WorldWideScience

Sample records for sisters school-based mentoring

  1. 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…

  2. Strengthening School-Based Occupational Therapy through Peer Mentoring

    Science.gov (United States)

    Bucey, Janet C.; Provident, Ingrid M.

    2018-01-01

    This article evaluates a peer mentoring experience for school-based practitioners and its effect on collaborative consultation practices. Best practice and public school policy promote the use of collaborative consultation services but school-based practitioners report significant barriers in achieving effective collaborative consultation…

  3. 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…

  4. School-based mentoring: A study of volunteer motivations and benefits

    Directory of Open Access Journals (Sweden)

    Paul CALDARELLA

    2010-03-01

    Full Text Available While research has been conducted concerning the effects of school-based mentoring on atrisk students, limited work has focused on the volunteer mentors. This study examined the motivations of adult volunteers and the benefits of their participation in a six-month,school-based mentoring program. A total of 31 volunteers completed adapted versions of the Volunteer Functions Inventory and a post-survey as part of a program in which they mentored at-risk elementary school students. Volunteers were more satisfied with theirmentoring experience when their perceived benefits matched their initial motivations, though this did not seem to impact their intentions to mentor again in the future. Volunteers’ motivations tended toward expressing important values or gaining greaterunderstanding, though some younger volunteers were also motivated to gain career-related experience. Implications for school-based mentoring programs are addressed.

  5. The test of time in school-based mentoring: the role of relationship duration and re-matching on academic outcomes.

    Science.gov (United States)

    Grossman, Jean B; Chan, Christian S; Schwartz, Sarah E O; Rhodes, Jean E

    2012-03-01

    The influence of match length and re-matching on the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed.

  6. Brief Instrumental School-Based Mentoring for Middle School Students: Theory and Impact

    Science.gov (United States)

    McQuillin, Samuel D.; Lyons, Michael D.

    2016-01-01

    This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic…

  7. Teachers as School-Based Mentors for At-Risk Students: A Qualitative Study

    OpenAIRE

    Simões, Francisco; Alarcão, Madalena

    2013-01-01

    Background: Over the past decade, administrators have implemented school-based mentoring (SBM) programs in schools across several western countries. However, few studies have compared the views of mentors and parents regarding the factors that determine SBM success. Objectives: The purpose of this work is to explore the factors that may facilitate or undermine the completion of SBM goals, according to the perspectives of both mentors and parents. Methods: We conducted a qualitative stud...

  8. The study of mentoring in the learning environment (SMILE): a randomized evaluation of the effectiveness of school-based mentoring.

    Science.gov (United States)

    Karcher, Michael J

    2008-06-01

    The effect of providing youth school-based mentoring (SBM), in addition to other school-based support services, was examined with a sample of 516 predominately Latino students across 19 schools. Participants in a multi-component, school-based intervention program run by a youth development agency were randomly assigned to one of two conditions: (1) supportive services alone or (2) supportive services plus SBM. Compared to community-based mentoring, the duration of the SBM was brief (averaging eight meetings), partly because the agency experienced barriers to retaining mentors. Intent-to-treat (ITT) main effects of SBM were tested using hierarchical linear modeling (HLM) and revealed small, positive main effects of mentoring on self-reported connectedness to peers, self-esteem (global and present-oriented), and social support from friends, but not on several other measures, including grades and social skills. Three-way cross-level interactions of sex and school level (elementary, middle, and high school) revealed that elementary school boys and high school girls benefited the most from mentoring. Among elementary school boys, those in the mentoring condition reported higher social skills (empathy and cooperation), hopefulness, and connectedness both to school and to culturally different peers. Among high school girls, those mentored reported greater connectedness to culturally different peers, self-esteem, and support from friends. Findings suggest no or iatrogenic effects of mentoring for older boys and younger girls. Therefore, practitioners coordinating multi-component programs that include SBM would be wise to provide mentors to the youth most likely to benefit from SBM and bolster program practices that help to support and retain mentors.

  9. Becoming professionally qualified: The school-based mentoring ...

    African Journals Online (AJOL)

    This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received ...

  10. Mentor Age and Youth Developmental Outcomes in School-Based Mentoring Programs

    Science.gov (United States)

    Hwang, NaYoung

    2015-01-01

    Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…

  11. The influence of school-based natural mentoring relationships on school attachment and subsequent adolescent risk behaviors.

    Science.gov (United States)

    Black, David S; Grenard, Jerry L; Sussman, Steve; Rohrbach, Louise A

    2010-10-01

    A relatively new area of research suggests that naturally occurring mentoring relationships may influence the development of adolescents by protecting against risk behaviors. Few studies have explored how these relationships function to reduce risk behavior among youth, especially in the school context. Based on previous research and theory, we proposed and tested a mediation model, which hypothesized that school attachment mediated the longitudinal association between school-based natural mentoring relationships and risk behaviors, including eight indicators of substance use and violence. Students (N = 3320) from 65 high schools across eight states completed a self-report questionnaire at baseline and 1-year follow-up. The sample was comprised of youth with an average age of 14.8 years and an almost equal percentage of females (53%) and males from various ethnic backgrounds. Tests for mediation were conducted in Mplus using path analysis with full information maximum likelihood procedures and models adjusted for demographic covariates and baseline level of the dependent variable. Results suggested that natural mentoring relationships had a protective indirect influence on all eight risk behaviors through its positive association on the school attachment mediator. Implications are discussed for strengthening the association between school-based natural mentoring and school attachment to prevent risk behaviors among youth.

  12. School-Based Peer Mentoring in High School: A Program Evaluation Study

    Science.gov (United States)

    Cooper, Felicia Cecile

    2017-01-01

    The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

  13. The school-based mentoring experiences of part- time PGCE students

    African Journals Online (AJOL)

    Hennie

    School of Education, College of Humanities, University of KwaZulu-Natal, ... back on generic pedagogic issues, and some received minimal mentoring. ... South African teacher education institutions only produce a third of the annual new ...

  14. What Added Value Does Peer Support Bring? Insights from Principals and Teachers on the Utility and Challenges of a School-Based Mentoring Programme

    Science.gov (United States)

    Brady, Bernadine; Dolan, Pat; Canavan, John

    2014-01-01

    Over the past decade, there has been greater attention placed on the potential value of peer support models, particularly in school contexts. This paper uses the case study of an Irish school-based peer mentoring programme to identify the added value that peer led models of social support for children and young people offer in a school setting.…

  15. Engaging Students in Constructive Youth-Adult Relationships: A Case Study of Urban School-Based Agriculture Students and Positive Adult Mentors

    Science.gov (United States)

    Bird, William A.; Martin, Michael J.; Tummons, John D.; Ball, Anna L.

    2013-01-01

    The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring…

  16. 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

  17. Sisters Hope

    DEFF Research Database (Denmark)

    Lawaetz, Anna; Worre Hallberg, Gry

    2011-01-01

    Sisters Hope invites young scholars to visit our elite-school for run-away youngsters. Maybe you will be the next one to be collected and accepted?......Sisters Hope invites young scholars to visit our elite-school for run-away youngsters. Maybe you will be the next one to be collected and accepted?...

  18. 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…

  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. 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)

  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. The Role of Gender in Youth Mentoring Relationship Formation and Duration

    Science.gov (United States)

    Rhodes, Jean; Lowe, Sarah R.; Litchfield, Leon; Walsh-Samp, Kathy

    2008-01-01

    The role of gender in shaping the course and quality of adult-youth mentoring relationships was examined. The study drew on data from a large, random assignment evaluation of Big Brothers Big Sisters of America (BBSA) programs [Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program.…

  3. 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...

  4. Development and Construct Validation of the Mentor Behavior Scale

    Science.gov (United States)

    Brodeur, Pascale; Larose, Simon; Tarabulsy, George; Feng, Bei; Forget-Dubois, Nadine

    2015-01-01

    Researchers suggest that certain supportive behaviors of mentors could increase the benefits of school-based mentoring for youth. However, the literature contains few validated instruments to measure these behaviors. In our present study, we aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in…

  5. Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

    Science.gov (United States)

    Hudson, Peter; Hudson, Sue

    2018-01-01

    Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

  6. Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Executive Summary

    Science.gov (United States)

    Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine

    2016-01-01

    The iMentor College Ready Program is a model that combines school-based mentoring with technology and aspects of whole school reform. The program aims to create strong relationships between low-income youth and college-educated mentors--and to leverage these relationships to help students develop the mindsets, skills, and knowledge necessary to…

  7. 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

  8. "Sister to the tailor"

    DEFF Research Database (Denmark)

    Simonton, Deborah

    2017-01-01

    Milliners, and their sisters, mantuamakers, modistes and marchandes de mode, were skilled artisans, businesswomen and tradeswomen. During the eighteenth century, they commandeered the high-class sewing that set fashion and created stars of their most famous, like Rose Bertrand, milliner to Marie...

  9. The Lehman Sisters Hypothesis

    NARCIS (Netherlands)

    I.P. van Staveren (Irene)

    2014-01-01

    markdownabstract__Abstract__ This article explores the Lehman Sisters Hypothesis. It reviews empirical literature about gender differences in behavioral, experimental, and neuro-economics as well as in other fields of behavioral research. It discusses gender differences along three dimensions of

  10. 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…

  11. Two Nepali Sisters

    DEFF Research Database (Denmark)

    Hansen, Annette Skovsted

    Diaspora is an expansion of a national or family network that can be activated for the benefit of the family and home nation in multiple ways. The argument is based on two life stories. Two Nepali sisters attended Association of Overseas Technical Scholarships (AOTS) training courses in Japan...... at different times during the 1980s. The training was partly funded by official development assistance provided through the Japanese Ministry of International Trade and Industry (MITI). They used their training very differently, but between the two of them extended a family network from Japan and India...... still pursuing a career in a Japanese company. Their children have or are studying in Japan, India, and the USA. The Nepal-based sister is a key stakeholder in the regional cooperation in South Asia. By engaging network theories of weak ties and scaled networks, the life stories become templates...

  12. Friel and his "sisters"

    Directory of Open Access Journals (Sweden)

    Nicholas Grene

    2010-11-01

    Full Text Available This essay, occasioned by a revival of Brian Friel's version of Chekhov's Three Sisters at the Abbey Theatre in 2008, considers the circumstances surrounding its first production by the Field Day Theatre Company in 1981, and the motivation behind the decision to translate Chekhov's text into a specifically Irish dialect of English. It also analyses how Friel's plays since that date, notably the award-winning Dancing at Lughnasa (1990, have changed our perspective on the play.

  13. Peer mentoring programs benefits in terms of civic engagement and social capital

    OpenAIRE

    Šedinová, Petra

    2014-01-01

    The main goal this diploma thesis is to explore the influence of peer mentoring programs as a tool of community intervention for children and adolescents from the point of view of civic engagement and social capital. The influence is assessed to the recipients of mentoring programs care- to children and adolescents exposed to risk factors or risk environment. This thesis is secondary analysis of Mentoring programs evaluating research in mentoring programs Big Brother Big Sisters- Pět P in Cze...

  14. Sisters Hope - the exposed self

    DEFF Research Database (Denmark)

    Lawaetz, Anna; Hallberg, Gry Worre

    Sisters Hope is an art-educational method and a practice-led research tool, rooted in the construction of a fictional parallel universe revolving around the twin sisters Coco and Coca Pebber. Our work is rooted in the ambition to democratize the aesthetic dimension through ‘affective engineering......’ and the establishment of fictional spaces outside the institutional art context. In the Unfolding Academia-context Sisters Hope investigates new forms of research and (re)presentation through the creation of interactive and affective learning-spaces. At Collective Futures Sisters Hope explored questions such as: How...

  15. 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…

  16. 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...

  17. 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…

  18. What's in a Relationship? An Examination of Social Capital, Race and Class in Mentoring Relationships

    Science.gov (United States)

    Gaddis, S. Michael

    2012-01-01

    After 25 years of intense scrutiny, social capital remains an important yet highly debated concept in social science research. This research uses data from youth and mentors in several chapters of Big Brothers/Big Sisters to assess the importance of different mentoring relationship characteristics in creating positive outcomes among youths. The…

  19. 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.

  20. School Based Health Centers

    Science.gov (United States)

    Children's Aid Society, 2012

    2012-01-01

    School Based Health Centers (SBHC) are considered by experts as one of the most effective and efficient ways to provide preventive health care to children. Few programs are as successful in delivering health care to children at no cost to the patient, and where they are: in school. For many underserved children, The Children's Aid Society's…

  1. Epigenetic differences between sister chromatids?

    NARCIS (Netherlands)

    Lansdorp, Peter M.; Falconer, Ester; Tao, Jiang; Brind'Amour, Julie; Naumann, Ulrike; Kanz, L; Fibbe, WE; Lengerke, C; Dick, JE

    2012-01-01

    Semi-conservative replication ensures that the DNA sequence of sister chromatids is identical except for replication errors and variation in the length of telomere repeats resulting from replicative losses and variable end processing. What happens with the various epigenetic marks during DNA

  2. 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.

  3. 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.

  4. Somatomedin C deficiency in Asian sisters.

    OpenAIRE

    McGraw, M E; Price, D A; Hill, D J

    1986-01-01

    Two sisters of Asian origin showed typical clinical and biochemical features of primary somatomedin C (SM-C) deficiency (Laron dwarfism). Abnormalities of SM-C binding proteins were observed, one sister lacking the high molecular weight (150 Kd) protein.

