using its 79-string configuration, and compare our prediction to their experimental results, hence probing dark matter self interacting models

  6. Institution-wide peer mentoring: Benefits for mentors

    Directory of Open Access Journals (Sweden)

    Susan Beltman

    2012-08-01

    Full Text Available Extensive research has shown the benefits of mentoring, including peer mentoring, for higher education students, especially in their first year. However, few studies have focussed exclusively on the outcomes for the mentors themselves. This paper reports the findings of data gathered over three years about a university-wide peer mentoring program. Benefits identified by 858 mentors were coded inductively and four major categories emerged: altruistic, cognitive, social and personal growth. The findings have implications for the promotion of mentor programs to administrators and to prospective mentors. The study provides evidence that university-wide peer mentoring programs offer multiple positive outcomes for the mentors involved, and potentially for higher education institutions administering and supporting such programs. 

  7. Mentoring Program Enhancements Supporting Effective Mentoring of Children of Incarcerated Parents.

    Science.gov (United States)

    Stump, Kathryn N; Kupersmidt, Janis B; Stelter, Rebecca L; Rhodes, Jean E

    2018-04-26

    Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship-based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth. © Society for Community Research and Action 2018.

  8. Peer mentoring in rehabiltation of spinal cord injured persons

    DEFF Research Database (Denmark)

    Dahl Hoffmann, Dorte; Kasch, Helge

    Association (RYK) and the two nationwide SCI neurorehabilitation centers, we tested and evaluated the role of peer mentoring as supplement to professional rehabilitation efforts. Methods: In an interventional study, newly-diagnosed SCI patients were offered one - three meetings with a peer mentor during...... an inclusion period of 1 year, expecting 50 participants (mentees). We planned to examine the individual gains from mentoring and participants´ satisfaction regarding the organization of mentoring in a neurorehabilitation hospital setting. Outcome measures were QoL, pain scores and information regarding issues......, addressed during mentor sessions. Non-participants were asked to complete a questionnaire in order to describe the group (gender, age, etiology). Results: We established and educated a corps of volunteer mentors (n=57, 37 men and 20 women, aged 20 – 76 years). Preliminary results: 53 mentees have...

  9. Tutoring and Mentoring

    African Journals Online (AJOL)

    South African institutions of higher education (HE) have increasingly come under ... instruction (SI) and peer-assisted learning (PAL) and mentoring programmes. ... New Directions in Higher Education: Peer Leadership in Higher Education (p.

  10. Mentoring in higher education

    Directory of Open Access Journals (Sweden)

    Banu S

    2016-09-01

    Full Text Available Shiria Banu, Fatema Zehra Juma, Tamkin Abas Manchester Medical School, The University of Manchester, Manchester, UK  We read the paper by Al Qahtani1 with great interest and agree that mentoring is an important educational tool. As medical students from the University of Manchester who have been exposed to various mentoring schemes, we have experienced some of the benefits mentioned in this article. We found that the mentoring schemes provided us with a valuable support system, enhanced our professional and social development, and opened doors for networking. We have primarily been involved in two different types of mentoring schemes and feel that each has its own benefits.  View the original paper by Al Qahtani.

  11. Peer mentoring works!

    OpenAIRE

    Andrews, Jane; Clark, Robin

    2011-01-01

    This report draws on the findings of a three year study into peer mentoring conducted at 6 Higher Education Institutions (HEIs), 5 of which were in the UK, 1 of which was in Norway. Following a multiple case-study design, quantitative and qualitative research was conducted in collaboration with the project partners. The research findings provide empirical evidence that peer mentoring works! In particular the report provides: - An Executive Summary outlining the main project findings - A synop...

  12. A successful online mentoring program for nurses.

    Science.gov (United States)

    O'Keefe, Trish; Forrester, David Anthony Tony

    2009-01-01

    This article describes the successful implementation of An Online Mentoring Program for Nurses at a Magnet-designated acute care medical center, Morristown Memorial Hospital (MMH/Atlantic Health). A comprehensive approach to incorporating mentor-protégée teams into professional nurse role development has been demonstrated to (1) improve nurse employee satisfaction, retention, and recruitment outcomes; (2) change the ways nurses and others perceive nurses; (3) augment support by managers and coworkers; and (4) improve patient care outcomes. Nurses are partnered in mentor-protégée relationships and continually engage one another by evaluating the protégée's unique contributions and identifying specific strategic actions to move the protégée toward accomplishing their professional objectives. Building an online mentor-protégée collaboration: (1) maximizing potential, (2) identifying the protégée's unique contributions, and (3) strategic planning. The online mentoring process is a success and has delivered measurable results that have benefited the nurse participants and contributed to our institution's culture of nursing engagement. The online mentoring process has potential to benefit nurses and their organizations by (1) providing real-time communication, (2) facilitating strategic thinking, (3) monitoring progress, (4) "going green," and (5) improving organizational knowledge.

  13. A comparison of efficiency of mentoring and coaching the unemployed

    OpenAIRE

    Jagodnik, Sabina

    2017-01-01

    Master's thesis focuses on the comparison of mentoring and coaching of unemployed person entering labour market. Which approach is more siutable, considering unemployed person's needs, experience, knowledge and skills, which approach gives better results and what are advatages and disadvantages of both of them, are the questions anwsered by comparison between mentoring and coaching, based on three coaching and two mentoring process, using participatory action research approach. Effectiveness ...

  14. Mentoring in Clinical-Translational Research: A Study of Participants in Master's Degree Programs.

    Science.gov (United States)

    McGinn, Aileen P; Lee, Linda S; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E; Seely, Ellen W; Schoenbaum, Ellie

    2015-12-01

    Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training. © 2015 Wiley Periodicals, Inc.

  15. Mentoring in Clinical‐Translational Research: A Study of Participants in Master's Degree Programs

    Science.gov (United States)

    Lee, Linda S.; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E.; Seely, Ellen W.; Schoenbaum, Ellie

    2015-01-01

    Abstract Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's‐level trainees in clinical‐translational research training programs. A cross‐sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical‐translational research. Fewer trainees perceived effective mentoring in career development and work‐life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0–15.0) than trainees with SM (median: 10.5; IQR: 8.0–14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical‐translational training. PMID:26534872

  16. The benefits of mentoring and coaching in the public sector

    Directory of Open Access Journals (Sweden)

    Aaron Ganesh

    2015-06-01

    Full Text Available A project at the Frontier Hospital in Queenstown (South Africa commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa

  17. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

    Directory of Open Access Journals (Sweden)

    Satendra Singh

    2014-06-01

    Full Text Available Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52, near-peers (n=57, and new entrants (n=148 admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]. Results: Many respondent faculty (27, 96% and mentees (65, 88% believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33% to 34/74 (46%. Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees; 23 mentees (82% wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  18. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

    Science.gov (United States)

    2014-01-01

    Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Results: Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness. PMID:24980428

  19. Effectiveness of a mentor-implemented, violence prevention intervention for assault-injured youths presenting to the emergency department: results of a randomized trial.

    Science.gov (United States)

    Cheng, Tina L; Haynie, Denise; Brenner, Ruth; Wright, Joseph L; Chung, Shang-en; Simons-Morton, Bruce

    2008-11-01

    The goal was to assess the impact of a mentor-implemented, violence prevention intervention in reducing aggression, fighting, and reinjury among assault-injured youths. In a randomized, controlled trial performed in the emergency departments of 2 large urban hospitals, 10- to 15-year-old youths who presented with peer assault injuries were recruited and randomly assigned to intervention and comparison groups. In the intervention group, youths received a mentor, who implemented a 6-session problem-solving curriculum, and parents received 3 home visits with a health educator, to discuss family needs and to facilitate service use and parental monitoring. The comparison group received a list of community resources, with 2 follow-up telephone calls to facilitate service use. Youths and parents were interviewed at baseline and at 6 months, for assessment of attitudes about violence, risk factors, fighting, and repeat injury. A total of 227 families were recruited, with 23% refusing participation and 4% providing partial interview completion. A total of 166 families were enrolled, with 87 assigned to the intervention group and 79 to the comparison group; 118 (71%) completed both youth and parent follow-up interviews, and 113 had usable data. The intervention and comparison groups were not significantly different at baseline with respect to demographic features or risk factors, except for increased knife-carrying and fewer deviant peers in the intervention group. After adjustment for baseline differences, there was a trend toward significant program effects, including reduced misdemeanor activity and youth-reported aggression scores and increased youth self-efficacy. Program impact was associated with the number of intervention sessions received. A community-based, mentor-implemented program with assault-injured youths who presented to the emergency department trended in the direction of decreased violence, with reduced misdemeanors and increased self-efficacy.

  20. The women in emergency medicine mentoring program: an innovative approach to mentoring.

    Science.gov (United States)

    Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E

    2012-09-01

    Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.

  1. Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

    Science.gov (United States)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

  2. How Effective are Your Mentoring Relationships? Mentoring Quiz for Residents.

    Science.gov (United States)

    Wadhwa, Vibhor; Nagy, Paul; Chhabra, Avneesh; Lee, Cindy S

    Mentoring is an essential part of a resident's career development. It plays an important role in nurturing, and sustaining success along the career path of a young physician. Mentoring is a long-term goal that is development-driven rather than performance-driven. Although specific learning goals may be used as a basis, the focus of mentoring may also include self-confidence, self-perception, and work-life balance. A number of residency programs have implemented mentoring programs in their institutions. This article discusses the importance of mentoring, illustrates "do's and don'ts" for mentees and demonstrates how to choose the ideal mentor. Finally, a "mentoring quiz" is designed to evaluate your mentoring relationship. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Displaying results of direct detection dark matter experiments free of astrophysical uncertainties

    Energy Technology Data Exchange (ETDEWEB)

    Rauch, Ludwig [Max Planck Institut fuer Kernphysik, Heidelberg (Germany); Collaboration: Collaboration XENON 100

    2015-07-01

    A number of experiments try to measure WIMP interactions by using different detector technologies and target elements. Hence, energy thresholds and sensitivities to light or heavy WIMP masses differ. However, due to large systematic uncertainties in the parameters defining the dark matter halo, a comparison of detectors is demanding. By mapping experimental results from the traditional cross section vs. dark matter mass parameter-space into a dark matter halo independent phase space, direct comparisons between experiments can be made. This is possible due to the monotonicity of the velocity integral which enables to combine all astrophysical assumptions into one parameter common to all experiments. In this talk the motivation as well as the mapping method are explained based on the XENON100 data.

  4. REFORMA/UCLA Mentor Program: A Mentoring Manual.

    Science.gov (United States)

    Tauler, Sandra

    Although mentoring dates back to Greek mythology, the concept continues to thrive in today's society. Mentoring is a strategy that successful people have known about for centuries. The REFORMA/UCLA Mentor Program has made use of this strategy since its inception in November 1985 at the Graduate School of Library and Information Science at the…

  5. Capturing mentor teachers’ reflective moments during mentoring dialogues

    NARCIS (Netherlands)

    Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.

    2010-01-01

    The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two

  6. Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

    Science.gov (United States)

    Tant-Tierce, Tabatha

    2013-01-01

    Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

  7. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  8. Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum.

    Directory of Open Access Journals (Sweden)

    Josette Hamilton

    Full Text Available While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

  9. Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum.

    Science.gov (United States)

    Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

    2016-01-01

    While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

  10. Virtual Mentoring of Preservice Teachers

    Science.gov (United States)

    Reese, Jill

    2016-01-01

    The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

  11. Mentoring in mathematics education

    CERN Document Server

    Hyde, Rosalyn

    2013-01-01

    Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

  12. Integration, mentoring & networking

    DEFF Research Database (Denmark)

    Bloksgaard, Lotte

    KVINFOs mentornetværk har siden 2003 anvendt mentoring og networking med det formål at åbne døre til det danske samfund og arbejdsmarked for kvinder med indvandrer-/flygtningebaggrund. I mentoringdelen matches kvinder med flygtninge- og indvandrerbaggrund (mentees) med kvinder, som er solidt...... KVINFOs mentornetværk, at indsamle og analysere disses erfaringer med at indgå i netværket samt opnå større viden om mentoring og networking som integrationsfremmende metoder....

  13. Critical Concepts of Mentoring in an Urban Context

    Science.gov (United States)

    Yendol-Hoppey, Diane; Jacobs, Jennifer; Dana, Nancy Fichtman

    2009-01-01

    Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative…

  14. Undergraduate Peer Mentors as Teacher Leaders: Successful Starts

    Science.gov (United States)

    Wallin, Dawn; DeLathouwer, Erin; Adilman, Jordan; Hoffart, Jessie; Prior-Hildebrandt, Kathy

    2017-01-01

    This paper discusses the results of a qualitative study that examined the professional growth of undergraduate peer mentors as teacher leaders during an innovative Learning Community initiative designed for a teacher education program at the University of Saskatchewan. The paper describes the extent to which peer mentors exhibited characteristics…

  15. Mentoring portfolio use in undergraduate and postgraduate medical education

    NARCIS (Netherlands)

    Dekker, Hanke; Driessen, Erik; Ter Braak, Edith; Scheele, Fedde; Slaets, Joris; Van Der Molen, Thys; Cohen-Schotanus, Janke

    2009-01-01

    Aim: Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. Method: The results of interviews with six key persons involved in setting up portfolio use

  16. Prediction of critical thinking disposition based on mentoring among ...

    African Journals Online (AJOL)

    The results of study showed that there was a significantly positive correlation between Mentoring and Critical thinking disposition among faculty members. The findings showed that 67% of variance of critical thinking disposition was defined by predictive variables. The faculty members evaluated themselves in all mentoring ...

  17. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    Science.gov (United States)

    Bang, EunJin

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…

  18. Facilitating Protégé Career Development through Skills of Mentors

    Science.gov (United States)

    Balu, L.; James, Leena

    2017-01-01

    The success of protégé contribution in any organisation today depends more on the type of relationship that an organisation establishes with the support of mentors. Research shows that individuals who are mentored have an increased likelihood of career success as a result of the targeted developmental support they receive. Mentors serve as trusted…

  19. The Interactive Effects of Gender and Mentoring on Career Attainment: Making the Case for Female Lawyers

    Science.gov (United States)

    Ramaswami, Aarti; Dreher, George F.; Bretz, Robert; Wiethoff, Carolyn

    2010-01-01

    The moderating effects of biological gender on the relationships between mentoring and career attainment were explored among legal professionals. Research results indicated that male and female lawyers were equally likely to have senior male mentors. However, senior male mentors were associated with higher career attainment only for female…

  20. Affective Commitment to Organizations: A Comparison Study of Reverse Mentoring Versus Traditional Mentoring Among Millennials

    Directory of Open Access Journals (Sweden)

    Catrin Hechl

    2017-08-01

    Full Text Available A current topic of interest in management and organization research is the phenomenon of a generation shift in the workforce and how this shift will affect organizations in the near future.  Millennials represent the largest generational cohort in the American workforce.  Organizations find themselves challenged with retention efforts as Millennials tend to leave an organization after short tenures.  The problem this study addressed is the high turnover rates among millennial employees. Specifically, it was unknown whether Millennials who received reverse mentoring evidenced greater affective commitment to the organization as compared to Millennials who received standard mentoring.  The purpose of this study was to investigate the hypothesis that Millennials who received reverse mentoring evidenced greater affective commitment to the organization as compared to Millennials who received standard mentoring.  A two group post-test only quasi-experimental design was conducted.  A total of 90 participants (45 per group completed the survey.  The survey was conducted by Qualtrics, an online survey company.  The sample population included male and female individuals, born between 1982 and 1998, employed by all types of organizations in the United States and participating in a mentoring program at the time the survey was taken.  Affective commitment was greater in the reverse mentoring group (M = 36.683, SE = .959 compared to the traditional mentoring group (M = 34.984, SE = .959.  However, after adjustment for quality of relationship (LMX and length and frequency of mentoring (LFM there was no statistically significant difference (p < .05 between traditional mentoring and reverse mentoring on affective commitment to the organization indicated by F(1,86 = 1.569, p = .214.  Additional results of this study showed that two-thirds of the surveyed millennial employees had already exceeded the average length of employment of 12 to 18 months with

  1. Characteristics of mentoring relationships formed by medical students and faculty

    Science.gov (United States)

    Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Fischer, Martin R.

    2012-01-01

    Background Little is known about the characteristics of mentoring relationships formed between faculty and medical students. Individual mentoring relationships of clinical medical students at Munich Medical School were characterized quantitatively and qualitatively. Methods All students signing up for the mentoring program responded to a questionnaire on their expectations (n = 534). Mentees were asked to give feedback after each of their one-on-one meetings (n = 203). A detailed analysis of the overall mentoring process and its characteristics was performed. For qualitative text analysis, free-text items were analyzed and categorized by two investigators. Quantitative analysis was performed using descriptive statistics and Wilcoxon-test to assess differences in grades between students with and without mentors. Results High-performing students were significantly more likely to participate in the mentoring program (pmentors as counselors (88.9%), providers of ideas (85.0%), and role models (73.3%). Mentees emphasized the positive impact of the mentoring relationship on career planning (77.2%) and research (75.0%). Conclusions Medical students with strong academic performance as defined by their grades are more likely to participate in formal mentoring programs. Mentoring relationships between faculty and medical students are perceived as a mutually satisfying and effective instrument for key issues in medical students’ professional development. Practical implications Mentoring relationships are a highly effective means of enhancing the bidirectional flow of information between faculty and medical students. A mentoring program can thus establish a feedback loop enabling the educational institution to swiftly identify and address issues of medical students. PMID:22989620

  2. Best practices in doctoral retention: Mentoring

    Directory of Open Access Journals (Sweden)

    Judie L. Brill

    2014-06-01

    Full Text Available  The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186

  3. Results from the 1 tonne*year Dark Matter Search with XENON1T

    CERN Multimedia

    CERN. Geneva

    2018-01-01

    Weakly Interacting Massive Particles (WIMPs) are an excellent candidate for the mysterious Dark Matter in the Universe. The XENON1T experiment at LNGS is the world’s largest and most sensitive experiment for the direct detection of WIMPs via nuclear recoils. Details of the experiment and of the achieved unprecedented low background conditions will be covered and new results from a record exposure of 1 tonne x year will be presented for the first time.

  4. Peer Mentoring Roles

    Science.gov (United States)

    Ashman, Marinda; Colvin, Janet

    2011-01-01

    Because students starting college are not always prepared to succeed, colleges and universities frequently offer courses designed to help students who need remediation in mathematics, reading, and writing. At Utah Valley University (UVU), peer mentors are integrated into the University Student Success course to help first-year students learn the…

  5. Mentoring K scholars: strategies to support research mentors.

    Science.gov (United States)

    Burnham, Ellen L; Schiro, Stephanie; Fleming, Michael

    2011-06-01

    The goal of this paper is to present strategies utilized to support K scholar research mentors. K scholars are generally assistant professors who are close to developing independent research programs. Of all the various types of mentees, K scholars offer the greatest challenges, as well as the greatest rewards, for research mentors. To see one's mentee achieve independent PI status and become an established investigator is one of the great joys of being a research mentor. Research mentors for K scholars, however, may not directly benefit from their mentoring relationship, neither in terms of obtaining data to support their research program or laboratory, nor in assistance with grants or scientific papers. There is a pressing need for the research community to address the workload, institutional expectations, and reward system for research mentors. The dearth of research mentors and role models in clinical translational science parallels the decreasing number of physicians choosing careers in clinical research. While there is limited empirical information on the effectiveness of mentor support mechanisms, this white paper concludes that providing mentor support is critical to expanding the available pool of mentors, as well as providing training opportunities for K scholars. © 2011 Wiley Periodicals, Inc.

  6. Focal Gray Matter Plasticity as a Function of Long Duration Bedrest: Preliminary Results

    Science.gov (United States)

    Koppelmans, V.; Erdeniz, B.; De Dios, Y. E.; Wood, S. J.; Reuter-Lorenz, P. A.; Kofman, I.; Bloomberg, J. J.; Mulavara, A. P.; Seidler, R. D.

    2014-01-01

    Long duration spaceflight (i.e., 22 days or longer) has been associated with changes in sensorimotor systems, resulting in difficulties that astronauts experience with posture control, locomotion, and manual control. It is unknown whether and how spaceflight impacts sensorimotor brain structure and function, and whether such changes may potentially underlie behavioral effects. Long duration head down tilt bed rest has been used repeatedly as an exclusionary analog to study microgravity effects on the sensorimotor system [1]. Bed rest mimics microgravity in body unloading and bodily fluid shifts. We are currently testing sensorimotor function, brain structure, and brain function pre and post a 70-day bed rest period. We will acquire the same measures on NASA crewmembers starting in 2014. Here we present the results of the first eight bed rest subjects. Subjects were assessed at 12 and 7 days before-, at 7, 30, and 70 days in-, and at 8 and 12 days post 70 days of bed rest at the NASA bed rest facility, UTMB, Galveston, TX, USA. At each time point structural MRI scans (i.e., high resolution T1-weighted imaging and Diffusion Tensor Imaging (DTI)) were obtained using a 3T Siemens scanner. Focal changes over time in gray matter density were assessed using the voxel based morphometry 8 (VBM8) toolbox under SPM. Focal changes in white matter microstructural integrity were assessed using tract based spatial statistics (TBSS) as part of the FMRIB software library (FSL). TBSS registers all DTI scans to standard space. It subsequently creates a study specific white matter skeleton of the major white matter tracts. Non-parametric permutation based t-tests and ANOVA's were used for voxel-wise comparison of the skeletons. For both VBM and TBSS, comparison of the two pre bed rest measurements did not show significant differences. VBM analysis revealed decreased gray matter density in bilateral areas including the frontal medial cortex, the insular cortex and the caudate nucleus

  7. Mentor teachers : Their perceived possibilities and challenges as mentor and teacher

    NARCIS (Netherlands)

    Jaspers, W. Marieke; Meijer, Paulien C.; Prins, Frans; Wubbels, Theo

    2014-01-01

    This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles. Mentor teachers perceive two challenges while

  8. Experience in Teacher Training Through Mentoring

    Directory of Open Access Journals (Sweden)

    Purificación Sánchez Delgado

    2014-12-01

    Full Text Available This article presents the experience of the University of Valencia (UV in the training of new faculty members, beginning in the year 2000 with the course Introduction to University Teaching (CIDU—acronym in Spanish and continuing with the current certification program Diploma in Research, Management and University Teaching (DIGEU—acronym in Catalan. In particular, it posits mentoring, integrated into a broader training proposal, as a strategy for new faculty training; consequently, the mentor training program as well as the theoretical bases for its operation in the case of the University of Valencia, is presented. In addition, we include a report on the program’s evaluation plan, the aim of which is to provide quality information for the improvement of the program. Finally, we provide the results of two editions of said evaluation as evidence of the quality and dynamics of the reflection and the continuous improvement of the mentoring program.

  9. The Junior Faculty Laboratory: an innovative model of peer mentoring.

    Science.gov (United States)

    Johnson, Kimberly S; Hastings, S Nicole; Purser, Jama L; Whitson, Heather E

    2011-12-01

    Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer-mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer driven, and its activities are determined by the real-time needs of members. In contrast to some other peer-mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to, the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development.

  10. Mentor-mentee relationship in medicine.

    Science.gov (United States)

    Gisbert, Javier P

    2017-01-01

    This study will review various aspects of the mentoring process, mainly in the medical field (both educational and research), in order to describe the mentor's role, the characteristics of the ideal mentor and mentee, how to find a good mentor, mentoring types, the benefits of a mentor-mentee relationship, and potential obstacles and possible solutions. Our ultimate goal is to encourage potential mentors to become actual mentors, and potential mentees to actively seek a mentor and not lose the opportunity to receive this precious gift that many of us have been fortunate to enjoy. Copyright © 2016 Elsevier España, S.L.U., AEEH y AEG. All rights reserved.

  11. Mentornet - E-Mentoring for Women Students in Engineering and Science

    Science.gov (United States)

    Single, Peg Boyle; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.; Carlsen, William S.

    MentorNet www.MentorNet.net;, the E-Mentoring Network for Diversity in Engineering and Science, addresses the underrepresentation of women in science, technology, engineering, and mathematics "STEM". MentorNet offers a multiinstitutional, structured, electronic mentoring "e-mentoring" program that pairs undergraduate and graduate students, primarily women, with professionals and supports them through e-mentoring relationships of specified lengths. The program evaluations established that over 90% of the participants would recommend MentorNet to a friend or colleague. The e-mentoring program allowed participants to establish satisfactory and beneficial e-mentoring relationships based on investments of approximately 20 minutes per week - in between more serious exchanges, email exchanges that included light-hearted social interactions and jokes were an important aspect of sustaining e-mentoring relationships. Participation in MentorNet increased the students' self-confidence in their f elds - desire to obtain work in industry, national laboratories, or national agencies; and intent to pursue careers in their fields. Three years of evaluation results support the need for and efficacy of the program.

  12. A Novel Measure of "Good" Mentoring: Testing Its Reliability and Validity in Four Academic Health Centers.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T; Civian, Janet T; Gibbs, Brian K; Gillum, Linda H; Brennan, Robert T

    2016-01-01

    Despite the well-recognized benefits of mentoring in academic medicine, there is a lack of clarity regarding what constitutes effective mentoring. We developed a tool to assess mentoring activities experienced by faculty and evaluated evidence for its validity. The National Initiative on Gender, Culture, and Leadership in Medicine-"C-Change"-previously developed the C-Change Faculty Survey to assess the culture of academic medicine. After intensive review, we added six items representing six components of mentoring to the survey-receiving help with career and personal goals, learning skills, sponsorship, and resources. We tested the items in four academic health centers during 2013 to 2014. We estimated reliability of the new items and tested the correlation of the new items with a mentoring composite variable representing faculty mentoring experiences as positive, neutral, or inadequate and with other C-Change dimensions of culture. Among the 1520 responding faculty (response rate 61-63%), there was a positive association between each of the six mentoring activities and satisfaction with both the amount and quality of mentoring received. There was no difference by sex. Cronbach α coefficients ranged from 0.89 to 0.95 across subgroups of faculty (by sex, race, and principal roles). The mentoring responses were associated most closely with dimensions of Institutional Support (r = 0.58, P Mentoring scale is a valid instrument to assess mentoring. Survey results could facilitate mentoring program development and evaluation.

  13. Mentoring Relationships and the Mental Health of Aboriginal Youth in Canada.

    Science.gov (United States)

    DeWit, David J; Wells, Samantha; Elton-Marshall, Tara; George, Julie

    2017-04-01

    We compared the mentoring experiences and mental health and behavioral outcomes associated with program-supported mentoring for 125 Aboriginal (AB) and 734 non-Aboriginal (non-AB) youth ages 6-17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships. Parents or guardians reported on youth mental health and other outcomes at baseline (before youth were paired to a mentor) and at 18 months follow-up. We found that AB youth were significantly less likely than non-AB youth to be in a long-term continuous mentoring relationship. However, AB youth were more likely than non-AB youth to be in a long-term relationship ending in dissolution. AB youth were also more likely than non-AB youth to have been mentored by a female adult. AB youth were significantly more likely than non-AB youth to report a high quality mentoring relationship, regular weekly contact with their mentor, and monthly mentoring activities. Structural equation model results revealed that, relative to non-mentored AB youth, AB youth with mentors experienced significantly fewer emotional problems and symptoms of social anxiety. These relationships were not found for non-AB youth. Our findings suggest that mentoring programs may be an effective intervention for improving the health and well-being of AB youth.

  14. First Dark Matter Search Results from the XENON1T Experiment.

    Science.gov (United States)

    Aprile, E; Aalbers, J; Agostini, F; Alfonsi, M; Amaro, F D; Anthony, M; Arneodo, F; Barrow, P; Baudis, L; Bauermeister, B; Benabderrahmane, M L; Berger, T; Breur, P A; Brown, A; Brown, A; Brown, E; Bruenner, S; Bruno, G; Budnik, R; Bütikofer, L; Calvén, J; Cardoso, J M R; Cervantes, M; Cichon, D; Coderre, D; Colijn, A P; Conrad, J; Cussonneau, J P; Decowski, M P; de Perio, P; Di Gangi, P; Di Giovanni, A; Diglio, S; Eurin, G; Fei, J; Ferella, A D; Fieguth, A; Fulgione, W; Gallo Rosso, A; Galloway, M; Gao, F; Garbini, M; Gardner, R; Geis, C; Goetzke, L W; Grandi, L; Greene, Z; Grignon, C; Hasterok, C; Hogenbirk, E; Howlett, J; Itay, R; Kaminsky, B; Kazama, S; Kessler, G; Kish, A; Landsman, H; Lang, R F; Lellouch, D; Levinson, L; Lin, Q; Lindemann, S; Lindner, M; Lombardi, F; Lopes, J A M; Manfredini, A; Mariş, I; Marrodán Undagoitia, T; Masbou, J; Massoli, F V; Masson, D; Mayani, D; Messina, M; Micheneau, K; Molinario, A; Morå, K; Murra, M; Naganoma, J; Ni, K; Oberlack, U; Pakarha, P; Pelssers, B; Persiani, R; Piastra, F; Pienaar, J; Pizzella, V; Piro, M-C; Plante, G; Priel, N; Rauch, L; Reichard, S; Reuter, C; Riedel, B; Rizzo, A; Rosendahl, S; Rupp, N; Saldanha, R; Dos Santos, J M F; Sartorelli, G; Scheibelhut, M; Schindler, S; Schreiner, J; Schumann, M; Scotto Lavina, L; Selvi, M; Shagin, P; Shockley, E; Silva, M; Simgen, H; Sivers, M V; Stein, A; Thapa, S; Thers, D; Tiseni, A; Trinchero, G; Tunnell, C; Vargas, M; Upole, N; Wang, H; Wang, Z; Wei, Y; Weinheimer, C; Wulf, J; Ye, J; Zhang, Y; Zhu, T

    2017-11-03

    We report the first dark matter search results from XENON1T, a ∼2000-kg-target-mass dual-phase (liquid-gas) xenon time projection chamber in operation at the Laboratori Nazionali del Gran Sasso in Italy and the first ton-scale detector of this kind. The blinded search used 34.2 live days of data acquired between November 2016 and January 2017. Inside the (1042±12)-kg fiducial mass and in the [5,40]  keV_{nr} energy range of interest for weakly interacting massive particle (WIMP) dark matter searches, the electronic recoil background was (1.93±0.25)×10^{-4}  events/(kg×day×keV_{ee}), the lowest ever achieved in such a dark matter detector. A profile likelihood analysis shows that the data are consistent with the background-only hypothesis. We derive the most stringent exclusion limits on the spin-independent WIMP-nucleon interaction cross section for WIMP masses above 10  GeV/c^{2}, with a minimum of 7.7×10^{-47}  cm^{2} for 35-GeV/c^{2} WIMPs at 90% C.L.

  15. First Dark Matter Search Results from the XENON1T Experiment

    Science.gov (United States)

    Aprile, E.; Aalbers, J.; Agostini, F.; Alfonsi, M.; Amaro, F. D.; Anthony, M.; Arneodo, F.; Barrow, P.; Baudis, L.; Bauermeister, B.; Benabderrahmane, M. L.; Berger, T.; Breur, P. A.; Brown, A.; Brown, A.; Brown, E.; Bruenner, S.; Bruno, G.; Budnik, R.; Bütikofer, L.; Calvén, J.; Cardoso, J. M. R.; Cervantes, M.; Cichon, D.; Coderre, D.; Colijn, A. P.; Conrad, J.; Cussonneau, J. P.; Decowski, M. P.; de Perio, P.; di Gangi, P.; di Giovanni, A.; Diglio, S.; Eurin, G.; Fei, J.; Ferella, A. D.; Fieguth, A.; Fulgione, W.; Gallo Rosso, A.; Galloway, M.; Gao, F.; Garbini, M.; Gardner, R.; Geis, C.; Goetzke, L. W.; Grandi, L.; Greene, Z.; Grignon, C.; Hasterok, C.; Hogenbirk, E.; Howlett, J.; Itay, R.; Kaminsky, B.; Kazama, S.; Kessler, G.; Kish, A.; Landsman, H.; Lang, R. F.; Lellouch, D.; Levinson, L.; Lin, Q.; Lindemann, S.; Lindner, M.; Lombardi, F.; Lopes, J. A. M.; Manfredini, A.; Mariş, I.; Marrodán Undagoitia, T.; Masbou, J.; Massoli, F. V.; Masson, D.; Mayani, D.; Messina, M.; Micheneau, K.; Molinario, A.; Morâ, K.; Murra, M.; Naganoma, J.; Ni, K.; Oberlack, U.; Pakarha, P.; Pelssers, B.; Persiani, R.; Piastra, F.; Pienaar, J.; Pizzella, V.; Piro, M.-C.; Plante, G.; Priel, N.; Rauch, L.; Reichard, S.; Reuter, C.; Riedel, B.; Rizzo, A.; Rosendahl, S.; Rupp, N.; Saldanha, R.; Dos Santos, J. M. F.; Sartorelli, G.; Scheibelhut, M.; Schindler, S.; Schreiner, J.; Schumann, M.; Scotto Lavina, L.; Selvi, M.; Shagin, P.; Shockley, E.; Silva, M.; Simgen, H.; Sivers, M. V.; Stein, A.; Thapa, S.; Thers, D.; Tiseni, A.; Trinchero, G.; Tunnell, C.; Vargas, M.; Upole, N.; Wang, H.; Wang, Z.; Wei, Y.; Weinheimer, C.; Wulf, J.; Ye, J.; Zhang, Y.; Zhu, T.; Xenon Collaboration

    2017-11-01

    We report the first dark matter search results from XENON1T, a ˜2000 -kg -target-mass dual-phase (liquid-gas) xenon time projection chamber in operation at the Laboratori Nazionali del Gran Sasso in Italy and the first ton-scale detector of this kind. The blinded search used 34.2 live days of data acquired between November 2016 and January 2017. Inside the (1042 ±12 )-kg fiducial mass and in the [5 ,40 ] keVnr energy range of interest for weakly interacting massive particle (WIMP) dark matter searches, the electronic recoil background was (1.93 ±0.25 )×10-4 events /(kg ×day ×keVee) , the lowest ever achieved in such a dark matter detector. A profile likelihood analysis shows that the data are consistent with the background-only hypothesis. We derive the most stringent exclusion limits on the spin-independent WIMP-nucleon interaction cross section for WIMP masses above 10 GeV /c2 , with a minimum of 7.7 ×10-47 cm2 for 35 -GeV /c2 WIMPs at 90% C.L.