  5. '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....

  6. 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

  7. Do youth mentoring programs change the perspectives and improve the life opportunities of at-risk youth?

    OpenAIRE

    Rodríguez-Planas, Núria

    2014-01-01

    Mentoring programs such as Big Brothers Big Sisters of America have been providing positive role models and building social skills for more than a century. However, most formal mentoring programs are relatively novel and researchers have only recently begun to rigorously evaluate their impact on changing at-risk youth’s perspectives and providing opportunities for them to achieve better life outcomes. While a variety of mentoring and counseling programs have emerged around the world in recent...

  8. One Falls, We All Fall: How Boys of Color Develop Close Peer Mentoring Relationships

    Science.gov (United States)

    Sánchez, Bernadette; Pinkston, Kevin D.; Cooper, Adina C.; Luna, Carlos; Wyatt, Shelby T.

    2018-01-01

    The aim of this study was to investigate the processes involved in developing close peer mentoring relationships among African American and Latino male adolescents in a school-based, group peer mentoring program. Qualitative one-on-one in-depth interviews were conducted with six school staff members, who administer the program, and 26 program…

  9. Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

    Science.gov (United States)

    McIntyre, Joanna; Hobson, Andrew J.

    2016-01-01

    This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

  10. 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.

  11. 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.

  12. 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…

  13. Mechanisms of sister chromatid recombination

    International Nuclear Information System (INIS)

    Nakai, Sayaka; Machida, Isamu; Tsuji, Satsuki

    1985-01-01

    Studies using T948 as a model system have been carried out aimed at elucidating the mechanism of sister chromatid recombination (SCR). Characterization of U.V. light- and x-ray-induced SCR, the relationiship between SCR induction and DNA repair using rad mutations, and the relationship between SCR induction and the time of cell division using cdc mutations are presented. It has been supposed that SCR is induced at the phase of S-G 2 following DNA replication, that postreplication break of DNA strands is strongly involved in the induction of SCR, and that induction type of SCR, i.e., conversion type or recombination type, is dependent upon the type of molecular damage of DNA. (Namekawa, K.)

  14. What are sister chromatid exchanges

    International Nuclear Information System (INIS)

    Evans, H.J.

    1977-01-01

    The development of new staining techniques to visualise sister chromatid exchange (SCE) in cells exposed to mutagens has led to a better understanding of the mechanisms involved in the formation of such exchanges. SCE are induced by a wide variety of different physical and chemical agents and their incidence provides a sensitive indicator of DNA damage in proliferating mammalian cells. It is shown that lesions which affect one or both strands of the DNA can result in the development of SCE, but only when damaged DNA undergoes replication. The nature of the lesions, the frequency and distribution of SEC in mammalian cells; the sensitivity of the cells to their induction by X-radiation, ultraviolet radiation and chemical mutagens, are discussed and possible mechanisms involved in the formation of SCE during replication considered. (Auth.)

  15. Consumerism and the Sister Carrie's American Dream

    Institute of Scientific and Technical Information of China (English)

    卢亚丽

    2017-01-01

    From the aspect of consumerism to this text analyze Sister Carrie's"American dream"destruction. The author wholly and deeply analyzes the embodiment of consumerism in Dreiser's Sister Carrie and Dreiser's outlook and values under the effect of consumerism. To prove that the reason for destruction of Carrie's American dream is consumerism.

  16. 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.

  17. 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...

  18. 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....

  19. 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…

  20. 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.

  1. 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.

  2. 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…

  3. 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…

  4. 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.

  5. Eruptive history of South Sister, Oregon Cascades

    Science.gov (United States)

    Fierstein, J.; Hildreth, W.; Calvert, A.T.

    2011-01-01

    South Sister is southernmost and highest of the Three Sisters, three geologically dissimilar stratovolcanoes that together form a spectacular 20km reach along the Cascade crest in Oregon. North Sister is a monotonously mafic edifice as old as middle Pleistocene, Middle Sister a basalt-andesite-dacite cone built between 48 and 14ka, and South Sister is a basalt-free edifice that alternated rhyolitic and intermediate modes from 50ka to 2ka (largely contemporaneous with Middle Sister). Detailed mapping, 330 chemical analyses, and 42 radioisotopic ages show that the oldest exposed South Sister lavas were initially rhyolitic ~50ka. By ~37ka, rhyolitic lava flows and domes (72-74% SiO2) began alternating with radially emplaced dacite (63-68% SiO2) and andesite (59-63% SiO2) lava flows. Construction of a broad cone of silicic andesite-dacite (61-64% SiO2) culminated ~30ka in a dominantly explosive sequence that began with crater-forming andesitic eruptions that left fragmental deposits at least 200m thick. This was followed at ~27ka by growth of a steeply dipping summit cone of agglutinate-dominated andesite (56-60.5% SiO2) and formation of a summit crater ~800m wide. This crater was soon filled and overtopped by a thick dacite lava flow and then by >150m of dacitic pyroclastic ejecta. Small-volume dacite lavas (63-67% SiO2) locally cap the pyroclastic pile. A final sheet of mafic agglutinate (54-56% SiO2) - the most mafic product of South Sister - erupted from and drapes the small (300-m-wide) present-day summit crater, ending a summit-building sequence that lasted until ~22ka. A 20kyr-long-hiatus was broken by rhyolite eruptions that produced (1) the Rock Mesa coulee, tephra, and satellite domelets (73.5% SiO2) and (2) the Devils Chain of ~20 domes and short coulees (72.3-72.8% SiO2) from N-S vent alignments on South Sister's flanks. The compositional reversal from mafic summit agglutinate to recent rhyolites epitomizes the frequently changing compositional modes of the

  6. [Two Dutch sisters in analysis with Freud].

    Science.gov (United States)

    Stroeken, Harry

    2010-01-01

    The author provides persuasive or at least plausible data for the identity of two patients recorded by Freud in his working season of 1910/11. They were two sisters, living in The Hague/Leiden, who came from a rich banker's family, the van der Lindens. Whereas the treatment does not seem to have led to any decisive improvement for the older of the two, it may have encouraged the younger sister to seek divorce.

  7. Sister chromatid segregation in meiosis II

    Science.gov (United States)

    Wassmann, Katja

    2013-01-01

    Meiotic divisions (meiosis I and II) are specialized cell divisions to generate haploid gametes. The first meiotic division with the separation of chromosomes is named reductional division. The second division, which takes place immediately after meiosis I without intervening S-phase, is equational, with the separation of sister chromatids, similar to mitosis. This meiotic segregation pattern requires the two-step removal of the cohesin complex holding sister chromatids together: cohesin is removed from chromosome arms that have been subjected to homologous recombination in meiosis I and from the centromere region in meiosis II. Cohesin in the centromere region is protected from removal in meiosis I, but this protection has to be removed—deprotected”—for sister chromatid segregation in meiosis II. Whereas the mechanisms of cohesin protection are quite well understood, the mechanisms of deprotection have been largely unknown until recently. In this review I summarize our current knowledge on cohesin deprotection. PMID:23574717

  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. Dam safety at Seven Sisters Generating Station

    International Nuclear Information System (INIS)

    Carson, R. W.; Gupta, R. C.

    1996-01-01

    A safety surveillance program for all hydraulic structures in Manitoba was first implemented in 1979, and updated in 1988. This contribution describes the current status of the program, and the nature of the issues that the program was designed to address. The Seven Sisters Station's dam on the Winnipeg River, about 90 km northeast of the City of Winnipeg, was used as an example. Extensive reviews of flood risks and downstream inundation potential at Seven Sisters' revealed a number of deficiencies; these findings will be incorporated into a corporate plan of overall remediation. Updating the program will also include efforts to ensure adherence to national dam safety guidelines. 5 figs

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. 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...

  20. Identical Twin Primigravid Sisters -Spontaneous Labour and ...

    African Journals Online (AJOL)

    We report 2 cases of identical twin sisters, the older sibling getting married 14 months earlier but both got pregnant for their first child at about the same time and were managed by the same Obstetrician and fell into spontaneous labour within a few hours of each other. Both were delivered by emergency caesarean section ...

  1. Clouston′s Disease in Three Sisters

    Directory of Open Access Journals (Sweden)

    Jayakar Thomas

    1988-01-01

    Full Text Available In a family of four children, all females, three sisters presented with Clouston′s disease or hidrotic ectodermal dysplasia. The case is reported for the rarity of presentation in a single generation with no history of other family members affected.

  2. Sisters Hope - Protected by the Fiction

    DEFF Research Database (Denmark)

    Lawaetz, Anna; Hallberg, Gry Worre

    2011-01-01

    In this article we will introduce the fictional and art-pedagogical universe of Sisters Hope and describe how it in different ways transcends into contexts beyond the art world and thus functions as a tool to democratize the aesthetic dimension and mode of being within high schools, academia...

  3. 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,…

  4. 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. 

  5. 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.

  6. 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.

  7. 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...

  8. Three Sisters Dam modifications and performance

    Energy Technology Data Exchange (ETDEWEB)

    Courage, L.J.R. [Monenco AGRA Inc., Calgary, AB (Canada)

    1995-12-31

    Recent modifications and maintenance carried out at the Three Sisters Dam, in the Alberta Rockies south of the town of Canmore, were described. A detailed account was given of the dam`s geological setting, its abnormally high leakage through the foundation and its sinkhole activity. Results of studies aimed at finding the cause of leakage and sinkhole occurrences were reviewed. Modifications made to the dam since 1951 were detailed, as were modifications to handle probable maximum flood levels. Three approaches for estimating failure probabilities after identification of failure modes were described. The overall conclusion was that based on constant leakage, no settlement in the dam, penstocks, or the powerhouse since construction, the Three Sisters Dam was stable. 1 ref.

  9. Induction and Mentoring of Novice Teachers: A Scheme for the United Arab Emirates

    Science.gov (United States)

    Ibrahim, Ali S.

    2012-01-01

    Induction and mentoring of novice teachers have gained considerable worldwide attention. However, in the United Arab Emirates, graduates from teacher education programmes are recruited as teachers without being provided with any formal school-based support. They suffer from stress, overload, and low self-esteem and a high percentage leave…

  10. 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.

  11. 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…

  12. 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

  13. 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,…

  14. 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

    Although the positive effects of implementing a human performance approach to operations can be hard to quantify, many organizations and industry areas are finding tangible benefits to such a program. Recently, a unique mentoring program was established and implemented focusing on improving the performance of managers, supervisors, and work crews, using the principles of Human Performance Improvement (HPI). The goal of this mentoring was to affect behaviors and habits that reliably implement the principles of HPI to ensure continuous improvement in implementation of an Integrated Safety Management System (ISMS) within a Conduct of Operations framework. Mentors engaged with personnel in a one-on-one, or one-on-many dialogue, which focused on what behaviors were observed, what factors underlie the behaviors, and what changes in behavior could prevent errors or events, and improve performance. A senior management sponsor was essential to gain broad management support. A clear charter and management plan describing the goals, objectives, methodology, and expected outcomes was established. Mentors were carefully selected with senior management endorsement. Mentors were assigned to projects and work teams based on the following three criteria: 1) knowledge of the work scope; 2) experience in similar project areas; and 3) perceived level of trust they would have with project management, supervision, and work teams. This program was restructured significantly when the American Reinvestment and Recovery Act (ARRA) and the associated funding came to an end. The program was restructured based on an understanding of the observations, attributed successes and identified shortfalls, and the consolidation of those lessons. Mentoring the application of proven methods for improving human performance was shown effective at increasing success in day-to-day activities and increasing confidence and level of skill of supervisors. While mentoring program effectiveness is difficult to

  15. 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…

  16. 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…

  17. 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:

  18. 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....

  19. Sister chromatoid exchanges in atomic bomb survivors

    International Nuclear Information System (INIS)

    Nakano, Mimako; Awa, Akio

    1980-01-01

    Sister chromatoid exchange (SCE) frequencies in the peripheral lymphocyte with and without mitomycin-C (MMC) were studied, in the age of tens and thirties for an atomic-bomb survivor group and in thirties, fifties, and seventies for an unexposed group. The observation of 100 cells showed no statistically significant difference of SCE frequencies with aging or irradiation. The increasing rates of SCE frequencies by MMC showed no difference among the groups. The average increasing ratio by MMC was 3.6. (Nakanishi, T.)

  20. 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).

  1. Sister Mary Emil Penet, I.H.M.: Founder of the Sister Formation Conference

    Science.gov (United States)

    Glisky, Joan

    2006-01-01

    Mary Emil Penet, I.H.M., (1916-2001) used her talents and charisma to shape the first national organization of American women religious, the Sister Formation Conference (SFC; 1954-1964), facilitating the integrated intellectual, spiritual, psychological, and professional development of vowed women religious. In the decade preceding Vatican II, her…

  2. Three Sisters Dam: Investigations and monitoring

    International Nuclear Information System (INIS)

    Slopek, R.J.; Courage, L.J.R.; Keys, R.A.