  16. Results from the Cryogenic Dark Matter Search Using a Chi Squared Analysis

    Energy Technology Data Exchange (ETDEWEB)

    Sander, Joel [UC, Santa Barbara

    2007-12-01

    Most of the mass-energy density of the universe remains undetected and is only understood through its affects on visible, baryonic matter. The visible, baryonic matter accounts for only about half of a percent of the universe's total mass-energy budget, while the remainder of the mass-energy of the universe remains dark or undetected. About a quarter of the dark mass-energy density of the universe is comprised of massive particles that do not interact via the strong or electromagnetic forces. If these particles interact via the weak force, they are termed weakly interacting massive particles or WIMPs, and their interactions with baryonic matter could be detectable. The CDMS II experiment attempts to detect WIMP interactions in the Soudan Underground Laboratory using germanium detectors and silicon detectors. A WIMP can interact a with detector nuclei causing the nuclei to recoil. A nuclear recoil is distinguished from background electron recoils by comparing the deposited ionization and phonon energies. Electron recoils occurring near detector surfaces are more difficult to reject. This thesis describes the results of a χ2 analysis designed to reject events occurring near detector surfaces. Because no WIMP signal was observed, separate limits using the germanium and silicon detectors are set on the WIMP cross section under standard astrophysical assumptions.

  17. Coaching the Mentor: Facilitating Reflection and Change

    Science.gov (United States)

    Gordon, Stephen P.; Brobeck, Sonja R.

    2010-01-01

    The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co-researchers) participated in a platform…

  18. Mentoring Others: A Dispositional and Motivational Approach.

    Science.gov (United States)

    Allen, Tammy D.

    2003-01-01

    Participants (n=391) were asked whether they were mentored or willing to mentor. Prosocial personality traits (other-oriented empathy and helpfulness) were related to willingness to mentor. Empathy was related to actual experience as a mentor. Career and life stage variables were also related to mentoring willingness, suggesting that both…

  19. 48 CFR 519.7006 - Mentor firms.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor firms. 519.7006... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7006 Mentor firms. (a) Mentors must be... plan as required by FAR 19.7 - Small business mentors are exempted; or (2) A small business prime...

  20. Nicolaas Bloembergen as a scientist and a mentor

    Science.gov (United States)

    Liu, Jia-Ming

    2018-03-01

    Nicolaas Bloembergen made rich contributions to nuclear magnetic resonance, masers and lasers, nonlinear optics and ultrafast laser-matter interactions. The Nobel laureate sadly passed away on 5 September 2017. Here are my memories of my Harvard mentor, a remarkable person and a wonderful scientist.

  1. Mentoring in general surgery in Switzerland

    Directory of Open Access Journals (Sweden)

    Reto M. Kaderli

    2015-03-01

    Full Text Available Background: Mentorship has been found as a key factor for a successful and satisfying career in academic medicine and surgery. The present study was conducted to describe the current situation of mentoring in the surgical community in Switzerland and to evaluate sex differences regarding the impact of mentoring on career success and professional satisfaction. Methods: The study was designed as an anonymous national survey to all members of the Swiss Surgical Society in 2011 (820 ordinary and 49 junior members. It was a 25-item questionnaire addressing mentor–mentee relationships and their impact on the professional front. Results: Of the 869 mailed surveys, 512 responses were received (response rate: 58.9%. Mentor–mentee relationships were reported by 344 respondents (68.1% and structured mentoring programs were noted in 23 respondents (6.7%. Compared to individuals without mentors, male mentees exhibited significantly higher subjective career advancement (5.4±1.2 vs. 5.0±1.3; p=0.03 and career development (3.3±1.9 vs. 2.5±1.7; p<0.01 scores, but the differences for female mentees were not statistically significant (4.7±1.1 vs. 4.3±1.2, p=0.16; 2.5±1.6 vs. 1.9±1.4, p=0.26; respectively. The pursuit of an academic career was not influenced by the presence of a mentor–mentee relationship for female (p=0.14 or male participants (p=0.22. Conclusions: Mentor–mentee relationships are important for the career advancement of male surgeons. The reason for the lack of an impact on the careers of female surgeons is difficult to ascertain. However, mentoring also provides lifelong learning and personal development. Thus, specific attention should be paid to the development of more structured mentoring programs for both sexes.

  2. Improved Limits On The Existence Of Dark Matter. The Final Results From The PICASSO Experiment

    Science.gov (United States)

    Kamaha, Alvine Christelle

    The final results of the PICASSO experiment, with 409 kg days of exposure collected from November 2012 to January 2014, have yielded new limits for Spin-Dependent and Spin-Independent Dark Matter interactions. The data collected and the various backgrounds were assiduously studied using Monte Carlo simulations and a new set of sophisticated analysis techniques including the wavelet analysis presented in this thesis. In general, a good suppression of most backgrounds was attained. The neutron background event rate was reduced to about a factor of 10 compared to the previous phase of the experiment. Electronic and acoustic noise events were thoroughly suppressed. A new class of "mystery events" were removed as well. All that remained was the irreducible alpha background. No signal consistent with a WIMP Dark Matter hypothesis was observed. Consequently, an exclusion curve was obtained with a minimum limit at 90% C.L. of sigmaSDchip = 0.0228 pb at a WIMP mass of 20 GeV/c2 in the Spin-Dependent sector. By combining results from 2012 and the current results, an improved constraint of sigmaSDchip (90% C.L.) = 0.0188 pb at 20 GeV/c2 was placed on the Dark Matter interaction with protons in the Fluorine nuclei used in the detectors. In addition, the new limits on WIMP-proton interactions in the Spin Independent sector exclude the DAMA/LIBRA results (at 90% C.L.) for low masses below 12 GeV/c2 and further constrain the published CRESST and CDMS Si discovery regions at low WIMP masses.

  3. Bullying, mentoring, and patient care.

    Science.gov (United States)

    Frederick, Dorothea

    2014-05-01

    The literature suggests that acts of bullying are a root cause of new nurses leaving their units or the profession entirely and have the potential to worsen the nursing shortage. As an effective way to address bullying in the perioperative setting, mentoring benefits the nursing profession. Mentoring can have a direct influence on nurses' longevity in a health care organization, thereby strengthening the nursing workforce. Magnet-designated hospitals support the importance of mentor-mentee relationships for positive employee retention and positive recruitment outcomes. One of the most important tasks that a mentor should undertake is that of a role model. Establishing a culture of mentoring requires authentic leadership, genuine caring and respect for employees, and open communication. The entire nursing profession benefits from a culture of mentoring, as do the patients and families who receive care. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  4. Cold dilute neutron matter on the lattice. II. Results in the unitary limit

    International Nuclear Information System (INIS)

    Lee, Dean; Schaefer, Thomas

    2006-01-01

    This is the second of two articles that investigate cold dilute neutron matter on the lattice using pionless effective field theory. In the unitary limit, where the effective range is zero and scattering length is infinite, simple scaling relations relate thermodynamic functions at different temperatures. When the second virial coefficient is properly tuned, we find that the lattice results obey these scaling relations. We compute the energy per particle, pressure, spin susceptibility, dineutron correlation function, and an upper bound for the superfluid critical temperature

  5. Tutoring Mentoring Peer Consulting

    OpenAIRE

    Szczyrba, Birgit; Wildt, Johannes

    2006-01-01

    Consulting, Coaching und Supervision, Tutoring, Mentoring und kollegiale Beratung: Beratungsangebote verschiedenster Art werden wie selbstverständlich in den Berufen nachgefragt, die mit Beziehung und Interaktion, mit komplexen sozialen Organisationen und Systemen, mit hoher Verantwortlichkeit, aber unsicheren Handlungsbedingungen zu tun haben. Mittlerweile beginnt diese Nachfrage auch in den Hochschulen zu steigen. Eine solche Steigerung wird ausgelöst durch den Wandel in den Lehr-Lernkultur...

  6. ARM Mentor Selection Process

    Energy Technology Data Exchange (ETDEWEB)

    Sisterson, D. L. [Argonne National Lab. (ANL), Argonne, IL (United States)

    2015-10-01

    The Atmospheric Radiation Measurement (ARM) Program was created in 1989 with funding from the U.S. Department of Energy (DOE) to develop several highly instrumented ground stations to study cloud formation processes and their influence on radiative transfer. In 2003, the ARM Program became a national scientific user facility, known as the ARM Climate Research Facility. This scientific infrastructure provides for fixed sites, mobile facilities, an aerial facility, and a data archive available for use by scientists worldwide through the ARM Climate Research Facility—a scientific user facility. The ARM Climate Research Facility currently operates more than 300 instrument systems that provide ground-based observations of the atmospheric column. To keep ARM at the forefront of climate observations, the ARM infrastructure depends heavily on instrument scientists and engineers, also known as lead mentors. Lead mentors must have an excellent understanding of in situ and remote-sensing instrumentation theory and operation and have comprehensive knowledge of critical scale-dependent atmospheric processes. They must also possess the technical and analytical skills to develop new data retrievals that provide innovative approaches for creating research-quality data sets. The ARM Climate Research Facility is seeking the best overall qualified candidate who can fulfill lead mentor requirements in a timely manner.

  7. Results of measurements of particulate matter concentrations inside a pig fattening facility

    Directory of Open Access Journals (Sweden)

    Ulens, T.

    2016-01-01

    Full Text Available Description of the subject. This research note discusses the results of measurements of particulate matter concentrations inside a pig fattening facility. Objectives. The objectives of the present study were to investigate the correlations between the different size fractions of indoor particulate matter (PM inside a pig fattening facility and to investigate the evolution of particle size distribution (PSD through a fattening period and between two housing systems and two cleaning protocols. Method. Data from two consecutive fattening periods in a commercial pig barn were used. Results. Very high correlations were found between PM10 and PM2.5 indoor concentrations. Depending on the measuring instrument, high or low correlations were found between PM1 and PM10 or PM2.5 indoor concentrations. No differences in PSD could be found between the two housing systems or the two cleaning protocols. Conclusions. The results from the present study showed high correlations between the indoor concentrations of PM10 and PM2.5. In the present study, no differences in PSD were found.

  8. First Results from the Cryogenic Dark Matter Search Experiment at the Deep Site

    Energy Technology Data Exchange (ETDEWEB)

    Mandic, Vuk [Univ. of California, Berkeley, CA (United States)

    2004-06-01

    The Cryogenic Dark Matter Search (CDMS) experiment is designed to search for dark matter in the form of the Weakly Interacting Massive Particles (WIMPs). For this purpose, CDMS uses detectors based on crystals of Ge and Si, operated at the temperature of 20 mK, and providing a two-fold signature of an interaction: the ionization and the athermal phonon signals. The two signals, along with the passive and active shielding of the experimental setup, and with the underground experimental sites, allow very effective suppression and rejection of different types of backgrounds. This dissertation presents the commissioning and the results of the first WIMP-search run performed by the CDMS collaboration at the deep underground site at the Soudan mine in Minnesota. We develop different methods of suppressing the dominant background due to the electron-recoil events taking place at the detector surface and we apply these algorithms to the data set. These results place the world's most sensitive limits on the WIMP-nucleon spin-independent elastic-scattering cross-section. Finally, they examine the compatibility of the supersymmetric WIMP-models with the direct-detection experiments (such as CDMS) and discuss the implications of the new CDMS result on these models.

  9. The Cryogenic Dark Matter Search (CDMS-II) Experiment: First Results from the Soudan Mine

    Energy Technology Data Exchange (ETDEWEB)

    Chang, Clarence Leeder [Stanford Univ., CA (United States)

    2004-09-01

    There is an abundance of evidence that the majority of the mass of the universe is in the form of non-baryonic non-luminous matter that was non-relativistic at the time when matter began to dominate the energy density. Weakly Interacting Massive Particles, or WIMPs, are attractive cold dark matter candidates because they would have a relic abundance today of ~0.1 which is consistent with precision cosmological measurements. WIMPs are also well motivated theoretically. Many minimal supersymmetric extensions of the Standard Model have WIMPs in the form of the lightest supersymmetric partner, typically taken to be the neutralino. The CDMS II experiment searches for WIMPs via their elastic scattering off of nuclei. The experiment uses Ge and Si ZIP detectors, operated at <50 mK, which simultaneously measure the ionization and athermal phonons produced by the scattering of an external particle. The dominant background for the experiment comes from electromagnetic interactions taking place very close to the detector surface. Analysis of the phonon signal from these interactions makes it possible to discriminate them from interactions caused by WIMPs. This thesis presents the details of an important aspect of the phonon pulse shape analysis known as the ''Lookup Table Correction''. The Lookup Table Correction is a position dependent calibration of the ZIP phonon response which improves the rejection of events scattering near the detector surface. The CDMS collaboration has recently commissioned its experimental installation at the Soudan Mine. This thesis presents an analysis of the data from the first WIMP search at the Soudan Mine. The results of this analysis set the world's lowest exclusion limit making the CDMS II experiment at Soudan the most sensitive WIMP search to this date.

  10. Dark Matter Search Results from the PICO-60 C$_3$F$_8$ Bubble Chamber

    Energy Technology Data Exchange (ETDEWEB)

    Amole, C.; et al.

    2017-02-24

    New results are reported from the operation of the PICO-60 dark matter detector, a bubble chamber filled with 52 kg of C$_3$F$_8$ located in the SNOLAB underground laboratory. As in previous PICO bubble chambers, PICO-60 C$_3$F$_8$ exhibits excellent electron recoil and alpha decay rejection, and the observed multiple-scattering neutron rate indicates a single-scatter neutron background of less than 1 event per month. A blind analysis of an efficiency-corrected 1167-kg-day exposure at a 3.3-keV thermodynamic threshold reveals no single-scattering nuclear recoil candidates, consistent with the predicted background. These results set the most stringent direct-detection constraint to date on the WIMP-proton spin-dependent cross section at 3.4 $\\times$ 10$^{-41}$ cm$^2$ for a 30-GeV$\\thinspace$c$^{-2}$ WIMP, more than one order of magnitude improvement from previous PICO results.

  11. Dark matter as a dynamic effect due to a non-minimal gravitational coupling with matter (I): Analytical results

    International Nuclear Information System (INIS)

    Bertolami, O; Paramos, J

    2010-01-01

    In this work the phenomenology of models possessing a non-minimal coupling between matter and geometry is discussed, with a particular focus on the possibility of describing the flattening of the galactic rotation curves as a dynamically generated effect derived from this modification to General Relativity. Two possibilities are discussed: firstly, that the observed discrepancy between the measured rotation velocity and the classical prediction is due to a deviation from geodesic motion, due to a non-(covariant) conservation of the energy-momentum tensor; secondly, that even if the principle of energy conservation holds, the dynamical effects arising due to the non-trivial terms in the Einstein equations of motion can give rise to an extra density contribution that may be interpreted as dark matter. In this work, The mechanism of the latter alternative is detailed; a numerical session ascertaining the order of magnitude of the relevant parameters is undertaken in another contribution to this volume, with possible cosmological implications discussed.

  12. Youth Mentoring Relationships in Context: Mentor Perceptions of Youth, Environment, and the Mentor Role

    Science.gov (United States)

    Lakind, Davielle; Atkins, Marc; Eddy, J. Mark

    2015-01-01

    Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention. PMID:25866427

  13. Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?

    Science.gov (United States)

    Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen

    2017-01-01

    Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a…

  14. Enhancing Mentoring Practices as a Framework for Effective Mentoring

    Science.gov (United States)

    Smith, Marye Mathis

    2013-01-01

    Mentoring has been identified as an effective way to provide support for new teachers. As a strategy to support new teachers and to address teacher attrition, a rural high school in West Central Georgia sought to identify the concepts needed for an effective mentoring program. The purpose of this case study was to explore best practices in…

  15. Mentors matter! What makes a mentor teacher a successful mentor teacher?

    NARCIS (Netherlands)

    van der Linden, H.; Koet, T.

    2012-01-01

    In the Netherlands, as in other European countries, school based teacher training is more and more common and successful in teacher education, it strengthens the connection between teacher training institutes and schools. The Dutch secretary of Education van Bijsterveld (2010) called it 'a great

  16. Investigating the relationship among transformational leadership, interpersonal interaction and mentoring functions.

    Science.gov (United States)

    Huang, Ching-Yuan; Weng, Rhay-Hung; Chen, Yi-Ting

    2016-08-01

    This study aims to ascertain the relationship between transformational leadership, interpersonal interaction and mentoring functions among new staff nurses. Mentoring functions could improve the job performance of new nurses, provide them with support and thus reduce their turnover rate. A cross-sectional study was employed. A questionnaire survey was carried out to collect data among a sample of new nurses from three hospitals in Taiwan. After gathering a total of 306 valid surveys, multiple regression analysis was applied to test the hypothesis. Inspirational motivation, idealised influence and individualised consideration had positive correlations with the overall mentoring function, but intellectual stimulation showed a positive association only with career development function. Perceived similarity and interaction frequency also had positive correlations with mentoring functions. When the shift overlap rate exceeded 80%, mentoring function showed a negative result. The transformational leadership of mentors would improve the mentoring functions among new staff nurses. Perceived similarity and interaction frequency between mentees and mentors also had positive correlations with mentoring functions. It is crucial for hospitals to redesign their leadership training and motivation programmes to enhance the transformational leadership of mentors. Furthermore, nursing managers should promote interaction between new staff nurses and their mentors; however, the shift overlap rate should not be too high. © 2016 John Wiley & Sons Ltd.

  17. Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers

    Science.gov (United States)

    Straus, Sharon E.; Johnson, Mallory O.; Marquez, Christine; Feldman, Mitchell D.

    2013-01-01

    Purpose To explore the mentor–mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. Method The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. Results The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor’s lack of experience. Conclusions Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members’ careers, future studies must address the association between a failed mentoring relationship and a faculty member’s career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member’s career. PMID:23165266

  18. Mentoring program and its impact on individuals’ advancement in the Malaysian context

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2009-12-01

    Full Text Available The literature on workplace training highlights that the mentoring program is an important employee development method practiced in successful organizations. The ability of mentors either informally or formally to implement the mentoring program activities may lead to higher individuals’ psychosocial support and career development. The nature of this relationship is interesting, but the role of the mentoring program as a predicting variable of individuals’ advancement (psychosocial support & career development has been given less attention in mentoring program models especially in the Malaysian organizational context. Therefore, this study was conducted to examine the direct effect of a mentoring program on individuals’ advancement using a 153 usable questionnaire gathered from employees who have worked in a public university in East Malaysia. The outcomes of regression analysis showed four important findings: Firstly, formal mentoring positively and significantly correlated with individuals’ psychosocial support. Secondly, informal mentoring positively and significantly correlated with individuals’ career development. Thirdly, formal mentoring positively and significantly correlated with individuals’ career development. Fourthly, informal mentoring positively and significantly correlated with individuals’ psychosocial support. The results have empirically confirmed that properly implemented mentoring programs can lead to increased individuals’ advancement in the studied organization. In addition, implications and discussions are also elaborated.

  19. Global interpretation of direct Dark Matter searches after CDMS-II results

    International Nuclear Information System (INIS)

    Kopp, Joachim; Schwetz, Thomas; Zupan, Jure

    2010-01-01

    We perform a global fit to data from Dark Matter (DM) direct detection experiments, including the recent CDMS-II results. We discuss possible interpretations of the DAMA annual modulation signal in terms of spin-independent and spin-dependent DM-nucleus interactions, both for elastic and inelastic scattering. We find that for the spin-dependent inelastic scattering off protons a good fit to all data is obtained. We present a simple toy model realizing such a scenario. In all the remaining cases the DAMA allowed regions are disfavored by other experiments or suffer from severe fine tuning of DM parameters with respect to the galactic escape velocity. Finally, we also entertain the possibility that the two events observed in CDMS-II are an actual signal of elastic DM scattering, and we compare the resulting CDMS-II allowed regions to the exclusion limits from other experiments

  20. Mentoring program for students newly enrolled in an Engineering Degree

    Directory of Open Access Journals (Sweden)

    Juan Pedro Peña-Martín

    2016-10-01

    Full Text Available This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT at the University of Malaga (UMA. Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring. The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.

  1. Developing Peer Mentoring through Evaluation

    Science.gov (United States)

    Hall, Ralph; Jaugietis, Zarni

    2011-01-01

    Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program…

  2. Peer Mentoring for Bioinformatics presentation

    OpenAIRE

    Budd, Aidan

    2014-01-01

    A handout used in a HUB (Heidelberg Unseminars in Bioinformatics) meeting focused on career development for bioinformaticians. It describes an activity for use to help introduce the idea of peer mentoring, potnetially acting as an opportunity to create peer-mentoring groups.

  3. Rural Alaska Mentoring Project (RAMP)

    Science.gov (United States)

    Cash, Terry

    2011-01-01

    For over two years the National Dropout Prevention Center (NDPC) at Clemson University has been supporting the Lower Kuskokwim School District (LKSD) in NW Alaska with their efforts to reduce high school dropout in 23 remote Yup'ik Eskimo villages. The Rural Alaska Mentoring Project (RAMP) provides school-based E-mentoring services to 164…

  4. Coworkers’ Perspectives on Mentoring Relationships

    NARCIS (Netherlands)

    Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D.T.

    2018-01-01

    Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight

  5. Design mentoring tool : [technical summary].

    Science.gov (United States)

    2011-01-01

    In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves seni...

  6. Mentoring in the Learning Society.

    Science.gov (United States)

    Cohen, Norman H.; Galbraith, Michael W.

    1995-01-01

    The mentoring model of one-to-one interaction is an important approach to lifelong learning and a pragmatic method of helping adults adapt to changing personal, social, and workplace situations. Mentoring can promote meaningful understanding and appreciation of multicultural and other differences. (SK)

  7. The fact of the matter the first results of an experiment designed to find out why the universe is composed of matter have just been announced

    CERN Multimedia

    2001-01-01

    The PEP accelerator at SLAC was relaunched as a B-Factory in May 1999. It has just published its first results which do show the predicted asymmetry in the behaviour of B-mesons and anti-mesons. This is not enough however to account for all the matter in the universe (1 page).

  8. Enhancing leadership and relationships by implementing a peer mentoring program.

    Science.gov (United States)

    Gafni Lachter, Liat R; Ruland, Judith P

    2018-03-30

    Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46) = 4.0, P = 0.001, η 2  = 0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings. © 2018 Occupational Therapy Australia.

  9. Student Mentors' benefits in the Higher European Education: Academic Orientation

    Science.gov (United States)

    Medina-Rojas, S.; Gónzlez-Tirados, R. M.; Sánchez, M. E.; Paz-Ferreiro, J.; Saa-Requejo, A.; Gascó, G.; Moratiel, R.; Fabregat, J.; Antón, J. M.; Andina, D.; Tarquis, A. M.

    2012-04-01

    For several years the Spanish University has been experiencing changes that affect not only the educational area but also innovation and investigation in the classroom. In this sense, we carried out a first step in a senior student mentor project in order to facilitate adaptation of the new students, providing information, advice and guidance on different academic and social aspects. Here, we understand mentoring (including e-mentoring) as a relationship between a more senior student (mentor) and a few junior lesser experienced students (mentees). Mentoring is intended to develop and grow the skills, knowledge, confidence, and cultural understanding of the mentees aiming to help them succeed. Consequently, this work arises from our concern about studentś need. A test has been designed to assess studentś interest in the three fundamental aspects of mentoring: academic, social and administrative orientation. The test involved 16 questions related to these three different aspects on mentoring, evaluating each question from 1 (none) to 4 (totally). Surveys have been conducted on this topic at the Universidad Politécnica de Madrid (UPM) with students on different levels and modules of degrees in Agricultural Engineering. The same activity has been applied to the new degrees that have started last course (2010-11) in the Bologna Plan's requirements and will replace the precedents progressively. We have analyzed the answers considering sex, age, course and attitude to participate in the mentoring project. Several discussions are presented based on these results. Acknowledgements Funding provided by CEIGRAM (Research Centre for the Management of Agricultural and Environmental Risks) and Universidad Politécnica de Madrid (UPM) through Educational Innovation Project is greatly appreciated. Educational Innovation Project: "Training of senior students as mentors in different subjects of undergraduate and graduate degrees at ETSI Agrónomos"

  10. Will enhanced turbulence in inland waters result in elevated production of autochthonous dissolved organic matter?

    Science.gov (United States)

    Zhou, Yongqiang; Zhou, Jian; Jeppesen, Erik; Zhang, Yunlin; Qin, Boqiang; Shi, Kun; Tang, Xiangming; Han, Xiaoxia

    2016-02-01

    Biological activity in lakes is strongly influenced by hydrodynamic conditions, not least turbulence intensity; which increases the encounter rate between plankter and nutrient patches. To investigate whether enhanced turbulence in shallow and eutrophic lakes may result in elevated biological production of autochthonous chromophoric dissolved organic matter (CDOM), a combination of field campaigns and mesocosm experiments was used. Parallel factor analysis identified seven components: four protein-like, one microbial humic-like and two terrestrial humic-like components. During our field campaigns, elevated production of autochthonous CDOM was recorded in open water with higher wind speed and wave height than in inner bays, implying that elevated turbulence resulted in increased production of autochthonous CDOM. Confirming the field campaign results, in the mesocosm experiment enhanced turbulence resulted in a remarkably higher microbial humic-like C1 and tryptophan-like C3 (pCDOM. This is consistent with the significantly higher mean concentrations of chlorophyll-a (Chl-a) and dissolved organic carbon (DOC) and the enhanced phytoplanktonic alkaline phosphatase activity (PAPA) recorded in the experimental turbulence groups than in the control group (pCDOM samples further suggested their probable autochthonous origin. Our results have implications for the understanding of CDOM cycling in shallow aquatic ecosystems influenced by wind-induced waves, in which the enhanced turbulence associated with extreme weather conditions may be further stimulated by the predicted global climate change. Copyright © 2015 Elsevier B.V. All rights reserved.

  11. EDELWEISS-II, direct Dark Matter search experiment: first data analysis and results

    International Nuclear Information System (INIS)

    Scorza, Silvia

    2009-01-01

    relies in the measurement of nuclear recoils that produce measurable effects in the crystal such ionization and heat. My PhD thesis is organized as follows. The first chapter aims to provide an introduction to the theoretical framework and the scientific motivation for the following work. The nature of DM has been one of the most challenging topics in contemporary physics since the first evidences of its existence had been found in the 1930's. Cosmologists and astrophysicists on one side, together with particle theorists on the other have put a lot of effort into this field: I will briefly account for their achievements and for the experimental strategies which can be set in this scenario. Since this thesis work was carried out within the EDELWEISS-II direct dark matter experiment, I will focus the next chapter on this topic, describing the main features. The second chapter is related to the set-up of the EDELWEISS-II, the current stage of the EDELWEISS experiment necessary after a first phase that achieved the best upper limit on the WIMP elastic scattering on nucleon as a function of WIMP mass in 2004. The set-up was conceived to reduce radioactive background observed in the first experiment phase. Thus, describing the starting point for this second stage, I will present detectors involved in, with a peculiar regard to the Ge-NTD type, the same implied in EDELWEISS-I, on which I have focused my thesis work. In the third chapter the performed Ge-NTD analysis chain is presented. Starting with the signal processing of the recorded data, I will enter in the essential analysis steps from calibration signals passing through measurements of thresholds and resolutions in order to predict nuclear and electronic recoil band and definition of fiducial zone to conclude determining a selection for likely WIMP candidate. These suggestions are applied in the fourth chapter, which presents the analysis and the results of the 8. cool down that takes places from November 2007 to March

  12. Recent results on a non-minimal coupling between curvature and matter

    International Nuclear Information System (INIS)

    Páramos, Jorge

    2013-01-01

    This work presents a review of recent findings from the consideration of a non-minimal coupling between matter and geometry, namely the possibility of mimicking dark matter in clusters and the description of gravitational collapse — thus adding to the wide range of phenomena already covered by the theory.

  13. Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues

    NARCIS (Netherlands)

    Dr. F.J.A.J. Crasborn; Dr. Paul Hennissen; Dr. Niels Brouwer; Prof. Dr. Fred Korthagen; Prof. Dr. Theo Bergen

    2011-01-01

    The extent to which mentor teachers are able to address mentees' individual needs is an important factor in the success of mentoring. A two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues

  14. Looking for Professor Right: Mentee Selection of Mentors in a Formal Mentoring Program

    Science.gov (United States)

    Bell, Amani; Treleaven, Lesley

    2011-01-01

    Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has…

  15. Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations

    Science.gov (United States)

    Langdon, Frances J.

    2014-01-01

    While studies have shown that mentoring is essential to the development of new teachers, fewer investigations have examined what mentors learn about themselves and about mentoring through this role. In this study, the conversations between 13 mentors and their mentees were analysed, along with mentor self-evaluations and focus group data, over two…

  16. Explaining DAMPE results by dark matter with hierarchical lepton-specific Yukawa interactions

    Science.gov (United States)

    Liu, Guoli; Wang, Fei; Wang, Wenyu; Yang, Jin-Min

    2018-02-01

    We propose to interpret the DAMPE electron excess at 1.5 TeV through scalar or Dirac fermion dark matter (DM) annihilation with doubly charged scalar mediators that have lepton-specific Yukawa couplings. The hierarchy of such lepton-specific Yukawa couplings is generated through the Froggatt-Nielsen mechanism, so that the dark matter annihilation products can be dominantly electrons. Stringent constraints from LEP2 on intermediate vector boson production can be evaded in our scenarios. In the case of scalar DM, we discuss one scenario with DM annihilating directly to leptons and another scenario with DM annihilating to scalar mediators followed by their decays. We also discuss the Breit-Wigner resonant enhancement and the Sommerfeld enhancement in the case where the s-wave annihilation process is small or helicity-suppressed. With both types of enhancement, constraints on the parameters can be relaxed and new ways for model building can be opened in explaining the DAMPE results. Supported by National Natural Science Foundation of China (11105124, 11105125, 11375001, 11675147, 11675242), the Open Project Program of State Key Laboratory of Theoretical Physics, Institute of Theoretical Physics, Chinese Academy of Sciences (Y5KF121CJ1), the Innovation Talent project of Henan Province (15HASTIT017), the Young-Talent Foundation of Zhengzhou University, the CAS Center for Excellence in Particle Physics (CCEPP), the CAS Key Research Program of Frontier Sciences and a Key R&D Program of Ministry of Science and Technology of China (2017YFA0402200-04)

  17. Increases in Academic Connectedness and Self-Esteem among High School Students Who Serve as Cross-Age Peer Mentors

    Science.gov (United States)

    Karcher, Michael

    2009-01-01

    Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…

  18. Using Financial Management Techniqueswith in Public Sector Organizations, Does Result Control Matter? A Heterogeneous Choice Approach

    Directory of Open Access Journals (Sweden)

    Jan WYNEN

    2014-12-01

    Full Text Available Using a principal-agent framework and multi-country survey data of over 400 public sec-tor organizations, this article examines the effect of result control on the use of fnancial manage-ment techniques in public sector organizations. In order to avoid invalid conclusions, we test for heteroskedasticity and model residual vari-ance using a heterogeneous choice model. This model yields important insights into the effect of result control that would be overlooked in a mis-specifed ordered logit model. Our fndings reveal that result control matters, although size and pri-mary task of the organization also prove to be determinants of the use of fnancial management techniques. Within the context of the continuous attempts being made to improve public sector performance, policy makers should thus devel-op different strategies for different (individual agencies, while relying on a strong ex-post result control, when they want to stimulate the use of fnancial management techniques.

  19. Inelastic dark matter, non-standard halos and the DAMA/LIBRA results

    International Nuclear Information System (INIS)

    March-Russell, John; McCabe, Christopher; McCullough, Matthew

    2009-01-01

    The DAMA collaboration have claimed to detect particle dark matter (DM) via an annual modulation in their observed recoil event rate. This appears to be in strong disagreement with the null results of other experiments if interpreted in terms of elastic DM scattering, while agreement for a small region of parameter space is possible for inelastic DM (iDM) due to the altered kinematics of the collision. To date most analyses assume a simple galactic halo DM velocity distribution, the Standard Halo Model, but direct experimental support for the SHM is severely lacking and theoretical studies indicate possible significant differences. We investigate the dependence of DAMA and the other direct detection experiments on the local DM velocity distribution, utilizing the results of the Via Lactea and Dark Disc numerical simulations. We also investigate effects of varying the solar circular velocity, the DM escape velocity, and the DAMA quenching factor within experimental limits. Our data set includes the latest ZEPLIN-III results, as well as full publicly available data sets. Due to the more sensitive dependence of the inelastic cross section on the velocity distribution, we find that with Via Lactea the DAMA results can be consistent with all other experiments over an enlarged region of iDM parameter space, with higher mass particles being preferred, while Dark Disc does not lead to an improvement. A definitive test of DAMA for iDM requires heavy element detectors.

  20. A Developmental Model of Research Mentoring

    Science.gov (United States)

    Revelo, Renata A.; Loui, Michael C.

    2016-01-01

    We studied mentoring relationships between undergraduate and graduate students in a summer undergraduate research program, over three years. Using a grounded theory approach, we created a model of research mentoring that describes how the roles of the mentor and the student can change. Whereas previous models of research mentoring ignored student…

  1. Forming the Mentor-Mentee Relationship

    Science.gov (United States)

    Hudson, Peter

    2016-01-01

    A positive mentor-mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor-mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a…

  2. The Mentoring Experience: Leadership Development Program Perspectives

    Science.gov (United States)

    Lamm, Kevan W.; Sapp, Rochelle; Lamm, Alexa J.

    2017-01-01

    Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well…

  3. A Model for Mentoring University Faculty

    Science.gov (United States)

    Lumpkin, Angela

    2011-01-01

    Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and proteges, mentor training, mentor-protege relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental,…

  4. Mentoring in nursing: a historical approach.

    Science.gov (United States)

    Fields, W L

    1991-01-01

    Most nurses today have or have had mentors. Several historical nurse leaders also had mentors. Florence Nightingale's mentor gave her the opportunity to work as a nurse during the Crimean War. Linda Richards, Mary Adelaide Nutting, and Annie Goodrich were all encouraged by their respective mentors to develop professionally.

  5. Evaluating a nurse mentor preparation programme.

    Science.gov (United States)

    Gray, Olivia; Brown, Donna

    Following the introduction of a regional nurse mentor preparation programme, research was undertaken within a health and social care trust to explore both the trainee mentors' and their supervisors' perception of this new programme. A qualitative study involving focus groups was undertaken. The focus groups comprised a total of twelve participants including five trainee mentors and seven supervisors (experienced mentors) who had recently completed a mentor preparation programme. Data were analysed using Braun and Clarke's thematic analysis. Three themes were identified from the data: personal investment (including the emotional impact of mentoring) contextual perceptions (environmental factors such as time) and intellectual facets (related to personal and professional growth). Comprehensive preparation for mentors appears to be effective in developing mentors with the ability to support nursing students in practice. However, further study is required to explore how to support mentors to balance the demands of the mentoring role with the delivery of patient care.

  6. The Axion Dark-Matter eXperiment (ADMX): Recent Results

    International Nuclear Information System (INIS)

    Rosenberg, Leslie J.

    2010-01-01

    The axion is a hypothetical elementary particle whose existence would explain the baffling absence of CP violation in the strong interactions. It's properties in addition make it a good dark-matter candidate. Even though dark-matter axions would make up the overwhelming majority of mass in the universe, they are extraordinarily difficult to detect. We have developed a detector, ADMX, for dark-matter axions that is at heart an exquisitely sensitive detector of electromagnetic radiation. This talk will describe the progress we have made in this experimental search.

  7. Long-term citrus organic farming strategy results in soil organic matter recovery

    Science.gov (United States)

    Novara, Agata; Pereira, Paulo; Barone, Ettore; Giménez Morera, Antonio; Keesstra, Saskia; Gristina, Luciano; Jordán, Antonio; Parras-Alcantara, Luis; Cerdà, Artemi

    2017-04-01

    ABSTRACT Soils play a key role in the Earth System (Keesstra et al., 2012; Brevick et al., 2015). Soils are a key resource for the human societies (Mol and Keesstra, 2012) and they are relevant to achieve the sustainability such as the United Nations Goals highlight (Keesstra et al., 2016). Agriculture soils, especially those under conventional tillage, are prone to organic matter mineralization, soil erosion, compaction and increase of greenhouse gases emission (Novara et al., 2011; Bruun et al., 2015; de Moraes et al., 2015; Choudhury et al., 2016; del Mar et al., 2016). The adoption of organic farming and sustainable management practices may provide a sustainable crop productivity, and in the meanwhile mitigate the negative impact of agriculture on ecosystem services benefits (Laudicina et al., 2015; Parras-Alcantara et al., 2015; 2016). The aim of this study was to examine, under field conditions, the long-term changes of soil organic matter under organic farming management in citrus orchards in Mediterranean environment and evaluate the ecosystem service on C sequestration in terms of economic benefits. The research was carried out at the Alcoleja Experimental Station located in the Cànyoles river watershed in the Eastern Spain on 45year old citrus plantation. Soil Organic Matter (SOM) content was monitored for 20 years at 6 different soil depth. The profitability of citrus plantation was estimated under conventional and organic management. Results showed that SOM in the 0-30 cm soil depth was the double after 20 years of organic farming management, ranging from 0.8 g kg-1 in 1995 to 1.5 g kg-1 in 2006. The highest SOM increase was in the top soil layer (368% of SOM increase in comparison to the initial SOM content) and decreased with soil depth. The effect of organic farming was relevant after 5 years since land management change, indicating that in Mediterranean environment the duration of long term studies should be higher than five years and proper policy

  8. Book Review: Mentoring and coaching: Tools and techniques for implementation

    Directory of Open Access Journals (Sweden)

    Fiona Donald

    2007-10-01

    Full Text Available Mentoring and coaching: Tools and techniques for implementation. Meyer, M., & Fourie, L. (2004. Randburg: Knowres Publishing. This book is aimed at providing practical guidelines for people involved in mentoring and coaching. Given the need for skills development, employee involvement and change management in South Africa, mentoring and coaching offer a method of transforming the way in which organisations train their employees, manage performance and accelerate employee career development. Further, it can be used to transfer knowledge from people with the most experience to those with less knowledge. As a result it can be a useful tool in achieving employment equity. Written by South African authors, the book is tailored to organisations in this environment where issues such as diversity place additional challenges for mentoring and coaching processes. The book is easy to read and includes a number of issues to consider as well as check lists in each of its ten chapters.

  9. First results from the NEWS-G direct dark matter search experiment at the LSM

    Science.gov (United States)

    Arnaud, Q.; Asner, D.; Bard, J.-P.; Brossard, A.; Cai, B.; Chapellier, M.; Clark, M.; Corcoran, E. C.; Dandl, T.; Dastgheibi-Fard, A.; Dering, K.; Di Stefano, P.; Durnford, D.; Gerbier, G.; Giomataris, I.; Gorel, P.; Gros, M.; Guillaudin, O.; Hoppe, E. W.; Kamaha, A.; Katsioulas, I.; Kelly, D. G.; Martin, R. D.; McDonald, J.; Muraz, J.-F.; Mols, J.-P.; Navick, X.-F.; Papaevangelou, T.; Piquemal, F.; Roth, S.; Santos, D.; Savvidis, I.; Ulrich, A.; Vazquez de Sola Fernandez, F.; Zampaolo, M.

    2018-01-01

    New Experiments With Spheres-Gas (NEWS-G) is a direct dark matter detection experiment using Spherical Proportional Counters (SPCs) with light noble gases to search for low-mass Weakly Interacting Massive Particles (WIMPs). We report the results from the first physics run taken at the Laboratoire Souterrain de Modane (LSM) with SEDINE, a 60 cm diameter prototype SPC operated with a mixture of Ne + CH4 (0.7%) at 3.1 bars for a total exposure of 9.6 kg · days. New constraints are set on the spin-independent WIMP-nucleon scattering cross-section in the sub-GeV/c2 mass region. We exclude cross-sections above 4.4 ×10-37cm2 at 90% confidence level (C.L.) for a 0.5 GeV/c2 WIMP. The competitive results obtained with SEDINE are promising for the next phase of the NEWS-G experiment: a 140 cm diameter SPC to be installed at SNOLAB by summer 2018.

  10. Lattice QCD results on soft and hard probes of strongly interacting matter

    Science.gov (United States)

    Kaczmarek, Olaf

    2017-11-01

    We present recent results from lattice QCD relevant for the study of strongly interacting matter as it is produced in heavy ion collision experiments. The equation of state at non-vanishing density from a Taylor expansion up to 6th order will be discussed for a strangeness neutral system and using the expansion coefficients of the series limits on the critical point are estimated. Chemical freeze-out temperatures from the STAR and ALICE Collaborations will be compared to lines of constant physics calculated from the Taylor expansion of QCD bulk thermodynamic quantities. We show that qualitative features of the √{sNN} dependence of skewness and kurtosis ratios of net proton-number fluctuations measured by the STAR Collaboration can be understood from QCD results for cumulants of conserved baryon-number fluctuations. As an example for recent progress towards the determination of spectral and transport properties of the QGP from lattice QCD, we will present constraints on the thermal photon rate determined from a spectral reconstruction of continuum extrapolated lattice correlation functions in combination with input from most recent perturbative calculations.

  11. Uncovering mentor teachers’ interactive cognitions during mentoring dialogues

    NARCIS (Netherlands)

    Hennissen, P.P.M.; Crasborn, F.J.A.J.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.

    2010-01-01

    In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was

  12. Early Career Mentoring for Translational Researchers: Mentee Perspectives on Challenges and Issues

    Science.gov (United States)

    Keller, Thomas E.; Collier, Peter J.; Blakeslee, Jennifer E.; Logan, Kay; McCracken, Karen; Morris, Cynthia

    2014-01-01

    Background and purposes The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Method Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results The range of mentee challenges was reflected in five major categories: 1) network—finding appropriate mentors to meet various needs; 2) access—structuring schedules and opportunities to receive mentoring; 3) expectations—negotiating the mechanics of the mentoring relationship and its purpose; 4) alignment—managing mentor-mentee mismatches regarding interests, priorities, and goals; and 5) skills and supports—developing the institutional supports to be successful. Conclusions Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. PMID:25010230

  13. Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

    Science.gov (United States)

    de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana

    2015-01-01

    The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

  14. Mentoring: The Contextualisation of Learning--Mentor, Protege and Organisational Gain in Higher Education.

    Science.gov (United States)

    Dutton, Chris

    2003-01-01

    A British university's hospitality education program matched students with industry mentors. For students, mentoring helped contextualize learning and contributed to personal development. Mentors gained personal satisfaction, and employers were able to hire vocationally aware graduates. (Contains 43 references.) (SK)

  15. Dark Matter Results from First 98.7 Days of Data from the PandaX-II Experiment.

    Science.gov (United States)

    Tan, Andi; Xiao, Mengjiao; Cui, Xiangyi; Chen, Xun; Chen, Yunhua; Fang, Deqing; Fu, Changbo; Giboni, Karl; Giuliani, Franco; Gong, Haowei; Guo, Xuyuan; Han, Ke; Hu, Shouyang; Huang, Xingtao; Ji, Xiangdong; Ju, Yonglin; Lei, Siao; Li, Shaoli; Li, Xiaomei; Li, Xinglong; Liang, Hao; Lin, Qing; Liu, Huaxuan; Liu, Jianglai; Lorenzon, Wolfgang; Ma, Yugang; Mao, Yajun; Ni, Kaixuan; Ren, Xiangxiang; Schubnell, Michael; Shen, Manbin; Shi, Fang; Wang, Hongwei; Wang, Jimin; Wang, Meng; Wang, Qiuhong; Wang, Siguang; Wang, Xuming; Wang, Zhou; Wu, Shiyong; Xiao, Xiang; Xie, Pengwei; Yan, Binbin; Yang, Yong; Yue, Jianfeng; Zeng, Xionghui; Zhang, Hongguang; Zhang, Hua; Zhang, Huanqiao; Zhang, Tao; Zhao, Li; Zhou, Jing; Zhou, Ning; Zhou, Xiaopeng

    2016-09-16

    We report the weakly interacting massive particle (WIMP) dark matter search results using the first physics-run data of the PandaX-II 500 kg liquid xenon dual-phase time-projection chamber, operating at the China JinPing underground laboratory. No dark matter candidate is identified above background. In combination with the data set during the commissioning run, with a total exposure of 3.3×10^{4}  kg day, the most stringent limit to the spin-independent interaction between the ordinary and WIMP dark matter is set for a range of dark matter mass between 5 and 1000  GeV/c^{2}. The best upper limit on the scattering cross section is found 2.5×10^{-46}  cm^{2} for the WIMP mass 40  GeV/c^{2} at 90% confidence level.

  16. Dynamics of the organic matter from the soil resulting from the changes of the Amazon northeastern ground use

    International Nuclear Information System (INIS)

    Camargo, Plinio Barbosa de; Martinelli, Luiz Antonio; Victoria, Reynaldo Luiz; Trumbore, Susan

    1997-01-01

    Aiming a better understanding of the problems related with carbon dynamic in the Amazon soils, soil profiles have been sampled for the determination of: soil carbon content and the variations between areas covered with natural forests, pastures and brush woods; average permanence time of the soil organic matter and the variations between different vegetal covering types; soil organic matter quality in terms of the refractory characteristics and the variation resulting from the changes in the vegetation type. The obtained answers define the soil organic matter dynamic itself. Therefore, the organic matter elementary analysis has been combined, by determining the carbon concentration, with the use of carbon natural isotope 14 C and the stable 13 C

  17. Origin of ΔNeff as a result of an interaction between dark radiation and dark matter

    International Nuclear Information System (INIS)

    Bjaelde, Ole Eggers; Das, Subinoy; Moss, Adam

    2012-01-01

    Results from the Wilkinson Microwave Anisotropy Probe (WMAP), Atacama Cosmology Telescope (ACT) and recently from the South Pole Telescope (SPT) have indicated the possible existence of an extra radiation component in addition to the well known three neutrino species predicted by the Standard Model of particle physics. In this paper, we explore the possibility of the apparent extra dark radiation being linked directly to the physics of cold dark matter (CDM). In particular, we consider a generic scenario where dark radiation, as a result of an interaction, is produced directly by a fraction of the dark matter density effectively decaying into dark radiation. At an early epoch when the dark matter density is negligible, as an obvious consequence, the density of dark radiation is also very small. As the Universe approaches matter radiation equality, the dark matter density starts to dominate thereby increasing the content of dark radiation and changing the expansion rate of the Universe. As this increase in dark radiation content happens naturally after Big Bang Nucleosynthesis (BBN), it can relax the possible tension with lower values of radiation degrees of freedom measured from light element abundances compared to that of the CMB. We numerically confront this scenario with WMAP+ACT and WMAP+SPT data and derive an upper limit on the allowed fraction of dark matter decaying into dark radiation

  18. Mentoring: leadership, learning, legacy.

    Science.gov (United States)

    Friedman, Paula K

    2006-01-01

    As the dental profession develops over the next few decades, there will be identifiable changes in the demography of the profession. Enrollment trends reflect a growing number of women in dental schools and in the dental profession. There is an increasing number of dentists--men and women--from countries and cultures outside of the United States. The profession must be prepared to address the question of how to engage women--as well as minorities--in more active and visible roles in organized dentistry. The challenge is clear, and the outcome will provide an indicator to the strength of our professional associations in the future. Mentoring of women dentists is one effective way of creating a pathway to participation.

  19. results

    Directory of Open Access Journals (Sweden)

    Salabura Piotr

    2017-01-01

    Full Text Available HADES experiment at GSI is the only high precision experiment probing nuclear matter in the beam energy range of a few AGeV. Pion, proton and ion beams are used to study rare dielectron and strangeness probes to diagnose properties of strongly interacting matter in this energy regime. Selected results from p + A and A + A collisions are presented and discussed.

  20. An exploration of the value of the role of the mentor and mentoring in midwifery.

    Science.gov (United States)

    Moran, Margaret; Banks, David

    2016-05-01

    This research project aimed to examine the perceived value sign-off mentors (SOMs) in midwifery have for their role. Using a phenomenological approach, the results were drawn from in-depth interviews. The project included a literature review, methodology, results and discussion. The results indicate that mentors enjoy their role and they see themselves as essentials to the delivery of pre-registration midwifery programmes and for the supervision and assessment of student midwives. Mentors are not sure if student midwives value their sign-off mentor, or whether senior management is aware of the sign-off role and its value. This project also confirms previous findings from other studies, particularly the problem of finding time to complete student assessment paper work, support students in clinical practice and whether there are enough SOMs within clinical practice. The study does not conclude that the issues raised are distinctive to midwifery, potentially all of the points raised translate to the various forms of nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. A trait based approach to defining valued mentoring qualities

    Science.gov (United States)

    Pendall, E.

    2012-12-01

    Graduate training in the sciences requires strong personal interactions among faculty, senior lab members and more junior members. Within the lab-group setting we learn to frame problems, to conduct research and to communicate findings. The result is that individual scientists are partly shaped by a few influential mentors. We have all been influenced by special relationships with mentors, and on reflection we may find that certain qualities have been especially influential in our career choices. In this presentation I will discuss favorable mentoring traits as determined from an informal survey of scientists in varying stages of careers and from diverse backgrounds. Respondents addressed questions about traits they value in their mentors in several categories: 1) personal qualities such as approachability, humor and encouragement; background including gender, ethnicity, and family status; 2) scientific qualities including discipline or specialization, perceived stature in discipline, seniority, breadth of perspective, and level of expectations; and 3) community-oriented qualities promoted by mentors, such as encouraging service contributions and peer-mentoring within the lab group. The results will be compared among respondents by gender, ethnicity, stage of career, type of work, and subdiscipline within the broadly defined Biogeoscience community. We hope to contribute to the growing discussion on building a diverse and balanced scientific workforce.

  2. Mentoring for clinician-educators.

    Science.gov (United States)

    Farrell, Susan E; Digioia, Natalie M; Broderick, Kerry B; Coates, Wendy C

    2004-12-01

    Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.

  3. Developing future nurse educators through peer mentoring

    Directory of Open Access Journals (Sweden)

    Rosenau PA

    2015-01-01

    Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership

  4. Innovations in coaching and mentoring: implications for nurse leadership development.

    Science.gov (United States)

    Fielden, Sandra L; Davidson, Marilyn J; Sutherland, Valerie J

    2009-05-01

    This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group (n = 15) or a mentoring group (n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be 'support' and coaching was described as 'action', descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.

  5. Developing the quality of early childhood mentoring institutions

    Directory of Open Access Journals (Sweden)

    Sri Hartini

    2017-09-01

    Full Text Available The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the

  6. A Mentee and his Mentor Speak their Minds

    Science.gov (United States)

    Bank, C. G.; Papadimitrios, K. S.

    2015-12-01

    An academic mentoring relationship can develop organically from joint experiences as a student-teacher team involved in undergraduate research projects. The mentor rarely has been trained for this role, and the mentee may not have actively searched for a mentor at first. Once the relationship is recognized the mentor may struggle with conflicting roles, aspects of fairness to other students, recognizing what is best for the mentee (and allowing them to figure something out on their own rather than imposing a viewpoint), and questioning the value of advice because of differences in age, culture, and own career path. The mentee does not want to disappoint, can feel ashamed to ask questions (sometimes more than once), may not want to share their own opinion - let alone challenge their mentor! - and may also be afraid that they rely to much on their mentor rather than searching for answers on their own. Both parties thus face similar challenges but from different perspectives. In our opinion a good mentoring relationship is built on honesty and respect as well as mutual trust where we can point out strengths or weaknesses in one another and recognize our vulnerabilities. Our conversations have touched on many aspects of our lives (including academic, home, soft skills, and personal development). We have asked questions neither of us could answer at first but which challenged each other for further learning. Our experience has resulted in a two-way support, revealed new points of view, and allowed for development of leadership skills for both. In this presentation we will report on our journey so far, assumptions we brought along, expectations we shared, and challenges we have faced individually or together. By sharing the perceptions of both parties in our unique mentorship relationship we want to help define best mentoring practices.

  7. Evaluating virtual STEM mentoring programs: The SAGANet.org experience

    Science.gov (United States)

    Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.

    2014-12-01

    Many school districts within the United States continue to seek new ways of engaging students within Science, Technology, Engineering, and Mathematics (STEM) disciplines. SAGANet.org, a web-based 501c3 Astrobiology outreach initiative, works with a number of schools, partnering K-12 students and their families with professional scientist mentors from around the world to teach and inspire students using virtual technology platforms. Current programs include two mentoring partnerships: pairing scientist-mentors with at-risk youth at the Pittsburg Community School in Pittsburg CA, and pairing scientist-mentors with families from the Kyrene del Cielo Elementary School in Chandler AZ. These programs represent two very different models for utilizing the virtual media platform provided by SAGANet.org to engage K-12 students and their families in STEM. For the former, scientists mentor the students of the Pittsburg School as part of the formal in-class curriculum. For the latter, scientists work with K-5 students and their families through Cielo's Science & Engineering Discovery Room to develop a science project as part of an informal learning experience that is independent of the formal curriculum. In this presentation, we (1) discuss the challenges and successes of engaging these two distinct audiences through virtual media, (2) present the results of how these two very-different mentoring partnership impact K-12 students science self-efficacy, interest in science, and STEM career awareness, and (3) share the impact of the mentoring experience on the mentor's confidence and self-efficacy with communicating science to the public.

  8. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Science.gov (United States)

    Abed, Osama H.; Abd-El-Khalick, Fouad

    2015-03-01

    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

  9. Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

    Science.gov (United States)

    Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

    2016-04-25

    Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

  10. Antimatter and Dark Matter Search in Space: BESS-Polar Results

    Science.gov (United States)

    Mitchell, John W.; Yamamoto, Akira

    2009-01-01

    The apex of the Balloon-borne Experiment with a Superconducting Spectrometer program was reached with the Antarctic flight of BESS-Polar II, during the 2007-2008 Austral Summer, that obtained 24.5 days of data on over 4.7 billion cosmic-ray events. The US-Japan BESS Collaboration uses elementary particle measurements to study the early Universe and provides fundamental data on the spectra of light cosmic-ray elements and isotopes. BESS measures the energy spectra of cosmic-ray antiprotons to investigate signatures of possible exotic sources, such as dark-matter candidates, and searches for heavier anti-nuclei that might reach Earth from antimatter domains formed during symmetry breaking processes in the early Universe. Since 1993, BESS has carried out eleven high-latitude balloon flights, two of long duration, that together have defined the study of antiprotons below about 4 GeV, provided standard references for light element and isotope spectra, and set the most sensitive limits on the existence of anti-deuterons and anti-helium, The BESS-Polar II flight took place at Solar Minimum, when the sensitivity of the low-energy antiproton measurements to a primary source is greatest. The rich BESS-Polar II dataset more than doubles the combined data from all earlier BESS flights and has 10-20 times the statistics of BESS data from the previous Solar Minimum. Here, we summarize the scientific results of BESS program, focusing on the results obtained using data from the long-duration flights of BESS-Polar I (2004) and BESS-Polar II.

  11. Exploring Protective factors among homeless youth: the role of natural mentors.

    Science.gov (United States)

    Dang, Michelle T; Conger, Katherine J; Breslau, Joshua; Miller, Elizabeth

    2014-08-01

    This study explored the presence and characteristics of natural mentors among 197 homeless youth and the association between natural mentoring relationships and youth functioning. Few studies have explored protective factors in the lives of homeless youth and how these may buffer against poor health outcomes. Relationships with natural mentors have been shown to have protective effects on adolescent functioning among the general adolescent population, and, thus, warrant further investigation with homeless youth. Results from this study revealed that 73.6% of homeless youth have natural mentoring relationships, split between kin and non-kin relationships. Having a natural mentor was associated with higher satisfaction with social support and fewer risky sexual behaviors. Findings suggest that natural mentors may play a protective role in the lives of homeless youth and should be considered an important source of social support that may enhance youth resilience.

  12. Does Race Matter in Neighborhood Preferences? Results from a Video Experiment

    Science.gov (United States)

    Krysan, Maria; Couper, Mick P.; Farley, Reynolds; Forman, Tyrone

    2013-01-01

    Persistent racial residential segregation is often seen as the result of the preferences of whites and blacks: whites prefer to live with whites while blacks wish to live near many other blacks. The origin of these preferences and their social psychological underpinnings are hotly debated. Are neighborhood preferences colorblind or race-conscious? Does neighborhood racial composition have a net influence upon preferences or is race a proxy for social class? If preferences are race-conscious, is this more a matter of a desire to be in a neighborhood with one’s “own kind” or to avoid being in a neighborhood with another racial group? We tested the racial proxy hypothesis using an innovative experiment that isolated the net effects of race and social class and followed it with an analysis of the social psychological factors associated with residential preferences. Face-to-face surveys using computer assisted interviewing were conducted with random samples of Detroit and Chicago residents. Respondents were asked how desirable they would rate neighborhoods shown in videos in which racial composition and social class characteristics were manipulated and they also completed—via computer assisted self-interviews—questions tapping into perceptions of discrimination, racial and neighborhood stereotypes, and in-group identity. We find that net of social class, the race of a neighborhood's residents significantly influenced how it was rated. Whites said the all-white neighborhoods were most desirable. The independent effect of racial composition was smaller among blacks and blacks identified the racially mixed neighborhood as most desirable. Hypotheses about how racial group identity, stereotypes, and experiences of discrimination influenced the effect of race of residents upon neighborhood preferences were tested and show that for whites, those who hold negative stereotypes about African Americans and the neighborhoods where they live are significantly influenced by

  13. Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis.

    Science.gov (United States)

    Won, Mi-Ra; Choi, Yun-Jung

    2017-04-01

    Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring. The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method. A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences. This study was conducted in two nursing schools in South Korea. Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female. The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis. The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership. The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Preliminary Results of Clover and Grass Coverage and Total Dry Matter Estimation in Clover-Grass Crops Using Image Analysis

    Directory of Open Access Journals (Sweden)

    Anders K. Mortensen

    2017-12-01

    Full Text Available The clover-grass ratio is an important factor in composing feed ratios for livestock. Cameras in the field allow the user to estimate the clover-grass ratio using image analysis; however, current methods assume the total dry matter is known. This paper presents the preliminary results of an image analysis method for non-destructively estimating the total dry matter of clover-grass. The presented method includes three steps: (1 classification of image illumination using a histogram of the difference in excess green and excess red; (2 segmentation of clover and grass using edge detection and morphology; and (3 estimation of total dry matter using grass coverage derived from the segmentation and climate parameters. The method was developed and evaluated on images captured in a clover-grass plot experiment during the spring growing season. The preliminary results are promising and show a high correlation between the image-based total dry matter estimate and the harvested dry matter ( R 2 = 0.93 with an RMSE of 210 kg ha − 1 .

  15. Supersymmetric model for dark matter and baryogenesis motivated by the recent CDMS result.

    Science.gov (United States)

    Allahverdi, Rouzbeh; Dutta, Bhaskar; Mohapatra, Rabindra N; Sinha, Kuver

    2013-08-02

    We discuss a supersymmetric model for cogenesis of dark and baryonic matter where the dark matter (DM) has mass in the 8-10 GeV range as indicated by several direct detection searches, including most recently the CDMS experiment with the desired cross section. The DM candidate is a real scalar field. Two key distinguishing features of the model are the following: (i) in contrast with the conventional weakly interacting massive particle dark matter scenarios where thermal freeze-out is responsible for the observed relic density, our model uses nonthermal production of dark matter after reheating of the Universe caused by moduli decay at temperatures below the QCD phase transition, a feature which alleviates the relic overabundance problem caused by small annihilation cross section of light DM particles and (ii) baryogenesis occurs also at similar low temperatures from the decay of TeV scale mediator particles arising from moduli decay. A possible test of this model is the existence of colored particles with TeV masses accessible at the LHC.

  16. Seven domains for leadership mentoring and executive coaching A reflective paper

    Directory of Open Access Journals (Sweden)

    Paul O. Olson

    2014-07-01

    Full Text Available This article discusses how coaching and mentoring can be integrated and work together as systematic tools for leadership development. The author draws on psychotherapy as a parallel for practitioner research and posits five validation hypotheses for coaching and mentoring. Arguably coaching is not sufficient to develop leaders, but a useful toolbox within mentoring. Internal mentors in particular have cultural and industry knowledge of direct relevance to the adept. Seven domains are identified for an integrated framework: Insight from reflection and meta-learning; Working with the whole person; Competence modelling; Deep listening, beyond words; Emotional intelligence; Coaching for results; and Systemic thinking and team development.

  17. Mentorship as practitioner collaboration: Mentors' perspective

    Directory of Open Access Journals (Sweden)

    Miškeljin Lidija D.

    2016-01-01

    Full Text Available Based on conducted researches many authors point out that professionalism in the field of education in early childhood is closely linked with the skill of critical study of pedagogic practice and the ability of changing it. In accordance with modern views and research of professional development which indicate the fact that training professionals is not sufficient if we want to create a sustainable change the issue of mentorship development becomes increasingly topical. The paper considers a concept of mentorship in the frame of the project Kindergartens without borders 2 - quality inclusive preschool education in Serbia, based on a systemic approach to professional development, as a support to improving the quality and the development of ethical practice of preschool education. The new concept of mentorship includes active integration and synergy of the requirements of practice and theory, competence in mutual process of learning and reflexive examination of one's own practice, i.e. the ability of critical thinking and changing practice. The qualitative research was aimed at considering the perspective of mentors in the light of the mentoring concept. The results show that mentors see this kind of support as important in the processes of introducing changes in the practice and the development of quality in all dimensions of real context. The conclusion states that it is necessary to change the concept of professional development in order to ensure important support in the processes of changing the practice and the development of quality in all dimensions of real context.

  18. Effect of concentration of dispersed organic matter on optical maturity parameters. Interlaboratory results of the organic matter concentration working group of the ICCP

    Energy Technology Data Exchange (ETDEWEB)

    Mendonca Filho, J.G.; Kern, M.L.; Mendonca, J.O. [Palynofacies and Organic Facies Laboratory (LAFO), DEGL, IGEO, UFRJ, Cidade Universitaria, Rio de Janeiro (Brazil); Araujo, C.V.; Menezes, T.R.; Souza, I.V.A.F. [Petrobras R and D Center, Rio de Janeiro (Brazil); Borrego, A.G.; Suarez-Ruiz, I. [Instituto Nacional del Carbon, CSIC, Oviedo (Spain); Cook, A.; Ranasinghe, P. [Keiraville Konsultants Pty. Ltd, NSW (Australia); Flores, D. [University of Porto, Departamento de Geologia (Portugal); Hackley, P. [U.S. Geological Survey, MS 956 National Center Reston, VA (United States); Hower, J.C. [University of Kentucky, Center for Applied Energy Research, Lexington (United States); Kommeren, K. [Shell International Exploration and Production, Rijswijk (Netherlands); Kus, J. [Germany Federal Institute for Geosciences and Natural Resources in Geozentrum, Hannover (Germany); Mastalerz, M. [Indiana Geological Survey, Indiana University, Bloomington (United States); Newman, J. [Newman Energy Research Ltd, Christchurch (New Zealand); Ujiie, Y. [Graduate School of Science and Technology, Hirosaki University (Japan)

    2010-12-01

    The main objective of this work was to study the effect of the kerogen isolation procedures on maturity parameters of organic matter using optical microscopes. This work represents the results of the Organic Matter Concentration Working Group (OMCWG) of the International Committee for Coal and Organic Petrology (ICCP) during the years 2008 and 2009. Four samples have been analysed covering a range of maturity (low and moderate) and terrestrial and marine geological settings. The analyses comprise random vitrinite reflectance measured on both kerogen concentrate and whole rock mounts and fluorescence spectra taken on alginite. Eighteen participants from twelve laboratories from all over the world performed the analyses. Samples of continental settings contained enough vitrinite for participants to record around 50 measurements whereas fewer readings were taken on samples from marine setting. The scatter of results was also larger in the samples of marine origin. Similar vitrinite reflectance values were in general recorded in the whole rock and in the kerogen concentrate. The small deviations of the trend cannot be attributed to the acid treatment involved in kerogen isolation but to reasons related to components identification or to the difficulty to achieve a good polish of samples with high mineral matter content. In samples difficult to polish, vitrinite reflectance was measured on whole rock tended to be lower. The presence or absence of rock fabric affected the selection of the vitrinite population for measurement and this also had an influence in the average value reported and in the scatter of the results. Slightly lower standard deviations were reported for the analyses run on kerogen concentrates. Considering the spectral fluorescence results, it was observed that the {lambda}max presents a shift to higher wavelengths in the kerogen concentrate sample in comparison to the whole-rock sample, thus revealing an influence of preparation methods (acid treatment

  19. Exploratory Study Examining the Joint Impacts of Mentoring and Managerial Coaching on Organizational Commitment

    Directory of Open Access Journals (Sweden)

    Hyung Rok Woo

    2017-01-01

    Full Text Available A number of organizations have adopted coaching and mentoring interventions to discover and foster the potential capabilities of employees. These practices are seen as competitive drivers to cultivate innovation and creativity in turbulent business environments. However, the literature has not investigated the question of how coaching and mentoring are interrelated. By examining this connection, this study explores the joint effects of these practices on the organizational commitment of employees. The results from survey data of 247 employees, who were coachees as well as protégés at the same time, from 17 companies in South Korea suggested that mentoring moderates the positive relationship between managerial coaching and organizational commitment. In addition, the moderating effects also depended on the extent of the homogeneity of their coach and mentor. The positive relationship between managerial coaching and organizational commitment strongly increased with conditions of higher mentoring and lower homogeneity of coach and mentor. Conversely, the relationship became negative when both mentoring practice and the homogeneity of coach and mentor were low. These results could provide practical implications to organizations that are concurrently adopting both coaching and mentoring programs by helping managers to better understand their joint effects.

  20. Removal of particulate matter (PM10) by air scrubbers at livestock facilities: results of an on-farm monitoring program.

    NARCIS (Netherlands)

    Melse, R.W.; Hofschreuder, P.; Ogink, N.W.M.

    2012-01-01

    Air scrubbers are commonly used for removal of ammonia and odor from exhaust air of animal houses in the Netherlands. In addition, air scrubbers remove a part of the particulate matter. In this article, the results of an on-farm monitoring are presented in which PM10 removal was monitored at 24

  1. Microfabricated Air-Microfluidic Sensor for Personal Monitoring of Airborne Particulate Matter: Design, Fabrication, and Experimental Results

    Science.gov (United States)

    We present the design and fabrication of a micro electro mechanical systems (MEMS) air-microfluidic particulate matter (PM) sensor, and show experimental results obtained from exposing the sensor to concentrations of tobacco smoke and diesel exhaust, two commonly occurring P...

  2. Effect of mentoring on professional values in model C clinical nurse leader graduates.

    Science.gov (United States)

    Gazaway, Shena B; Anderson, Lori; Schumacher, Autumn; Alichnie, Chris

    2018-04-19

    Nursing graduates acquire their nursing values by professional socialization. Mentoring is a crucial support mechanism for these novice nurses, yet little is known about the model C clinical nurse leader graduate and the effects of mentoring. This investigation examined how mentoring affected the development of professional nursing values in the model C clinical nurse leader graduate. A longitudinal design was used to survey model C clinical nurse leader graduates before and after graduation to determine how different types of mentoring relationships influenced professional values. Demographic surveys documented participant characteristics and the Nurses Professional Values Scale - Revised (NPVS-R) assessed professional nursing values. Mean NPVS-R scores increased after graduation for the formally mentored participants, while the NPVS-R scores decreased or remained unchanged for the other mentoring groups. However, no significant difference was found in NPVS-R scores over time (p = .092) or an interaction between the NPVS-R scores and type of mentoring relationships (p = .09). These results suggest that model C clinical nurse leader graduate participants experiencing formal mentoring may develop professional nursing values more than their colleagues. Formal mentoring relationships are powerful and should be used to promote professional values for model C clinical nurse leader graduates. © 2018 John Wiley & Sons Ltd.

  3. The relationship of mentoring on middle school girls' science-related attitudes

    Science.gov (United States)

    Clark, Lynette M.