    1990-01-01

    The geotechnical investigations, monitoring and interpretation of data associated with the evaluation of the Three Sisters Dam, which has been suffering from excessive seepage and is in need of enhancement, are outlined. The Three Sisters Dam is located in the continental ranges of the Rocky Mountains in Alberta, impounding the Spray Reservoir, and is founded on 60 m of interbedded sand, gravel, silt and clay layers. The computer code PC-SEEP was used to evaluate seepage. Details are provided of drilling, ground-penetrating radar surveys, seismic surveys, penstock inspection, sinkhole activity, piezometer monitoring, silt wells, settlement monuments, and tailrace monitoring. The intensive investigations of the foundations showed that they consist of a complex formation of interfingered stratified layers and leases of talus and glaciofluvial deposits. Due to the depth and nature of these materials drill hole penetration was limited to the use of the Becker hammer. This equipment successfully delineated the major soil horizons of the foundation. The continued information attained from inspection, drilling, testing, radar surveys, seismic work, monitoring of piezometers, leakage, silt wells and settlement monuments indicated that there are no large voids within the foundation of the dam. 2 refs., 12 figs

  3. Two Sisters with Idiopathic Pulmonary Hemosiderosis

    Directory of Open Access Journals (Sweden)

    Mehmet Gencer

    2007-01-01

    Full Text Available Idiopathic pulmonary hemosiderosis (IPH is a rare cause of diffuse alveolar hemorrhage with unknown etiology. In the present report, the presentations of two sisters are described: one sister had IPH, eosinophilia and a high serum immunoglobulin E (IgE level; and the other had IPH, pneumothorax, eosinophilia and a high serum IgE level. Both cases had quite unusual presentations. The first patient was 23 years of age, and had suffered from dry cough and progressive dyspnea for four years. Her hemoglobin level was 60 g/L, total serum IgE level was 900 U/mL and eosinophilia was 9%. Her chest radiography revealed diffuse infiltration. She died due to respiratory failure. The second patient was 18 years of age. She had also suffered from dry cough and gradually increasing dyspnea for two years. She had partial pneumothorax in the right lung and diffuse infiltration in other pulmonary fields on chest radiography. Her hemoglobin level was 99 g/L, total serum IgE level was 1200 U/mL and eosinophilia was 8%. IPH was diagnosed by open lung biopsy. All these findings suggested that familial or allergic factors, as well as immunological factors, might have contributed to the etiology of IPH.

  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. 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

  7. 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.

  8. 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…

  9. 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…

  10. 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...

  11. Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

    Science.gov (United States)

    Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

    2007-12-01

    Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

  12. Geographic variance of cardiovascular risk factors among community women: the national Sister to Sister campaign.

    Science.gov (United States)

    Jarvie, Jennifer L; Johnson, Caitlin E; Wang, Yun; Wan, Yun; Aslam, Farhan; Athanasopoulos, Leonidas V; Pollin, Irene; Foody, JoAnne M

    2011-01-01

    There are substantial variations in cardiovascular disease (CVD) risk and outcomes among women. We sought to determine geographic variation in risk factor prevalence in a contemporary sample of U.S. women. Using 2008-2009 Sister to Sister (STS) free heart screening data from 17 U.S. cities, we compared rates of obesity (body mass index [BMI] ≥30 kg/m(2)), hypertension (HTN ≥140/90 mm Hg), low high-density lipoprotein cholesterol (HDL-C cities had higher rates of hyperglycemia and low HDL-C. In a large, community-based sample of women nationwide, this comprehensive analysis shows remarkable geographic variation in risk factors, which provides opportunities to improve and reduce a woman's CVD risk. Further investigation is required to understand the reasons behind such variation, which will provide insight toward tailoring preventive interventions to narrow gaps in CVD risk reduction in women.

  13. Building International Relations for Children through Sister Schools.

    Science.gov (United States)

    Pryor, Carolyn B.

    1992-01-01

    Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives.…

  14. Uncoupling of Sister Replisomes during Eukaryotic DNA Replication

    NARCIS (Netherlands)

    Yardimci, Hasan; Loveland, Anna B.; Habuchi, Satoshi; van Oijen, Antoine M.; Walter, Johannes C.

    2010-01-01

    The duplication of eukaryotic genomes involves the replication of DNA from multiple origins of replication. In S phase, two sister replisomes assemble at each active origin, and they replicate DNA in opposite directions. Little is known about the functional relationship between sister replisomes.

  15. 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.

  16. 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...

  17. 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.

  18. "Trying to Decide … What Sort of Teacher I Wanted to Be": Mentoring as a Dialogic Practice

    Science.gov (United States)

    Talbot, Debra; Denny, Jane; Henderson, Sarah

    2018-01-01

    Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what…

  19. 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

  20. 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.

  1. Consumerism and the Sister Carrie's American Dream%Consumerism and the Sister Carrie''s American Dream

    Institute of Scientific and Technical Information of China (English)

    卢亚丽

    2017-01-01

    From the aspect of consumerism to this text analyze Sister Carrie's"American dream"destruction. The author wholly and deeply analyzes the embodiment of consumerism in Dreiser's Sister Carrie and Dreiser's outlook and values under the effect of consumerism. To prove that the reason for destruction of Carrie's American dream is consumerism.

  2. 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

  3. 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…

  4. 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…

  5. 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…

  6. Creating Sister Cities: An Exchange Across Hemispheres

    Science.gov (United States)

    Adams, M. T.; Cabezon, S. A.; Hardy, E.; Harrison, R. J.

    2008-06-01

    Sponsored by Associated Universities, Inc. (AUI) and the National Radio Astronomy Observatory (NRAO), this project creates a cultural and educational exchange program between communities in South and North America, linking San Pedro de Atacama in Chile and Magdalena, New Mexico in the United States. Both communities have similar demographics, are in relatively undeveloped regions of high-elevation desert, and are located near major international radio astronomy research facilities. The Atacama Large Millimeter/submillimeter Array (ALMA) is just 40 km east of San Pedro; the Very Large Array (VLA) is just 40 km west of Magdalena. In February 2007, the Mayor of San Pedro and two teachers visited Magdalena for two weeks; in July 2007 three teachers from Magdalena will visit San Pedro. These visits enable the communities to lay the foundation for a permanent, unique partnership. The teachers are sharing expertise and teaching methodologies for physics and astronomy. In addition to creating science education opportunities, this project offers students linguistic and cultural connections. The town of San Pedro, Chile, hosts nearly 100,000 tourists per year, and English language skills are highly valued by local students. Through exchanges enabled by email and distance conferencing, San Pedro and Magdalena students will improve English and Spanish language skills while teaching each other about science and their respective cultures. This poster describes the AUI/NRAO Sister Cities program, including the challenges of cross-cultural communication and the rewards of interpersonal exchanges between continents and cultures.

  7. 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…

  8. 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.

  9. 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

  10. 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...

  11. 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)

  12. Splitting the chromosome: cutting the ties that bind sister chromatids.

    Science.gov (United States)

    Nasmyth, K; Peters, J M; Uhlmann, F

    2001-01-01

    In eukaryotic cells, replicated DNA molecules remain physically connected from their synthesis in S phase until they are separated during anaphase. This phenomenon, called sister chromatid cohesion, is essential for the temporal separation of DNA replication and mitosis and for the equal separation of the duplicated genome. Recent work has identified a number of chromosomal proteins required for cohesion. In this review we discuss how these proteins may connect sister chromatids and how they are removed from chromosomes to allow sister chromatid separation at the onset of anaphase.

  13. 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.

  14. The school-based mentoring experiences of part- time PGCE students

    African Journals Online (AJOL)

    Hennie

    enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The ... knowledge, skills, values, attitudes and competences to engage in the activities of classroom practice. The prevalence of ...... make me a real teacher': learning experiences of part time PGCE students ...

  15. 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

  16. 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…

  17. 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…

  18. Sister kinetochores are mechanically fused during meiosis I in yeast.

    Science.gov (United States)

    Sarangapani, Krishna K; Duro, Eris; Deng, Yi; Alves, Flavia de Lima; Ye, Qiaozhen; Opoku, Kwaku N; Ceto, Steven; Rappsilber, Juri; Corbett, Kevin D; Biggins, Sue; Marston, Adèle L; Asbury, Charles L

    2014-10-10

    Production of healthy gametes requires a reductional meiosis I division in which replicated sister chromatids comigrate, rather than separate as in mitosis or meiosis II. Fusion of sister kinetochores during meiosis I may underlie sister chromatid comigration in diverse organisms, but direct evidence for such fusion has been lacking. We used laser trapping and quantitative fluorescence microscopy to study native kinetochore particles isolated from yeast. Meiosis I kinetochores formed stronger attachments and carried more microtubule-binding elements than kinetochores isolated from cells in mitosis or meiosis II. The meiosis I-specific monopolin complex was both necessary and sufficient to drive these modifications. Thus, kinetochore fusion directs sister chromatid comigration, a conserved feature of meiosis that is fundamental to Mendelian inheritance. Copyright © 2014, American Association for the Advancement of Science.

  19. Developing skills in clinical leadership for ward sisters.

    Science.gov (United States)

    Fenton, Katherine; Phillips, Natasha

    The Francis report has called for a strengthening of the ward sister's role. It recommends that sisters should operate in a supervisory capacity and should not be office bound. Effective ward leadership has been recognised as being vital to high-quality patient care and experience, resource management and interprofessional working. However, there is evidence that ward sisters are ill equipped to lead effectively and lack confidence in their ability to do so. University College London Hospitals Foundation Trust has recognised that the job has become almost impossible in increasingly large and complex organisations. Ward sisters spend less than 40% of their time on clinical leadership and the trust is undertaking a number of initiatives to support them in this role.

  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. Organization of Sisters of Mercy During World War One

    Directory of Open Access Journals (Sweden)

    Sribnaia Anna

    2014-10-01

    Full Text Available The article examines the labour organization of Russian sisters of mercy during World War One. The author indicates two periods which took place before and after the February Revolution. Based on archive documents and offi cial publications the article describes general structure of Russian Red Cross Society institutions and basic principles of sisters of mercy communities’ work. It examines the rules of new sisters’ employment, their training, service assignment and professional duties. The emphasis is put on nurses’ work in wartime. During first years of war sisters’ position was stable. Due to specifi c hierarchy in the managing structure sisters’ work was productive and demanded. After the February Revolution the managing system changed drastically as well as the status of sisters of mercy and their reception in society. The author gives a thorough examination of sisters’ position after reorganization of Russian Red Cross Society. In time of political instability Russian sisters of mercy were able to organize themselves into one big organization thus creating All-Russian Union of Sisters of Mercy. This article for the first time ever implements into scientific research a huge amount of documents which allowed a signifi cant extension of views on Bolsheviks’ political approaches to Russian Red Cross Society and institution of sisters of mercy.

  6. 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.

  7. Student Voices in School-Based Assessment

    Science.gov (United States)

    Tong, Siu Yin Annie; Adamson, Bob

    2015-01-01

    The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through…

  8. Understanding Ethics in School-Based Research

    Science.gov (United States)

    Bryan, Hazel; Burstow, Bob

    2018-01-01

    The notion of the "teacher as researcher" has been in the education lexicon since the mid-1970s. School-based research, we suggest, is currently enjoying something of a renaissance, flourishing within the emerging, complex school landscape. This empirical research engages with 25 school leaders to explore the ways in which…

  9. Rational Thinking in School-Based Practice

    Science.gov (United States)

    Clark, Mary Kristen; Flynn, Perry

    2011-01-01

    Purpose: We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice. Method: In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue…

  10. School-Based Management: Theory and Practice.

    Science.gov (United States)

    George, Patricia, Ed.; Potter, Eugenia Cooper, Ed.

    School-based management (SBM), sometimes called site-based management, is fast becoming the hottest restructuring item in the arsenal of reformers, teachers' unions, governors, and legislators who want to change the traditional ways in which schools and school districts do business. This document comprises three main sections with contributions…

  11. Information and Communication Technology and School Based ...

    African Journals Online (AJOL)

    Information and Communication technology and school based assessment (SBA) is practice that broadens the form mode, means and scope of assessment in the school using modern technologies in order to facilitate and enhance learning. This study sought to ascertain the efficacy of Information and Communication ...

  12. School-Based Child Abuse Prevention Programs

    Science.gov (United States)

    Brassard, Marla R.; Fiorvanti, Christina M.

    2015-01-01

    Child abuse is a leading cause of emotional, behavioral, and health problems across the lifespan. It is also preventable. School-based abuse prevention programs for early childhood and elementary school children have been found to be effective in increasing student knowledge and protective behaviors. The purpose of this article is to help school…

  13. 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

  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. 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.

  16. 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.