    This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

  4. A Pilot Study Exploring Gender Differences in Residents’ Strategies for Establishing Mentoring Relationships

    Directory of Open Access Journals (Sweden)

    Megan C. McNamara, M.D., MSc

    2008-01-01

    Full Text Available AbstractBackground Mentoring is important throughout a physician’s career and has been noted to be particularly important during residency training. Other studies suggest that women may experience difficulty in finding mentors.Purpose This study explored gender-specific differences in residents’ mentoring experiences.Methods The authors conducted two focus groups at the University of Pittsburgh in July, 2004. One group was composed of 12 female residents; the other was composed of nine male residents. Discussions were audiotaped and transcribed. Two investigators coded the transcripts and identified emerging themes.Results Residents of both genders cited multiple barriers to mentoring. Men´s strategies for findingmentors were more numerous than women´s and included identifying mentors through research,similar interests, friendship, and networking. Female strategies were limited and included identifying mentors through “word of mouth” and work experiences. Women described more passiveapproaches for finding a mentor than men.Conclusions Female residents may lack strategies and initiatives for finding mentors. Residency programs should create opportunities for residents to develop mentoring relationships, with special attention paid to gender differences

  5. The role of mentor type and timing in predicting educational attainment.

    Science.gov (United States)

    Fruiht, Veronica M; Wray-Lake, Laura

    2013-09-01

    Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

  6. Factors Associated with Successful Mentoring of Parents Addressing Childhood Obesity: A Mixed Methods Approach

    Directory of Open Access Journals (Sweden)

    Gabriela Abigail Villanueva

    2016-01-01

    Full Text Available Objective. Parents mentoring other parents as a behavioral intervention for child obesity is novel with limited data describing the experience and dynamics of this approach. This study aimed to describe the experiences of parent mentors and the self-efficacy and attitudes of their mentees in the context of a clinical trial for childhood obesity. Methods. The context for this study was a randomized clinical trial using either parent mentors or a community health worker engaging parents of obese children in behavioral change over six months. Parent mentors were interviewed at the mid-point of the intervention using a semistructured questionnaire to elicit their perceptions and experiences during the process of mentoring. Parent mentees completed a survey assessing their self-efficacy, perception of the parent mentor, and attitudes and beliefs related to their child’s weight. Results. The qualitative analysis of parent mentor interviews indicated high commitment despite their nonprofessional status, facing challenges of engagement with fellow parents and attitudes of persistence and being nonjudgmental. The parent mentee ratings of parent mentors were overall very high and similar to the ratings of a community health worker (paraprofessional. Conclusion. The data suggest that a parent mentor model of intervention for child obesity is an acceptable mode of approaching behavior change in the Hispanic population around childhood obesity with potential for scalability if proven effective.

  7. Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

    Science.gov (United States)

    Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi

    2016-06-01

    Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.

  8. Mentor Service Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

    Science.gov (United States)

    Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

    2014-01-01

    Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant…

  9. Peer Mentoring in Engineering: (Un)Shared Experience of Undergraduate Peer Mentors and Mentees

    Science.gov (United States)

    Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.

    2017-01-01

    In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program's fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one…

  10. The Effect of Mentor Intervention Style in Novice Entrepreneur Mentoring Relationships

    Science.gov (United States)

    St-Jean, Etienne; Audet, Josee

    2013-01-01

    In this study, we aimed to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. An empirical study conducted with 360 mentees who had received mentoring services shows that an intervention style which combines a maieutic approach with mentor involvement produced the…

  11. A framework for mentoring of medical students: thematic analysis of mentoring programmes between 2000 and 2015.

    Science.gov (United States)

    Tan, Yin Shuen; Teo, Shao Wen Amanda; Pei, Yiying; Sng, Julia Huina; Yap, Hong Wei; Toh, Ying Pin; Krishna, Lalit K R

    2018-03-17

    A consistent mentoring approach is key to unlocking the full benefits of mentoring, ensuring effective oversight of mentoring relationships and preventing abuse of mentoring. Yet consistency in mentoring between senior clinicians and medical students (novice mentoring) which dominate mentoring processes in medical schools is difficult to achieve particularly when mentors practice in both undergraduate and postgraduate medical schools. To facilitate a consistent approach to mentoring this review scrutinizes common aspects of mentoring in undergraduate and postgraduate medical schools to forward a framework for novice mentoring in medical schools. Four authors preformed independent literature searches of novice mentoring guidelines and programmes in undergraduate and postgraduate medical schools using ERIC, PubMed, CINAHL, OVID and Science Direct databases. 25,605 abstracts were retrieved, 162 full-text articles were reviewed and 34 articles were included. The 4 themes were identified-preparation, initiating and supporting the mentoring process and the obstacles to effective mentoring. These themes highlight 2 key elements of an effective mentoring framework-flexibility and structure. Flexibility refers to meeting the individual and changing needs of mentees. Structure concerns ensuring consistency to the mentoring process and compliance with prevailing codes of conduct and standards of practice.

  12. Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills

    NARCIS (Netherlands)

    Prof. Dr. Theo Bergen; Dr. Niels Brouwer; Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Prof. Dr. Fred Korthagen

    2011-01-01

    The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills

  13. Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees

    Science.gov (United States)

    Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.

    2013-01-01

    The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and…

  14. Initial Characteristics and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training

    Science.gov (United States)

    Foukal, Martha D.; Lawrence, Edith C.; Williams, Joanna L.

    2016-01-01

    Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ…

  15. An Analysis of the Value of Multiple Mentors in Formalised Elite Coach Mentoring Programmes

    Science.gov (United States)

    Sawiuk, Rebecca; Taylor, William. G.; Groom, Ryan

    2017-01-01

    Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor--mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience…

  16. 77 FR 38490 - Safety Zone; Mentor Harbor Yachting Club Fireworks, Lake Erie, Mentor, OH

    Science.gov (United States)

    2012-06-28

    ...-AA00 Safety Zone; Mentor Harbor Yachting Club Fireworks, Lake Erie, Mentor, OH AGENCY: Coast Guard, DHS... Erie, Mentor, OH. This safety zone is intended to restrict vessels from a portion of Lake Erie during the Mentor Harbor Yachting Club fireworks display. This temporary safety zone is necessary to protect...

  17. Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues

    NARCIS (Netherlands)

    Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.

    2011-01-01

    In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440

  18. So You Want to Be a Mentor? An Analysis of Mentor Competencies

    Science.gov (United States)

    Wyre, Dwuena C.; Gaudet, Cyndi H.; McNeese, Mary Nell

    2016-01-01

    As the need for mentors continues to expand in order to meet organizational and programmatic needs, so does the need for quality mentoring. Although sometimes an immediate need for quantity may foreshadow quality, this should not be the case when utilizing mentoring to achieve goals. Faculty mentor competencies are analyzed to demonstrate the…

  19. Are Mentors Ready To Make a Difference? A Survey of Mentors' Attitudes towards Nurse Education.

    Science.gov (United States)

    Pulsford, David; Boit, Kath; Owen, Sharon

    2002-01-01

    Responses from 198 of 400 British nurses who mentor students showed that mentors felt supported by colleagues but less so by managers or universities. They wanted more time for mentoring, closer links with the universities, and better assessment documentation. Mentor update sessions were often not attended, due to staff shortages or lack of…

  20. Three-neutrino oscillations in matter: Analytical results in the adiabatic approximaton

    International Nuclear Information System (INIS)

    Petcov, S.T.; Toshev, S.

    1987-01-01

    Analytical expressions for the probabilities of the transitions between different neutrino flavours in matter in the case of three lepton families and small vacuum mixing angles are obtained in the adiabatic approximation. A brief discussion of the characteristic features of the Mikheyev-Smirnov-Wolfenstein effect in the system of the three neutrino flavours ν e , ν μ and ν τ is also given. (orig.)

  1. The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors' Perceptions of Effective Mentoring

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2017-01-01

    In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring…

  2. Reconstruction of real-space linear matter power spectrum from multipoles of BOSS DR12 results

    Science.gov (United States)

    Lee, Seokcheon

    2018-02-01

    Recently, the power spectrum (PS) multipoles using the Baryon Oscillation Spectroscopic Survey (BOSS) Data Release 12 (DR12) sample are analyzed [1]. The based model for the analysis is the so-called TNS quasi-linear model and the analysis provides the multipoles up to the hexadecapole [2]. Thus, one might be able to recover the real-space linear matter PS by using the combinations of multipoles to investigate the cosmology [3]. We provide the analytic form of the ratio of quadrupole (hexadecapole) to monopole moments of the quasi-linear PS including the Fingers-of-God (FoG) effect to recover the real-space PS in the linear regime. One expects that observed values of the ratios of multipoles should be consistent with those of the linear theory at large scales. Thus, we compare the ratios of multipoles of the linear theory, including the FoG effect with the measured values. From these, we recover the linear matter power spectra in real-space. These recovered power spectra are consistent with the linear matter power spectra.

  3. Opinion & Special Articles: Mentoring in neurology

    Science.gov (United States)

    Lee, Paul R.

    2014-01-01

    Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology. PMID:24616198

  4. Transforming beginner teacher mentoring interventions for social ...

    African Journals Online (AJOL)

    Transforming beginner teacher mentoring interventions for social reform. ... for developing scholarship of teaching, as it is aligned with the role of scholar and ... Keywords: Action research; learning styles; mentoring practice; professional ...

  5. Pros and Cons of Having a Mentor.

    Science.gov (United States)

    Opsata, Margaret

    1985-01-01

    Discusses mentoring relationships for women in engineering. Advice and guideline include: (1) advantages (meeting new people, making career decisions, development as an employee); (2) disadvantages (overdependence, ethical disagreements, personal involvement); and (3) finding and using mentors. (DH)

  6. Utilizing Peer Mentor Roles in Learning Communities

    Science.gov (United States)

    Rieske, Laura Jo; Benjamin, Mimi

    2015-01-01

    For a number of learning community programs, peer mentors provide an additional layer of staffing support. This chapter highlights peer mentor roles from a sample of programs and suggests important components for the construction of these roles.

  7. Defence Health Service Mentoring Program Evaluation 2001

    National Research Council Canada - National Science Library

    Highfield, Jane

    2002-01-01

    ...). DHS commissioned the Directorate of Strategic Personnel Planning and Research (DSPPR) to evaluate a recent Mentoring Program trial in order to assess the effectiveness and organizational value of Mentoring within DHS...

  8. Mentoring in Nursing: A Historical Approach.

    Science.gov (United States)

    Fields, Willa L.

    1991-01-01

    Nursing leaders such as Florence Nightingale, Linda Richards, Mary Adelaide Nutting, and Annie Goodrich were all encouraged by mentors to develop professionally. Most successful professionals have had at least one mentor. (SK)

  9. A facilitated mentoring process for engineers

    Energy Technology Data Exchange (ETDEWEB)

    Donald, L.; Clark, M.

    1993-11-01

    Mentoring has been occurring in organizations for many, many years through a natural pairing process of people wanting to help one another. The numerous benefits of mentoring to both the protege and the mentor are widely known. In this paper we describe a Facilitated Mentoring Pilot Program for engineers, successfully completed in June, 1993. This career development tool can help make ``Every Engineer a Leader.``

  10. Minority students benefit from mentoring programs.

    Science.gov (United States)

    Cullen, D L; Rodak, B; Fitzgerald, N; Baker, S

    1993-01-01

    Mentoring has been proposed as one strategy to attract minority students to the radiologic sciences profession. This case study describes a minority mentoring program conducted for pre-radiologic science students at a Midwestern university during the 1991-92 academic year. Ten minority radiologic science students enrolled in the mentoring program. The study showed that mentoring may be a viable option to serve the special needs of minorities for recruitment and retention.

  11. Particulate matter in the indoor air of classrooms—exploratory results from Munich and surrounding area

    Science.gov (United States)

    Fromme, H.; Twardella, D.; Dietrich, S.; Heitmann, D.; Schierl, R.; Liebl, B.; Rüden, H.

    in humidity by 10%, by 0.5 μg m -3 per increase in CO 2 indoor concentration by 100 ppm, and a decrease by 2.8 μg m -3 in 5-7th grade classes and by 7.3 μg m -3 in class 8-11 compared to 1-4th class. During the winter period, the associations were stronger regarding class level, reverse regarding humidity (a decrease by 6.4 μg m -3 per increase in 10% humidity) and absent regarding CO 2 indoor concentration. The median PNC measured in 36 classrooms ranged between 2622 and 12,145 particles cm -3 (median: 5660 particles cm -3). The results clearly show that exposure to particulate matter in school is high. The increased PM concentrations in winter and their correlation with high CO 2 concentrations indicate that inadequate ventilation plays a major role in the establishment of poor indoor air quality. Additionally, the increased PM concentration in low level classes and in rooms with high number of pupils suggest that the physical activity of pupils, which is assumed to be more pronounced in younger children, contributes to a constant process of resuspension of sedimented particles. Further investigations are necessary to increase knowledge on predictors of PM concentration, to assess the toxic potential of indoor particles and to develop and test strategies how to ensure improved indoor air quality in schools.

  12. Charles Wagley: mentor and colleague

    Directory of Open Access Journals (Sweden)

    Maxine L. Margolis

    Full Text Available Professor Charles Wagley was my mentor at Columbia University, my colleague at the University of Florida and a dear friend. His influence on me can be summarized in one word: Brazil. From the time I took his course, "Peoples of Brazil", as a first semester graduate student at Columbia I was captivated and most of my subsequent field research and publications have had Brazilian themes. Under Dr. Wagley's direction I did field research for my dissertation in the coffee region of northern Paraná and focused on the shift from coffee cultivation to cattle ranching and the social and economic consequences of that change. My subsequent research in the area involved the impact of frost on this shift in economic base as well as one of its results: the flight of poor Brazilians to Paraguay. Then starting in the late 1980s my research shifted and I began focusing on Brazilian immigrants in New York City. This was part of a growing movement of Brazilians arriving in New York, elsewhere in the United States and in Europe and Japan. Since then most of my subsequent research and publications have been on this new wave of international migrants

  13. Mentoring Women in Physical Oceanography

    Science.gov (United States)

    Gerber, Lisa M.; Lozier, M. Susan

    2010-08-01

    MPOWIR Pattullo Conference; Charleston, South Carolina, 23-26 May 2010; Initiated in 2004, Mentoring Physical Oceanography Women to Increase Retention (MPOWIR) is a community-initiated and community-led program aimed at providing mentoring to junior women in physical oceanography to improve their retention in the field. The centerpiece of the MPOWIR program is the Pattullo Conference, a two-and-a-half-day mentoring event held biannually. The second conference was held in South Carolina. The conference is named for June Pattullo, the first woman to receive a Ph.D. in physical oceanography. The goals of the Pattullo Conference are to build community networks among junior and senior scientists, to provide junior scientists with feedback on their current and planned research projects, to provide advice to junior scientists on their career goals, to introduce both senior and junior scientists to aspects of professional development, and to raise awareness of issues confronting junior women among the senior scientist community.

  14. Peer Mentors Can Improve Academic Performance

    Science.gov (United States)

    Asgari, Shaki; Carter, Frederick, Jr.

    2016-01-01

    The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

  15. Mentoring - et bidrag til bedre samspil

    DEFF Research Database (Denmark)

    Pedersen, Kim

    2004-01-01

    Diskussion af mentoring som bidrag til at understøtte og styrke samspillet mellem efteruddannelse og arbejde. Artiklen inddrager erfaringer fra konkret forløb med mentoring og diskuterer forløbene i lyset af teorier om mentoring baseret på international litteratur. Artiklen udspringer af arbejde...

  16. The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring. A Report for Mentor: The National Mentoring Partnership

    Science.gov (United States)

    Bruce, Mary; Bridgeland, John

    2014-01-01

    This report shares the findings from the first nationally representative survey of young people's perspectives on mentoring. While mentoring is needed and wanted by young people to help them stay on the path to high school graduation, college success, and productive adulthood, a significant mentoring gap exists in America, especially for at-risk…

  17. Teacher Mentoring as a Community Effort

    Science.gov (United States)

    Bradley-Levine, Jill; Lee, Jean Sangmin; Mosier, Gina

    2016-01-01

    This article presents the findings from a study of a mentoring program for novice mathematics and science teachers, which was provided by their teacher education program. This study reports the findings of interviews with novice math and science teachers, their mentors, and the mentoring program administrators to explore stakeholder perceptions of…

  18. Community Mentoring: A Tool for Successful Communities

    Science.gov (United States)

    Dodge, Kathryn E.

    2015-01-01

    Mentoring occurs in an ad hoc and largely invisible manner in communities. This mentoring happens through modeling, storytelling, and asking open-ended questions. If Extension specialists and agents were more conscious and intentional about teaching community members and leaders about community mentoring, they would be more successful in resolving…

  19. Mentor - valus, kuid aus peegel / Teeli Remmelg

    Index Scriptorium Estoniae

    Remmelg, Teeli

    2008-01-01

    Mentor Asko Talu näeb ennast kui juhi ausat peeglit ning väidab, et mentor ei saagi juhile otseselt midagi soovitada, vaid aitab pigem oma küsimustega teisel poolel ise vastusteni jõuda. Vt. samas: Mart Kallas. Mentor võtab hetkeemotsioonid maha

  20. Downsizing and the Willingness to Mentor

    Science.gov (United States)

    Bear, Stephen E.; Hwang, Alvin

    2017-01-01

    Purpose: This paper aims to examine how employee perceptions of organizational context relate to willingness to mentor. This research will help organizations to understand the relationship between organizational context and willingness to mentor to encourage mentoring. Design/methodology/approach: This study used a survey approach. Employees who…

  1. Intradepartmental Faculty Mentoring in Teaching Marketing

    Science.gov (United States)

    Tahtinen, Jaana; Mainela, Tuija; Natti, Satu; Saraniemi, Saila

    2012-01-01

    This study focuses on the use of mentoring by a peer as a way to help teachers of marketing to develop their teaching skills. Using self-ethnography, we elaborate on the potential of intradepartmental faculty mentoring in teaching (FMIT) to enhance the quality of marketing education. The study describes FMIT, a novel type of mentoring, reviews its…

  2. 78 FR 853 - National Mentoring Month, 2013

    Science.gov (United States)

    2013-01-07

    ... mentors at the White House, and we have partnered with groups across the public, private, and nonprofit sectors to build pathways to summer job opportunities for low-income and disconnected youth. And since... Fatherhood and Mentoring Initiative. A supportive mentor can mean the difference between struggle and success...

  3. A Review of Undergraduate Mentoring Programs

    Science.gov (United States)

    Gershenfeld, Susan

    2014-01-01

    This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring…

  4. Forging a link between mentoring and collaboration: a new training model for implementation science.

    Science.gov (United States)

    Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K

    2016-10-13

    Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and

  5. El desarrollo de los recursos humanos a través del mentoring: El caso español The human resources development through mentoring: The Spanish case The human resources development through mentoring: The Spanish case

    Directory of Open Access Journals (Sweden)

    Félix Angel Grande Torraleja

    2012-04-01

    Full Text Available Objeto: El mentoring es una práctica para favorecer el desarrollo de los recursos humanos cada día más utilizada por las empresas. Sin embargo, la investigación sobre el tema presenta aún numerosos aspectos que no se han abordado lo suficiente. El objetivo de este trabajo es conocer esta práctica, analizar sus efectos y conocer que beneficios que reporta a los individuos y a las empresas que la utilizan, exponiendo una serie de indicaciones prácticas para que su aplicación resulte efectiva. Posteriormente, procedemos a contrastar los planteamientos anteriores, analizando el impacto del mentoring en el rendimiento, tanto a nivel organizacional como a nivel individual, en una muestra de empresas españolas. Los resultados reflejan que existe una relación causal directa entre el empleo de los programas de mentoring y el crecimiento de la empresa y su capital humano.Diseño/metodología/enfoque: Tras el planteamiento teórico se procede a contrastar las hipótesis mediante la metodología de ecuaciones estructurales, realizando previamente un análisis factorial confirmatorio de las escalas de medida.Aportaciones y resultados: Los resultados muestran la existencia de un efecto causal y directo de la aplicación del mentoring y el rendimiento de las empresas de la muestra. De este modo validamos los planteamientos teóricos formulados y contribuimos a un conocimiento más profundo de esta práctica, sus condiciones de efectividad y los beneficios que reporta a la empresa.Implicaciones prácticas: El mentoring se inicia con la incorporación del pupilo, un empleado con posibilidades de promoción y mejora, cuyo plan de carrera contempla la utilización de esta técnica. A partir de este instante, el siguiente paso será elegir el mentor, normalmente una persona con más experiencia y conocedora de la organización. Gran parte del éxito del mentoring se basa en la adecuada elección del mentor, por ello debe ser analizado de manera

  6. The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

    Science.gov (United States)

    Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

    2018-01-01

    Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, Pmentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

  7. First results from the IllustrisTNG simulations: matter and galaxy clustering

    Science.gov (United States)

    Springel, Volker; Pakmor, Rüdiger; Pillepich, Annalisa; Weinberger, Rainer; Nelson, Dylan; Hernquist, Lars; Vogelsberger, Mark; Genel, Shy; Torrey, Paul; Marinacci, Federico; Naiman, Jill

    2018-03-01

    Hydrodynamical simulations of galaxy formation have now reached sufficient volume to make precision predictions for clustering on cosmologically relevant scales. Here, we use our new IllustrisTNG simulations to study the non-linear correlation functions and power spectra of baryons, dark matter, galaxies, and haloes over an exceptionally large range of scales. We find that baryonic effects increase the clustering of dark matter on small scales and damp the total matter power spectrum on scales up to k ˜ 10 h Mpc-1 by 20 per cent. The non-linear two-point correlation function of the stellar mass is close to a power-law over a wide range of scales and approximately invariant in time from very high redshift to the present. The two-point correlation function of the simulated galaxies agrees well with Sloan Digital Sky Survey at its mean redshift z ≃ 0.1, both as a function of stellar mass and when split according to galaxy colour, apart from a mild excess in the clustering of red galaxies in the stellar mass range of109-1010 h-2 M⊙. Given this agreement, the TNG simulations can make valuable theoretical predictions for the clustering bias of different galaxy samples. We find that the clustering length of the galaxy autocorrelation function depends strongly on stellar mass and redshift. Its power-law slope γ is nearly invariant with stellar mass, but declines from γ ˜ 1.8 at redshift z = 0 to γ ˜ 1.6 at redshift z ˜ 1, beyond which the slope steepens again. We detect significant scale dependences in the bias of different observational tracers of large-scale structure, extending well into the range of the baryonic acoustic oscillations and causing nominal (yet fortunately correctable) shifts of the acoustic peaks of around ˜ 5 per cent.

  8. Using attachment theory in mentoring.

    Science.gov (United States)

    Miles, Kerri

    Attachment theory is a useful way to understand the bond between children and the people with whom they have emotional ties--usually caregivers. The theory can also help us to understand any adult relationship that provides closeness and a sense of attachment, especially in times of stress or need. Understanding the nature, cause and effect of the role and function of attachment from a training and development perspective, and different styles of attachment, may improve the quality of the mentoring experience for both mentors and mentees.

  9. Pharmacy resident-led student mentoring program: A focus on developing mentoring skills.

    Science.gov (United States)

    Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay

    2017-11-01

    Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Mentor Perspectives on the Place of Undergraduate Research Mentoring in Academic Identity and Career Development: An Analysis of Award Winning Mentors

    Science.gov (United States)

    Hall, Eric E.; Walkington, Helen; Shanahan, Jenny Olin; Ackley, Elizabeth; Stewart, Kearsley A.

    2018-01-01

    This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2)…

  11. Redesigning a clinical mentoring program for improved outcomes in the clinical training of clerks

    Directory of Open Access Journals (Sweden)

    Chia-Der Lin

    2015-09-01

    Full Text Available Introduction: Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements. Methods: A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor–mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics. Results: The results revealed that the redesigned mentoring program improved the mentors’ performance over time for most evaluated items regarding professional development and personal support provided to the mentees. Conclusions: Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a

  12. Redesigning a clinical mentoring program for improved outcomes in the clinical training of clerks

    Science.gov (United States)

    Lin, Chia-Der; Lin, Blossom Yen-Ju; Lin, Cheng-Chieh; Lee, Cheng-Chun

    2015-01-01

    Introduction Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements. Methods A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor–mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics. Results The results revealed that the redesigned mentoring program improved the mentors’ performance over time for most evaluated items regarding professional development and personal support provided to the mentees. Conclusions Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a physician. PMID

  13. Results from the two-tower run of the Cryogenic Dark Matter Search

    Energy Technology Data Exchange (ETDEWEB)

    Reisetter, Angela Jean [Minnesota U.

    2005-01-01

    The Cryogenic Dark Matter Search has completed two runs at the Soudan Underground Laboratory In the second, two towers of detectors were operated from March to August 2004. CDMS used Ge and Si ZIP (Z-sensitive, Ionization, and Phonon) detectors, operated at 50mK, to look for Weakly Interacting Massive Particles (WIMPs) which may make up most of the dark matter in our universe. These detectors are surrounded by lead and polyethylene shielding as well as an active muon veto. These shields, as well as the overburden of Soudan rock, provide a low background environment for the detectors. The ZIP detectors record the ratio of ionization signal to phonon signal to discriminate between nuclear recoils, characteristic of WIMPs and neutrons, and electron recoils, characteristic of gamma and beta backgrounds. They also provide timing information from the four phonon channels that is used to reject surface events, for which ionization collection is poor. A blind analysis, dened using calibration data taken in situ throughout the run, provides a denition of the WIMP signal region by rejecting backgrounds. This analysis applied to the WIMP search data gives a limit on the spin independent WIMP-nucleon cross-section that is an order of magnitude lower than any other experiment has published.

  14. Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

    Science.gov (United States)

    Dorner, Helga; Kumar, Swapna

    2017-01-01

    This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with…

  15. Experience of Dormitory Peer Mentors: A Journey of Self Learning and Development

    Science.gov (United States)

    Lin, Yii-nii; Lai, Pi-hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yien-Hua

    2016-01-01

    The study looked back on the one-year experience of the first group of peer mentors of a university at northern Taiwan. Twelve peer mentors (six males and six females; with an average age of 21.45) took part in the study. A qualitative phenomenological approach and in-depth interviews were adopted. The results showed that participants deemed the…

  16. The Effect of Peer-Mentoring Program on Nursing Students’ Clinical Environment Stressors

    Directory of Open Access Journals (Sweden)

    F Sardari Kashkooli

    2014-01-01

    Results: There was a significant difference between stress scores before and after of the intervention in both groups (p=0.00. Mean difference of clinical environment stress factors in two groups were not statistically significant (p=0.99. Conclusions: Peer-mentoring program is not significant effective on clinical environment stress reduction. Key Words: Nursing Education, Peer Mentoring, Clinical Environment Stressors

  17. The Role of Therapeutic Mentoring in Enhancing Outcomes for Youth in Foster Care

    Science.gov (United States)

    Johnson, Sara B.; Pryce, Julia M.; Martinovich, Zoran

    2011-01-01

    Effective service interventions greatly enhance the well-being of foster youth. A study of 262 foster youth examined one such intervention, therapeutic mentoring. Results showed that mentored youth improved significantly in the areas of family and social functioning, school behavior, and recreational activities, as well as in the reduction of…

  18. The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

    Science.gov (United States)

    Clarke, Anthony; Collins, John; Triggs, Valerie; Nielsen, Wendy; Augustine, Ann; Coulter, Dianne; Cunningham, Joni; Grigoriadis, Tina; Hardman, Stephanie; Hunter, Lee; Kinegal, Jane; Li, Bianca; Mah, Jeff; Mastin, Karen; Partridge, David; Pawer, Leonard; Rasoda,Sandy; Salbuvik, Kathleen; Ward, Mitch; White, Janet; Weil, Frederick

    2012-01-01

    We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a…

  19. Mentor Development in Higher Education in Botswana: How Important Is Reflective Practice?

    Science.gov (United States)

    Geber, H.; Nyanjom, J. A.

    2009-01-01

    Mentor development in higher education in Vocational Education and Training (VET) in Botswana is explored in this article. Changes in education policy require mentors to engage in individual as well as organisational change and transformation. Most studies focus on mentee development and the resulting organisational change but there is very little…

  20. The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

    Science.gov (United States)

    Purpur, Geraldine; Morris, Jon Levi

    2015-01-01

    This article reports on the cognitive and affective development of students being mentored in virtual reference interview skills by professional librarians. The authors present a case study which examines the impact on student learning resulting from librarian mentor participation and collaboration with students on a course assignment. This study…

  1. Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices

    Science.gov (United States)

    Bullough, Robert V., Jr.

    2012-01-01

    In this article, current practices were reviewed in mentoring and induction across three large states--New York, Texas, and California--and one small state, Utah. Patterns and trends are described in the United States, program results and evolving views of mentoring are discussed, gaps in the research literature are identified, and the future of…

  2. Results on MeV-scale dark matter from a gram-scale cryogenic calorimeter operated above ground

    Energy Technology Data Exchange (ETDEWEB)

    Angloher, G.; Bauer, P.; Bento, A.; Iachellini, N.F.; Hauff, D.; Kiefer, M.; Mancuso, M.; Petricca, F.; Proebst, F.; Reindl, F.; Rothe, J.; Seidel, W.; Stodolsky, L.; Strauss, R.; Tanzke, A.; Wuestrich, M. [Max-Planck-Institut fuer Physik, Muenchen (Germany); Bucci, C.; Canonica, L.; Gorla, P.; Pagliarone, C.; Schaeffner, K. [Laboratori Nazionali del Gran Sasso, INFN, Assergi (Italy); Defay, X.; Erb, A.; Feilitzsch, F. v.; Lanfranchi, J.C.; Langenkaemper, A.; Mondragon, E.; Muenster, A.; Oberauer, L.; Potzel, W.; Schoenert, S.; Thi, H.H.T.; Ulrich, A.; Wawoczny, S.; Willers, M.; Zoeller, A. [Technische Universitaet Muenchen, Physik-Department and Excellence Cluster Universe, Garching (Germany); Guetlein, A.; Kluck, H.; Puig, R.; Schieck, J.; Stahlberg, M.; Tuerkoglu, C. [Institut fuer Hochenergiephysik der Oesterreichischen Akademie der Wissenschaften, Vienna (Austria); Vienna University of Technology, Atominstitut, Vienna (Austria); Jochum, J.; Loebell, J.; Strandhagen, C.; Uffinger, M.; Usherov, I. [Eberhard-Karls-Universitaet Tuebingen, Tuebingen (Germany); Kraus, H. [University of Oxford, Department of Physics, Oxford (United Kingdom); Collaboration: CRESST Collaboration

    2017-09-15

    Models for light dark matter particles with masses below 1 GeV/c{sup 2} are a natural and well-motivated alternative to so-far unobserved weakly interacting massive particles. Gram-scale cryogenic calorimeters provide the required detector performance to detect these particles and extend the direct dark matter search program of CRESST. A prototype 0.5 g sapphire detector developed for the ν-cleus experiment has achieved an energy threshold of E{sub th} = (19.7 ± 0.9)eV. This is one order of magnitude lower than for previous devices and independent of the type of particle interaction. The result presented here is obtained in a setup above ground without significant shielding against ambient and cosmogenic radiation. Although operated in a high-background environment, the detector probes a new range of light-mass dark matter particles previously not accessible by direct searches. We report the first limit on the spin-independent dark matter particle-nucleon cross section for masses between 140 and 500 MeV/c{sup 2}. (orig.)

  3. Results on MeV-scale dark matter from a gram-scale cryogenic calorimeter operated above ground

    Science.gov (United States)

    Angloher, G.; Bauer, P.; Bento, A.; Bucci, C.; Canonica, L.; Defay, X.; Erb, A.; Feilitzsch, F. v.; Iachellini, N. Ferreiro; Gorla, P.; Gütlein, A.; Hauff, D.; Jochum, J.; Kiefer, M.; Kluck, H.; Kraus, H.; Lanfranchi, J.-C.; Langenkämper, A.; Loebell, J.; Mancuso, M.; Mondragon, E.; Münster, A.; Oberauer, L.; Pagliarone, C.; Petricca, F.; Potzel, W.; Pröbst, F.; Puig, R.; Reindl, F.; Rothe, J.; Schäffner, K.; Schieck, J.; Schönert, S.; Seidel, W.; Stahlberg, M.; Stodolsky, L.; Strandhagen, C.; Strauss, R.; Tanzke, A.; Thi, H. H. Trinh; Türkoǧlu, C.; Uffinger, M.; Ulrich, A.; Usherov, I.; Wawoczny, S.; Willers, M.; Wüstrich, M.; Zöller, A.

    2017-09-01

    Models for light dark matter particles with masses below 1 GeV/c^2 are a natural and well-motivated alternative to so-far unobserved weakly interacting massive particles. Gram-scale cryogenic calorimeters provide the required detector performance to detect these particles and extend the direct dark matter search program of CRESST. A prototype 0.5 g sapphire detector developed for the ν -cleus experiment has achieved an energy threshold of E_{th}=(19.7± 0.9) eV. This is one order of magnitude lower than for previous devices and independent of the type of particle interaction. The result presented here is obtained in a setup above ground without significant shielding against ambient and cosmogenic radiation. Although operated in a high-background environment, the detector probes a new range of light-mass dark matter particles previously not accessible by direct searches. We report the first limit on the spin-independent dark matter particle-nucleon cross section for masses between 140 and 500 MeV/c^2.

  4. Carer mentoring: a mixed methods investigation of a carer mentoring service.

    Science.gov (United States)

    Greenwood, Nan; Habibi, Ruth

    2014-03-01

    Worldwide with ageing populations, the numbers of informal carers are likely to increase. Although being a carer is often satisfying, it can be challenging and require support. Volunteer-provided carer mentoring services where carers are supported by volunteer mentors are one such intervention. However, little is known about the impact of mentoring, carers' experiences or the mechanisms by which these schemes may work. Previous quantitative findings have been inconsistent suggesting a different, mixed methods approach using qualitative and quantitative methods may be valuable. Objectives were to explore two main questions: whether mentoring had a significant positive effect on carer mentees in terms of mental health, quality of life and confidence in caring and to explore how carers experience and perceive the process and benefits of mentoring. In addition, the study aimed to suggest possible mechanisms to understand how mentoring may benefit carers. Mixed methods (quantitative questionnaires and depth interviews) investigated an established mentoring service provided by volunteer mentors. During the study period, 28 carers received mentoring. Of these, 25 carers completed structured questionnaires both before and after mentoring, to determine whether mentoring had an impact on carer wellbeing and confidence in caring. Depth interviews were also undertaken with 11 purposively sampled carers to explore how carers experience and perceive the process and benefits of mentoring. Statistically significant improvements in carer anxiety (pemotional support, information provision, problem solving facilitation and gaining new perspectives may be mechanisms by which mentoring achieves positive outcomes. Mentor personal characteristics, experiences and training are possible facilitators of the process. Carer mentoring services can be a valuable form of carer support that falls somewhere between formal and informal support. Adopting mixed methods permitted greater understanding

  5. New Program for New Faculty Mentoring at California State University, Chico

    Science.gov (United States)

    Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

    2015-12-01

    CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

  6. E-Mentoring at A Distance: An Approach to Support Professional Development in Workplaces

    Directory of Open Access Journals (Sweden)

    Hasan TANIS

    2017-07-01

    Full Text Available The rapid growth of technology has had a significant effect on educational activities. As a result of this growth, a shift has taken place from a behaviorist teaching style to a constructivist perspective which enables adult learners to build up knowledge collaboratively. Mentoring, a valuable tool within the constructivism approach, can offer a two-way knowledge-sharing environment in which participants can adopt what they learn into their workplaces through a process called transformative learning. Mentoring has now embraced technological advances so that participants can contact each other with synchronous and asynchronous communication tools such as Skype and e-mail respectively. This research project was conducted in a governmental company as a case study in order to study how the participants of mentoring understand their roles, and how they perceive these roles when communicating through Skype and e-mail. The project culminates in suggestions for a new e-mentoring model for practitioners. One of the findings in the research shows that the understanding of the mentoring relationship is diverse, and most participants have confusion about the different meanings of coaching, mentoring and consulting. However, almost all the participants agree that mentors should have a strong position to foster transformative learning in a mentoring process. Although transformative learning has not occurred in the relationships, Skype is a supporting technology for mentors to complement e-mail dialogs by clarification, and building up a trusting relationship. Moreover, some mentors often take an active role to manage and control the relationships as a leading position, but mentees mostly support this action by asking good questions and initiating meetings. Additionally, e-mail is used as a storage tool to review previous conversations, and it is used to re-schedule and initiate online meetings. Lastly, the researcher reflects on the implementation process as

  7. Deriving Competencies for Mentors of Clinical and Translational Scholars

    Science.gov (United States)

    Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Jr, Richard; Fleming, Michael; Pincus, Harold Alan

    2012-01-01

    Abstract Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. Clin Trans Sci 2012; Volume 5: 273–280 PMID:22686206

  8. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

    Directory of Open Access Journals (Sweden)

    Buddeberg-Fischer Barbara

    2010-04-01

    Full Text Available Abstract Background Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. Methods A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. Results The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Conclusion Mentoring is obviously an important career advancement tool for

  9. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

    Science.gov (United States)

    2010-01-01

    Background Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. Methods A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. Results The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Conclusion Mentoring is obviously an important career advancement tool for medical students. In Europe

  10. Dark Matter Search Results from the PICO-2L C3F8 Bubble Chamber

    Energy Technology Data Exchange (ETDEWEB)

    Amole, C.; Ardid, M.; Asner, David M.; Baxter, D.; Behnke, E.; Bhattacharjee, P. S.; Borsodi, H.; Bou-Cabo, M.; Brice, S. J.; Broemmelsiek, D.; Clark, K.; Collar, J. I.; Cooper, P. S.; Crisler, M.; Dahl, C. E.; Daley, S.; Das, Madhusmita; Debris, F.; Dhungana, N.; Farine, J.; Felis, I.; Filgas, R.; Fines-Neuschild, M.; Girard, Francoise; Giroux, G.; Hai, M.; Hall, Jeter C.; Harris, O.; Jackson, C. M.; Jin, M.; Krauss, C. B.; Lafreniere, M.; Laurin, M.; Lawson, I.; Levine, I.; Lippincott, W. H.; Mann, E.; Martin, J. P.; Maurya, D.; Mitra, Pitam; Neilson, R.; Noble, A. J.; Plante, A.; Podviianiuk, R. B.; Priya, S.; Robinson, A. E.; Ruschman, M.; Scallon, O.; Seth, S.; Sonnenschein, Andrew; Starinski, N.; Stekl, I.; Vazquez-Jauregui, E.; Wells, J.; Wichoski, U.; Zacek, V.; Zhang, J.

    2015-06-12

    New data are reported from the operation of a 2-liter C3F8 bubble chamber in the 2100 meter deep SNOLAB underground laboratory, with a total exposure of 211.5 kg-days at four different recoil energy thresholds ranging from 3.2 keV to 8.1 keV. These data show that C3F8 provides excellent electron recoil and alpha rejection capabilities at very low thresholds, including the rst observation of a dependence of acoustic signal on alpha energy. Twelve single nuclear recoil event candidates were observed during the run. The candidate events exhibit timing characteristics that are not consistent with the hypothesis of a uniform time distribution, and no evidence for a dark matter signal is claimed. These data provide the most sensitive direct detection constraints on WIMP-proton spin-dependent scattering to date, with signicant sensitivity at low WIMP masses for spin-independent WIMP-nucleon scattering.

  11. Student Mentors' system in the Higher European Education

    Science.gov (United States)

    Saa-Requejo, Antonio; Medina-Rojas, Silvia; Sanchez, Maria Elena; Gascó, Gabriel; Moratiel, Ruben; Antón, Jose Manuel; Durán-Altisent, Jose Maria; Tarquis, Ana Maria

    2013-04-01

    from which others. We have applied it to Bologna Plan and Plan 96 separately. The results are discussed. Acknowledgements Funded provided by educational innovation projects "Training of mentors' students in different subjects in the first degree and postgraduate ETSI Agrónomos" and "Students mentoring system in undergraduate and graduate courses at ETS Ingenieros Agrónomos" given by UPM are gratefully appreciated.

  12. Developing a mentoring program in clinical nutrition.

    Science.gov (United States)

    Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David

    2010-01-01

    Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.

  13. Cross-Level Peer Mentoring

    Science.gov (United States)

    Goel, Sanjay

    2011-01-01

    With increasing demand for engineering education in India, universities and colleges are finding it increasingly difficult to build enough faculty capacity to provide a long term individual attention to all students. A few hours of weekly engagement of senior students in mentoring junior students can greatly supplement faculty efforts to enhance…

  14. Maori Mentors: Expectations and Perceptions

    Science.gov (United States)

    Barnett, Shirley; Te Wiata, Ina

    2017-01-01

    This article is informed by a kaupapa Maori methodology and reports on a "by Maori for Maori" peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Maori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi…

  15. Good mentors and role models

    Indian Academy of Sciences (India)

    Lawrence

    Today, as a teacher and researcher, I look forward to my day ... essential for women, and that it would prove to be more valuable ... mentors, who have been my role models. ... benefit to make the workplace gender friendly by including more.

  16. Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

    Directory of Open Access Journals (Sweden)

    Elizabeth McKinsey

    2016-03-01

    Full Text Available Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.

  17. The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review.

    Science.gov (United States)

    Zhang, Yuanyuan; Qian, Yan; Wu, Juemin; Wen, Fule; Zhang, Yaqing

    2016-02-01

    Newly graduated nurses suffer from occupational stress during the transition from school to employment as a result of inadequacy, interpersonal relationships, and the overwhelming workload. Mentoring programs have proved effective in facilitating this transition. To evaluate the effectiveness of a mentoring program on the mentor, mentee, and organization. The Cochrane Library, Medline, Ovid, Elsevier, Embase, CINAHL, CBM, CNKI, and WanFang Data databases were searched to identify relevant publications in English or Chinese up to October 2014. This is a systematic review. This review identified nine potentially eligible studies, and the methodological quality levels of the included studies were all ranked as level B. These studies revealed that the turnover rate can be decreased through a mentoring program. Additionally, mentoring can enhance nursing competency and establish a supportive workforce environment, resulting in positive outcomes. This review reveals that a mentoring program has positive effects on the mentors, mentees, and organizations. A successful mentorship program should include rigorous mentor selection and adequate training. Additionally, potential barriers such as time constraints and scheduling limitations should be taken into consideration during implementation. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. BJPsych Bulletin author mentoring scheme - helping trainees become published authors.

    Science.gov (United States)

    Pimm, Jonathan; Galbraith, Niall

    2016-02-01

    The publishing world is changing rapidly. Innovations include the move to open access, the rise of social media and the transition to digitalisation. In the light of these developments and with ever-increasing pressures on early career psychiatrists and trainees to publish papers in journals with a recognised pedigree, the BJPsych Bulletin is piloting an author mentoring scheme. Mentors will help clinicians and aspiring academics develop articles from a pedestrian manuscript to one that will hopefully provoke important debate and aid changes in current practices. The scheme will run on a trial basis for approximately 12 months and will then be reviewed. Mentoring has been found to have an important effect of research output including publication and grant success; the hope is that this new initiative at the BJPsych Bulletin will result in such dividends to all involved.

  19. Mentor program boosts new nurses' satisfaction and lowers turnover rate.

    Science.gov (United States)

    Fox, Kathy C

    2010-07-01

    In 2004, the turnover rate among first-year registered nurses (RNs) at St. Francis Hospital and Health Centers had mushroomed to 31%. Based on research, in 2006, the hospital embarked on a journey to implement an RN mentor program to improve satisfaction and reduce turnover. A pilot program was initiated, including 12 RN mentors and 12 RN protégés from select nursing units. The results showed a 0% turnover rate during the 1-year pilot program. Based on these findings, the mentor program was expanded to include RNs working in inpatient nursing units and surgery and emergency departments. Each year, the RN turnover rate has decreased. In 2009, the turnover rate was 10.3%. Because of the success of the program, it has been expanded in scope to include other professionals experiencing high turnover in targeted departments, including radiological technicians, respiratory therapists, pharmacists, and physical therapists.

  20. The Long-Term Economic Benefits of Natural Mentoring Relationships for Youth.

    Science.gov (United States)

    Timpe, Zach C; Lunkenheimer, Erika

    2015-09-01

    Natural mentors have been shown to help improve psychological and educational outcomes of youth, and may serve an important role for youth experiencing risk in the home. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we investigated the associations between natural mentors during youth and income during early adulthood, including how these relations were moderated by the absence of a father figure and race. We also estimated the lifetime economic benefits to having a natural mentor. The presence of a natural mentor alone did not have a significant impact on annual earnings during adulthood. However, youth without a father but who had a male mentor earned significantly more, on average, than those without a male mentor. These effects were more pronounced in a subsample of African American youth. The net present value of total lifetime benefits to having a male natural mentor was approximately $190,000 for all fatherless youth and $458,000 for African American fatherless youth. These results suggest that natural mentors play a crucial role in economic outcomes for youth, which may vary by sociodemographic factors.

  1. Results from the first science run of the ZEPLIN-III dark matter search experiment

    International Nuclear Information System (INIS)

    Lebedenko, V. N.; Bewick, A.; Currie, A.; Davidge, D.; Dawson, J.; Horn, M.; Howard, A. S.; Jones, W. G.; Joshi, M.; Liubarsky, I.; Quenby, J. J.; Sumner, T. J.; Thorne, C.; Walker, R. J.; Araujo, H. M.; Edwards, B.; Barnes, E. J.; Ghag, C.; Murphy, A. St. J.; Scovell, P. R.

    2009-01-01

    The ZEPLIN-III experiment in the Palmer Underground Laboratory at Boulby uses a 12 kg two-phase xenon time-projection chamber to search for the weakly interacting massive particles (WIMPs) that may account for the dark matter of our Galaxy. The detector measures both scintillation and ionization produced by radiation interacting in the liquid to differentiate between the nuclear recoils expected from WIMPs and the electron-recoil background signals down to ∼10 keV nuclear-recoil energy. An analysis of 847 kg·days of data acquired between February 27, 2008, and May 20, 2008, has excluded a WIMP-nucleon elastic scattering spin-independent cross section above 8.1x10 -8 pb at 60 GeVc -2 with a 90% confidence limit. It has also demonstrated that the two-phase xenon technique is capable of better discrimination between electron and nuclear recoils at low-energy than previously achieved by other xenon-based experiments.

  2. Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

    Science.gov (United States)

    Abdullah, Ghadah; Rossy, Dianne; Ploeg, Jenny; Davies, Barbara; Higuchi, Kathryn; Sikora, Lindsey; Stacey, Dawn

    2014-01-01

    Background Mentoring as a knowledge translation (KT) intervention uses social influence among healthcare professionals to increase use of evidence in clinical practice. Aim To determine the effectiveness of mentoring as a KT intervention designed to increase healthcare professionals’ use of evidence in clinical practice. Methods A systematic review was conducted using electronic databases (i.e., MEDLINE, CINAHL), grey literature, and hand searching. Eligible studies evaluated mentoring of healthcare professionals responsible for patient care to enhance the uptake of evidence into practice. Mentoring is defined as (a) a mentor more experienced than mentee; (b) individualized support based on mentee's needs; and (c) involved in an interpersonal relationship as indicated by mutual benefit, engagement, and commitment. Two reviewers independently screened citations for eligibility, extracted data, and appraised quality of studies. Data were analyzed descriptively. Results Of 10,669 citations from 1988 to 2012, 10 studies were eligible. Mentoring as a KT intervention was evaluated in Canada, USA, and Australia. Exposure to mentoring compared to no mentoring improved some behavioral outcomes (one study). Compared to controls or other multifaceted interventions, multifaceted interventions with mentoring improved practitioners’ knowledge (four of five studies), beliefs (four of six studies), and impact on organizational outcomes (three of four studies). There were mixed findings for changes in professionals’ behaviors and impact on practitioners’ and patients’ outcomes: some outcomes improved, while others showed no difference. Linking Evidence to Action Only one study evaluated the effectiveness of mentoring alone as a KT intervention and showed improvement in some behavioral outcomes. The other nine studies that evaluated the effectiveness of mentoring as part of a multifaceted intervention showed mixed findings, making it difficult to determine the added effect

  3. Paying it forward: Four-year analysis of the Eastern Association for the Surgery of Trauma Mentoring Program.

    Science.gov (United States)

    Zakrison, Tanya L; Polk, Travis M; Dixon, Rachel; Ekeh, Akpofure P; Gross, Kirby R; Davis, Kimberly A; Kurek, Stanley J; Stassen, Nicole A; Patel, Mayur B

    2017-07-01

    Mentorship programs in surgery are used to overcome barriers to clinical and academic productivity, research success, and work-life balance. We sought to determine if the Eastern Association for the Surgery of Trauma (EAST) Mentoring Program has met its goals of fostering academic and personal growth in young acute care surgeons. We conducted a systematic program evaluation of EAST Mentoring Program's first 4 years. Demographic information was collected from EAST records, mentorship program applications, and mentee-mentor career development plans. We reviewed the career development plans for thematic commonalities and results of a structured, online questionnaire distributed since program inception. A mixed methods approach was used to better understand the program goals from both mentee and mentor perspectives, as well as attitudes and barriers regarding the perceived success of this career development program. During 2012 to 2015, 65 mentoring dyads were paired and 60 completed the program. Of 184 surveys distributed, 108 were returned (57% response rate). Respondents were evenly distributed between mentees and mentors (53 vs. 55, p = 0.768). In participant surveys, mentoring relationships were viewed to focus on research (45%), "sticky situations" (e.g., communication, work-life balance) (27%), education (18%), or administrative issues (10%). Mentees were more focused on research and education versus mentors (74% vs. 50%; p = 0.040). Mentees felt that goals were "always" or "usually" met versus mentors (89% vs. 77%; p = 0.096). Two barriers to successful mentorship included time and communication, with most pairs communicating by email. Most respondents (91%) planned to continue the relationship beyond the EAST Mentoring Program and recommended the experience to colleagues. Mentee satisfaction with the EAST Mentoring Program was high. Mentoring is a beneficial tool to promote success among EAST's young members, but differences exist between mentee and mentor

  4. Juvenile reentry and aftercare interventions: is mentoring a promising direction?

    Science.gov (United States)

    Abrams, Laura S; Mizel, Matthew L; Nguyen, Viet; Shlonsky, Aron

    2014-01-01

    This study uses systematic review methods to investigate the use of mentoring programs to assist young people in successfully transitioning back into their communities following a juvenile correctional placement. Few studies were found that used comparison or control groups and measured recidivism outcomes. The results of the studies were mixed, with one study finding no differences between groups, and the other two studies finding some recidivism reductions among youth who received the intervention. However, the absence of detailed information on the interventions, weak research designs, and the diversity of the mentoring programs contributed to an overall dearth of knowledge about the effectiveness of these interventions in reducing recidivism.

  5. MENTORING IN THE PROFESSIONAL DEVELOPMENT OF PRIMARY AND SECONDARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    SUCHÁNKOVÁ, Eliška

    2017-03-01

    Full Text Available The contribution presents the results of research focused on analysing methodical support for teacher education via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlín region from the perspective of primary and secondary school teachers. The research shows that teachers’ evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring’s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.

  6. Solid Matter

    CERN Document Server

    Angelo, Joseph A

    2011-01-01

    Supported by a generous quantity of full-color illustrations and interesting sidebars, Solid Matter introduces the basic characteristics and properties of solid matter. It briefly describes the cosmic connection of the elements, leading readers through several key events in human pre-history that resulted in more advanced uses of matter in the solid state. Chapters include:. -Solid Matter: An Initial Perspective. -Physical Behavior of Matter. -The Gravity of Matter. -Fundamentals of Materials Science. -Rocks and Minerals. -Metals. -Building Materials. -Carbon Earth's Most Versatile Element. -S

  7. Structured Mentoring for Workforce Engagement and Professional Development in Public Health Settings.

    Science.gov (United States)

    Dopson, Stephanie A; Griffey, Sue; Ghiya, Neelam; Laird, Susan; Cyphert, Aubrey; Iskander, John

    2017-05-01

    Mentoring is commonly used to facilitate professional growth and workforce development in a variety of settings. Organizations can use mentoring to help achieve broader personnel goals including leadership development and succession planning. While mentorship can be incorporated into training programs in public health, there are other examples of structured mentoring, with time commitments ranging from minutes to months or longer. Based on a review of the literature in public health and aggregated personal subject matter expertise of existing programs at the Centers for Disease Control and Prevention, we summarize selected mentoring models that vary primarily by time commitments and meeting frequency and identify specific work situations to which they may be applicable, primarily from the federal job experience point of view. We also suggest specific tasks that mentor-mentee pairs can undertake, including review of writing samples, practice interviews, and development of the mentee's social media presence. The mentor-mentee relationship should be viewed as a reciprocally beneficial one that can be a source of learning and personal growth for individuals at all levels of professional achievement and across the span of their careers.

  8. Mentoring: A Natural Role for Learning Community Faculty

    Science.gov (United States)

    Hessenauer, Sarah L.; Law, Kristi

    2017-01-01

    The purpose of this article is to highlight mentoring as an important piece of leading a learning community. The authors will share a definition of mentoring which is applicable to the learning community experience. Characteristics of mentoring will be described, including types of mentoring and mentor-mentee relationships. The authors will apply…

  9. Strengthening Self-efficacy through Supportive Mentoring

    Science.gov (United States)

    Haacker, R.

    2015-12-01

    The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, gender and socio-economic backgrounds. As a community we need to strengthen our support of young scientists from all backgrounds to sustain their enthusiasm and ensure their success in our field. Investing in mentoring programs that empower students and young professionals is one of the best ways to do so. The Significant Opportunities in Atmospheric Research and Science (SOARS) program, now entering its 20th year, has successfully developed and tested several mentoring models. The personalized, caring and consistent support is one of the key elements of the program's success; since its inception, 90% of SOARS participants have entered graduate school, research or science related careers after graduation. Many of our alumni who are now faculty apply the same mentoring strategies to build self-esteem and perseverance in their students. This presentation will cover the design and implementation of our four mentoring strategies, and provide insights on potential challenges, training aspects and impact assessment. The mentoring strategies include: 1) Multi-faceted, long-term mentoring of undergraduate and graduate students from diverse backgrounds. 2) Empowering advanced students to serve as peer mentors and role models. 3) Training faculty and professional scientists from all backgrounds to become mentors who are aware of diversity issues. 4) Providing mentor training for partner programs and laboratories. All four strategies have contributed to the creation of a mentoring culture in the geosciences.

  10. Perturbation theory for BAO reconstructed fields: One-loop results in the real-space matter density field

    Science.gov (United States)

    Hikage, Chiaki; Koyama, Kazuya; Heavens, Alan

    2017-08-01

    We compute the power spectrum at one-loop order in standard perturbation theory for the matter density field to which a standard Lagrangian baryonic acoustic oscillation (BAO) reconstruction technique is applied. The BAO reconstruction method corrects the bulk motion associated with the gravitational evolution using the inverse Zel'dovich approximation (ZA) for the smoothed density field. We find that the overall amplitude of one-loop contributions in the matter power spectrum substantially decreases after reconstruction. The reconstructed power spectrum thereby approaches the initial linear spectrum when the smoothed density field is close enough to linear, i.e., the smoothing scale Rs≳10 h-1 Mpc . On smaller Rs, however, the deviation from the linear spectrum becomes significant on large scales (k ≲Rs-1 ) due to the nonlinearity in the smoothed density field, and the reconstruction is inaccurate. Compared with N-body simulations, we show that the reconstructed power spectrum at one-loop order agrees with simulations better than the unreconstructed power spectrum. We also calculate the tree-level bispectrum in standard perturbation theory to investigate non-Gaussianity in the reconstructed matter density field. We show that the amplitude of the bispectrum significantly decreases for small k after reconstruction and that the tree-level bispectrum agrees well with N-body results in the weakly nonlinear regime.

  11. Focal Gray Matter Plasticity as a Function of Long Duration Head Down Tilted Bed Rest: Preliminary Results

    Science.gov (United States)

    Koppelmans, V.; Erdeniz, B.; DeDios, Y. E.; Wood, S. J.; Reuter-Lorenz, P. A.; Kofman, I.; Bloomberg, J. J.; Mulavara, A. P.; Seidler, R. D.

    2014-01-01

    Long duration spaceflight (i.e., 22 days or longer) has been associated with changes in sensorimotor systems, resulting in difficulties that astronauts experience with posture control, locomotion, and manual control. The microgravity environment is an important causal factor for spaceflight induced sensorimotor changes. Whether these sensorimotor changes are solely related to peripheral changes from reduced vestibular stimulation, body unloading, body fluid shifts or that they may be related to structural and functional brain changes is yet unknown. However, a recent study reported associations between microgravity and flattening of the posterior eye globe and protrusion of the optic nerve [1] possibly as the result of increased intracranial pressure due to microgravity induced bodily fluid shifts [3]. Moreover, elevated intracranial pressure has been related to white matter microstructural damage [2]. Thus, it is possible that spaceflight may affect brain structure and thereby cognitive functioning. Long duration head down tilt bed rest has been suggested as an exclusionary analog to study microgravity effects on the sensorimotor system [4]. Bed rest mimics microgravity in body unloading and bodily fluid shifts. In consideration of the health and performance of crewmembers both in- and post-flight, we are conducting a prospective longitudinal 70-day bed rest study as an analog to investigate the effects of microgravity on brain structure [5]. Here we present results of the first six subjects. Six subjects were assessed at 12 and 7 days before-, at 7, 30, and 70 days in-, and at 8 and 12 days post 70 days of bed rest at the NASA bed rest facility in UTMB, Galveston, TX, USA. At each time point structural MRI scans (i.e., high resolution T1-weighted imaging and Diffusion Tensor Imaging (DTI)) were obtained using a 3T Siemens scanner. Focal changes over time in gray matter density were assessed using the voxel based morphometry 8 (VBM8) toolbox under SPM

  12. The quantity, quality and characteristics of Aboriginal and Torres Strait Islander Australian mentoring literature: a systematic review

    OpenAIRE

    Bainbridge, Roxanne; Tsey, Komla; McCalman, Janya; Towle, Simon

    2014-01-01

    Background Mentoring is a key predictor of empowerment and prospectively a game changer in the quest to improve health inequities. This systematic review reports on the state of evidence on mentoring for Indigenous Australians by identifying the quantity, nature, quality and characteristics of mentoring publications. Methods Thirteen databases were searched using specific search strings from 1983 - 2012. Grey literature was also canvassed. The resultant publications were mined to identify the...

  13. Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions

    Science.gov (United States)

    Lewis, Vivian; Martina, Camille A.; McDermott, Michael P.; Chaudron, Linda; Trief, Paula M.; LaGuardia, Jennifer G.; Sharp, Daryl; Goodman, Steven R.; Morse, Gene D.; Ryan, Richard M.

    2017-01-01

    Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our…

  14. Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships

    Science.gov (United States)

    McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina

    2015-01-01

    In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and…

  15. From teacher to mentor: a case study on the development of mentoring skills

    Directory of Open Access Journals (Sweden)

    Larissa Goulart Da Silva

    2017-06-01

    Full Text Available The purpose of this paper is twofold. First, based on a literature review, the characteristics of a good mentoring practice are presented; and second, based on an action research I analyze how one teacher developed these characteristics (or not during the process of becoming a mentor. Concerning the first objective, several researchers (MAYNARD, 2000; ORLANDI, 2001; RANDALL; THORNTON, 2001 have addressed the mentoring process. Considering their findings, it is possible to devise a list of good mentoring practices, consisting of characteristics, such as sharing expertise, developing an interpersonal relationship, understanding the mentoring situation, challenging and supporting, among others. Regarding the second objective, the data presented here are transcripts of the interactions between a novice mentor and student-teachers. These interactions show that even though all the characteristics of a good mentor were displayed during these sessions of mentoring, the extent to which they were displayed varies considerably.

  16. Mentoring medical students in your general practice.

    Science.gov (United States)

    Fraser, John

    2016-05-01

    Mentoring medical students in general practices is becoming more common in Australia due to formalised scholarship programs and informal approaches by students. This paper defines mentoring in Australian general practice. Practical suggestions are made on how to structure a mentorship program in your practice. Mentoring differs from leadership and teaching. It is a long-term relationship between a student and an experienced general practitioner. Avoiding summative assessment in mentorship is important to its success. Mentoring is about forming a safe place to confidentially discuss personal and professional issues between a mentor and student. This is based on defining roles and mutual trust. At the same time, students crave formative feedback. Unfortunately, present feedback models are based on teaching principles that can blur the differences between assessor, teacher and mentor. Mentorship can provide students with orientation and learning experiences so that they are prepared for practice as an intern.

  17. Mentoring as the basis for social business

    Directory of Open Access Journals (Sweden)

    Artcer Tatiana

    2016-01-01

    Full Text Available In this article the concept of mentoring as a basis for social business is considered. Besides, the ways of increase of efficiency of labor use through the institute of mentoring of young workers are considered by elderly people. Features of employment, work and dismissal of aging employees are also considered. Possibilities of application of mentoring, attraction of experience of pensioners taking into account the high level of their qualification are reflected. Tasks which the institute of mentoring will help to solve are formulated. The article examines the possibility of using mentoring and engaging retired employees with their experience, a high level of their education and professional qualification in the training of young inexperienced workers. Mentoring is presented as an element of social entrepreneurship.

  18. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    OpenAIRE

    Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; St?rmann, Sylv?re; Niedermaier, Sophie

    2011-01-01

    Abstract Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based ...

  19. Mentoring BUGS: An Integrated Science and Technology Curriculum

    Science.gov (United States)

    Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

    2004-01-01

    The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

  20. Mentoring Alternative Certification Teachers: Implementing an Online Collaborative Consultation Community

    Science.gov (United States)

    Dukes, Lyman, III; Jones, Brett D.

    2007-01-01

    Online discussion boards have the potential to provide significant support to beginning teachers; thus, we designed an online collaborative consultation community to provide mentor support to university students enrolled in an alternative certification program. The results suggest that although students in alternative certification programs will…

  1. Sugar and Spice and Science: Encouraging Girls through Media Mentoring

    Science.gov (United States)

    Gray, Jennifer B.

    2005-01-01

    Studies indicate that long held gender stereotypes lead females to a decreased self-confidence and interest in the sciences. As a result, only a minority of women pursue coursework and careers in science and technology-based fields. Several gender-based studies in science and technology education indicate that mentoring may hold great promise in…

  2. Exploring the Links between Mentoring and Work-Integrated Learning

    Science.gov (United States)

    Smith-Ruig, Theresa

    2014-01-01

    The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and…

  3. Virtual Mentoring for Volunteer Leadership Development

    OpenAIRE

    Guloy, Sheryl

    2015-01-01

    Calls to investigate leadership development in the nonprofit and voluntary sector have been put forth as concerns about leadership succession have increased. To respond to this call to investigate this under-researched area, this design-based, multiple case study provides rich, thick descriptions of the development of the mentoring relationships, between mentor and mentee pairs, over the course of a virtual mentoring program for volunteer leadership development, in a Catholic nonprofit. I exp...

  4. Mentor development in higher education in Botswana: How ...

    African Journals Online (AJOL)

    Mentor development in higher education in Botswana: How important is reflective practice? ... Open Access DOWNLOAD FULL TEXT ... Mentors can develop their mentoring abilities through reflective practice and an overt transformational ...

  5. Peer Group Mentoring Programmes in Finnish Higher Education--Mentors' Perspectives

    Science.gov (United States)

    Skaniakos, Terhi; Penttinen, Leena; Lairio, Marjatta

    2014-01-01

    Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors' roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance--content, methods, and collaboration--are approached on…

  6. Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

    Science.gov (United States)

    Strapp, Chehalis M.; Gilles, Andrew W.; Spalding, Anne E.; Hughes, Caleb T.; Baldwin, Annika M.; Guy, Kendra L.; Feakin, Kenna R.; Lamb, Adam D.

    2014-01-01

    Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor's perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M[subscript age]?=?21.93?years, SD?=?3.21) working with at-risk youth in a…

  7. Long-Term Mentors' Perceptions of Building Mentoring Relationships with At-Risk Youth

    Science.gov (United States)

    Smith, Cindy Ann; Newman-Thomas, Cathy; Stormont, Melissa

    2015-01-01

    Youth mentoring, defined within this study, as the pairing of a youth at risk with a caring adult, is an intervention that is often used for youth at risk for academic and social failure. We sought to understand mentors' perspectives of the fundamental elements that foster positive mentor--mentee relationships that build resiliency and increase…

  8. "Mentoring Is Sharing the Excitement of Discovery": Faculty Perceptions of Undergraduate Research Mentoring

    Science.gov (United States)

    Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim

    2015-01-01

    Although an increasing number of studies have examined students' participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in…

  9. New Teachers' Perspectives of Informal Mentoring: Quality of Mentoring and Contributors

    Science.gov (United States)

    Du, Fengning; Wang, Qi

    2017-01-01

    As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social-emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring,…

  10. Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

    Science.gov (United States)

    Iancu-Haddad, Debbie; Oplatka, Izhar

    2009-01-01

    The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…

  11. The skilled mentor : mentor teachers' use and acquisition of supervisory skills

    NARCIS (Netherlands)

    Crasborn, F.J.A.J.; Hennissen, P.P.M.

    2010-01-01

    In schools all over the world experienced teachers are involved in the mentoring of student and beginning teachers. Most of these mentor teachers do this work alongside their main task as a teacher of pupils. There is no single approach to mentoring that will work in the same way for every student

  12. Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School-Based Mentoring

    Science.gov (United States)

    Herrera, Carla; Grossman, Jean Baldwin; Kauh, Tina J.; McMaken, Jennifer

    2011-01-01

    This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school…

  13. Mentoring as a Learning Tool: Enhancing the Effectiveness of an Undergraduate Business Mentoring Program

    Science.gov (United States)

    D'Abate, Caroline P.; Eddy, Erik R.

    2008-01-01

    Mentoring can be used as a pedagogical alternative both to extend and augment the educational experience of business students. This article addresses a gap in the literature regarding the use and effectiveness of mentoring in undergraduate business education by examining improvements to an existing mentoring program. After reviewing the mentoring…

  14. Toward Mentoring in Palliative Social Work: A Narrative Review of Mentoring Programs in Social Work.

    Science.gov (United States)

    Toh, Ying Pin; Karthik, R; Teo, Chia Chia; Suppiah, Sarasvathy; Cheung, Siew Li; Krishna, Lalit

    2018-03-01

    Mentoring by an experienced practitioner enhances professional well-being, promotes resilience, and provides a means of addressing poor job satisfaction and high burnout rates among medical social workers. This is a crucial source of support for social workers working in fields with high risk of compassion fatigue and burnout like palliative care. Implementing such a program, however, is hindered by differences in understanding and application of mentoring practice. This narrative review of mentoring practice in social work seeks to identify key elements and common approaches within successful mentoring programs in social work that could be adapted to guide the design of new mentoring programs in medical social work. Methodology and Data Sources: A literature search of mentoring programs in social work between January 1, 2000, and December 31, 2015, using Pubmed, CINAHL, OVID, ERIC, Scopus, Cochrane and ScienceDirect databases, involving a senior experienced mentor and undergraduate and/or junior postgraduates, was carried out. A total of 1302 abstracts were retrieved, 22 full-text articles were analyzed, and 8 articles were included. Thematic analysis of the included articles revealed 7 themes pertaining to the mentoring process, outcomes and barriers, and the characteristics of mentoring relationships, mentors, mentees, and host organizations. Common themes in prevailing mentoring practices help identify key elements for the design of an effective mentoring program in medical social work. We conclude with a discussion of the implications of these findings upon clinical practice in palliative care and on sustaining such a program.

  15. Cross Gender Mentoring in the Era of Globalization: Implications for Mentoring the Organizational Women of India

    Science.gov (United States)

    Ghosh, Rajashi; Haynes, Ray K.

    2008-01-01

    This paper addresses gender specific issues in mentoring through a focused review of mentoring literature. It highlights the relevance of cross gender mentoring in the context of women's career growth in Indian business organizations. The paper concludes by recommending relationship constellations as an innovative solution to the problems…

  16. Students’ knowledge of, and attitudes toward, mentoring: a case study at the Master’s Program in Health and Hospital Administration

    Directory of Open Access Journals (Sweden)

    Al Qahtani S

    2015-02-01

    Full Text Available Saad Al QahtaniKing Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi ArabiaIntroduction: Mentoring has been defined as a process whereby the mentor guides the mentee in personal or professional development. Few mentoring programs are available to prepare the qualified and scientifically trained administrators required to manage the rapidly expanding national health services in the Kingdom of Saudi Arabia. We wanted to measure the attitude and knowledge of the students of the Master’s Program in Health and Hospital Administration toward mentoring.Materials and methods: This is a cross-sectional survey, design study, conducted at King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. The participants were students enrolled in the master’s program. The dimensions of the questionnaire were demographics, knowledge about mentoring, understanding of mentoring, perception toward mentoring, attitude toward mentoring, experience with mentoring, and the need of mentoring. A Likert scale was used to measure responses.Results: Among 120 students, the response rate was 85%. In the domain of attitude toward mentoring, 92% of the respondents stated that mentoring is an effective method of developing their potential. The mean age was 30±4 years, 75.5% were female, 36% had finished at least two semesters, and 92% expressed a strong need for mentoring in the master program.Conclusion: Mentorship is considered an important underutilized educational tool, which has great potential if implemented properly. Our university masters’ students demonstrated a need for mentoring that we believe is a good platform to plan future development of mentorship programs.Keywords: mentor, student knowledge, higher education

  17. Relationship between progression of brain white matter changes and late-life depression: 3-year results from the LADIS study

    NARCIS (Netherlands)

    Firbank, M.J.; Teodorczuk, A.; van der Flier, W.M.; Gouw, A.A.; Wallin, A.; Erkinjuntti, T.; Inzitari, D.; Wahlund, L.O.; Pantoni, L.; Poggesi, A.; Pracucci, G.; Langhorne, P.; O'Brien, J. T.