  17. GNE Myopathy in Turkish Sisters with a Novel Homozygous Mutation

    Science.gov (United States)

    Diniz, Gulden; Secil, Yaprak; Ceylaner, Serdar; Tokucoglu, Figen; Türe, Sabiha; Celebisoy, Mehmet; İncesu, Tülay Kurt; Akhan, Galip

    2016-01-01

    Background. Hereditary inclusion body myopathy is caused by biallelic defects in the GNE gene located on chromosome 9p13. It generally affects adults older than 20 years of age. Methods and Results. In this study, we present two Turkish sisters with progressive myopathy and describe a novel mutation in the GNE gene. Both sisters had slightly higher levels of creatine kinase (CK) and muscle weakness. The older sister presented at 38 years of age with an inability to climb steps, weakness, and a steppage gait. Her younger sister was 36 years old and had similar symptoms. The first symptoms of the disorder were seen when the sisters were 30 and 34 years old, respectively. The muscle biopsy showed primary myopathic features and presence of rimmed vacuoles. DNA analysis demonstrated the presence of previously unknown homozygous mutations [c.2152 G>A (p.A718T)] in the GNE genes. Conclusion. Based on our literature survey, we believe that ours is the first confirmed case of primary GNE myopathy with a novel missense mutation in Turkey. These patients illustrate that the muscle biopsy is still an important method for the differential diagnosis of vacuolar myopathies in that the detection of inclusions is required for the definitive diagnosis. PMID:27298745

  18. Mechanics of Sister Chromatids studied with a Polymer Model

    Directory of Open Access Journals (Sweden)

    Yang eZhang

    2013-10-01

    Full Text Available Sister chromatid cohesion denotes the phenomenon that sister chromatids are initially attached to each other in mitosis to guarantee the error-free distribution into the daughter cells. Cohesion is mediated by binding proteins and only resolved after mitotic chromosome condensation is completed. However, the amount of attachement points required to maintain sister chromatid cohesion while still allowing proper chromosome condensation is not known yet. Additionally the impact of cohesion on the mechanical properties of chromosomes also poses an interesting problem. In this work we study the conformational and mechanical properties of sister chromatids by means of computer simulations. We model both protein-mediated cohesion between sister chromatids and chromosome condensation with a dynamic binding mechanisms. We show in a phase diagram that only specific link concentrations lead to connected and fully condensed chromatids that do not intermingle with each other nor separate due to entropic forces. Furthermore we show that dynamic bonding between chromatids decrease the Young's modulus compared to non-bonded chromatids.

  19. Children's perceptions of school-based violence.

    Science.gov (United States)

    Gumpel, T P; Meadan, H

    2000-09-01

    An important first step in understanding school-based violence is understanding children's subjective perceptions of the phenomena. Understanding these perceptions is likely to be a major factor in determining the integrity of both prevalence and intervention studies. We investigated how elementary and secondary aged children perceived school-based violence. A sample of 979 children from a nested random sample of elementary (grades 3-6) and middle school (grades 7-8) classrooms in Jerusalem participated in this study. To understand children's perception of school violence, we used an instrument composed of 19 dichotomous items, each presenting a one-line description of a behaviour, which the respondent would define as either 'intentionally harmful' or not. Eighth graders were significantly less likely to label the behaviours described as violent compared to all other grades; and seventh graders were less likely as compared to third, fourth and fifth graders; also, some between-gender differences were found. The respondents often view the behaviours described as intentional and aggressive; this finding should serve as an impetus to widen the scope of school-based violence interventions to include these behaviours, especially for younger children.

  20. 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.

  1. Mentoring At-risk Youth: Improving Academic Achievement in Middle School Students

    Directory of Open Access Journals (Sweden)

    Kellie C. Johnson

    2010-01-01

    Full Text Available Research supports the implementation of mentoring programs as potentially successful approaches to meeting the needs of at-risk students. This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs. The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or related issues. Mentors, in this study, were classroom teachers, school counselors, administrators, custodians, librarians, teaching assistants, retired teachers, and cafeteria employees. Archival data from the 2003–04 and 2004–05 academic years were analyzed. A statistically significant difference was found for all three of the study’s criterion variables (GPAs, discipline referrals, and attendance records between those measured in the 2003–04 academic year (pre-intervention and those measured in the 2004–05 academic year (post-intervention. Forty-nine of the fifty-four LISTEN participants experienced academic achievement gains in all three areas of the study.

  2. Teenage pregnancy: the impact of maternal adolescent childbearing and older sister's teenage pregnancy on a younger sister.

    Science.gov (United States)

    Wall-Wieler, Elizabeth; Roos, Leslie L; Nickel, Nathan C

    2016-05-25

    Risk factors for teenage pregnancy are linked to many factors, including a family history of teenage pregnancy. This research examines whether a mother's teenage childbearing or an older sister's teenage pregnancy more strongly predicts teenage pregnancy. This study used linkable administrative databases housed at the Manitoba Centre for Health Policy (MCHP). The original cohort consisted of 17,115 women born in Manitoba between April 1, 1979 and March 31, 1994, who stayed in the province until at least their 20(th) birthday, had at least one older sister, and had no missing values on key variables. Propensity score matching (1:2) was used to create balanced cohorts for two conditional logistic regression models; one examining the impact of an older sister's teenage pregnancy and the other analyzing the effect of the mother's teenage childbearing. The adjusted odds of becoming pregnant between ages 14 and 19 for teens with at least one older sister having a teenage pregnancy were 3.38 (99 % CI 2.77-4.13) times higher than for women whose older sister(s) did not have a teenage pregnancy. Teenage daughters of mothers who had their first child before age 20 had 1.57 (99 % CI 1.30-1.89) times higher odds of pregnancy than those whose mothers had their first child after age 19. Educational achievement was adjusted for in a sub-population examining the odds of pregnancy between ages 16 and 19. After this adjustment, the odds of teenage pregnancy for teens with at least one older sister who had a teenage pregnancy were reduced to 2.48 (99 % CI 2.01-3.06) and the odds of pregnancy for teen daughters of teenage mothers were reduced to 1.39 (99 % CI 1.15-1.68). Although both were significant, the relationship between an older sister's teenage pregnancy and a younger sister's teenage pregnancy is much stronger than that between a mother's teenage childbearing and a younger daughter's teenage pregnancy. This study contributes to understanding of the broader topic "who is

  3. little sister: An Afro-Temporal Solo-Play.

    Science.gov (United States)

    De Berry, Misty

    2017-07-03

    little sister: An Afro-Temporal Solo-Play is at once a memory-scape and a mytho-biography set to poetry, movement, and mixed media. A performance poem spanning from the Antebellum South to present-moment Chicago, it tells the story of a nomadic spirit named little-she who shape-shifts through the memories and imaginings of her sister, the narrator. Through the characters little-she and the narrator, the solo-performance explores embodied ways to rupture and relieve the impact of macro forms of violence in the micro realm of the everyday. To this end, little sister witnesses and disrupts the legacy of violence in the lives of queer Black women through a trans-temporal navigation of everyday encounters within familial, small groups and intimate partner spaces.

  4. School based assessment module for invasion games category in ...

    African Journals Online (AJOL)

    School based assessment module for invasion games category in physical education. ... This study identify the level of basic skills of invasion games category when using School Based Assessment Module. ... AJOL African Journals Online.

  5. [Florence Nightingale and charity sisters: revisiting the history].

    Science.gov (United States)

    Padilha, Maria Itayra Coelho de Souza; Mancia, Joel Rolim

    2005-01-01

    This study presents an historical analysis on the links between the nursing practice and the influence received from various religious orders/associations along the times, especially from Saint Vincent Paul's charity sisters. The professional nursing which was pioneered by Florence Nightingale in the XlXth century, was directly influenced by the teachings of love and fraternity. In addition, other contributions from the religious orders/associations were the concepts of altruism, valorization of an adequate environment for the care of patients, and the division of work in nursing. The study shows the influence of Charity Sisters on Florence Nightingale.

  6. Effect of chloramphenicol on sister chromatid exchange in bovine fibroblasts.

    Science.gov (United States)

    Arruga, M V; Catalan, J; Moreno, C

    1992-03-01

    The genotoxic potential of different chloramphenicol concentrations (5, 20, 40 and 60 micrograms ml-1) was investigated in bovine fibroblast primary lines by sister chromatid exchange assay. Chloramphenicol acted for long enough to ensure similar effects to persistent storage in the kidney. In this experiment 10 micrograms ml-1 of 5-bromodeoxyuridine was added for 60 hours for all doses of chloramphenicol and to the control. When the tissue culture cells were exposed to increasing doses, increased numbers of sister chromatid exchanges developed. Differences were significantly different to the control.

  7. 78 FR 42788 - School-Based Health Center Program

    Science.gov (United States)

    2013-07-17

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration School-Based... Gadsden County. SUMMARY: HRSA will be transferring a School-Based Health Center Capital (SBHCC) Program... support the expansion of services at school-based health centers will continue. SUPPLEMENTARY INFORMATION...

  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. 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…

  1. 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

  2. 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 ...

  3. 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)

  4. 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.

  5. 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...

  6. 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)

  7. Separase Is Required for Homolog and Sister Disjunction during Drosophila melanogaster Male Meiosis, but Not for Biorientation of Sister Centromeres.

    Science.gov (United States)

    Blattner, Ariane C; Chaurasia, Soumya; McKee, Bruce D; Lehner, Christian F

    2016-04-01

    Spatially controlled release of sister chromatid cohesion during progression through the meiotic divisions is of paramount importance for error-free chromosome segregation during meiosis. Cohesion is mediated by the cohesin protein complex and cleavage of one of its subunits by the endoprotease separase removes cohesin first from chromosome arms during exit from meiosis I and later from the pericentromeric region during exit from meiosis II. At the onset of the meiotic divisions, cohesin has also been proposed to be present within the centromeric region for the unification of sister centromeres into a single functional entity, allowing bipolar orientation of paired homologs within the meiosis I spindle. Separase-mediated removal of centromeric cohesin during exit from meiosis I might explain sister centromere individualization which is essential for subsequent biorientation of sister centromeres during meiosis II. To characterize a potential involvement of separase in sister centromere individualization before meiosis II, we have studied meiosis in Drosophila melanogaster males where homologs are not paired in the canonical manner. Meiosis does not include meiotic recombination and synaptonemal complex formation in these males. Instead, an alternative homolog conjunction system keeps homologous chromosomes in pairs. Using independent strategies for spermatocyte-specific depletion of separase complex subunits in combination with time-lapse imaging, we demonstrate that separase is required for the inactivation of this alternative conjunction at anaphase I onset. Mutations that abolish alternative homolog conjunction therefore result in random segregation of univalents during meiosis I also after separase depletion. Interestingly, these univalents become bioriented during meiosis II, suggesting that sister centromere individualization before meiosis II does not require separase.

  8. 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.``

  9. 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.

  10. 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.

  11. 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.

  12. 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 ...

  13. 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)

  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. Freud on Brothers and Sisters: A Neglected Topic

    Science.gov (United States)

    Sherwin-White, Susan

    2007-01-01

    This paper explores Freud's developing thought on brothers and sisters, and their importance in his psychoanalytical writings and clinical work. Freud's work on sibling psychology has been seriously undervalued. This paper aims to give due recognition to Freud's work in this area. (Contains 1 note.)

  5. Meiotic sister chromatid cohesion and recombination in two filamentous fungi

    NARCIS (Netherlands)

    Heemst, van D.

    2000-01-01

    Homologous recombination and sister chromatid cohesion play important roles in the maintenance of genome integrity and the fidelity of chromosome segregation in mitosis and meiosis. Within the living cell, the integrity of the DNA is threatened by various factors that cause DNA-lesions, of

  6. Sister broods in the spruce bark beetle, Ips typographus (L.)

    Czech Academy of Sciences Publication Activity Database

    Davídková, Markéta; Doležal, Petr

    2017-01-01

    Roč. 405, DEC 01 (2017), s. 13-21 ISSN 0378-1127 Grant - others:Lesy ČR(CZ) 08/2009-2015 Institutional support: RVO:60077344 Keywords : re-emergence * sister broods * Ips typographus Subject RIV: EH - Ecology, Behaviour OBOR OECD: Zoology Impact factor: 3.064, year: 2016 http://www.sciencedirect.com/science/article/pii/S0378112717309507

  7. The Lehman Sisters Hypothesis: an exploration of literature and bankers

    NARCIS (Netherlands)

    I.P. van Staveren (Irene)

    2012-01-01

    textabstractAbstract This article tests the Lehman Sisters Hypothesis in two complementary, although incomplete ways. It reviews the diverse empirical literature in behavioral, experimental, and neuroeconomics as well as related fields of behavioral research. And it presents the findings from an

  8. The Lehman Sisters Hypothesis: an exploration of literature and bankers

    NARCIS (Netherlands)

    I.P. van Staveren (Irene)

    2012-01-01

    textabstractThis article tests the Lehman Sisters Hypothesis in two complementary, although incomplete ways. It reviews the diverse empirical literature in behavioural, experimental, and neuroeconomics as well as related fields of behavioural research. And it presents the findings from an

  9. Adult Sibling Relationships with Brothers and Sisters with Severe Disabilities

    Science.gov (United States)

    Rossetti, Zach; Hall, Sarah

    2015-01-01

    The purpose of this qualitative study was to examine perceptions of adult sibling relationships with a brother or sister with severe disabilities and the contexts affecting the relationships. Adult siblings without disabilities (N = 79) from 19 to 72 years of age completed an online survey with four open-ended questions about their relationship…

  10. Sister chromatid exchange in peripheral blood lymphocytes as a ...

    African Journals Online (AJOL)

    Introduction: Sister chromatid exchanges (SCEs) can be induced by various genotoxic treatments, suggesting that SCEs refl ect a DNA repair process and it may be a good index for assessment of genomic instability. However, the occurrence of genetic instability and in particular, of spontaneous SCEs has been strongly ...

  11. Reconstitution of Nucleosomes with Differentially Isotope-labeled Sister Histones.

    Science.gov (United States)

    Liokatis, Stamatios

    2017-03-26

    Asymmetrically modified nucleosomes contain the two copies of a histone (sister histones) decorated with distinct sets of Post-translational Modifications (PTMs). They are newly identified species with unknown means of establishment and functional implications. Current analytical methods are inadequate to detect the copy-specific occurrence of PTMs on the nucleosomal sister histones. This protocol presents a biochemical method for the in vitro reconstitution of nucleosomes containing differentially isotope-labeled sister histones. The generated complex can be also asymmetrically modified, after including a premodified histone pool during refolding of histone subcomplexes. These asymmetric nucleosome preparations can be readily reacted with histone-modifying enzymes to study modification cross-talk mechanisms imposed by the asymmetrically pre-incorporated PTM using nuclear magnetic resonance (NMR) spectroscopy. Particularly, the modification reactions in real-time can be mapped independently on the two sister histones by performing different types of NMR correlation experiments, tailored for the respective isotope type. This methodology provides the means to study crosstalk mechanisms that contribute to the formation and propagation of asymmetric PTM patterns on nucleosomal complexes.

  12. El naturalismo americano: Theodore Dreiser y Sister Carrie

    Directory of Open Access Journals (Sweden)

    Dolores G. ALONSO MULAS

    2009-08-01

    Full Text Available Para situar a un escritor, como Theodore Dreiser, y especialmente su novela Sister Carrie dentro de un movimiento literario y de una etapa determinada de la historia americana, es necesario dar un breve repaso al naturalismo, llegado a América a través de Stephen Crane

  13. 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.

  14. 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.

  15. 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)…

  16. 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

  17. Reinventing School-Based Management: A School Board Guide to School-Based Improvement.

    Science.gov (United States)

    Drury, Darrel W.

    This report critiques the movement to decentralize decision making in public education. It provides an indepth examination of school-based management (SBM) with the aim of revealing why this type of reform seems to have had so little payoff for students. It addresses several key questions: What are the objectives of SBM, and are these objectives…

  18. Geologic map of Three Sisters volcanic cluster, Cascade Range, Oregon

    Science.gov (United States)

    Hildreth, Wes; Fierstein, Judy; Calvert, Andrew T.

    2012-01-01

    The cluster of glaciated stratovolcanoes called the Three Sisters—South Sister, Middle Sister, and North Sister—forms a spectacular 20-km-long reach along the crest of the Cascade Range in Oregon. The three eponymous stratocones, though contiguous and conventionally lumped sororally, could hardly display less family resemblance. North Sister (10,085 ft), a monotonously mafic edifice at least as old as 120 ka, is a glacially ravaged stratocone that consists of hundreds of thin rubbly lava flows and intercalated falls that dip radially and steeply; remnants of two thick lava flows cap its summit. Middle Sister (10,047 ft), an andesite-basalt-dacite cone built between 48 and 14 ka, is capped by a thick stack of radially dipping, dark-gray, thin mafic lava flows; asymmetrically glaciated, its nearly intact west flank contrasts sharply with its steep east face. Snow and ice-filled South Sister is a bimodal rhyolitic-intermediate edifice that was constructed between 50 ka and 2 ka; its crater (rim at 10,358 ft) was created between 30 and 22 ka, during the most recent of several explosive summit eruptions; the thin oxidized agglutinate that mantles its current crater rim protects a 150-m-thick pyroclastic sequence that helped fill a much larger crater. For each of the three, the eruptive volume is likely to have been in the range of 15 to 25 km³, but such estimates are fairly uncertain, owing to glacial erosion. The map area consists exclusively of Quaternary volcanic rocks and derivative surficial deposits. Although most of the area has been modified by glaciation, the volcanoes are young enough that the landforms remain largely constructional. Furthermore, twelve of the 145 eruptive units on the map are postglacial, younger than the deglaciation that was underway by about 17 ka. The most recent eruptions were of rhyolite near South Sister, about 2,000 years ago, and of mafic magma near McKenzie Pass, about 1,500 years ago. As observed by trailblazing volcanologist

  19. 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.

  20. 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

  1. 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…

  2. 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…

  3. 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.

  4. 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.

  5. Living with a brother or sister with epilepsy: siblings' experiences.

    Science.gov (United States)

    Hames, Annette; Appleton, Richard

    2009-12-01

    There is conflicting evidence about the impact of disability upon siblings, and very little research on the siblings of children with epilepsy. There is some evidence that siblings who have less accurate information exhibit more distress. The aim of this study was to assess siblings' response to having a brother or sister with epilepsy and to begin to develop information for them. Parents of children attending paediatric neurology outpatient departments were invited to participate in a pilot study. Parents who consented to take part were asked if they had previously received information for siblings. Parents and siblings participated in a semi-structured interview and siblings were also invited to submit a personal account of living with a brother or sister who had epilepsy. Twenty-five families with a child with epilepsy aged 2.5-15 years initially agreed to take part. None of the families stated that they had ever seen or received any information specifically for siblings. Fourteen siblings from the 25 families, aged 8-25 years, provided a personal account of what it was like living with a brother or sister with epilepsy. Siblings' accounts included both negative and positive feelings, and specifically feelings of care and love for their sibling. This initial study suggests that siblings of children with epilepsy have many positive but also early negative feelings. The results are limited by the size of the study, the fact that most siblings were older sisters, and the mean time since diagnosis was 6 years. Finally, it is hoped that the personal accounts collected in this study will be published for the benefit of other siblings of children with epilepsy.

  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: 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…

  8. Broad phylogenomic sampling and the sister lineage of land plants.

    Directory of Open Access Journals (Sweden)

    Ruth E Timme

    Full Text Available The tremendous diversity of land plants all descended from a single charophyte green alga that colonized the land somewhere between 430 and 470 million years ago. Six orders of charophyte green algae, in addition to embryophytes, comprise the Streptophyta s.l. Previous studies have focused on reconstructing the phylogeny of organisms tied to this key colonization event, but wildly conflicting results have sparked a contentious debate over which lineage gave rise to land plants. The dominant view has been that 'stoneworts,' or Charales, are the sister lineage, but an alternative hypothesis supports the Zygnematales (often referred to as "pond scum" as the sister lineage. In this paper, we provide a well-supported, 160-nuclear-gene phylogenomic analysis supporting the Zygnematales as the closest living relative to land plants. Our study makes two key contributions to the field: 1 the use of an unbiased method to collect a large set of orthologs from deeply diverging species and 2 the use of these data in determining the sister lineage to land plants. We anticipate this updated phylogeny not only will hugely impact lesson plans in introductory biology courses, but also will provide a solid phylogenetic tree for future green-lineage research, whether it be related to plants or green algae.

  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. 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…

  11. 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.

  12. 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

  13. 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

  14. 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

  15. 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.

  16. 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.

  17. 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.

  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. 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...

  20. 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 ...

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. "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…

  6. 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,…

  7. 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…

  8. 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

  9. 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…

  10. 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.

  11. 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…

  12. School-Based Management: The Next Needed Education Reform.

    Science.gov (United States)

    Guthrie, James W.

    1986-01-01

    Recommends the implementation of school-based management systems as one way to meet government demands for educational reform. Describes the functions of principals, school advisory councils, school-site budgeting and accounting, and annual planning and performance reports in successful school-based management systems. Presents examples of…

  13. School-Based Management and Effectiveness of Public Secondary ...

    African Journals Online (AJOL)

    ... to achieve its statutory roles, objectives and aspirations. We suggest that the adoption of School-based management by way of increasing the principals' sphere of influence would facilitate effective service delivery in schools. Keywords: school-based management, principals' effectiveness, public secondary schools.

  14. Strategies for Fostering the Efficacy of School-Based Management ...

    African Journals Online (AJOL)

    The study examined community participation in the School-Based Management Committees (SBMC), the challenges hindering participation, and strategies for fostering efficacy of the School Based Management Committee. The number 340 schools were selected from the population of 2543 public primary schools in ...

  15. School Based Management: A Detailed Guide for Successful Implementation.

    Science.gov (United States)

    Neal, Richard G.

    This book examines school-based management and provides strategies to implement management changes. The 14 chapters examine the components of good schools, including clarity of purpose, leadership, professionalism, lack of bureaucratic control, competition, and choice. The text describes the components of school-based management and the need for…

  16. Building Rural Communities through School-Based Agriculture Programs

    Science.gov (United States)

    Martin, Michael J.; Henry, Anna

    2012-01-01

    The purpose of this study was to develop a substantive theory for community development by school-based agriculture programs through grounded theory methodology. Data for the study included in-depth interviews and field observations from three school-based agriculture programs in three non-metropolitan counties across a Midwestern state. The…

  17. School-based data and management of technological innovations in ...

    African Journals Online (AJOL)

    School-based data and management of technological innovations in public secondary schools in Cross River State. ... Global Journal of Educational Research ... Result indicated that: there is no significant positive relationship between school-based data and principals management of technological innovation.

  18. Nurse-Led School-Based Child Obesity Prevention

    Science.gov (United States)

    Tucker, Sharon; Lanningham-Foster, Lorraine M.

    2015-01-01

    School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role…

  19. 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...

  20. 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

  1. 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...

  2. 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

  3. School-based influenza vaccination: parents' perspectives.

    Directory of Open Access Journals (Sweden)

    Candace Lind

    Full Text Available School-age children are important drivers of annual influenza epidemics yet influenza vaccination coverage of this population is low despite universal publicly funded influenza vaccination in Alberta, Canada. Immunizing children at school may potentially increase vaccine uptake. As parents are a key stakeholder group for such a program, it is important to consider their concerns.We explored parents' perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools, and obtained suggestions for structuring such a program.Forty-eight parents of children aged 5-18 years participated in 9 focus groups. Participants lived in urban areas of the Alberta Health Services Calgary Zone.Three major themes emerged: Advantages of school-based influenza vaccination (SBIV, Disadvantages of SBIV, and Implications for program design & delivery. Advantages were perceived to occur for different populations: children (e.g. emotional support, families (e.g. convenience, the community (e.g. benefits for school and multicultural communities, the health sector (e.g. reductions in costs due to burden of illness and to society at large (e.g. indirect conduit of information about health services, building structure for pandemic preparedness, building healthy lifestyles. Disadvantages, however, might also occur for children (e.g. older children less likely to be immunized, families (e.g. communication challenges, perceived loss of parental control over information, choices and decisions and the education sector (loss of instructional time. Nine second-level themes emerged within the major theme of Implications for program design & delivery: program goals/objectives, consent process, stakeholder consultation, age-appropriate program, education, communication, logistics, immunizing agent, and clinic process.Parents perceived advantages and disadvantages to delivering annual seasonal

  4. Familial Churg-Strauss Syndrome in a Sister and Brother.

    Science.gov (United States)

    Alyasin, Soheyla; Khoshkhui, Maryam; Amin, Reza

    2015-06-01

    Churg-Strauss syndrome (CSS) is a granulomatous small vessel vasculitis. It is characterized by asthma, allergic granulomatosis and vasculitis. This syndrome is rare in children. A 5 years old boy was admitted with cough, fever and dyspnea for 2 weeks. On the basis of laboratory data (peripheral eosinophilia), associated with skin biopsy, and history of CSS in his sister, this disease was eventually diagnosed. The patient had good response to corticosteroid. In every asthmatic patient with prolonged fever, eosinophilia and multisystemic involvment, CSS should be considered.

  5. Sister-chromatid exchanges in nuclear fuel workers

    International Nuclear Information System (INIS)

    Prabhavathi, P. Aruna; Fatima, Shehla K.; Padmavathi, P.; Kumari, C. Kusuma; Reddy, P.P.

    1995-01-01

    Peripheral blood lymphocyte cultures of 116 smokers and 80 non-smokers who were occupationally exposed to uranyl compounds were analysed for sister-chromatid exchanges (SCEs). Blood samples were collected from 59 non-smokers (control group I) and 47 smokers (control group II) who were not exposed to uranium for control data. A significant increase in SCEs was observed among both smokers and non-smokers exposed to uranyl compounds when compared to their respective controls. In controls, a significant increase in the frequency of SCEs was observed in smokers when compared to non-smokers

  6. Dealing with conflict - The role of the ward sister

    Directory of Open Access Journals (Sweden)

    L.M. Cremer

    1980-09-01

    Full Text Available In the course of her duties, the ward sister has to contend with many forms of conflict, discord and dissension. These involve conflict of the intrapersonal, interpersonal and intergroup varieties. Conflict is in the main, disruptive and dysfunctional. Skilful management, however, embodying cooperative effort in its reduction can produce constructive and positive results. Conflict management strategies are therefore either restrictive or constructive. Persons in serious conflict suffer varied degrees of personality disequilibrium, which necessitates emotional first aid or crisis intervention. Such primary preventive care is applicable to patients, their relatives, and members of the nursing staff in such need.

  7. [Wolfram syndrome: clinical and genetic analysis in two sisters].

    Science.gov (United States)

    Conart, J-B; Maalouf, T; Jonveaux, P; Guerci, B; Angioi, K

    2011-10-01

    Wolfram syndrome is a severe genetic disorder defined by the association of diabetes mellitus, optic atrophy, deafness, and diabetes insipidus. Two sisters complained of progressive visual loss. Fundus examination evidenced optic atrophy. Their past medical history revealed diabetes mellitus and deafness since childhood. The association of these symptoms made the diagnosis of Wolfram syndrome possible. It was confirmed by molecular analysis, which evidenced composite WFS1 heterozygous mutations inherited from both their mother and father. Ophthalmologists should be aware of the possibility of Wolfram syndrome when diagnosing optic atrophy in diabetic children. Copyright © 2011 Elsevier Masson SAS. All rights reserved.

  8. 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.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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)

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. 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)…

  20. 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…

  1. 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.…

  2. 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…

  3. 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.