    2012-01-01

    Background: Brain white matter changes (WMC) and depressive symptoms are linked, but the directionality of this association remains unclear. Aims: To investigate the relationship between baseline and incident depression and progression of white matter changes. Method: In a longitudinal multicentre

  18. Strengthening foundation phase teacher education through mentoring

    Directory of Open Access Journals (Sweden)

    Kerryn Dixon

    2012-07-01

    Full Text Available This paper explores a multidimensional mentorship model implemented between lecturers from the foundation phase at the Wits School of Education and four master’s students from the University of Limpopo, as part of the Departments of Education’s research initiative to strengthen foundation phase teacher education. Using three critical incidents, we interrogate mentors’ experiences of their mentoring practices. Two sets of literature, mentoring and social capital are used as a lens for analysing these incidents. Initial findings suggest the relationship has moved from the initiation to cultivation stage (Kram, 1985; Ragins & Kram, 2007. But, cultural preconceptions, implicit assumptions and institutional practices can impede or enhance information flows and trust. It is argued that weak ties characterised by mentors’ heterogeneity is a strength that has resulted in growing professional development. Through a process of reflection-on-practice, we have begun to think of ourselves as a fledging community of practice. This opens up possibilities for the larger research project.

  19. Results from the Super Cryogenic Dark Matter Search Experiment at Soudan

    Energy Technology Data Exchange (ETDEWEB)

    Agnese, R.; Aramaki, T.; Arnquist, I. J.; Baker, W.; Balakishiyeva, D.; Banik, S.; Barker, D.; Basu Thakur, R.; Bauer, D. A.; Binder, T.; Bowles, M. A.; Brink, P. L.; Bunker, R.; Cabrera, B.; Caldwell, D. O.; Calkins, R.; Cartaro, C.; Cerdeño, D. G.; Chang, Y.; Chen, Y.; Cooley, J.; Cornell, B.; Cushman, P.; Daal, M.; Di Stefano, P. C. F.; Doughty, T.; Fascione, E.; Figueroa-Feliciano, E.; Fritts, M.; Gerbier, G.; Germond, R.; Ghaith, M.; Godfrey, G. L.; Golwala, S. R.; Hall, J.; Harris, H. R.; Hong, Z.; Hoppe, E. W.; Hsu, L.; Huber, M. E.; Iyer, V.; Jardin, D.; Jastram, A.; Jena, C.; Kelsey, M. H.; Kennedy, A.; Kubik, A.; Kurinsky, N. A.; Loer, B.; Lopez Asamar, E.; Lukens, P.; MacDonell, D.; Mahapatra, R.; Mandic, V.; Mast, N.; Miller, E. H.; Mirabolfathi, N.; Mohanty, B.; Morales Mendoza, J. D.; Nelson, J.; Orrell, J. L.; Oser, S. M.; Page, K.; Page, W. A.; Partridge, R.; Penalver Martinez, M.; Pepin, M.; Phipps, A.; Poudel, S.; Pyle, M.; Qiu, H.; Rau, W.; Redl, P.; Reisetter, A.; Reynolds, T.; Roberts, A.; Robinson, A. E.; Rogers, H. E.; Saab, T.; Sadoulet, B.; Sander, J.; Schneck, K.; Schnee, R. W.; Scorza, S.; Senapati, K.; Serfass, B.; Speller, D.; Stein, M.; Street, J.; Tanaka, H. A.; Toback, D.; Underwood, R.; Villano, A. N.; von Krosigk, B.; Welliver, B.; Wilson, J. S.; Wilson, M. J.; Wright, D. H.; Yellin, S.; Yen, J. J.; Young, B. A.; Zhang, X.; Zhao, X.

    2018-02-01

    We report the result of a blinded search for Weakly Interacting Massive Particles (WIMPs) using the full SuperCDMS Soudan dataset. With an exposure of 1690 kg days, a single event was observed after unblinding, consistent with expected backgrounds. This analysis (combined with previous Ge results) sets an upper limit on the spin-independent WIMP-nucleon cross section of 1.4x10^-44 (1.0x10^-44) cm^2 at 46 GeV/c^2 . These results set the strongest limits for WIMP-germanium-nucleus interactions for masses >12 GeV/c^2.

  20. Mentoring Revisited: New Challenges and Strategies

    National Research Council Canada - National Science Library

    Strong, Ronald

    2002-01-01

    .... Ineffectual leadership attributes contribute to the lack of effectual mentoring. Reports and surveys indicate that such leadership practices have led to the high attrition rate of junior officers...

  1. Experimental focal neocortical epilepsy is associated with reduced white matter volume growth : results from multiparametric MRI analysis

    NARCIS (Netherlands)

    Otte, Wim; van Meer, Maurits P A; van der Marel, Kajo; Zwartbol, René; Viergever, Max A.; Braun, Kees P J; Dijkhuizen, Rick M.

    2015-01-01

    Focal epilepsy has recently been associated with remote white matter damage, including reduced white matter volume. Longitudinal assessment of these white matter changes, in relation to functional mechanisms and consequences, may be ideally done by in vivo neuroimaging in well-controlled

  2. E-mentoring: an extended practice, an emerging discipline

    OpenAIRE

    Risquez, Angelica

    2008-01-01

    peer-reviewed This chapter integrates existing literature and developments on electronic mentoring to build a constructive view of this modality of mentoring as a qualitatively different concept from its traditional face-to-face version. The concept of e-mentoring is introduced by looking first into the evasive notion of mentoring. Next, some salient e-mentoring experiences are identified. The chapter goes on to note the differences between electronic and face-to-face mentoring...

  3. Variability in Women Faculty’s Preferences Regarding Mentor Similarity: A Multi-Institution Study in Academic Medicine

    Science.gov (United States)

    Carapinha, René; Ortiz-Walters, Rowena; McCracken, Caitlin M.; Hill, Emorcia V.; Reede, Joan Y.

    2016-01-01

    Purpose To investigate which mentor similarity characteristics women faculty in academic medicine rate most important and to determine whether the importance of similarity differs among women faculty based on current and prior mentoring, demographic and personal factors, and career factors. Method Cross-sectional survey data from 3,100 women faculty at 13 purposively sampled U.S. medical schools were collected in 2012. The preferences of participants regarding the importance of mentor similarity in terms of race/ethnicity, gender, personal and career interests, and department and institution were studied. Analysis entailed chi square tests and multivariable ordered logistic models. Results Overall, respondents ranked having a mentor in the same department and institution as most important. Same department and institution were less important for those without a current mentor and for senior faculty, and were more important for Asian faculty. Same career and personal interests were less important for older faculty and more important for those with a doctorate only. Same gender was more important for Black faculty, faculty at the rank of instructor, and those without current mentoring. Overall, same race/ethnicity was rated least important; however, it was more important for racial/ethnic minorities, foreign-born faculty, and those who had never had a mentor. Conclusions Mentor preferences, as indicated by level of importance assigned to types of mentor similarity, varied among women faculty. To advance effective mentoring, characterized by high degree of mentor-mentee fit, the authors provide recommendations on matching strategies to be used in academic medicine when considering the diverse mentor preferences of women faculty. PMID:27332871

  4. Does It Matter? Analyzing the Results of Three Different Learning Delivery Methods

    Science.gov (United States)

    Chernish, William N.; DeFranco, Agnes L.; Lindner, James R.; Dooley, Kim E.

    2005-01-01

    The increasing diversity of learners and their preferences coupled with increasing usage of the computer and Internet prompted the need for testing and verifying the ways that knowledge can be delivered and learned effectively. This research addresses these concerns by comparing the results of a college course, hospitality human resource…

  5. The learning and mentoring experiences of Paralympic coaches.

    Science.gov (United States)

    Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

    2017-04-01

    Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  6. Assessing Student-Mentor Interaction During a Summer REU for Two Year College Students

    Science.gov (United States)

    Doser, D. I.; Olivarez, A.; Rohrbaugh, R.; Villalobos, J. I.

    2017-12-01

    UTEP-ROCCS (Research Opportunities for Community College Students) is a summer REU program designed exclusively for two-year college students. The program differs from other summer REU's in several ways. First, the participants are only in El Paso during the month of June to begin their research projects, with subsequent research carried out at their home institutions with intensive virtual mentoring in July. Second, the mentoring team is a unique mix of 2-year and 4-year college faculty and undergraduate juniors and seniors. Our first cohort of 6 ROCCS students began their research in June 2017 supported by 2 UTEP undergraduate mentors and 5 faculty mentors. Preliminary results of a series of 4 weekly road checks indicate that 95% of the time the participants felt the faculty and student mentors were supportive, encouraging, and able to respond to their questions and concerns. All felt they received constructive, useful critiques of their field and research work, were motivated by the mentors to learn more and were challenged to extend their abilities and skills for the success of their research projects. Over 70% of the time they felt the mentors encouraged them by suggesting appropriate and available resources when they were struggling. And, most importantly, over 96% of the time they felt the experience stimulated their interest in geology as a future career. We hope to observe similar trends in the road checks of July 2017 as participants prepare their results for the AGU's fall virtual undergraduate poster session.

  7. Mentoring Top Leadership Promotes Organizational Innovativeness through Psychological Safety and Is Moderated by Cognitive Adaptability.

    Science.gov (United States)

    Moore, James H; Wang, Zhongming

    2017-01-01

    Mentoring continues to build momentum among startups and established enterprises due to its positive impact on individuals and organizations. Unlike previous studies, this research focuses on mentoring higher level leadership, such as the CEO, and demonstrates its unique relationship to organizational innovativeness. Our sample included 200 mentored executives and entrepreneurs who personally identify and exploit opportunities. Our findings confirm that mentoring top leaders positively relates to their perceived innovativeness of the organization and that the relationship is mediated by these leaders' perception of psychological safety within the organization. Our findings also confirm that the relationship is negatively moderated by these leaders' cognitive adaptability. The reliability and validity of the results have been proved by using confirmatory factor analysis and advanced regression analytics. As a result, this work demonstrates the value of mentoring top leadership and advocates the importance of establishing a psychologically safe environment to inspire not only top leadership to try new avenues but also for all those within the organization to speak up and speak out. Additionally, our findings encourage organizations to proactively and selectively prioritize mentoring among top leadership, taking into account their differing levels of cognitive adaptability. Finally, further research could focus on how to provide greater support for mentors of higher level leaders.

  8. Outcomes of a Peer Mentor Implemented Fitness Program in Older Adults: A Quasi-Randomized Controlled Trial

    Science.gov (United States)

    Dorgo, Sandor; King, George A.; Bader, Julia O.; Limon, John S.

    2013-01-01

    Objectives To investigate the effectiveness of different applications of mentoring in an older adult exercise program, this study compared the physical fitness scores, the retention and participation rates of older adults trained by student mentors, peer mentors, peer mentors working independently of the researchers, and a non-exercising control group. Methods 106 older adults were recruited and assigned to one of the groups using quasi-randomization. All three experimental groups completed a 14-week intervention. Pre- and post-training assessments of fitness were completed, and retention and participation rates were compared. Results High retention and participation rates, as well as significant improvements in fitness scores from baseline to post-test were observed in all three mentored groups. While the control group showed improvement only in one fitness test, subjects in the mentored groups improved similarly in all measures, regardless of the type of mentoring received. Discussion These findings indicated effectiveness of the peer mentor model and suggested that with adequate preparation peer mentors may be capable of guiding older adult participants effectively without assistance from professional staff. PMID:23279966

  9. Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students.

    Directory of Open Access Journals (Sweden)

    Paul R Hernandez

    Full Text Available Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas, propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116. Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals. The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.

  10. Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students.

    Science.gov (United States)

    Hernandez, Paul R; Bloodhart, Brittany; Barnes, Rebecca T; Adams, Amanda S; Clinton, Sandra M; Pollack, Ilana; Godfrey, Elaine; Burt, Melissa; Fischer, Emily V

    2017-01-01

    Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM) disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS) program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas), propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116). Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals). The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.

  11. First Results from the LUX Dark Matter Experiment at the Sanford Underground Research Facility

    Science.gov (United States)

    Akerib, D. S.; Araújo, H. M.; Bai, X.; Bailey, A. J.; Balajthy, J.; Bedikian, S.; Bernard, E.; Bernstein, A.; Bolozdynya, A.; Bradley, A.; Byram, D.; Cahn, S. B.; Carmona-Benitez, M. C.; Chan, C.; Chapman, J. J.; Chiller, A. A.; Chiller, C.; Clark, K.; Coffey, T.; Currie, A.; Curioni, A.; Dazeley, S.; de Viveiros, L.; Dobi, A.; Dobson, J.; Dragowsky, E. M.; Druszkiewicz, E.; Edwards, B.; Faham, C. H.; Fiorucci, S.; Flores, C.; Gaitskell, R. J.; Gehman, V. M.; Ghag, C.; Gibson, K. R.; Gilchriese, M. G. D.; Hall, C.; Hanhardt, M.; Hertel, S. A.; Horn, M.; Huang, D. Q.; Ihm, M.; Jacobsen, R. G.; Kastens, L.; Kazkaz, K.; Knoche, R.; Kyre, S.; Lander, R.; Larsen, N. A.; Lee, C.; Leonard, D. S.; Lesko, K. T.; Lindote, A.; Lopes, M. I.; Lyashenko, A.; Malling, D. C.; Mannino, R.; McKinsey, D. N.; Mei, D.-M.; Mock, J.; Moongweluwan, M.; Morad, J.; Morii, M.; Murphy, A. St. J.; Nehrkorn, C.; Nelson, H.; Neves, F.; Nikkel, J. A.; Ott, R. A.; Pangilinan, M.; Parker, P. D.; Pease, E. K.; Pech, K.; Phelps, P.; Reichhart, L.; Shutt, T.; Silva, C.; Skulski, W.; Sofka, C. J.; Solovov, V. N.; Sorensen, P.; Stiegler, T.; O'Sullivan, K.; Sumner, T. J.; Svoboda, R.; Sweany, M.; Szydagis, M.; Taylor, D.; Tennyson, B.; Tiedt, D. R.; Tripathi, M.; Uvarov, S.; Verbus, J. R.; Walsh, N.; Webb, R.; White, J. T.; White, D.; Witherell, M. S.; Wlasenko, M.; Wolfs, F. L. H.; Woods, M.; Zhang, C.; LUX Collaboration

    2014-03-01

    The Large Underground Xenon (LUX) experiment is a dual-phase xenon time-projection chamber operating at the Sanford Underground Research Facility (Lead, South Dakota). The LUX cryostat was filled for the first time in the underground laboratory in February 2013. We report results of the first WIMP search data set, taken during the period from April to August 2013, presenting the analysis of 85.3 live days of data with a fiducial volume of 118 kg. A profile-likelihood analysis technique shows our data to be consistent with the background-only hypothesis, allowing 90% confidence limits to be set on spin-independent WIMP-nucleon elastic scattering with a minimum upper limit on the cross section of 7.6×10-46 cm2 at a WIMP mass of 33 GeV/c2. We find that the LUX data are in disagreement with low-mass WIMP signal interpretations of the results from several recent direct detection experiments.

  12. First results from the LUX dark matter experiment at the Sanford underground research facility.

    Science.gov (United States)

    Akerib, D S; Araújo, H M; Bai, X; Bailey, A J; Balajthy, J; Bedikian, S; Bernard, E; Bernstein, A; Bolozdynya, A; Bradley, A; Byram, D; Cahn, S B; Carmona-Benitez, M C; Chan, C; Chapman, J J; Chiller, A A; Chiller, C; Clark, K; Coffey, T; Currie, A; Curioni, A; Dazeley, S; de Viveiros, L; Dobi, A; Dobson, J; Dragowsky, E M; Druszkiewicz, E; Edwards, B; Faham, C H; Fiorucci, S; Flores, C; Gaitskell, R J; Gehman, V M; Ghag, C; Gibson, K R; Gilchriese, M G D; Hall, C; Hanhardt, M; Hertel, S A; Horn, M; Huang, D Q; Ihm, M; Jacobsen, R G; Kastens, L; Kazkaz, K; Knoche, R; Kyre, S; Lander, R; Larsen, N A; Lee, C; Leonard, D S; Lesko, K T; Lindote, A; Lopes, M I; Lyashenko, A; Malling, D C; Mannino, R; McKinsey, D N; Mei, D-M; Mock, J; Moongweluwan, M; Morad, J; Morii, M; Murphy, A St J; Nehrkorn, C; Nelson, H; Neves, F; Nikkel, J A; Ott, R A; Pangilinan, M; Parker, P D; Pease, E K; Pech, K; Phelps, P; Reichhart, L; Shutt, T; Silva, C; Skulski, W; Sofka, C J; Solovov, V N; Sorensen, P; Stiegler, T; O'Sullivan, K; Sumner, T J; Svoboda, R; Sweany, M; Szydagis, M; Taylor, D; Tennyson, B; Tiedt, D R; Tripathi, M; Uvarov, S; Verbus, J R; Walsh, N; Webb, R; White, J T; White, D; Witherell, M S; Wlasenko, M; Wolfs, F L H; Woods, M; Zhang, C

    2014-03-07

    The Large Underground Xenon (LUX) experiment is a dual-phase xenon time-projection chamber operating at the Sanford Underground Research Facility (Lead, South Dakota). The LUX cryostat was filled for the first time in the underground laboratory in February 2013. We report results of the first WIMP search data set, taken during the period from April to August 2013, presenting the analysis of 85.3 live days of data with a fiducial volume of 118 kg. A profile-likelihood analysis technique shows our data to be consistent with the background-only hypothesis, allowing 90% confidence limits to be set on spin-independent WIMP-nucleon elastic scattering with a minimum upper limit on the cross section of 7.6 × 10(-46) cm(2) at a WIMP mass of 33 GeV/c(2). We find that the LUX data are in disagreement with low-mass WIMP signal interpretations of the results from several recent direct detection experiments.

  13. Standardization of reflectance measurements in dispersed organic matter: results of an exercise to improve interlaboratory agreement

    Science.gov (United States)

    Hackley, Paul C.; Araujo, Carla Viviane; Borrego, Angeles G.; Bouzinos, Antonis; Cardott, Brian; Cook, Alan C.; Eble, Cortland; Flores, Deolinda; Gentzis, Thomas; Gonçalves, Paula Alexandra; Filho, João Graciano Mendonça; Hámor-Vidó, Mária; Jelonek, Iwona; Kommeren, Kees; Knowles, Wayne; Kus, Jolanta; Mastalerz, Maria; Menezes, Taíssa Rêgo; Newman, Jane; Pawlewicz, Mark; Pickel, Walter; Potter, Judith; Ranasinghe, Paddy; Read, Harold; Reyes, Julito; Rodriguez, Genaro De La Rosa; de Souza, Igor Viegas Alves Fernandes; Suarez-Ruiz, Isabel; Sýkorová, Ivana; Valentine, Brett J.

    2015-01-01

    Vitrinite reflectance generally is considered the most robust thermal maturity parameter available for application to hydrocarbon exploration and petroleum system evaluation. However, until 2011 there was no standardized methodology available to provide guidelines for vitrinite reflectance measurements in shale. Efforts to correct this deficiency resulted in publication of ASTM D7708: Standard test method for microscopical determination of the reflectance of vitrinite dispersed in sedimentary rocks. In 2012-2013, an interlaboratory exercise was conducted to establish precision limits for the D7708 measurement technique. Six samples, representing a wide variety of shale, were tested in duplicate by 28 analysts in 22 laboratories from 14 countries. Samples ranged from immature to overmature (0.31-1.53% Ro), from organic-lean to organic-rich (1-22 wt.% total organic carbon), and contained Type I (lacustrine), Type II (marine), and Type III (terrestrial) kerogens. Repeatability limits (maximum difference between valid repetitive results from same operator, same conditions) ranged from 0.03-0.11% absolute reflectance, whereas reproducibility limits (maximum difference between valid results obtained on same test material by different operators, different laboratories) ranged from 0.12-0.54% absolute reflectance. Repeatability and reproducibility limits degraded consistently with increasing maturity and decreasing organic content. However, samples with terrestrial kerogens (Type III) fell off this trend, showing improved levels of reproducibility due to higher vitrinite content and improved ease of identification. Operators did not consistently meet the reporting requirements of the test method, indicating that a common reporting template is required to improve data quality. The most difficult problem encountered was the petrographic distinction of solid bitumens and low-reflecting inert macerals from vitrinite when vitrinite occurred with reflectance ranges overlapping

  14. Results from a Search for Dark Matter in the Complete LUX Exposure

    Science.gov (United States)

    Akerib, D. S.; Alsum, S.; Araújo, H. M.; Bai, X.; Bailey, A. J.; Balajthy, J.; Beltrame, P.; Bernard, E. P.; Bernstein, A.; Biesiadzinski, T. P.; Boulton, E. M.; Bramante, R.; Brás, P.; Byram, D.; Cahn, S. B.; Carmona-Benitez, M. C.; Chan, C.; Chiller, A. A.; Chiller, C.; Currie, A.; Cutter, J. E.; Davison, T. J. R.; Dobi, A.; Dobson, J. E. Y.; Druszkiewicz, E.; Edwards, B. N.; Faham, C. H.; Fiorucci, S.; Gaitskell, R. J.; Gehman, V. M.; Ghag, C.; Gibson, K. R.; Gilchriese, M. G. D.; Hall, C. R.; Hanhardt, M.; Haselschwardt, S. J.; Hertel, S. A.; Hogan, D. P.; Horn, M.; Huang, D. Q.; Ignarra, C. M.; Ihm, M.; Jacobsen, R. G.; Ji, W.; Kamdin, K.; Kazkaz, K.; Khaitan, D.; Knoche, R.; Larsen, N. A.; Lee, C.; Lenardo, B. G.; Lesko, K. T.; Lindote, A.; Lopes, M. I.; Manalaysay, A.; Mannino, R. L.; Marzioni, M. F.; McKinsey, D. N.; Mei, D.-M.; Mock, J.; Moongweluwan, M.; Morad, J. A.; Murphy, A. St. J.; Nehrkorn, C.; Nelson, H. N.; Neves, F.; O'Sullivan, K.; Oliver-Mallory, K. C.; Palladino, K. J.; Pease, E. K.; Phelps, P.; Reichhart, L.; Rhyne, C.; Shaw, S.; Shutt, T. A.; Silva, C.; Solmaz, M.; Solovov, V. N.; Sorensen, P.; Stephenson, S.; Sumner, T. J.; Szydagis, M.; Taylor, D. J.; Taylor, W. C.; Tennyson, B. P.; Terman, P. A.; Tiedt, D. R.; To, W. H.; Tripathi, M.; Tvrznikova, L.; Uvarov, S.; Verbus, J. R.; Webb, R. C.; White, J. T.; Whitis, T. J.; Witherell, M. S.; Wolfs, F. L. H.; Xu, J.; Yazdani, K.; Young, S. K.; Zhang, C.; LUX Collaboration

    2017-01-01

    We report constraints on spin-independent weakly interacting massive particle (WIMP)-nucleon scattering using a 3.35 ×1 04 kg day exposure of the Large Underground Xenon (LUX) experiment. A dual-phase xenon time projection chamber with 250 kg of active mass is operated at the Sanford Underground Research Facility under Lead, South Dakota (USA). With roughly fourfold improvement in sensitivity for high WIMP masses relative to our previous results, this search yields no evidence of WIMP nuclear recoils. At a WIMP mass of 50 GeV c-2 , WIMP-nucleon spin-independent cross sections above 2.2 ×10-46 cm2 are excluded at the 90% confidence level. When combined with the previously reported LUX exposure, this exclusion strengthens to 1.1 ×10-46 cm2 at 50 GeV c-2 .

  15. Which Dimensions of Patient-Centeredness Matter? - Results of a Web-Based Expert Delphi Survey.

    Directory of Open Access Journals (Sweden)

    Jördis M Zill

    Full Text Available Present models and definitions of patient-centeredness revealed a lack of conceptual clarity. Based on a prior systematic literature review, we developed an integrative model with 15 dimensions of patient-centeredness. The aims of this study were to 1 validate, and 2 prioritize these dimensions.A two-round web-based Delphi study was conducted. 297 international experts were invited to participate. In round one they were asked to 1 give an individual rating on a nine-point-scale on relevance and clarity of the dimensions, 2 add missing dimensions, and 3 prioritize the dimensions. In round two, experts received feedback about the results of round one and were asked to reflect and re-rate their own results. The cut-off for the validation of a dimension was a median < 7 on one of the criteria.105 experts participated in round one and 71 in round two. In round one, one new dimension was suggested and included for discussion in round two. In round two, this dimension did not reach sufficient ratings to be included in the model. Eleven dimensions reached a median ≥ 7 on both criteria (relevance and clarity. Four dimensions had a median < 7 on one or both criteria. The five dimensions rated as most important were: patient as a unique person, patient involvement in care, patient information, clinician-patient communication and patient empowerment.11 out of the 15 dimensions have been validated through experts' ratings. Further research on the four dimensions that received insufficient ratings is recommended. The priority order of the dimensions can help researchers and clinicians to focus on the most important dimensions of patient-centeredness. Overall, the model provides a useful framework that can be used in the development of measures, interventions, and medical education curricula, as well as the adoption of a new perspective in health policy.

  16. Peer Mentoring in Child Welfare: A Motivational Framework.

    Science.gov (United States)

    Rockhill, Anna; Furrer, Carrie J; Duong, Thuan M

    2015-01-01

    Peer mentoring interventions for parents with substance use disorders who are involved with the child welfare system are relatively new, complex, individualized interventions and thus need to be understood both in regard to program efficacy and the processes of how they work. This qualitative study of the experiences of parents involved in a parent mentoring program suggested that certain practices helped motivate parents to think and act in ways that supported their goals and child welfare case plans. The three key mentoring practices that emerged were building caring relationships, providing guidance, and putting parents in charge. These practices promoted parents'positive self-beliefs (e.g., worthy of connection, competence), which helped motivate them to participate in services, cope constructively with difficulties, and more effectively manage behaviors and emotions. Drawing on Self-Determination Theory and Basic Psychological Needs Theory (BPNT) in particular, we propose a motivational framework for understanding how peer mentoring facilitates, or undermines, parents'motivation and results in their making progress on various aspects of their child welfare case. Implications for using the motivational model in future program development and evaluation efforts are discussed.

  17. Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography

    Directory of Open Access Journals (Sweden)

    Sarah R Booth

    2016-11-01

    Full Text Available Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.

  18. Understanding wider environmental influences on mentoring: Towards an ecological model of mentoring in academic medicine

    Directory of Open Access Journals (Sweden)

    Dario Sambunjak

    2015-05-01

    Full Text Available Mentoring is a complex developmental relationship that contributes to individual growth and career advancement in different areas of human activity, including academic medicine. This article describes a broader environmental milieux in which mentoring occurs and considers the ways in which the environmental factors may affect the process and outcomes of mentoring. An ecological model of mentoring is proposed that takes into account various factors broadly operating at three contextual levels. The first is societal or “macro” level, which implies cultural, economic, and political factors. The second is institutional or “meso” level, consisting of a system-related factors such as field and discipline characteristics, and government policies, and b organization-related factors such as mentoring climate, reward structure, and work design. The third contextual level relates to intrapersonal and interpersonal characteristics of mentor-mentee dyads. If mentoring dyad is viewed as the focal point, societal and institutional levels may be labeled as “external”, and personal level as “internal”. The conceptual diversity and methodological challenges in the study of mentoring need to be acknowledged, but should not be an excuse to leave the external contextual elements out of the researchers’ horizon, as they inevitably shape and modify the mentoring relationships. Conclusion. Model presented in this article offers a holistic view of mentoring in academic medicine that may help one comprehend and appreciate the complexity of influences on mentoring, and inform the future research agenda on this important topic.

  19. Economy matters to fight against malnutrition: Results from a multicenter survey.

    Science.gov (United States)

    Klek, Stanislaw; Chourdakis, Michael; Bischoff, Stephan; Dubrov, Sergiej; Forbes, Alastair; Galas, Aleksander; Genton, Laurence; Gundogdu, Haldun R; Irtun, Oivind; Jagmane, Ilze; Jakobson-Forbes, Triin; Jirka, Adam; Kennedy, Nicholas; Klimasauskas, Andrius; Khoroshilov, Igor; Leon-Sanz, Miguel; Muscaritoli, Maurizio; Panisic-Sekeljic, Marina; Poulia, Kalliopi Anna; Schneider, Stephane; Siljamäki-Ojansuu, Ulla; Uyar, Mehmet; Wanten, Geert; Krznaric, Zeljko

    2017-02-01

    Malnutrition represents a serious health care threat, as it increases morbidity, mortality and health care cost. The effective screening and treatment with enteral (EN) or parenteral (PN) nutrition are the key elements of the policy called Optimal Nutrition Care for All (ONCA). The study tried to analyze the impact of the state's economy on the implementation of EN and PN to define its role in ONCA. an international survey in twenty two European countries was performed between January and December 2014. An electronic questionnaire was distributed to 22 representatives of clinical nutrition (PEN) societies. The questionnaire comprised questions regarding country economy, reimbursement, education and the use EN and PN. Return rate was 90.1% (n = 20). EN and PN were used in all countries surveyed (100%), but to different extent. The country's income significantly influenced the reimbursement for EN and PN (p economy (p > 0.05). Education was actively carried out in all countries, however the teaching at the pre-graduate level was the least widespread, and also correlated with the country income (p = 0.042). Results indicated that economic situation influences all aspects of ONCA, including education and treatment. The reimbursement for EN and PN seemed to be the key factor of effective campaign against malnutrition. Copyright © 2015 Elsevier Ltd and European Society for Clinical Nutrition and Metabolism. All rights reserved.

  20. Biomonitoring of airborne particulate matter emitted from a cement plant and comparison with dispersion modelling results

    Science.gov (United States)

    Abril, Gabriela A.; Wannaz, Eduardo D.; Mateos, Ana C.; Pignata, María L.

    2014-01-01

    The influence of a cement plant that incinerates industrial waste on the air quality of a region in the province of Córdoba, Argentina, was assessed by means of biomonitoring studies (effects of immission) and atmospheric dispersion (effects of emission) of PM10 with the application of the ISC3 model (Industrial Source Complex) developed by the USEPA (Environmental Protection Agency). For the biomonitoring studies, samples from the epiphyte plant Tillandsia capillaris Ruíz & Pav. f. capillaris were transplanted to the vicinities of the cement plant in order to determine the physiological damage and heavy metal accumulation (Ca, Mn, Fe, Co, Ni, Cu, Zn, Cd and Pb). For the application of the ISC3 model, point and area sources from the cement plant were considered to obtain average PM10 concentration results from the biomonitoring exposure period. This model permitted it to be determined that the emissions from the cement plant (point and area sources) were confined to the vicinities, without significant dispersion in the study area. This was also observed in the biomonitoring study, which identified Ca, Cd and Pb, pH and electric conductivity (EC) as biomarkers of this cement plant. Vehicular traffic emissions and soil re-suspension could be observed in the biomonitors, giving a more complete scenario. In this study, biomonitoring studies along with the application of atmospheric dispersion models, allowed the atmospheric pollution to be assessed in more detail.

  1. Does Nationality Matter in the B2C Environment? Results from a Two Nation Study

    Science.gov (United States)

    Peikari, Hamid Reza

    Different studies have explored the relations between different dimensions of e-commerce transactions and lots of models and findings have been proposed to the academic and business worlds. However, there is a doubt on the applications and generalization of such models and findings in different countries and nations. In other words, this study argues that the relations among the variables of a model ay differ in different countries, which raises questions on the findings of researchers collecting data in one country to test their hypotheses. This study intends to examine if different nations have different perceptions toward the elements of Website interface, security and purchase intention on Internet. Moreover, a simple model was developed to investigate whether the independent variables of the model are equally important in different nations and significantly influence the dependent variable in such nations or not. Since majority of the studies in the context of e-commerce were either focused on the developed countries which have a high e-readiness indices and overall ranks, two developing countries with different e-readiness indices and ranks were selected for the data collection. The results showed that the samples had different significant perceptions of security and some of the Website interface factors. Moreover, it was found that the significance of relations among the independent variables ad the dependent variable are different between the samples, which questions the findings of the researchers testing their model and hypotheses only based on the data collected in one country.

  2. E-mentoring for violence and injury prevention: early lessons from a global programme.

    Science.gov (United States)

    Wadhwaniya, Shirin; Meddings, David; Gururaj, Gopalkrishna; Ozanne-Smith, Joan; Ameratunga, Shanthi; Hyder, Adnan A

    2015-01-01

    To address the growing burden of violence and injuries, especially in low- and middle-income countries, in 2007 the World Health Organization launched MENTOR-VIP, a global violence and injury prevention (VIP)-mentoring programme. The programme aims to develop human resource capacity through 12-month mentoring arrangements between individual VIP experts (mentors) and less-experienced injury practitioners (mentees). In this paper, we review the first five years of the programme (2007-2011) using a systems analysis and SWOT (Strengths, Weaknesses, Opportunities and Threats) frameworks, discuss programme findings and make recommendations. A well-defined programme with clear instructions, successful matching of mentorship pairs with similar interests and language, a formal accord agreement, institutional support and effective communication were identified as programme strengths. Overambitious projects, lack of funds and difficulties with communications were identified as programme weaknesses. Mentorship projects that require institutional permissions or resources could be potential threats to the success of mentorship. The study resulted in the four following recommendations to strengthen the programme: (1) institute additional steps in selection and matching mentor-mentee pair; (2) train mentors on e-mentoring; (3) conduct special orientation for mentees to the programme; and (4) maintain effective and open communication throughout the programme.

  3. Mentoring Function and Quality of Supervisor Auditor Relationship: Organizational Justice as A Mediation

    Directory of Open Access Journals (Sweden)

    Rahmawati Rahmawati

    2017-06-01

    Full Text Available This study empirically examines the antecedents and consequences of organization justice consisting of distributive justice, procedural justice, and interactional justice. The hypothesis of this study are mentoring function positive effect on organization justice, organizational justice positive effect on quality of supervisor-auditor relationship, mentoring function positive effect on quality of supervisor-auditor relationship. In additional, this study also hypothesized that organization justice as mediation between mentoring functions and quality of supervisor-auditor relationship. This study is a survey of 228 government internal auditors of Financial and Development Supervisory Agency-Badan Pengawasan Keuangan dan Pembangunan (BPKP in Java-Bali Indonesia. The technique of collecting data using questionnaires. Test hypotheses using path analysis with SEM-AMOS. The results showed that mentoring function positive effect on organization justice, organizational justice positive effect on quality of supervisor-auditor relationship, mentoring function positive effect on quality of supervisor-auditor relationship. The study also provide an empirical finding that organization justice as mediation between mentoring functions and quality of supervisor-auditor relationship. The study provides recommendations to the BPKP in solving the problems faced by the government in realizing good and clean governance. This study is the first empirically examines the potential benefit of organization justice as a mediation between mentoring function and quality of supervisor-auditor relationship.

  4. A National Survey of Mentoring Practices for Young Investigators in Circulatory and Respiratory Health

    Science.gov (United States)

    Mottillo, Salvatore; Boyle, Pierre; Jacobi Cadete, Lindsay D.; Rouleau, Jean-Lucien; Eisenberg, Mark J.

    2016-01-01

    Background. Improving mentorship may help decrease the shortage of young investigators (graduate students, postdoctoral fellows, and new investigators) available to work as independent researchers in cardiovascular and respiratory health. Objectives. To determine (1) the mentoring practices for trainees affiliated with the Canadian Institutes of Health Research (CIHR), Institute of Circulatory and Respiratory Health (ICRH), (2) the positive attributes of mentors, and (3) the recommendations regarding what makes good mentorship. Methods. We conducted a survey and descriptive analysis of young investigators with a CIHR Training and Salary Award from 2010 to 2013 or who submitted an abstract to the ICRH 2014 Young Investigators Forum. Clinicians were compared to nonclinicians. Results. Of 172 participants, 7.0% had no mentor. Only 43.6% had defined goals and 40.7% had defined timelines, while 54.1% had informal forms of mentorship. A significant proportion (33.1%) felt that their current mentorship did not meet their needs. Among clinicians, 22.2% would not have chosen the same mentor again versus 11.4% of nonclinicians. All participants favored mentors who provided guidance on career and work-life balance. Suggestions for improved mentoring included formal mentorship, increased networking, and quality assurance. Conclusion. There is an important need to improve mentoring in cardiovascular and respiratory health. PMID:27445544

  5. A National Survey of Mentoring Practices for Young Investigators in Circulatory and Respiratory Health

    Directory of Open Access Journals (Sweden)

    Salvatore Mottillo

    2016-01-01

    Full Text Available Background. Improving mentorship may help decrease the shortage of young investigators (graduate students, postdoctoral fellows, and new investigators available to work as independent researchers in cardiovascular and respiratory health. Objectives. To determine (1 the mentoring practices for trainees affiliated with the Canadian Institutes of Health Research (CIHR, Institute of Circulatory and Respiratory Health (ICRH, (2 the positive attributes of mentors, and (3 the recommendations regarding what makes good mentorship. Methods. We conducted a survey and descriptive analysis of young investigators with a CIHR Training and Salary Award from 2010 to 2013 or who submitted an abstract to the ICRH 2014 Young Investigators Forum. Clinicians were compared to nonclinicians. Results. Of 172 participants, 7.0% had no mentor. Only 43.6% had defined goals and 40.7% had defined timelines, while 54.1% had informal forms of mentorship. A significant proportion (33.1% felt that their current mentorship did not meet their needs. Among clinicians, 22.2% would not have chosen the same mentor again versus 11.4% of nonclinicians. All participants favored mentors who provided guidance on career and work-life balance. Suggestions for improved mentoring included formal mentorship, increased networking, and quality assurance. Conclusion. There is an important need to improve mentoring in cardiovascular and respiratory health.

  6. Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

    Directory of Open Access Journals (Sweden)

    Selim Gunuc

    2015-06-01

    Full Text Available The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP, and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors provided technology mentoring implementation for one academic term to 9 teacher educators (mentees employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.

  7. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

    Directory of Open Access Journals (Sweden)

    Eunice Seekoe

    2014-02-01

    Full Text Available Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997. The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  8. The effects of academic mentoring perceptions of research assistants on their organizational commitment

    Directory of Open Access Journals (Sweden)

    Çiftçi Nusret

    2017-01-01

    Full Text Available Mentoring can be expressed as a supportive relationship in which an experienced person transfers his or her expertise and knowledge to someone else. Universities are one of the most appropriate environments that this process, the samples of which can be seen in many sectors, is experienced. Academicianship is one of the professions in which the mentoring process is the most intense and most-needed. This study was aimed to investigate how research assistants perceive the academic mentor and mentee relationship, how these perceptions are related to the desired working behaviour, performance, and organizational effectiveness, and how these relationships affect “organizational commitment,” which has an increasing importance. Thus, both a sample based on the academic mentoring process was obtained and the academic mentoring process, as a factor affecting the organizational commitment, was studied. As a result of the research, it was found that there was a positive relationship between perceived mentoring and organizational commitment, affective commitment from subcategories of commitment. The relationship between normative commitment and organizational commitment were also found to be positive and meaningful. However, no relationship between perceived mentoring and continuance was found, and the established regression model did not make sense either.

  9. Impact of Mentors During Adolescence on Outcomes Among Gay Young Adults.

    Science.gov (United States)

    Drevon, Daniel D; Almazan, Elbert P; Jacob, Susan; Rhymer, Katrina N

    2016-06-01

    Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement study datasets, this study examined whether natural mentoring relationships during adolescence were associated with young adult outcomes among lesbian, gay, and bisexual (LGB) persons. Outcomes in three domains were investigated: education and employment, psychological wellbeing, and substance use and abuse. Results indicated that LGB persons reporting natural mentors during adolescence were about three times as likely to graduate from high school as those without. Discussion surrounds strategies to foster mentoring relationships within the school environment or community.

  10. The Case for Women Mentoring Women

    Science.gov (United States)

    Block, Betty Ann; Tietjen-Smith, Tara

    2016-01-01

    The authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have…

  11. Peer Mentoring: Stories of Three Mathematics Teachers

    Science.gov (United States)

    Kensington-Miller, Barbara

    2011-01-01

    Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…

  12. Effect of Peer Mentors on Academic Performance

    Science.gov (United States)

    Bonin, Elizabeth

    2016-01-01

    Undergraduate peer mentoring programs strive to retain students who solve their own problems, develop options, unravel obstacles, and establish a process of figuring out solutions. A crucial component of obtaining that goal is to effectively train peer mentors to serve as advocates to freshman undergraduate students. Terrion and Philion (2008)…

  13. Empowering Untenured Faculty through Mosaic Mentoring

    Science.gov (United States)

    Kanuka, Heather; Marini, Anthony

    2004-01-01

    Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty…

  14. Women and Mentoring in Collegiate Athletics

    Science.gov (United States)

    Smith, Allison B.; Taylor, Elizabeth A.; Hardin, Robin

    2016-01-01

    The number of women working and participating in intercollegiate athletics has steadily increased the past four decades. This has led for a need to develop women as leaders within collegiate athletics and one way of doing this is through mentoring. Mentoring provides guidance in regard to both the professional development and psychosocial support.…

  15. An Examination of New Counselor Mentor Programs

    Science.gov (United States)

    Bass, Erin; Gardner, Lauren; Onwukaeme, Chika; Revere, Dawn; Shepherd, Denise; Parrish, Mark S.

    2013-01-01

    An analysis of current new counselor mentor programs reveals the need for such programs, but information regarding established programs is limited. A review of the literature addresses program characteristics and data obtained from existing mentor program participants. An overview of four programs explaining the framework outlined for mentoring…

  16. 77 FR 207 - National Mentoring Month, 2012

    Science.gov (United States)

    2012-01-03

    ... mentoring programs that pair children with positive role models, foster leadership skills, and put them on... mentor's steady and dependable support can inspire a child to strive for success and instill in them the... members and their loved ones, we are funding new mentorship opportunities for children from military...

  17. Mentoring Relationships and Adolescent Self-Esteem

    Science.gov (United States)

    Schwartz, Sarah E. O.; Lowe, Sarah R.; Rhodes, Jean E.

    2012-01-01

    An estimated three million American youth are in formal, one-to-one mentoring relationships, and countless more have meaningful, natural mentoring relationships with extended family members, teachers, neighbors, coaches and other caring, non-parental adults. The empirical literature generally indicates that close and enduring mentoring…

  18. Systemic Mentoring for Competitiveness: The Model of the Timbuktu Academy

    Science.gov (United States)

    Bagayoko, Diola

    2010-02-01

    The Timbuktu Academy is a comprehensive, systemic mentoring program at Southern University and A&M College in Baton Rouge (SUBR), Louisiana. We define systemic mentoring as one that is woven into the core functions of an organization. For most universities, those functions include instruction, research, and service. While the Academy has programs for pre-college and graduate students, its Ten-Strand Systemic Mentoring Model was specifically tailored to undergraduate education. We discuss basic considerations that led to the paradigm, programs, activities, and results of the Timbuktu Academy. The proper implementation of the Ten-Strand Systemic Mentoring Model couples teaching and superior learning, on the one hand, and integrates research and education, on the other hand. For undergraduate education, key strands include support (financially or otherwise), scientific advisement, research participation (academic year or summer), immersion in a professional culture, monitoring, and guidance to graduate school. From the summer of 1994 to 2009, the Academy has engaged 2,093 pre-college scholars in its summer programs. To date, the Academy has assisted in the production of one hundred seventy (170) minority undergraduate scholars who have earned a Bachelor of Science degree. Seventy (70) of 83 physics graduates, twenty (20) of 29 chemistry graduates, and twenty-two (22) of 49 engineering graduates have earned graduate degrees or are successfully enrolled in graduate school, with emphasis on the pursuit of the Ph.D. For the above model and results, the Timbuktu Academy received the 2002 U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Its director was among the first individual recipients of this award in 1996. The handouts accompanying this presentation are intended to facilitate the adaptive replication of the Timbuktu Academy by individuals, departments, colleges and universities, and other organizations. )

  19. Peer mentoring of adults with spinal cord injury: a transformational leadership perspective.

    Science.gov (United States)

    Beauchamp, Mark R; Scarlett, Louisa J; Ruissen, Geralyn R; Connelly, Catherine E; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

    2016-09-01

    Drawing from the tenets of transformational leadership theory, the purpose of this study was to examine the nature of effective peer mentoring of adults with a spinal cord injury (SCI) from the perspective of mentees. The study utilised a qualitative methodology (informed by a social constructionist approach), involving 15 adult mentees with a SCI (mean age = 47.2; mean time since injury = 14.5 years), in which data were obtained via semi-structured interviews. The results revealed that effective mentoring, as used by mentors with SCIs, closely aligns with the core components of transformational leadership. Specifically, all four dimensions of transformational leadership (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation) as displayed by mentors with a SCI were evident in their interactions with mentees. Participants who perceived their mentors to use transformational leadership behaviours reported increases in motivation, self-confidence, hope and overall well-being, relatedness with their mentor, greater comfort/acceptance of their situation, a redefined sense of their limitations, as well as greater engagement in various life pursuits. Displays of transformational leadership by peer mentors (i.e. transformational mentoring) were reported by mentees to be associated with a range of adaptive psychological and behavioural outcomes. The results have the potential to inform the development and dissemination of peer mentor-based interventions and initiatives. Implications for Rehabilitation Within the context of spinal cord injury (SCI) rehabilitation, positive peer mentorship is reflected in mentors' use of transformational leadership behaviours (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation). When SCI peer mentors use transformational leadership behaviours, mentees report a redefined sense of their limitations, and increased self-confidence, hope

  20. Mentoring and the Nuclear Medicine Technologist.

    Science.gov (United States)

    Burrell, Lance

    2018-06-08

    The goal of this article is to give an overview of mentoring for nuclear medicine technologists (NMT). Mentoring is an integral part of the training and practice in the field of nuclear medicine technology. There is a great need for NMTs to continue involvement in mentorship so that we can develop and maintain the talent and leadership that the field needs. In this article, definitions of mentorship will be provided. Then, how mentoring can work; including different methods and techniques will be covered. Next, the benefits of mentoring will be discussed. Finally, advice for improved application will be presented. Throughout, this article will discuss how mentoring applies to the NMT. Copyright © 2018 by the Society of Nuclear Medicine and Molecular Imaging, Inc.

  1. Diabetes educator mentorship program: mentors requested.

    Science.gov (United States)

    Beck, Joni K; Traficano, Sheryl E

    2015-02-01

    The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).

  2. Finding a mentor: the complete examination of an online academic matchmaking tool for physician-faculty

    Directory of Open Access Journals (Sweden)

    Martinez GF

    2014-12-01

    Full Text Available Background: To have a successful career in academic medicine, finding a mentor is critical for physician-faculty. However, finding the most appropriate mentor can be challenging for junior faculty. As identifying a mentor pool and improving the search process are paramount to both a mentoring program’s success, and the academic medical community, innovative methods that optimize mentees’ searches are needed. This cross-sectional study examines the search and match process for just over 60 junior physician-faculty mentees participating in a department-based junior faculty mentoring program. To extend beyond traditional approaches to connect new faculty with mentors, we implement and examine an online matchmaking technology that aids their search and match process. Methods: We describe the software used and events leading to implementation. A concurrent mixed method design was applied wherein quantitative and qualitative data, collected via e-surveys, provide a comprehensive analysis of primary usage patterns, decision making, and participants’ satisfaction with the approach. Results: Mentees reported using the software to primarily search for potential mentors in and out of their department, followed by negotiating their primary mentor selection with their division chief’s recommendations with those of the software, and finally, using online recommendations for self-matching as appropriate. Mentees found the online service to be user-friendly while allowing for a non-threatening introduction to busy senior mentors. Conclusions: Our approach is a step toward examining the use of technology in the search and match process for junior physician-faculty. Findings underscore the complexity of the search and match process.

  3. Leadership mentoring in nursing research, career development and scholarly productivity: A systematic review.

    Science.gov (United States)

    Hafsteinsdóttir, Thóra B; van der Zwaag, Angeli M; Schuurmans, Marieke J

    2017-10-01

    Although nursing has been an academic discipline for decades, the infrastructure for nursing research in many countries is still fragile and struggling. Postdoctoral nurses have difficulties developing sustaining careers in nursing research due to lack of career opportunities. Considerable research has been conducted on leadership and mentoring in various areas of nursing. We aimed to systematically review the literature investigating leadership programs and mentoring for postdoctoral nurse researchers, as well as the influence of leadership and mentoring on research productivity, research career development, leadership knowledge and skills, the nurses' health and well-being, staff relationships, work culture and collaboration, salaries and postdoctoral nurses' experiences. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. The electronic databases PubMed, CINAHL and EMBASE were searched without time limits for eligible studies up to January 2016. Reference lists of included articles were also searched manually and authors were contacted to inquire about other relevant papers. Two authors independently assessed eligibility of studies for inclusion. Titles and abstracts were matched with the inclusion criteria: studies investigating leadership and mentoring programs for postdoctoral nurses and leadership and mentoring influencing research productivity, and career development; and leadership knowledge and skills and other outcomes. The quality of the studies was appraised using the Centre for Evidence-Based Medicine for surveys, the Critical Appraisal Skill Program Qualitative Appraisal Checklist for qualitative studies, and a critical appraisal list for mixed methods studies. Any disagreements were resolved by consensus. Data were extracted by two reviewers. We screened 1775 titles and abstracts, resulting in 15 studies, which included quantitative, descriptive, qualitative and mixed

  4. A sustainable course in research mentoring.

    Science.gov (United States)

    Martina, Camille Anne; Mutrie, Andria; Ward, Denham; Lewis, Vivian

    2014-10-01

    In this report, we describe a six-year experience (2007-2012) in a single CTSA awardee institution on the development, implementation and evaluation of a hybrid online mentoring curriculum that is applicable to CTSA trainees at various levels (graduate, medical students, and junior faculty) of career training. The curriculum offers convenience, engagement, and financial sustainability. Overall, we found high levels of satisfaction with the curriculum and mentoring experience among both protégés and mentors. Qualitative data showed remarkable consensus of 14 of the 15 domains of mentoring that form the framework of the mentoring curriculum: (1) accessibility, (2) selectivity, (3) engagement/support, (4) teaching/training, (5) clarity of performance/expectations, (6) sponsorship/sharing power judiciously, (7) demystifying the system (academia), (8) challenging/encouraging risk taking, (9) affirming, (10) providing exposure/visibility, (11) being an intentional role model, (12) protecting, (13) providing feedback, (14) self-disclosure, and lastly (15) counseling, with the fifteenth domain "counseling" being the most controversial. Quantitative survey data of both mentors and protégés indicated a high degree of overall satisfaction in their mentor-protégé dyad with 86% (59) of protégés and 86% (55) of mentors responding good or excellent to the "quality of time spent." Mentors and protégés were most satisfied in the area of research, with 93% (62) of protégés and 96% (57) of mentors finding discussions in research very to somewhat useful for their own career advancement. Along with wide acceptability, this format is a useful option for institutions where face-to-face time is limited and education budgets are lean. © 2014 Wiley Periodicals, Inc.

  5. Retaining and Reclaiming Ourselves: Reflections on a Peer Mentoring Group Experience for New African American Women Professors

    Science.gov (United States)

    Packer-Williams, Catherine L.; Evans, Kathy M.

    2011-01-01

    This article reports on the results of a qualitative study of new African American female professors' participation in a peer mentoring group. Three key themes that emerged from the data included peer mentoring as a vehicle to process and cope effectively with microaggressions, increase positive self-identity and self-efficacy as a scholar, and…

  6. Peer Mentoring during the Transition to University: Assessing the Usage of a Formal Scheme within the UK

    Science.gov (United States)

    Collings, Rosalyn; Swanson, Vivien; Watkins, Ruth

    2016-01-01

    Although mentoring has become increasingly popular within UK higher education, there is little evaluative research. The current longitudinal study aimed to evaluate the usage of a peer mentoring scheme during a first semester at university amongst 124 students. Results indicate that during the first week at university the majority accessed the…

  7. A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College

    Science.gov (United States)

    Kelleher, Sheri E.

    2016-01-01

    This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring…

  8. Empowering Muslim Women Though Executive Coaching & Mentoring

    Directory of Open Access Journals (Sweden)

    Fadila Grine

    2014-06-01

    Full Text Available This paper examines the role and effect of executive coaching and mentoring on the empowerment of Muslim women and enhancing their levels of contribution. It further substantiates the manner in which executive coaching can accommodate both the nature and needs of Muslim women while further unleashing her respective talents, creativity and skills. The study further highlights the role and significance of coaching in spheres relevant to family, as well as social and career development. This study highlights the use of the strategic technique for personal and leadership development set to explore talents, leaders and implicit abilities. Moreover, it exhibits the flexibility of self-coaching and its appropriateness for Muslim women, especially concerning self-development, which in turn influences social and institutional development. This inquiry highlights a number of practical results which emphasizes the viability and efficacy of executive coaching on personal and institutional levels as far as the making of better world for Muslim women is concerned.

  9. Mentoring from Afar: Nurse Mentor Challenges in the Canadian Armed Forces.

    Science.gov (United States)

    Neal, Laura D M

    2015-06-01

    There is an integral connection between leadership, mentoring and professional career progression within the nursing profession. The purpose of this article is to examine recommendations and best practices from the literature and provide a basis to construct a formalized successful mentoring dyad program with guidelines on establishing and maintaining a productive mentoring relationship over long distance. Canadian Armed Forces (CAF) nurses practice within a unique domain both domestically and abroad. The military environment incorporates many aspects of mentoring that could benefit significantly by distance interchange. Supported through examining literature within nursing, CAF publications and other professions along with contrasting successful distance mentoring programs, the findings suggest that a top-down, leadership-driven formal mentoring program could be beneficial to CAF nurses. The literature review outlines definitions of terms for mentorship and distance mentoring or e-mentoring. A cross section of technology is now embedded in all work environments with personal communication devices commonplace. Establishing mentoring relationships from afar is practical and feasible. This article provides a guided discussion for nursing leaders, managers and grassroots nurses to implement mentoring programs over distances. The recommendations and findings of this article could have universal applications to isolated nursing environments outside of Canadian military operational frameworks. Copyright © 2015 Longwoods Publishing.

  10. The learning experiences of mentees and mentors in a nursing school's mentoring programme.

    Science.gov (United States)

    Joubert, Annemarie; de Villiers, Johanna

    2015-03-24

    A School of Nursing supports third-year undergraduate students (mentees) by means of a mentoring programme in which critical-care nursing students (mentors) are involved. However, the programme designers needed to find out what gaps were evident in the programme. The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme. An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research. The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor's presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors' knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience. The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.

  11. Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students.

    Science.gov (United States)

    Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina

    2017-06-01

    Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  12. Organic Matter Contents and Paleoproductivity Variation Within Late Pleistocene Japan Sea/East Sea Sediments: Results from IODP Expedition 346

    Science.gov (United States)

    Black, H. D.; Anderson, W. T., Jr.

    2017-12-01

    Inorganic and organic matter concentrations as well as the stable isotopes of nitrogen and organic carbon are presented for continuous sedimentary sequences collected during Integrated Ocean Drilling Program (IODP) Expedition 346 in the Japan Sea/East Sea in 2013. During major glacioeustatic sea level changes, the paleoceanographic conditions within the Japan Sea/East Sea widely vary due to the shallow, narrow straights connecting the sea to surrounding waters limiting an influx of oceanic currents. During glacial sea level low-stands the sea can be nearly isolated, creating a highly-stratified water column and hypoxic to anoxic bottom water conditions. Meanwhile during sea level high-stands, the Tsushima Warm Current (TWC) flows into the sea bringing warmer, nutrient-rich inputs, leading to vertical mixing and oxic conditions. This study aims to better understand the role of orbital cycling within the organic matter and stable isotope contents of these Late Pleistocene sediments. A total of 192 samples were analyzed each for %CaCO3, %TOC, δ13C, %N, and δ15N from two Expedition 346 sampling sites (U1426 and U1427) during the last 430,000 years and statistical analyses were completed using wavelet and time series analyses. Carbonate concentration ranges from 0-44.3%, total organic carbon 0.2 to 6.4%, δ13C -25.8 to -19.6‰, %N 0.04 to 0.4%, and δ15N 3.8 to 13.1‰. These results are well correlated with b* color values of the sediment and generally show increased productivity during interglacial periods, likely through increased vertical mixing and deepwater ventilation, when compared to glacial periods within the Japan Sea/East Sea when the sea may be partially isolated.

  13. Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

    Science.gov (United States)

    Burley, Suzanne; Pomphrey, Cathy

    2011-01-01

    Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

  14. Science and Mathematics Mentees and Mentors: Who Benefits the Most?

    Science.gov (United States)

    Taylor, Rosemarye T.; Karcinski, Lisa

    2016-01-01

    The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and…

  15. Mentors' Views about Developing Effective English Teaching Practices

    Science.gov (United States)

    Hudson, Peter; Millwater, Jan

    2008-01-01

    Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for…

  16. Evaluating a Psychology Graduate Student Peer Mentoring Program

    Science.gov (United States)

    Fleck, Christina; Mullins, Morell E.

    2012-01-01

    Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

  17. Mentoring for Professional Geropsychology within a Doctoral Program

    Science.gov (United States)

    Knight, Bob G.

    2011-01-01

    Mentoring in doctoral programs in professional psychology has its roots in mentoring in science programs of all types. Professional psychology in general may suffer from conflating mentoring with clinical supervision. Using the Pikes Peak Model competencies as a framework, mentoring in attitudes, knowledge, and skills related to professional…

  18. Reconceptualizing Faculty Mentoring within a Community of Practice Model

    Science.gov (United States)

    Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula

    2013-01-01

    Despite the growing knowledge base on mentoring in academia, providing effective mentoring for faculty presents several complex dilemmas for academic units charged with facilitating mentoring. How do we institutionalize voluntary and spontaneous mentoring interaction? How do we support a collaborative climate in an inherently individual and…

  19. Faculty and Undergraduate Student Perceptions of an Integrated Mentoring Approach

    Science.gov (United States)

    Livingstone, Nicola; Naismith, Nicola

    2018-01-01

    The role of an academic mentor is typically diverse, discipline specific and institutionally heterogeneous. Mentoring relationships are commonplace, yet the experience and delivery of mentoring in universities reflect a broad spectrum of approaches and execution. This article reflects on the pedagogic evolution of mentoring, examining the student…

  20. 48 CFR 652.219-73 - Mentor Requirements and Evaluation.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor Requirements and... Mentor Requirements and Evaluation. As prescribed in 619.202-70(o)(2), insert the following clause: Mentor Requirements and Evaluation (APR 2004) (a) Mentor and protégé firms shall submit an evaluation to...

  1. 48 CFR 1819.7203 - Mentor approval process.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor approval process... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

  2. 48 CFR 552.219-76 - Mentor Requirements and Evaluation.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor Requirements and....219-76 Mentor Requirements and Evaluation. As prescribed in 519.7017(b), insert the following clause: Mentor Requirements and Evaluation (SEP 2009) (a) The purpose of the GSA Mentor-Protégé Program is for a...

  3. 48 CFR 1019.202-70-7 - Mentor firms.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Mentor firms. 1019.202-70... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Policies 1019.202-70-7 Mentor firms. A mentor firm may be either... developmental assistance to enhance the capabilities of protégés to perform as subcontractors. Mentors will be...

  4. 48 CFR 752.219-71 - Mentor requirements and evaluation.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Mentor requirements and....219-71 Mentor requirements and evaluation. As prescribed in AIDAR 719.273-11(b), insert the following clause: Mentor Requirements and Evaluation (July 13, 2007) (a) Mentor and Protégé firms shall submit an...

  5. Promoting versatility in mentor teachers’ use of supervisory skills

    NARCIS (Netherlands)

    Crasborn, F.J.A.J.; Hennissen, P.P.M.; Korthagen, F.A.J.; Bergen, T.C.M.

    2008-01-01

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor

  6. 48 CFR 919.7005 - Eligibility to be a Mentor.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Eligibility to be a Mentor... PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7005 Eligibility to be a Mentor. To be eligible for recognition by DOE as a Mentor, an entity must be performing at least...

  7. 48 CFR 1852.219-79 - Mentor requirements and evaluation.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor requirements and... and Clauses 1852.219-79 Mentor requirements and evaluation. As prescribed in 1819.7215, insert the following clause: Mentor Requirements and Evaluation (MAY 2009) (a) The purpose of the NASA Mentor-Protégé...

  8. Promoting versatililty in mentor teachers' use of supervisory skills

    NARCIS (Netherlands)

    Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Niels Brouwer; Theo Bergen; Fred Korthagen

    2008-01-01

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor

  9. 48 CFR 1552.219-70 - Mentor-Protege Program.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-Protege Program... Mentor-Protege Program. As prescribed in 1519.203(a), insert the following clause: Mentor-Protege Program OCT 2000 (a) The Contractor has been approved to participate in the EPA Mentor-Protege program. The...

  10. 48 CFR 1052.219-75 - Mentor Requirements and Evaluation.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Mentor Requirements and... Mentor Requirements and Evaluation. As prescribed in DTAR 1019.202-70, insert the following clause: Mentor Requirements and Evaluation (JAN 2000) (a) Mentor and protégé firms shall submit an evaluation to...

  11. 13 CFR 124.520 - Mentor/protege program.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Mentor/protege program. 124.520... § 124.520 Mentor/protege program. (a) General. The mentor/protege program is designed to encourage approved mentors to provide various forms of assistance to eligible Participants. This assistance may...

  12. Novice Teachers Learning from Others: Mentoring in Shanghai Schools

    Science.gov (United States)

    Salleh, Hairon; Tan, Charlene

    2013-01-01

    This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

  13. Policies, activities, and structures supporting research mentoring: a national survey of academic health centers with clinical and translational science awards.

    Science.gov (United States)

    Tillman, Robert E; Jang, Susan; Abedin, Zainab; Richards, Boyd F; Spaeth-Rublee, Brigitta; Pincus, Harold Alan

    2013-01-01

    To document the frequency of policies and activities in support of mentoring practices at institutions receiving a U.S. National Institutes of Health's Clinical and Translational Science Award (CTSA). The study consisted of a 69-item survey with questions about the inclusion (formal or informal) of policies, activities, and structures supporting mentoring within CTSA-sponsored research (i.e., KL2 programs) and, more broadly, in the CTSA's home institution. The survey, conducted from November 2010 through January 2011, was sent to the 55 institutions awarded CTSAs at the time of the survey. Follow-up phone interviews were conducted to clarify responses as needed. Fifty-one of 55 (92%) institutions completed the survey for institutional programs and 53 of 55 (96%) for KL2 programs. Responses regarding policies and activities involving mentor criteria, mentor-mentee relationship, incentives, and evaluative mechanisms revealed considerable variability between KL2 and institutional programs in some areas, such as having mentor qualification criteria and processes to evaluate mentors. The survey also identified areas, such as training and women and minority mentoring programs, where there was frequent sharing of activities between the institutional and KL2 programs. KL2 programs and institutional programs tend to have different preferences for policies versus activities to optimize qualification of mentors, the mentor-mentee relationship, incentives, and evaluation mechanisms. Frequently, these elements are informal. Individuals in charge of implementing and maintaining mentoring initiatives can use the results of the study to consider their current mentoring policies, structures, and activities by comparing them with national patterns within CTSA institutions.

  14. A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis

    Science.gov (United States)

    von der Borch, Philip; Dimitriadis, Konstantinos; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Tekian, Ara; Fischer, Martin R.

    2011-01-01

    Purpose: Mentoring plays an important role in students' performance and career. The authors of this study assessed the need for mentoring among medical students and established a novel large-scale mentoring program at Ludwig-Maximilians-University (LMU) Munich School of Medicine. Methods: Needs assessment was conducted using a survey distributed to all students at the medical school (n=578 of 4,109 students, return rate 14.1%). In addition, the authors held focus groups with selected medical students (n=24) and faculty physicians (n=22). All students signing up for the individual mentoring completed a survey addressing their expectations (n=534). Results: Needs assessment revealed that 83% of medical students expressed overall satisfaction with the teaching at LMU. In contrast, only 36.5% were satisfied with how the faculty supports their individual professional development and 86% of students voiced a desire for more personal and professional support. When asked to define the role of a mentor, 55.6% "very much" wanted their mentors to act as counselors, arrange contacts for them (36.4%), and provide ideas for professional development (28.1%). Topics that future mentees "very much" wished to discuss included research (56.6%), final year electives (55.8%) and experiences abroad (45.5%). Conclusions: Based on the strong desire for mentoring among medical students, the authors developed a novel two-tiered system that introduces one-to-one mentoring for students in their clinical years and offers society-based peer mentoring for pre-clinical students. One year after launching the program, more than 300 clinical students had experienced one-to-one mentoring and 1,503 students and physicians were involved in peer mentoring societies. PMID:21818236

  15. Effects of Mentoring Speed Dating as an Innovative Matching Tool in Undergraduate Medical Education: A Mixed Methods Study

    Science.gov (United States)

    Guse, Jennifer; Schweigert, Eva; Kulms, Gerhild; Heinen, Ines; Martens, Claudia; Guse, Andreas H.

    2016-01-01

    Objectives Choosing the right mentor is crucial for effective mentorship. Yet, many medical students have difficulties finding a suitable mentor. Thus we developed mentoring speed dating (MSD) as a promising matching tool to connect students and faculty mentors successfully. The purpose of this study was to explore mentees’ and mentors’ experience with MSD and investigate the impact of MSD on the perceived mentorship quality and continuance of the mentoring relationship. Methods The authors completed a mixed methods study at the University Medical Center Hamburg-Eppendorf, Germany, between June 2011 and March 2014. They conducted four focus groups with mentees and mentors who participated in a mentoring speed dating event and analyzed transcripts using conventional content analysis with inductive categorizing. In addition, three mentoring cohorts (two matched via MSD, one matched via conventional online profiles) were surveyed on mentorship satisfaction and the 1-year continuance of their mentorship was monitored. Fifteen mentees and fifteen mentors participated in the focus groups. The authors identified several themes such as short and long term benefits of MSD and fulfillment of expectations. Benefits included finding out about the personal connection, matching expectations, providing an efficient overview of candidates. The survey was completed by 93 students (n = 29 without MSD; n = 64 with MSD). Independent t-tests and multivariate analysis of variance were used to analyze the impact of MSD on student’s mentorship satisfaction. Results There were significant differences in responses to the items “Commitment of mentor” (p = .019) and “Constructive feedback” (p = .038) among the students who attended MSD and the students without MSD. After one year far more mentoring relationships existed among those mentees who participated in MSD in comparison to the “no MSD group”. Conclusion MSD is a valuable matching tool with beneficial effects on the

  16. Mentoring Nurse Practitioners in a Hospital Setting.

    Science.gov (United States)

    Pop, Rodica S

    2017-08-01

    Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was "defining self," and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

  17. Mentoring and turnover intentions in public accounting firms: a research note

    OpenAIRE

    Matthew Hall; David Smith

    2009-01-01

    Turnover in public accounting firms is a critically important issue as firms seek to retain quality accounting personnel in the face of skilled labour shortages. Mentoring is one initiative that has been suggested as a means of reducing the high costs associated with employee turnover. However, prior accounting research examining the association between mentoring and turnover intentions has produced mixed results, which may be due, at least in part, to difficulties in operationalizing the men...

  18. Results on the gravity of quantum Fermi pressure of localized matter: A new test of general relativity

    International Nuclear Information System (INIS)

    Unnikrishnan, C.S.; Gillies, G.T.

    2006-01-01

    Recently Ehlers, Ozsvath, and Schucking discussed whether pressure contributes to active gravitational mass as required by general relativity. They pointed out that there is no experimental information on this available, though precision measurement of the gravitational constant should provide a test of this foundational aspect of gravity. We had used a similar argument earlier to test the contribution of leptons to the active gravitational mass. In this paper we use the result from the Zuerich gravitational constant experiment to provide the first adequate experimental input regarding the active gravitational mass of Fermi pressure. Apart from confirming the equality of the passive and active gravitational roles of the pressure term in general relativity within an accuracy of 5%, our results are consistent with the theoretical expectation of the cancellation of the gravity of pressure by the gravity of the surface tension of confined matter. This result on the active gravitational mass of the quantum zero-point Fermi pressure in the atomic nucleus is also interesting from the point of view of studying the interplay between quantum physics and classical gravity

  19. Why Social Capital Is Important for Mentoring Capacity Building of Mentors: A Case Study in Hong Kong

    Science.gov (United States)

    Wong, Jocelyn L. N.