  4. 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…

  5. 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...

  6. 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…

  7. 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

  8. Sister chromosome pairing maintains heterozygosity in parthenogenetic lizards.

    Science.gov (United States)

    Lutes, Aracely A; Neaves, William B; Baumann, Diana P; Wiegraebe, Winfried; Baumann, Peter

    2010-03-11

    Although bisexual reproduction has proven to be highly successful, parthenogenetic all-female populations occur frequently in certain taxa, including the whiptail lizards of the genus Aspidoscelis. Allozyme analysis revealed a high degree of fixed heterozygosity in these parthenogenetic species, supporting the view that they originated from hybridization events between related sexual species. It has remained unclear how the meiotic program is altered to produce diploid eggs while maintaining heterozygosity. Here we show that meiosis commences with twice the number of chromosomes in parthenogenetic versus sexual species, a mechanism that provides the basis for generating gametes with unreduced chromosome content without fundamental deviation from the classic meiotic program. Our observation of synaptonemal complexes and chiasmata demonstrate that a typical meiotic program occurs and that heterozygosity is not maintained by bypassing recombination. Instead, fluorescent in situ hybridization probes that distinguish between homologues reveal that bivalents form between sister chromosomes, the genetically identical products of the first of two premeiotic replication cycles. Sister chromosome pairing provides a mechanism for the maintenance of heterozygosity, which is critical for offsetting the reduced fitness associated with the lack of genetic diversity in parthenogenetic species.

  9. Cortical Pathology in RRMS: Taking a Cue from Four Sisters

    Directory of Open Access Journals (Sweden)

    Massimiliano Calabrese

    2012-01-01

    Full Text Available Background. Although grey matter pathology is a relevant aspect of multiple sclerosis (MS both with physical and cognitive rebounds, its pathogenesis is still under investigation. To what extent the familial and sporadic cases of MS differ in cortical pathology has not been elucidated yet. Here we present a multiple case report of four sisters affected by MS, all of them having a very high burden of cortical pathology. Methods. The clinical and grey matter MRI parameters of the patients were compared with those of twenty-five-aged matched healthy women and 25 women affected by sporadic MS (matched for age, disease duration, EDSS, and white matter lesion load. Results. Despite their short disease duration (<5 years, the four sisters showed a significant cortical thinning compared to healthy controls ( and sporadic MS ( and higher CLs number ( and volume ( compared to sporadic MS. Discussion. Although limited to a single family, our observation is worth of interest since it suggests that familial factors may account for a peculiar involvement of the cortex in MS pathology. This hypothesis should be further evaluated in a large number of multiplex MS families.

  10. Charles William Lacaillade. Biologist, Parasitologist, Educator, and Mentor.

    Science.gov (United States)

    Imperato, Pascal James

    2017-02-01

    Charles William Lacaillade (1904-1978) was an eminent biologist in the middle decades of the twentieth century. He was born in Lawrence, Massachusetts of parents whose ancestors were French Canadians. His father, also named Charles William Lacaillade, was a dentist who graduated from Tufts University School of Dentistry in 1898. His mother, Elodia Eno, came from a family of very successful businessmen. Lacaillade was the third of six children. His two older brothers, Harold Carleton and Hector Eno, both graduated from the University of Louisville, School of Dentistry, while his younger brother, Lawrence, became a businessman. His sister, Luemma, married Dr. Henry Steadman, a veterinarian, while his youngest sister, Gloria, married a U.S. Army officer, Lieutenant Colonel Victor Anido. Lacaillade received his MS and PhD degrees in biology and zoology from Harvard University. He then became a fellow at The Rockefeller Institute for Medical Research. At both institutions, he studied under some of the most eminent biological scientists of the time. These included Rudolf W. Glaser, George Howard Parker, Theobald Smith, Carl TenBroeck, and William Morton Wheeler. At the Rockefeller Institute, he co-discovered the vector and mode of transmission of Eastern Equine Encephalomyelitis. This discovery, and the research he conducted with Rudolf W. Glaser, quickly established him as an outstanding biological researcher. However, a change in leadership at the Rockefeller Institute resulted in research priorities being given to the disciplines of general physiology, physical chemistry, and nutrition. This shift in the research agenda away from the biological sciences precluded career advancement at the Rockefeller Institute for post-doctoral fellows like Lacaillade. It was the height of the Great Depression, and even biologists with terminal doctoral degrees found it difficult to find positions. In 1935, Lacaillade accepted a position as an assistant in biology at St. John

  11. 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.

  12. 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.

  13. 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).

  14. School-based programmes for preventing smoking.

    Science.gov (United States)

    Thomas, Roger E; McLellan, Julie; Perera, Rafael

    2013-04-30

    Helping young people to avoid starting smoking is a widely endorsed public health goal, and schools provide a route to communicate with nearly all young people. School-based interventions have been delivered for close to 40 years. The primary aim of this review was to determine whether school smoking interventions prevent youth from starting smoking. Our secondary objective was to determine which interventions were most effective. This included evaluating the effects of theoretical approaches; additional booster sessions; programme deliverers; gender effects; and multifocal interventions versus those focused solely on smoking. We searched the Cochrane Central Register of Controlled Trials (CENTRAL), the Cochrane Tobacco Addiction Group's Specialised Register, MEDLINE, EMBASE, PsycINFO, ERIC, CINAHL, Health Star, and Dissertation Abstracts for terms relating to school-based smoking cessation programmes. In addition, we screened the bibliographies of articles and ran individual MEDLINE searches for 133 authors who had undertaken randomised controlled trials in this area. The most recent searches were conducted in October 2012. We selected randomised controlled trials (RCTs) where students, classes, schools, or school districts were randomised to intervention arm(s) versus a control group, and followed for at least six months. Participants had to be youth (aged 5 to 18). Interventions could be any curricula used in a school setting to deter tobacco use, and outcome measures could be never smoking, frequency of smoking, number of cigarettes smoked, or smoking indices. Two reviewers independently assessed studies for inclusion, extracted data and assessed risk of bias. Based on the type of outcome, we placed studies into three groups for analysis: Pure Prevention cohorts (Group 1), Change in Smoking Behaviour over time (Group 2) and Point Prevalence of Smoking (Group 3). One hundred and thirty-four studies involving 428,293 participants met the inclusion criteria. Some

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. School-based human papillomavirus vaccination: An opportunity to ...

    African Journals Online (AJOL)

    School-based human papillomavirus vaccination: An opportunity to increase knowledge about cervical cancer and improve uptake of ... Poor knowledge about cervical cancer plays a role in limiting screening uptake. HPV ... Article Metrics.

  20. Resources available for school based mental health services in ...

    African Journals Online (AJOL)

    Resources available for school based mental health services in Enugu urban and head teachers' knowledge of childhood mental health problems. ... PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN JOURNALS ONLINE (AJOL) ...

  1. Morphing Literacy: Boys Reshaping Their School-Based Literacy Practices

    Science.gov (United States)

    Blair, Heather A.; Stanford, Kathy

    2004-01-01

    Details about a two-year ethnographic case study research in middle school boys to understand school literacy are presented. The study revealed that boys resist many school-based practices by transforming the assigned literacy work.

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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.

  9. 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…

  10. 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…

  11. 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…

  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. 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...

  14. 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...

  15. 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...

  16. 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...

  17. 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...

  18. 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

  19. 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...

  20. 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...

  1. 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

  2. 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...

  3. 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...

  4. 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...

  5. 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…

  6. 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.

  7. Interview: Tatyana Lipovskaya, Sisters Sexual Assault Recovery Centre, Moscow, Russia.

    Science.gov (United States)

    1998-11-01

    The Sisters' Sexual Assault Recovery Center was established in Moscow, Russia, in 1993, to address the needs of victims of sexual violence. The Center's help-line received 4029 crisis calls in 1994-97. Most clients are seeking information about medical services or legal aid. Others call about employment, HIV/AIDS, alcoholism, and drug abuse. Services are available without regard to age, sex, occupation, or sexual orientation. Program funding has come entirely from Western foundations and organizations. Although Russia has not passed a law on domestic violence, the post-Communism government is reluctantly starting to acknowledge that rape and domestic violence are serious social problems. The Center runs an educational program for law enforcement officers to increase their sensitivity and create an environment of safety for women who report sexual violence.

  8. Mercury poisoning in two 13-year-old twin sisters

    Directory of Open Access Journals (Sweden)

    Ezzat Khodashenas

    2015-01-01

    Full Text Available Mercury (Hg is a toxic agent that evaporates in room temperature and its inhalation may cause poisoning. Due to the nonspecific symptoms, diagnosis is difficult in special circumstances with no initial history of Hg exposure. We report two such cases of Hg poisoning. The patients were two sisters, presenting with pain in extremities, itchy rashes, sweating, salivation, weakness, and mood changes. They have used a compound that contains mercury, for treatment of pedicullosis three months before admission. This compound was purchased from a herbal shop and was applied locally on the scalps for 2 days. Their urinary mercury concentrations were 50 and 70 mg/L. They were successfully treated by D-penicillamine and gabapentin. In a patient with any kind of bone and joint pain, skin rash erythema and peripheral neuropathy, mercury poisoning should be considered as a differential diagnosis.

  9. 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…

  10. 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)

  11. 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…

  12. 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.

  13. 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.

  14. 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...

  15. Challenges and Barriers to Implementing a School-Based Afrocentric Intervention in Urban Schools: A Pilot Study of the Sisters of Nia Cultural Program

    Science.gov (United States)

    Aston, Candice; Graves, Scott, Jr.

    2016-01-01

    There is growing evidence that African American females are facing an educational crisis in regard to disproportionate discipline practices. African American females are frequently confronted with deeply embedded negative stereotypes that reinforce racial and gender biases both inside and outside of the classroom. One of the known protective…

  16. 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...

  17. 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.

  18. 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.

  19. 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...

  20. School-based programmes for preventing smoking.

    Science.gov (United States)

    Thomas, R; Perera, R

    2006-07-19

    Smoking rates in adolescents are rising in some countries. Helping young people to avoid starting smoking is a widely endorsed goal of public health, but there is uncertainty about how to do this. Schools provide a route for communicating with a large proportion of young people, and school-based programmes for smoking prevention have been widely developed and evaluated. To review all randomized controlled trials of behavioural interventions in schools to prevent children (aged 5 to12) and adolescents (aged 13 to18) starting smoking. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) and the Cochrane Tobacco Addiction Group's Specialized Register, MEDLINE, EMBASE, PsyclNFO, ERIC, CINAHL, Health Star, Dissertation Abstracts and studies identified in the bibliographies of articles. Individual MEDLINE searches were made for 133 authors who had undertaken randomized controlled trials in this area. Types of studies: those in which individual students, classes, schools, or school districts were randomized to the intervention or control groups and followed for at least six months. Children (aged 5 to12) or adolescents (aged 13 to18) in school settings. Types of interventions: Classroom programmes or curricula, including those with associated family and community interventions, intended to deter use of tobacco. We included programmes or curricula that provided information, those that used social influences approaches, those that taught generic social competence, and those that included interventions beyond the school into the community. We included programmes with a drug or alcohol focus if outcomes for tobacco use were reported. Types of outcome measures: Prevalence of non-smoking at follow up among those not smoking at baseline. We did not require biochemical validation of self-reported tobacco use for study inclusion. We assessed whether identified citations were randomized controlled trials. We assessed the quality of design and execution, and

  1. Spinal involvement in Camptodactyly Arthropathy Coxa-vara Pericarditis (CACP) syndrome in two Yemeni sisters

    NARCIS (Netherlands)

    Emad, Yasser; Ragab, Yasser; Ibrahim, Osama; Khalifa, Maher; Dawood, Ahmed; Rasker, Johannes J.

    2017-01-01

    Aim of the work The objective of this clinical report is to describe the detailed magnetic resonance imaging (MRI) findings of the spine, knee and hip joints in two young sisters with Camptodactyly Arthropathy Coxa-vara Pericarditis (CACP) syndrome. Cases report In two young sisters, both had normal

  2. Brothers and Sisters of Adults with Mental Retardation: Gendered Nature of the Sibling Relationship.

    Science.gov (United States)

    Orsmond, Gael I.; Seltzer, Marsha Mailick

    2000-01-01

    Differences and similarities between 245 brothers and sisters of adults with mental retardation in the sibling relationship were examined. Sisters scored higher in the caregiving, companionship, and positive affect aspects of the sibling relationship. Sibling involvement increased over time, but was dependent upon changes in maternal health.…

  3. 20 CFR 725.225 - Determination of dependency; parent, brother, or sister.

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Determination of dependency; parent, brother, or sister. 725.225 Section 725.225 Employees' Benefits EMPLOYMENT STANDARDS ADMINISTRATION... Benefits) § 725.225 Determination of dependency; parent, brother, or sister. An individual who is the miner...

  4. 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.

  5. 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.

  6. 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.