    2018-01-01

    Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice…

  20. Protege and Mentor Self-Disclosure: Levels and Outcomes within Formal Mentoring Dyads in a Corporate Context

    Science.gov (United States)

    Wanberg, Connie R.; Welsh, Elizabeth T.; Kammeyer-Mueller, John

    2007-01-01

    This study examined the role of self-disclosure within protege/mentor dyads in formal mentoring partnerships within a corporate context as a means of learning more about specific relationship processes that may enhance the positive outcomes of mentoring. While both proteges and mentors self-disclosed in their relationships, proteges disclosed at a…

  1. Are Mentor Relationships Helping Organizations? An Exploration of Developing Mentee-Mentor-Organizational Identifications Using Turning Point Analysis.

    Science.gov (United States)

    Bullis, Connie; Bach, Betsy Wackernagel

    1989-01-01

    Examines developing mentor relationships and the association between mentor relationships and individual-organizational relationships. Indicates that many turning points occur later than proposed in broad-phase models of mentor relationship development. Finds that mentor relationships should not be assumed to benefit organizations. (SR)

  2. How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

    Science.gov (United States)

    Washington, Rhianon; Cox, Elaine

    2016-01-01

    In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model…

  3. What kind of mentoring do we need? A review of mentoring program studies for medical students.

    Science.gov (United States)

    Hur, Yera; Kim, Sun; Lee, Keumho

    2013-03-01

    Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

  4. Quasi-Experimental Evaluation of a Student Mentoring Program

    OpenAIRE

    Sandner, Malte

    2013-01-01

    This paper presents evidence from a natural-experiment which evaluates the effectiveness of a student mentoring program. The mentoring includes several compulsory, scheduled, faceto- face appointments between a mentor and a student in the first study year. All mentors are graduated and employed by the institution. For the evaluation, I use the fact that the mentoring is only offered to students in an economics and management program, whereas it is not offered to students in an industrial engi...

  5. Celebrating 25 Years of Student Mentoring | Poster

    Science.gov (United States)

    Most employees of NCI at Frederick have heard of the Werner H. Kirsten Student Intern Program (WHK SIP). The reason is simple—it has been wildly successful. And on Friday, April 22, the program will celebrate 25 years of mentoring and learning at the WHK SIP 25th Anniversary Symposium and Awards Ceremony. During the morning session, several former interns will talk about the impact that the WHK program has had on their lives. The afternoon session will begin with a panel of current and former mentors who will answer questions from students interested in the program and staff members interested in becoming mentors. Read more...

  6. Mentoring and coaching on an organizational level

    Directory of Open Access Journals (Sweden)

    Ph. D. Professor Paul Marinescu

    2010-05-01

    Full Text Available This paper is aimed at suggesting a few of the advantages of mentoring and coachibng that could be equally beneficial to employees, managers and organizations. Organizational performance can be increased if people understand the sence of their development in connection to the development competencies that are so necessary to organizational performance. The nuances of coaching and mentoring activities emphasize two professions that, if well dosed, can provide satisfactions to both the individual (employee and the organization. Along with other methods and techniques, coaching and mentoring allow for synchronize actions to be taken in order to achieve organizational development.

  7. Mentoring--a staff retention tool.

    Science.gov (United States)

    Kanaskie, Mary Louise

    2006-01-01

    Staff retention presents a common challenge for hospitals nationwide. Mentorship programs have been explored as one method of creating environments that promote staff retention. Successful achievement of nurse competencies identified in the Synergy Model for Patient Care can best be achieved in an environment that encourages and facilitates mentoring. Mentoring relationships in critical care provide the ongoing interactions, coaching, teaching, and role modeling to facilitate nurses' progression along this continuum. Mentoring relationships offer support and professional development for nurses at all levels within an organization as well as an optimistic outlook for the nursing profession.

  8. Nature and Prevalence of Mentoring Support Reported by Air Force Nurses

    National Research Council Canada - National Science Library

    Zabokrtsky, Deedra

    2001-01-01

    .... Four types of mentoring support: career mentoring, coaching, collegial social, and collegial task support, were measured using the Mentoring and Communication Support Scale. Participants (N = 467...

  9. Mentoring and group identification as antecedents of satisfaction and health among nurses: what role do bullying experiences play?

    Science.gov (United States)

    Topa, Gabriela; Guglielmi, Dina; Depolo, Marco

    2014-04-01

    Prior studies have been unable to determine underlying mechanisms by which the negative relation with mentors affects mentees' satisfaction and health. We consider the Social Identity Theory as theoretical framework to understand the possible influence of negative mentoring on mentees. The aim of the study is to examine the relationship between: 1) negative mentoring experiences and group identification and, 2) nurses' job satisfaction and health complaints, as mediated by nurses' bullying experiences. A longitudinal design was used. The study employs a longitudinal design, with Time 1 (May-June 2010) and Time 2 (2010 September-October 2010). At Time 1 we assessed negative mentoring experiences and group identification, while at Time 2 we assessed workplace bullying, job satisfaction and health complaints. The results have confirmed the hypothesized relationship. Data analysis has revealed a partial mediation model in which negative mentoring experiences and group identification explained job satisfaction. This mediation has not been found in the case of health complaints. This study expands the application of Social Identity Theory to nurses' mentoring. The findings of the study support that negative mentoring experiences and group identification affect job satisfaction among nurses due to workplace bullying. Prevention of pervasive long term effects of negative mentoring relationships has been suggested. © 2013.

  10. Mentoring Matters: Finding the Golden Mean--Mentors and Student Teachers Working for Success

    Science.gov (United States)

    Spangler, Susan

    2012-01-01

    The cooperating teachers who make the greatest positive impact on interns allow student teachers to make mistakes and learn from them, offer constructive feedback, invest in their student teachers' success, practice current pedagogy in their own classrooms, and remain positive throughout the experience. In this article, the author suggests that…

  11. Successes and Challenges of HIV Mentoring in Malawi: The Mentee Perspective.

    Science.gov (United States)

    Chien, Emily; Phiri, Khumbo; Schooley, Alan; Chivwala, Mackenzie; Hamilton, John; Hoffman, Risa M

    2016-01-01

    HIV clinical mentoring has been utilized for capacity building in Africa, but few formal program evaluations have explored mentee perspectives on these programs. EQUIP is a PEPFAR-USAID funded program in Malawi that has been providing HIV mentoring on clinical and health systems since 2010. We sought to understand the successes and challenges of EQUIP's mentorship program. From June-September 2014 we performed semi-structured, in-depth interviews with EQUIP mentees who had received mentoring for ≥ 1 year. Interview questions focused on program successes and challenges and were performed in English, audio recorded, coded, and analyzed using inductive content analysis with ATLAS.ti v7. Fifty-two mentees from 32 health centers were interviewed. The majority of mentees were 18-40 years old (79%, N = 41), 69% (N = 36) were male, 50% (N = 26) were nurses, 29% (N = 15) medical assistants, and 21% (N = 11) clinical officers. All mentees felt that EQUIP mentorship was successful (100%, N = 52). The most common benefit reported was an increase in clinical knowledge allowing for initiation of antiretroviral therapy (33%, N = 17). One-third of mentees (N = 17) reported increased clinic efficiency and improved systems for patient care due to EQUIP's systems mentoring including documentation, supply chain and support for minor construction at clinics. The most common challenge (52%, N = 27) was understaffing at facilities, with mentees having multiple responsibilities during mentorship visits resulting in impaired ability to focus on learning. Mentees also reported that medication stock-outs (42%, N = 22) created challenges for the mentoring process. EQUIP's systems-based mentorship and infrastructure improvements allowed for an optimized environment for clinical training. Shortages of health workers at sites pose a challenge for mentoring programs because mentees are pulled from learning experiences to perform non-HIV-related clinic duties. Evaluations of existing mentoring

  12. Mentoring: Positively Influencing Job Satisfaction and Retention of New Hire Nurse Practitioners.

    Science.gov (United States)

    Horner, Diane Kostrey

    The purpose of study was to determine whether mentoring based on Watson's Caring Model positively influences nurse practitioner (NP) job satisfaction. This nonexperimental mixed-methods study utilized an online survey, administered through Qualtrics containing demographic and mentoring variables. Job satisfaction results were obtained from the Misener Nurse Practitioner Job Satisfaction Scale (MNPJSS). Also, open-ended questions regarding mentoring were reported. There was a 54% response rate in which 37 of the 69 participants responded (n = 37), with statistical significance set at p job satisfaction. Scores from the MNPJSS ranged from 141 to 246, with a mean of 195.26 (SD = 28.29) corresponding to "minimally satisfied" or a mean of 4.44 on the 6-point scale. These results are similar to the MNPJSS score with a mean of 4.39. A mentoring experience can provide a positive environment, which can lead to increased job satisfaction. In turn, a higher level of satisfaction in the work environment can be associated with reduced turnover and improved retention and patient outcomes. Ultimately, a safer health care system will evolve and improve patient care and outcomes. Through Watson's Caring Model, a reciprocal relationship between the mentor and the mentee can provide a new NP hire a sense of community and direct availability. By experiencing a mentor relationship, job satisfaction can improve, which is a key factor in retaining NPs. As E-mentoring is a newer topic in nursing literature, further research is needed. Further studies could also review and develop one-on-one mentoring programs.

  13. Relationship between baseline white-matter changes and development of late-life depressive symptoms: 3-year results from the LADIS study

    DEFF Research Database (Denmark)

    Teodorczuk, A; Firbank, M J; Pantoni, L

    2010-01-01

    BACKGROUND: Growing evidence suggests that cerebral white-matter changes and depressive symptoms are linked directly along the causal pathway. We investigated whether baseline severity of cerebral white-matter changes predict longer-term future depressive outcomes in a community sample of non...... volumetrically. Depressive outcomes were assessed in terms of depressive episodes and depressive symptoms, as measured by the Geriatric Depression Scale (GDS). Subjects were clinically reassessed annually for up to 3 years. Regression models were constructed to determine whether baseline severity of white.......09) or incident depression (p=0.08). CONCLUSIONS: Our results support the vascular depression hypothesis and strongly implicate white-matter changes in the pathogenesis of late-life depression. Furthermore, the findings indicate that, over time, part of the relationship between white-matter changes and depression...

  14. A Mentoring Toolkit: Tips and Tools for Mentoring Early-Career Researchers

    Science.gov (United States)

    Flint, Kathleen

    2010-01-01

    Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.

  15. Mentoring overseas nurses: barriers to effective and non-discriminatory mentoring practices.

    Science.gov (United States)

    Allan, Helen

    2010-09-01

    In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors' ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses' experiences of their supervised practice.

  16. A mentor-protégé program for new faculty, Part II: Stories of mentors.

    Science.gov (United States)

    Wilson, Carol B; Brannan, Jane; White, Anne

    2010-12-01

    Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.

  17. Policy research programme on particulate matter. Main results and policy consequences; Beleidsgericht onderzoeksprogramma fijn stof. Resultaten op hoofdlijnen en beleidsconsequenties

    Energy Technology Data Exchange (ETDEWEB)

    Matthijsen, J.; Koelemeijer, R.B.A.

    2010-06-15

    The Policy-Oriented Research on Particulate Matter (BOP) programme aimed at increasing knowledge on particulate matter so that future policy can be supported adequately. The main research objectives of BOP were to improve knowledge of the PM10 and PM2,5 concentrations, composition and sources of particulate matter; Increasing the understanding of the behavior of particulate matter in the urban area; Determining the trends in concentrations of particulate matter and its components; and Clarify the impact of policies in the past and the future of PM10 and PM2,5 concentrations. The first part of this study presents the main findings of the study, discussing the (chemical) composition of particulate matter, concentration trends, expected developments, health impacts, policy implications, and how to proceed with the particulate matter dossier. In the second part of the study the underlying analysis are elaborated. [Dutch] Het Beleidsgericht Onderzoeksprogramma Particulate Matter (BOP) had als doel om de kennis over fijn stof te vergroten, zodat beleidsvorming in de toekomst adequater ondersteund kan worden. De belangrijkste onderzoeksdoelstellingen van BOP waren: Verbeteren van de kennis over de PM10- en PM2,5-concentraties, de samenstelling en de bronnen van fijn stof; Vergroten van het inzicht in het gedrag van fijn stof in het stedelijke gebied; Bepalen van de trends in fijnstofconcentraties en de bestanddelen ervan; Verduidelijken van de invloed van beleidsmaatregelen in het verleden en de toekomst op de PM10- en PM2,5-concentraties. Het eerste deel van deze studie, de Bevindingen, presenteert de belangrijkste uitkomsten van het onderzoek. Hierbij komen achtereenvolgens aan de orde: de (chemische) samenstelling van fijn stof, trends in concentraties, verwachte ontwikkelingen, gezondheidseffecten, beleidsconsequenties en hoe nu verder te gaan met het dossier fijn stof. In het tweede deel van de studie, de Verdieping, staat de verantwoording en worden de

  18. Mentoring relationships and the levels of role conflict and role ambiguity experienced by novice nursing faculty.

    Science.gov (United States)

    Specht, Jennifer A

    2013-01-01

    This study explored the effect of mentoring on the levels of role conflict and role ambiguity experienced by novice nursing faculty related to their transitions into academe using a descriptive, comparative design. It also measured the relationship between the quality of mentoring experiences of novice nursing faculty and their levels of role conflict and role ambiguity using a correlational design. P. Benner's (1984) novice to expert model was utilized as a framework for successful role transition. J. R. Rizzo, R. J. House, and S. I. Lirtzman's (1970) role conflict and role ambiguity scale was used to measure the levels of role conflict and role ambiguity experienced by novice nursing faculty. Results indicate that participants (n = 224) who were mentored have significantly lower levels of role conflict (M = 3.57) and role ambiguity (M = 3.02) than those who were not mentored (M = 4.62 and M = 3.90, respectively). Also significant, the higher the participants' reported levels of quality of mentoring experiences were, the lower their levels of role conflict and role ambiguity were. The results of this study indicate that mentoring eases the transition of novice nursing faculty from practice into academe by decreasing the degree of role ambiguity and role conflict that they experience. © 2013.

  19. The Role of Mentoring Program in Enhancing Mentees’ Academic Performance

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2014-02-01

    Full Text Available According to institutions of higher learning literature, mentoring program has two important features: communication and support. The ability of mentors to appropriately implement comfortable communication and provide adequate support may ehance positive mentee outcomes, especially academic performance. Although the nature of this relationship is crucial, little is known about the role of mentoring program as an important predictor of mentees’ academic performance in the higher education mentoring research literature. Therefore, this study was conducted to measure the relationship between mentoring program and mentees’ academic performance using self-administered questionnaires gathered from undergraduate students in Malaysian institutions of higher learning in Sarawak. The results of SmartPLS path model showed two important outcomes: firstly, communication positively and significantly correlated with academic performance. Secondly, support positively and significantly correlated with academic performance. The result demonstrates that mentoring program does act as an important predictor of mentees’ academic performance in the organizational sample. Thus, discussion, implications and conclusion are elaborated.

  20. Tidal Marsh Outwelling of Dissolved Organic Matter and Resulting Temporal Variability in Coastal Water Optical and Biogeochemical Properties

    Science.gov (United States)

    Tzortziou, Maria; Neale, Patrick J.; Megonigal, J. Patrick; Butterworth, Megan; Jaffe, Rudolf; Yamashita, Youhei

    2010-01-01

    Coastal wetlands are highly dynamic environments at the land-ocean interface where human activities, short-term physical forcings and intense episodic events result in high biological and chemical variability. Long being recognized as among the most productive ecosystems in the world, tidally-influenced coastal marshes are hot spots of biogeochemical transformation and exchange. High temporal resolution observations that we performed in several marsh-estuarine systems of the Chesapeake Bay revealed significant variability in water optical and biogeochemical characteristics at hourly time scales, associated with tidally-driven hydrology. Water in the tidal creek draining each marsh was sampled every hour during several semi-diurnal tidal cycles using ISCO automated samplers. Measurements showed that water leaving the marsh during ebbing tide was consistently enriched in dissolved organic carbon (DOC), frequently by more than a factor of two, compared to water entering the marsh during flooding tide. Estimates of DOC fluxes showed a net DOC export from the marsh to the estuary during seasons of both low and high biomass of marsh vegetation. Chlorophyll amounts were typically lower in the water draining the marsh, compared to that entering the marsh during flooding tide, suggesting that marshes act as transformers of particulate to dissolved organic matter. Moreover, detailed optical and compositional analyses demonstrated that marshes are important sources of optically and chemically distinctive, relatively complex, high molecular weight, aromatic-rich and highly colored dissolved organic compounds. Compared to adjacent estuarine waters, marsh-exported colored dissolved organic matter (CDOM) was characterized by considerably stronger absorption (more than a factor of three in some cases), larger DOC-specific absorption, lower exponential spectral slope, larger fluorescence signal, lower fluorescence per unit absorbance, and higher fluorescence at visible wavelengths

  1. Repeated exposures to roadside particulate matter extracts suppresses pulmonary defense mechanisms, resulting in lipid and protein oxidative damage.

    Science.gov (United States)

    Pardo, Michal; Porat, Ziv; Rudich, Assaf; Schauer, James J; Rudich, Yinon

    2016-03-01

    Exposure to particulate matter (PM) pollution in cities and urban canyons can be harmful to the exposed population. However, the underlying mechanisms that lead to health effects are not yet elucidated. It is postulated that exposure to repeated, small, environmentally relevant concentrations can affect lung homeostasis. This study examines the impact of repeated exposures to urban PM on mouse lungs with focus on inflammatory and oxidative stress parameters. Aqueous extracts from collected urban PM were administered to mice by 5 repeated intra-tracheal instillations (IT). Multiple exposures, led to an increase in cytokine levels in both bronchoalveolar lavage fluid and in the blood serum, indicating a systemic reaction. Lung mRNA levels of antioxidant/phase II detoxifying enzymes decreased by exposure to the PM extract, but not when metals were removed by chelation. Finally, disruption of lung tissue oxidant-inflammatory/defense balance was evidenced by increased levels of lipid and protein oxidation. Unlike response to a single IT exposure to the same dose and source of extract, multiple exposures result in lung oxidative damage and a systemic inflammatory reaction. These could be attributed to compromised capacity to activate the protective Nrf2 tissue defense system. It is suggested that water-soluble metals present in urban PM, potentially from break and tire wear, may constitute major drivers of the pulmonary and systemic responses to multiple exposure to urban PM. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. "Building the Bench" - Army National Guard Mentoring

    National Research Council Canada - National Science Library

    Jahnke, Jeffrey A

    2008-01-01

    ... Mentoring is a potent personal and professional development technique that is considered by many to be a key component in developing strategic leaders, civilian and military Because of the unique aspects...

  3. Defence Health Service Mentoring Program Evaluation 2001

    National Research Council Canada - National Science Library

    Highfield, Jane

    2002-01-01

    The Defense Health Services (DHS) Steering Committee has considered the concept of Mentoring as part of an effort to assist in the development of future health leaders in the Australian Defense Force (ADF...

  4. Yelavarthy Nayudamma: Scientist, Leader, and Mentor Extraordinary

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 10. Yelavarthy Nayudamma: Scientist, Leader, and Mentor Extraordinary. J Raghava Rao T Ramasami. General Article Volume 19 Issue 10 October 2014 pp 887-899 ...

  5. Einstein girls: Exploring STEM careers, interest, and identity in an online mentoring community

    Science.gov (United States)

    Scott, Jill Rice

    settings. The results of this study are most applicable to online mentoring programs with similar contexts and demographics, but are also applicable to other online mentoring communities. Findings from this study have direct implications in the design and operation of future online mentoring programs.

  6. Inverse association of natural mentoring relationship with distress mental health in children orphaned by AIDS

    Directory of Open Access Journals (Sweden)

    Munakata Tsunetsugu

    2010-01-01

    Full Text Available Abstract Background The magnitude of the AIDS-orphaned children crisis in sub-Saharan Africa has so overstretched the resource of most families that the collapse of fostering in the sub-region seems imminent (UNICEF, 2003, fueling the need for a complementary/alternative care. This paper examines the probability of the natural mentoring care to ameliorate distress mental health in children orphaned by AIDS. Methods 952 children, mean age about 14 years, from local community schools and child-care centers in Kampala (Uganda and Mafikeng/Klerksdorp (South Africa towns participated in the study. The design has AIDS-orphaned group (n = 373 and two control groups: Other-causes orphaned (n = 287 and non-orphaned (n = 290 children. We use measures of child abuse, depression, social discrimination, anxiety, parental/foster care, self-esteem, and social support to estimate mental health. Natural mentoring care is measured with the Ragins and McFarlin (1990 Mentor Role Instrument as adapted. Results AIDS-orphaned children having a natural mentor showed significant decreased distress mental health factors. Similar evidence was not observed in the control groups. Also being in a natural mentoring relationship inversely related to distress mental health factors in the AIDS-orphaned group, in particular. AIDS-orphaned children who scored high mentoring relationship showed significant lowest distress mental health factors that did those who scored moderate and low mentoring relationship. Conclusions Natural mentoring care seems more beneficial to ameliorate distress mental health in AIDS-orphaned children (many of whom are double-orphans, having no biological parents than in children in the control groups.

  7. Mentoring in academic medicine: a systematic review.

    Science.gov (United States)

    Sambunjak, Dario; Straus, Sharon E; Marusić, Ana

    2006-09-06

    Mentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated. To systematically review the evidence about the prevalence of mentorship and its relationship to career development. MEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006. We identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language. The literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success. Mentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in

  8. Mentoring to develop research selfefficacy, with particular reference to previously disadvantaged individuals

    Directory of Open Access Journals (Sweden)

    S. Schulze

    2010-07-01

    Full Text Available The development of inexperienced researchers is crucial. In response to the lack of research self-efficacy of many previously disadvantaged individuals, the article examines how mentoring can enhance the research self-efficacy of mentees. The study is grounded in the self-efficacy theory (SET – an aspect of the social cognitive theory (SCT. Insights were gained from an in-depth study of SCT, SET and mentoring, and from a completed mentoring project. This led to the formulation of three basic principles. Firstly, institutions need to provide supportive environmental conditions that facilitate research selfefficacy. This implies a supportive and efficient collective system. The possible effects of performance ratings and reward systems at the institution also need to be considered. Secondly, mentoring needs to create opportunities for young researchers to experience successful learning as a result of appropriate action. To this end, mentees need to be involved in actual research projects in small groups. At the same time the mentor needs to facilitate skills development by coaching and encouragement. Thirdly, mentors need to encourage mentees to believe in their ability to successfully complete research projects. This implies encouraging positive emotional states, stimulating self-reflection and self-comparison with others in the group, giving positive evaluative feedback and being an intentional role model.

  9. The Value of Mentoring in Facilitating the Retention and Upward Mobility of Women in ICT

    Directory of Open Access Journals (Sweden)

    Keri Logan

    2007-12-01

    Full Text Available The low employment and poor retention of women in the Information and Communication Technology (ICT work force remains a serious issue at a time when there is a shortage of skilled ICT workers. Effective intervention strategies such as mentoring have been found to contribute to the retention and promotion of ICT women to senior decision making positions. Using a family of concepts inherent in organisational and the ICT occupational cultures as a framework of analysis this paper presents the results from interviews with 90 professional women in the New Zealand ICT workforce regarding their mentoring experiences. Only the large Government and international organisations provided formal mentoring programs, in which 12 of the women had participated. Forty of the women had developed mentoring relationships serendipitously, usually with senior male colleagues. These relationships definitely contributed to their career advancement. A number of women wanted mentors but were unable to find them. If the industry is concerned about the lack of women in ICT then it is recommended that where formal programs are not available access to external mentoring programs should be a part of the human resources policies for ICT workers.

  10. Transitions Between Art and Pedagogy: Mentoring Music Teacher Novices in Austria

    Directory of Open Access Journals (Sweden)

    Isolde Malmberg

    2017-12-01

    Full Text Available Teacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachers’ first experience in school indicate that the transition from university life to professional life is not smooth for teachers. In the arts, the adjustment seems to be even more complex (De Vugt, 2013. Artistically well-trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a shortage of music teachers in Austria are some of the consequences (Bailer, 2009. Recently I commenced the Grounded Theory Study, mentoring in music, investigating how mentors act in the induction phase, as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews, as well as group discussions with mentor teams, show that mentoring in music education has to find ways to support trainee teachers’ transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001. In this article, I present and discuss two main results of the study: First I show the multilayered status passage (Glaser & Strauss, 1971 that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Second, I suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors

  11. A Blueprint for Expanding the Mentoring Networks of Undergraduate Women in the Earth and Environmental Sciences

    Science.gov (United States)

    Fischer, E. V.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Burt, M. A.; Clinton, S. M.; Godfrey, E. S.; Pollack, I. B.; Hernandez, P. R.

    2017-12-01

    Women are substantially underrepresented in the earth and environmental sciences, and that underrepresentation begins at the undergraduate level. In fall 2015, an interdisciplinary team including expertise in the broader geosciences as well as gender and quantitative educational psychology began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. We have found that undergraduate women with large mentoring networks, that include faculty mentors, are more likely to identify as scientists and are more committed to pursuing the geosciences. Our presentation will provide an overview of the major components of our effective and scalable program. We will include a discussion of our first published results in the context of larger social science research on how to foster effective mentoring relationships. We will offer a list of successes and challenges, and we will provide the audience with online links to the materials needed to adopt our model (https://geosciencewomen.org/materials/).

  12. Culturally Diverse Undergraduate Researchers' Academic Outcomes and Perceptions of Their Research Mentoring Relationships

    Science.gov (United States)

    Byars-Winston, Angela M.; Branchaw, Janet; Pfund, Christine; Leverett, Patrice; Newton, Joseph

    2015-10-01

    Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees' positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005-2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor-mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees' academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.

  13. Natural Mentors, Social Class, and College Success.

    Science.gov (United States)

    Reynolds, John R; Parrish, Michael

    2018-03-01

    Natural mentors provide advice, moral support, and assistance to adolescents who aspire to obtain a postsecondary degree, but past studies of the benefits of having an informal adult mentor have yet to resolve several issues. Our analyses of a national sample of high school graduates test three hypotheses: (H1) natural mentoring increases the odds of college attendance and completion, (H2) guidance and career advice are more important for college success than encouragement or role modeling, and (H3) students from poor and working-class families benefit more from mentoring than students from middle- and upper-class families. Hypotheses 1 and 3 are clearly supported when examining the odds of attending college, while Hypothesis 2 was not supported-encouragement and role modeling boost attendance, not advice or practical help. None of the hypotheses is supported when predicting degree completion among those who matriculated. As natural mentors do not appreciably increase the odds of completing college, we conclude past studies have overstated the postsecondary educational benefits of natural mentors. © Society for Community Research and Action 2017.

  14. Repeated exposures to roadside particulate matter extracts suppresses pulmonary defense mechanisms, resulting in lipid and protein oxidative damage

    International Nuclear Information System (INIS)

    Pardo, Michal; Porat, Ziv; Rudich, Assaf; Schauer, James J.; Rudich, Yinon

    2016-01-01

    Exposure to particulate matter (PM) pollution in cities and urban canyons can be harmful to the exposed population. However, the underlying mechanisms that lead to health effects are not yet elucidated. It is postulated that exposure to repeated, small, environmentally relevant concentrations can affect lung homeostasis. This study examines the impact of repeated exposures to urban PM on mouse lungs with focus on inflammatory and oxidative stress parameters. Aqueous extracts from collected urban PM were administered to mice by 5 repeated intra-tracheal instillations (IT). Multiple exposures, led to an increase in cytokine levels in both bronchoalveolar lavage fluid and in the blood serum, indicating a systemic reaction. Lung mRNA levels of antioxidant/phase II detoxifying enzymes decreased by exposure to the PM extract, but not when metals were removed by chelation. Finally, disruption of lung tissue oxidant-inflammatory/defense balance was evidenced by increased levels of lipid and protein oxidation. Unlike response to a single IT exposure to the same dose and source of extract, multiple exposures result in lung oxidative damage and a systemic inflammatory reaction. These could be attributed to compromised capacity to activate the protective Nrf2 tissue defense system. It is suggested that water-soluble metals present in urban PM, potentially from break and tire wear, may constitute major drivers of the pulmonary and systemic responses to multiple exposure to urban PM. - Highlights: • Repeated exposure to urban PM cause systemic inflammation and oxidative damage to lung tissue lipids and proteins. • Repeated exposure to these PM extracts decreased transcription of Nrf2 protective genes. • Single as opposed to repeated exposure, induced confined lung response accompanied by activated defense mechanisms. • Metals, potentially from break and tire wear, drive the pulmonary response with exposure to urban PM. - Repeated exposures to urban PM water extracts

  15. Mentoring models in neurosurgical training: Review of literature.

    Science.gov (United States)

    Akhigbe, Taiwo; Zolnourian, Ardalan; Bulters, Diederik

    2017-11-01

    Effective mentoring is an invaluable element in the development of next generation of neurosurgeons. A mentor helps to develop professional core values, technical and non-technical skills, attitudes and disposition required to be qualified and competent neurosurgeon. Giving the invaluable significance of mentoring in neurosurgery, we undertook this literature review to identify mentoring models evaluating its success and relative benefit. Literature search identified using MeSH word 'mentor', mentoring, mentorship, mentoring model, neurosurgery' in MEDLINE, EMBASE and Scopus databases from 1990 to 2016. Literature reviewed to identify status of mentoring in neurosurgery, potential barriers, pitfalls and future framework for mentoring in neurosurgery. Additional articles identified through manual search of reference lists. A total of 247 studies were obtained from electronic databases, after removing duplicates, abstracts, letters to the editor and non-neurosurgery papers. Sixteen full text articles retrieved out of which five met the inclusion criteria. Generally, there is paucity of articles regarding mentoring in neurosurgery, all included papers were written in English Language, all of them described mentoring model used including simulation, distance, collaborative, facilitative tele-mentoring and peer mentoring. Mentoring in Neurosurgery is an important aspect of personal and professional development of neurosurgical trainees, currently there is decline in traditional apprenticeship due to increase demand for modern use of specialised technology, simulation and tele-medicine in neurosurgery practice. Effective and efficient mentoring will be an interplay of six mentoring models (collaborative, facilitative, distance, simulation, tele mentoring and peer mentoring) identified. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  16. Mentoring console improves collaboration and teaching in surgical robotics.

    Science.gov (United States)

    Hanly, Eric J; Miller, Brian E; Kumar, Rajesh; Hasser, Christopher J; Coste-Maniere, Eve; Talamini, Mark A; Aurora, Alexander A; Schenkman, Noah S; Marohn, Michael R

    2006-10-01

    One of the most significant limitations of surgical robots has been their inability to allow multiple surgeons and surgeons-in-training to engage in collaborative control of robotic surgical instruments. We report the initial experience with a novel two-headed da Vinci surgical robot that has two collaborative modes: the "swap" mode allows two surgeons to simultaneously operate and actively swap control of the robot's four arms, and the "nudge" mode allows them to share control of two of the robot's arms. The utility of the mentoring console operating in its two collaborative modes was evaluated through a combination of dry laboratory exercises and animal laboratory surgery. The results from surgeon-resident collaborative performance of complex three-handed surgical tasks were compared to results from single-surgeon and single-resident performance. Statistical significance was determined using Student's t-test. Collaborative surgeon-resident swap control reduced the time to completion of complex three-handed surgical tasks by 25% compared to single-surgeon operation of a four-armed da Vinci (P nudge mode was particularly useful for guiding a resident's hands during crucially precise steps of an operation (such as proper placement of stitches). The da Vinci mentoring console greatly facilitates surgeon collaboration during robotic surgery and improves the performance of complex surgical tasks. The mentoring console has the potential to improve resident participation in surgical robotics cases, enhance resident education in surgical training programs engaged in surgical robotics, and improve patient safety during robotic surgery.

  17. An evaluation of a leadership development coaching and mentoring programme.

    Science.gov (United States)

    Le Comte, Lyndsay; McClelland, Beverley

    2017-07-03

    Purpose The purpose of this paper was to determine the value and impact of the Leadership Development - Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others' problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap.

  18. Diet matters, particularly in pregnancy – Results from MoBa studies of maternal diet and pregnancy outcomes

    Directory of Open Access Journals (Sweden)

    Anne Lise Brantsæter

    2014-12-01

    Full Text Available Awareness that maternal diet may influence the outcome of pregnancy as well as the long-term health of mother and child has increased in recent years. A new food frequency questionnaire (FFQ was developed and validated specifically for the Norwegian Mother and Child Cohort Study (MoBa. The MoBa FFQ is a semi-quantitative tool which covers the average intake of food, beverages and dietary supplements during the first 4 to 5 months of pregnancy. It includes questions about intakes of 255 foods and dishes and was used from 2002 onwards. Data assessed by the MoBa FFQ is available for 87,700 pregnancies. Numerous sub-studies have examined associations between dietary factors and health outcomes in MoBa. The aim of this paper is to summarize the results from 19 studies of maternal diet and pregnancy outcomes, which is the complete collection of studies based on the MoBa FFQ and published before September 2014. The overall research question is whether maternal diet – from single substances to dietary patterns – matters for pregnancy outcome. The pregnancy outcomes studied till now include birth size measures, infants being small and large for gestational age, pregnancy duration, preterm delivery, preeclampsia, as well as maternal gestational weight gain and postpartum weight retention. As a whole, the results from these studies corroborate that the current dietary recommendations to pregnant women are sound and that maternal diet during pregnancy is likely to contribute to reduce the risk of pregnancy complications including preterm birth, preeclampsia, and reduced foetal growth. The results provide supporting evidence for recommending pregnant women to consume vegetables, fruit, whole grain, fish, dairy, and water regularly and lower the intake of sugar sweetened beverages, processed meat products and salty snacks. The results showing negative impact of even low levels of environmental contaminants support the precautionary advice on consumption

  19. An aphasia mentoring program: perspectives of speech-language pathology students and of mentors with aphasia.

    Science.gov (United States)

    Purves, Barbara A; Petersen, Jill; Puurveen, Gloria

    2013-05-01

    In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that was implemented as part of a speech-language pathology graduate program. Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students. Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets. Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.

  20. Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

    Science.gov (United States)

    McKinsey, Elizabeth

    2016-01-01

    Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…