  7. High prevalence of metabolic syndrome in young Hispanic women: findings from the national Sister to Sister campaign.

    Science.gov (United States)

    Rodriguez, Fátima; Naderi, Sahar; Wang, Yun; Johnson, Caitlin E; Foody, JoAnne M

    2013-04-01

    Hispanics are the fastest growing segment of the U.S. population and have a higher prevalence of cardiometabolic risk factors as compared with non-Hispanic whites. Further data suggests that Hispanics have undiagnosed complications of metabolic syndrome, namely diabetes mellitus, at an earlier age. We sought to better understand the epidemiology of metabolic syndrome in Hispanic women using data from a large, community-based health screening program. Using data from the Sister to Sister: The Women's Heart Health Foundation community health fairs from 2008 to 2009 held in 17 U.S. cities, we sought to characterize how cardiometabolic risk profiles vary across age for women by race and ethnicity. Metabolic syndrome was defined using the updated National Cholesterol Education Program Adult Treatment Panel III (NCEP ATP III) guidelines, which included three or more of the following: Waist circumference ≥35 inches, triglycerides ≥150 mg/dL, high-density lipoprotein (HDL) <50 mg/dL, systolic blood pressure ≥130 mmHg or diastolic blood pressure ≥85 mmHg, or a fasting glucose ≥100 mg/dL. A total of 6843 community women were included in the analyses. Metabolic syndrome had a prevalence of 35%. The risk-adjusted odds ratio for metabolic syndrome in Hispanic women versus white women was 1.7 (95% confidence interval, 1.4, 2.0). Dyslipidemia was the strongest predictor of metabolic syndrome among Hispanic women. This disparity appeared most pronounced for younger women. Additional predictors of metabolic syndrome included black race, increasing age, and smoking. In a large, nationally representative sample of women, we found that metabolic syndrome was highly prevalent among young Hispanic women. Efforts specifically targeted to identifying these high-risk women are necessary to prevent the cardiovascular morbidity and mortality associated with metabolic syndrome.

  8. 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...

  9. "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...

  10. 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...

  11. 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 ...

  12. Human Resources Administration: A School-Based Perspective. Fourth Edition

    Science.gov (United States)

    Smith, Richard

    2009-01-01

    Enhanced and updated, this Fourth Edition of Richard E. Smith's highly successful text examines the growing role of the principal in planning, hiring, staff development, supervision, and other human resource functions. The Fourth Edition includes new sections on ethics, induction, and the role of the mentor teacher. This edition also introduces…

  13. 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

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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…

  19. The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

    Science.gov (United States)

    Braun, Derek C.; Gormally, Cara; Clark, M. Diane

    2017-01-01

    Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not…

  20. Employing the Five-Factor Mentoring Instrument: Analysing Mentoring Practices for Teaching Primary Science

    Science.gov (United States)

    Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse

    2009-01-01

    Primary science education is a concern around the world and quality mentoring within schools can develop pre-service teachers' practices. A five-factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final-year pre-service teachers (mentees, n = 211) from…

  1. Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-Service Teachers

    Science.gov (United States)

    Ambrosetti, Angelina

    2014-01-01

    The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher does not make you an effective mentor. The present research investigated the role of professional development in the preparation of…

  2. Alternative Forms of Mentoring in Changing Organizational Environments: A Conceptual Extension of the Mentoring Literature.

    Science.gov (United States)

    Eby, Lillian T.

    1997-01-01

    This typology of alternative forms of mentoring has two dimensions: (1) form of relationship (lateral/hierarchical) and (2) type of skill development (job or career related). Mentoring forms discussed include intra- and interteam, coworker, survivor, peer, internal and external collegial, internal and external sponsor, manager-subordinate, and…

  3. Mentoring the Mentors of Underrepresented Racial/Ethnic Minorities Who are Conducting HIV Research: Beyond Cultural Competency

    Science.gov (United States)

    Simoni, Jane M.; Evans-Campbell, Teresa (Tessa); Udell, Wadiya; Johnson-Jennings, Michelle; Pearson, Cynthia R.; MacDonald, Meg M.; Duran, Bonnie

    2016-01-01

    The majority of literature on mentoring focuses on mentee training needs, with significantly less guidance for the mentors. Moreover, many mentoring the mentor models assume generic (i.e. White) mentees with little attention to the concerns of underrepresented racial/ethnic minorities (UREM). This has led to calls for increased attention to diversity in research training programs, especially in the field of HIV where racial/ethnic disparities are striking. Diversity training tends to address the mentees' cultural competency in conducting research with diverse populations, and often neglects the training needs of mentors in working with diverse mentees. In this article, we critique the framing of diversity as the problem (rather than the lack of mentor consciousness and skills), highlight the need to extend mentor training beyond aspirations of cultural competency toward cultural humility and cultural safety, and consider challenges to effective mentoring of UREM, both for White and UREM mentors. PMID:27484060

  4. Training the next generation of research mentors: the University of California, San Francisco, Clinical & Translational Science Institute Mentor Development Program.

    Science.gov (United States)

    Feldman, Mitchell D; Huang, Laurence; Guglielmo, B Joseph; Jordan, Richard; Kahn, James; Creasman, Jennifer M; Wiener-Kronish, Jeanine P; Lee, Kathryn A; Tehrani, Ariane; Yaffe, Kristine; Brown, Jeanette S

    2009-06-01

    Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post-MDP survey measured the program's impact on enhancement of five key mentoring skills, change in the Mentors-in-Training (MIT) self-rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical-translational research mentors.

  5. 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.

  6. Benign multicystic mesothelioma: a case report of three sisters

    Directory of Open Access Journals (Sweden)

    Thomas Rutherford

    2009-12-01

    Full Text Available Benign multicystic mesothelioma (BMCM is a rare tumor of the abdomen-peritoneum of unknown etiology. This benign tumor was initially described by Plaut in 1928 when he observed loose cysts in the pelvis during a surgery for a uterine leiomyoma.2 The mesothelial origin was later confirmed by electron micro-scopy by Mennemeyer and Smith in 1979.3 To date, there are approximately 140 cases of BMCM reported in the literature.4 This disease primarily occurs in pre-menopausal women and is associated with a history of pelvic inflammatory disease, prior abdominal surgery, and endometriosis.4,5 The pathogenesis of this disease remains controversial, with possible etiologies including a neoplastic versus a reactive process.5 In the literature, a few case reports discuss a possible genetic or familial association with BMCM.6 Specifically, one report describes a man with familial Mediterranean fever who developed BMCM. Although familial Mediter-ranean fever is associated with malignant mesothelioma, he had only BMCM, and did not suffer from malignant mesothelioma.6 A genetic evaluation and chromosomal analysis were not able to identify a specific genetic cause of the family’s pattern of disease. This case report describes two female siblings diagnosed with BMCM. In addition, a third sister also had findings consistent with BMCM, however, the discrete histological diagnosis was never confirmed.

  7. The unforgotten sisters female astronomers and scientists before Caroline Herschel

    CERN Document Server

    Bernardi, Gabriella

    2016-01-01

    Taking inspiration from Siv Cedering’s poem in the form of a fictional letter from Caroline Herschel that refers to “my long, lost sisters, forgotten in the books that record our science”, this book tells the lives of twenty-five female scientists, with specific attention to astronomers and mathematicians. Each of the presented biographies is organized as a kind of "personal file" which sets the biographee’s life in its historical context, documents her main works, highlights some curious facts, and records citations about her. The selected figures are among the most representative of this neglected world, including such luminaries as Hypatia of Alexandra, Hildegard of Bingen, Elisabetha Hevelius, and Maria Gaetana Agnesi. They span a period of about 4000 years, from En HeduAnna, the Akkadian princess, who was one of the first recognized female astronomers, to the dawn of the era of modern astronomy with Caroline Herschel and Mary Somerville. The book will be of interest to all who wish to learn more ...

  8. Narrative research on mental health recovery: two sister paradigms.

    Science.gov (United States)

    Spector-Mersel, Gabriela; Knaifel, Evgeny

    2017-06-24

    Despite the breadth of narrative studies on individuals with severe mental illness, the suitability of narrative inquiry to exploring mental health recovery (MHR) has not been examined. (1) Examining the appropriateness of narrative inquiry to studying MHR; (2) assessing the extent to which narrative studies on MHR conform to the unique features of narrative research, as a distinctive form of qualitative inquiry. Review of empirical, theoretical and methodological literature on recovery and narrative inquiry. Considering the perspectives of recovery and narrative as paradigms, the similarity between their ontology and epistemology is shown, evident in 10 common emphases: meaning, identity, change and development, agency, holism, culture, uniqueness, context, language and giving voice. The resemblance between these "sister" paradigms makes narrative methodology especially fruitful for accessing the experiences of individuals in recovery. Reviewing narrative studies on MHR suggests that, currently, narrative research's uniqueness, centered on the holistic principle, is blurred on the philosophical, methodological and textual levels. Well-established narrative research has major implications for practice and policy in recovery-oriented mental health care. The narrative inquiry paradigm offers a possible path to enhancing the distinctive virtues of this research, realizing its potential in understanding and promoting MHR.

  9. The Politics of Exile: Ama Ata Aidoo's Our Sister Killjoy

    Directory of Open Access Journals (Sweden)

    Gay Wilentz

    1991-01-01

    Full Text Available Ama Ata Aidoo's Our Sister Killjoy or Reflections from a Black-Eyed Squint is a relentless attack on the notions of exile as relief from the societal constraints of national development and freedom to live in a cultural environment conducive to creativity. In this personalized prose/poem, Aidoo questions certain prescribed theories of exile (including the reasons for exile—particularly among African men. The novel exposes a rarely heard viewpoint in literature in English—that of the African woman exile. Aidoo's protagonist Sissie, as the "eye" of her people, is a sojourner in the "civilized" world of the colonizers. In this article, I examine Aidoo's challenge to prevailing theories of exile, her questioning of the supposed superiority of European culture for the colonial subject, and her exposé of the politics of exile for African self-exile. Through a combination of prose, poetry, oral voicing and letter writing, Aidoo's Sissie reports back to her home community what she sees in the land of the colonizers and confronts those exiles who have forgotten their duty to their native land.

  10. 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.

  11. 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

  12. Auckland regional emergency medicine trainee mentoring uptake survey.

    Science.gov (United States)

    Nicholls, Gordon Michael Mike; Lawrey, Emma; Jones, Peter

    2017-10-01

    The primary objective of this study is to quantify how many Auckland region emergency medicine (EM) trainees would like a formal mentoring programme. The secondary objectives were to quantify how many Auckland region EM trainees would like to participate in a formal mentoring programme; to determine trainees' current understanding of mentoring; how trainees prefer mentors to be allocated; why trainees may want a mentor; what mentees perceive would be good qualities in a mentor; and trainees' prior experience with mentoring. Online survey of EM trainees in the Auckland region in June 2015. Of 61 potential respondents, 40 (65.6%) respondents replied to the survey. Of the 40, 38 (95%; 95% confidence interval (CI) 82.6-99.5) respondents indicated they would like some form of mentoring system, and of the 38, 25 (65.8%; 95% CI 49.8-78.9) preferred this to be formal. Of the 38, 19 (50%; 95% CI 34.9-65.2) currently wanted assistance obtaining a mentor. Of the 40, 30 (75%; 95% CI 59.6-86.0) are not currently in any form of mentoring relationship. Respondents believed that mentors would be most beneficial in critical incidents, career development and with work/life balance. The attributes participants considered most important in a mentor were respecting confidentiality, being honest and the ability to provide constructive feedback. Many EM trainees in Auckland want a formal mentoring system and would like a mentor. Appropriate mentor-mentee matching through a formalised voluntary system, with adequate mentor training, may enable the Auckland region to develop a suitable mentoring programme for EM trainees. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  13. Peer mentoring: evaluation of a novel programme in paediatrics.

    Science.gov (United States)

    Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

    2014-02-01

    Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor-mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

  14. Training NIH K award recipients: the role of the mentor.

    Science.gov (United States)

    Ripley, Elizabeth; Markowitz, Monika; Nichols-Casebolt, Ann; Williams, Larry; Macrina, Francis

    2012-10-01

    Mentors play important roles in training new investigators. This study was designed to determine characteristics of NIH mentored K award recipients and their mentors, their interpersonal interactions, and the factors, which influence satisfaction within this relationship. A survey of 3027 NIH mentored K recipients and 1384 mentors was conducted in 2009. Nine hundred twenty-nine (30.7%) of the K recipients and 448 (32.4%) mentors completed the survey. The gender of K respondents was evenly divided while the mentors were 72.1% male. The overall rating of their mentors was positive. Ideally, both thought the mentor should be important in research training; however, in actual practice, both rated the importance as lower. A total of 88.2% of recipients were satisfied with their relationship. Although the number of black K recipients was low, this group was more likely to be dissatisfied with the mentor relationship (6/29 or 20.7%) than their white counterparts. The frequency of meeting or communicating was correlated with K recipient satisfaction. Overall K recipients are satisfied with their mentor relationships. Although the number of black K recipient respondents was small, the higher level of mentor dissatisfaction should be further evaluated. Qualities of mentors, including the frequency of interactions and accessibility, can influence satisfaction. © 2012 Wiley Periodicals, Inc.

  15. A School-Based Suicide Risk Assessment Protocol

    Science.gov (United States)

    Boccio, Dana E.

    2015-01-01

    Suicide remains the third leading cause of death among young people in the United States. Considering that youth who contemplate suicide generally exhibit warning signs before engaging in lethal self-harm, school-based mental health professionals can play a vital role in identifying students who are at risk for suicidal behavior. Nevertheless, the…

  16. School Based Management. OSSC Bulletin Vol. 23, No. 10.

    Science.gov (United States)

    Pierce, Lawrence C.

    School-based management is an educational reform intended to reverse the trend toward increasing centralization of school administration. Though it has been claimed that centralization increases financial and educational equity, aids efficiency, and eases administration, examination of these claims reveals them to be based too often on incomplete,…

  17. Implementation of school based physical activity interventions: a systematic review.

    Science.gov (United States)

    Naylor, Patti-Jean; Nettlefold, Lindsay; Race, Douglas; Hoy, Christa; Ashe, Maureen C; Wharf Higgins, Joan; McKay, Heather A

    2015-03-01

    Implementation science is an emerging area in physical activity (PA) research. We sought to establish the current state of the evidence related to implementation of school-based PA models to explore 1) the relationship between implementation and health outcomes, and 2) factors that influence implementation. We searched 7 electronic databases (1995-2014) and included controlled studies of school-based PA programmes for healthy youth (6-18 y) measuring at least one physical health-related outcome. For objective 1, studies linked implementation level to student-level health outcome(s). For objective 2, studies reported factors associated with implementation. There was substantial variability in how health outcomes and implementation were assessed. Few studies linked implementation and health outcomes (n=15 interventions). Most (11/15) reported a positive relationship between implementation and at least one health outcome. Implementation factors were reported in 29 interventions. Of 22 unique categories, time was the most prevalent influencing factor followed by resource availability/quality and supportive school climate. Implementation evaluation supports scale-up of effective school-based PA interventions and thus population-level change. Our review serves as a call to action to 1) address the link between implementation and outcome within the school-based PA literature and 2) improve and standardize definitions and measurement of implementation. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Models for Delivering School-Based Dental Care.

    Science.gov (United States)

    Albert, David A.; McManus, Joseph M.; Mitchell, Dennis A.

    2005-01-01

    School-based health centers (SBHCs) often are located in high-need schools and communities. Dental service is frequently an addition to existing comprehensive services, functioning in a variety of models, configurations, and locations. SBHCs are indicated when parents have limited financial resources or inadequate health insurance, limiting…

  19. Physical Therapists' Perceptions of School-Based Practices.

    Science.gov (United States)

    Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

    2015-01-01

    Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

  20. School-Based First Aid Training Programs: A Systematic Review

    Science.gov (United States)

    Reveruzzi, Bianca; Buckley, Lisa; Sheehan, Mary

    2016-01-01

    Background: This review examines the breadth of first aid training delivered to school students and the components that are age appropriate to adolescents. Method: Eligible studies included school-based first aid interventions targeting students aged between 10 and 18 years. Online databases were searched, for peer-reviewed publications available…

  1. Family Involvement in School-Based Dysphagia Management

    Science.gov (United States)

    Angell, Maureen E.; Bailey, Rita L.; Nicholson, Joanna K.; Stoner, Julia B.

    2009-01-01

    This article provides a practitioner-friendly synthesis of existing literature on family involvement in the management of dysphagia for school-age. Research reviewed includes family perspectives on programs, therapists, and characteristics that comprise effective family involvement in school-based dysphagia management programs. Also included are…

  2. An Innovative School-Based Intervention to Promote Healthy Lifestyles

    Science.gov (United States)

    Piana, Natalia; Ranucci, Claudia; Buratta, Livia; Foglia, Elena; Fabi, Marta; Novelli, Francesca; Casucci, Simone; Reginato, Elisa; Pippi, Roberto; Aiello, Cristina; Leonardi, Alessia; Romani, Giannermete; De Feo, Pierpaolo; Mazzeschi, Claudia

    2017-01-01

    Objective: To describe an innovative school-based intervention to promote healthy lifestyles. To evaluate its effects on children's food habits and to highlight the key components which contribute most to the beneficial effects obtained from children's, teachers' and parents' perspectives. Design: An educational tool to improve personal awareness,…

  3. School-Based Experiential Outdoor Education: A Neglected Necessity

    Science.gov (United States)

    James, Joan K.; Williams, Theresa

    2017-01-01

    In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

  4. Process evaluation of school-based peer education for HIV ...

    African Journals Online (AJOL)

    In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education ...

  5. Comprehensive School-Based Physical Activity Promotion: A Review

    Science.gov (United States)

    Erwin, Heather; Beighle, Aaron; Carson, Russell L.; Castelli, Darla M.

    2013-01-01

    Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to…

  6. The Equity Consequences of School-Based Management

    Science.gov (United States)

    Nir, Adam E.; Miran, Meir

    2006-01-01

    Purpose: The purpose of this paper is to examine the extent to which the introduction of school-based management (SBM) affects schools' incomes and educational equity? Design/methodology/approach: An analysis of financial reports coming from 31 SBM schools during a period of four sequential years reveals that the overall inequity among schools has…

  7. Emotional Regulation: Considerations for School-Based Group Interventions

    Science.gov (United States)

    Augustyniak, Kristine M.; Brooks, Morgan; Rinaldo, Vincent J.; Bogner, Roselind; Hodges, Shannon

    2009-01-01

    School-based professionals have entered the 21st century with a heightened call to address the emotional and behavioral concerns of youth. While cognitive-behavioral therapies and psychoeducational groups have demonstrated moderate effects with children and adolescents, there is little available research to assist clinicians in refining treatments…

  8. Consultation: Creating School-Based Interventions. Second Edition.

    Science.gov (United States)

    Dinkmeyer, Don, Jr.; Carlson, Jon

    Decades after consultation has become a mandated function of school counselors, consultants still seek effective ways to deliver this essential role. This book, geared towards mental health professionals, provides a set of skills for working with the school-based population. The ideas, based on Adlerian psychology, present a theory of consultation…

  9. School-Based Sexuality Education in Portugal: Strengths and Weaknesses

    Science.gov (United States)

    Rocha, Ana Cristina; Leal, Cláudia; Duarte, Cidália

    2016-01-01

    Portugal, like many other countries, faces obstacles regarding school-based sexuality education. This paper explores Portuguese schools' approaches to implementing sexuality education at a local level, and provides a critical analysis of potential strengths and weaknesses. Documents related to sexuality education in a convenience sample of 89…

  10. Attitude of teachers to school based adolescent reproductive health ...

    African Journals Online (AJOL)

    Adults may facilitate or obstruct healthy sexual behaviours by adolescents; hence information on their attitude towards adolescent sexual behaviour, including contraceptive use is important. The attitude of teachers to school-based adolescent reproductive health services was assessed among two hundred and twenty three ...

  11. Crisis Intervention Strategies for School-Based Helpers. Second Edition.

    Science.gov (United States)

    Fairchild, Thomas N., Ed.

    School-based helpers are helping professionals who work within educational settings and whose training and primary responsibility is to promote the mental health of students. Few resource materials provide these helpers with needed information and practical strategies--this text tries to meet that need. The 12 chapters here cover a wide range of…

  12. Advancing School-Based Interventions through Economic Analysis

    Science.gov (United States)

    Olsson, Tina M.; Ferrer-Wreder, Laura; Eninger, Lilianne

    2014-01-01

    Commentators interested in school-based prevention programs point to the importance of economic issues for the future of prevention efforts. Many of the processes and aims of prevention science are dependent upon prevention resources. Although economic analysis is an essential tool for assessing resource use, the attention given economic analysis…

  13. School-Based Adolescent Groups: The Sail Model.

    Science.gov (United States)

    Thompson, John L.; And Others

    The manual outlines the processes, policies, and actual program implementation of one component of a Minnesota program for emotionally disturbed adolescents (Project SAIL): the development of school-based therapy/intervention groups. The characteristics of SAIL students are described, and some considerations involved in providing group services…

  14. Current smoking among young adolescents: assessing school based contextual norms

    OpenAIRE

    Pokorny, S; Jason, L; Schoeny, M

    2004-01-01

    Objective: To extend research on the relation of school based contextual norms to current smoking among adolescents by using three analytic techniques to test for contextual effects. It was hypothesised that significant contextual effects would be found in all three models, but that the strength of these effects would vary by the statistical rigor of the model.

  15. Effects of a school-based pediatric obesity prevention program

    Science.gov (United States)

    The purpose of this study was to evaluate a school-based pediatric obesity program for elementary children. Children (n = 782) were between the ages of 7 and 9 and in the 2nd grade. A total of 323 (189 males) children who exceeded the 85th percentile for BMI were randomized into an integrated health...

  16. The Impact of Community Violence on School-Based Research

    Science.gov (United States)

    Velsor-Friedrich, Barbara; Richards, Maryse; Militello, Lisa K.; Dean, Kyle C.; Scott, Darrick; Gross, Israel M.; Romeo, Edna

    2015-01-01

    Research conducted on youth exposure to violence has generally focused on documenting the prevalence of community violence and its emotional and behavioral implications. However, there is a dearth of information related to the impact of violence on the implementation and evaluation of community and school-based programs. This commentary examines…

  17. School-Based Decision-Making: The Canadian Perspective.

    Science.gov (United States)

    Peters, Frank

    1997-01-01

    In Canada, school-based decision making is a political expedient to co-opt public support for public education at the same time as financial resources to schools are being curtailed. School councils are advisory in nature and have no statutory position in either school or school-system decisions. (17 references) (MLF)

  18. A history of adolescent school based vaccination in Australia.

    Science.gov (United States)

    Ward, Kirsten; Quinn, Helen; Menzies, Robert; McIntyre, Peter

    2013-06-30

    As adolescents have become an increasingly prominent target group for vaccination, school-based vaccination has emerged as an efficient and effective method of delivering nationally recommended vaccines to this often hard to reach group. School-based delivery of vaccines has occurred in Australia for over 80 years and has demonstrated advantages over primary care delivery for this part of the population. In the last decade school-based vaccination programs have become routine practice across all Australian states and territories. Using existing records and the recollection of experts we have compiled a history of school-based vaccination in Australia, primarily focusing on adolescents. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General's Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca.

  19. The Current Practices and Problems of School Based Supervision in ...

    African Journals Online (AJOL)

    The purpose of this study was to identify the current practice and problems of school based supervision in government primary schools of Jile Timuga Woreda of Oromia Zone. A descriptive survey design of research methodology was employed. Regarding sampling, there were 39 primary schools grouped in 10 cluster ...

  20. The Democratic Deficit and School-Based Management in Australia

    Science.gov (United States)

    Kimber, Megan; Ehrich, Lisa Catherine

    2011-01-01

    Purpose: The paper seeks to apply the theory of the democratic deficit to school-based management with an emphasis on Australia. This theory was developed to examine managerial restructuring of the Australian Public Service in the 1990s. Given similarities between the use of managerial practices in the public service and government schools, the…

  1. Assessing the Outcomes of School-Based Partnership Resilience Intervention

    Science.gov (United States)

    Mampane, Ruth; Huddle, Christelle

    2017-01-01

    This study reports on the outcomes of educational psychology school-based intervention. The aim was to determine whether the intervention served as an educational pathway to resilience. Through a concurrent mixed-methods research design interpreted through a pragmatic lens, academic school performance of students in a rural school was used as an…

  2. 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 multicenter, randomized study of 150 underrepresented scholar-mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work-life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship. © 2017 V. Lewis et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. Peer Mentoring through eAlliances

    Science.gov (United States)

    Blaha, Cindy; Cunningham, Beth; Cox, Anne; Ramos, Idalia; Whitten, Barbara

    2018-06-01

    Being a woman in astronomy or physics can be a very isolating experience. Peer mentoring has been shown to help combat this isolation. eAlliance, an NSF ADVANCE PLAN-D program hosted by AAPT, is seeking to establish mutual mentoring networks of women faculty within the physics and astronomy community. The eAlliance program will reduce the isolation of participating faculty members and provide support to help members achieve their personal goals and enhance their career development. Participants register at the eAlliance website (ealliance.aapt.org) and complete a personal profile which is used to match them to other registered women faculty with similar mentoring goals. So far, 95 women have registered in the eAlliance database and 22 of the participants are astronomers. Currently the project has five sponsored eAlliances (with 4-5 members each) and several more in the process of forming. As of March 2018, 4 of the 22 sponsored eAlliance members are astronomers. The mentoring cohorts are holding regular electronic meetings and using project funds to support annual face-to-face meetings at national meetings of their own choosing. The first eAlliance Summit Meeting will be held in July 2018 and will bring all the cohorts together to share their peer mentoring experiences and gather advice for future cohorts just starting out. All women faculty in astronomy and physics are invited to join the eAlliance program.

  4. 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

  5. Promoting Physical Understanding through Peer Mentoring

    Science.gov (United States)

    Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

    2015-12-01

    The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

  6. Mentoring and Informal Learning as Continuing Professional Education

    Science.gov (United States)

    Hansman, Catherine A.

    2016-01-01

    This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

  7. [The work of Moscow communities of Sisters of Charity in own medical institutions].

    Science.gov (United States)

    Zorin, K V

    2011-01-01

    The article analyses the medical activities of Moscow communities of Sisters of Charity in curative and educational institutions organized by the communities themselves. The social ministration of communities on the territory of Moscow is considered.

  8. Psychopathology, childhood trauma, and personality traits in patients with borderline personality disorder and their sisters.

    Science.gov (United States)

    Laporte, Lise; Paris, Joel; Guttman, Herta; Russell, Jennifer

    2011-08-01

    The aim of this study was to document and compare adverse childhood experiences, and personality profiles in women with borderline personality disorder (BPD) and their sisters, and to determine how these factors impact current psychopathology. Fifty-six patients with BPD and their sisters were compared on measures assessing psychopathology, personality traits, and childhood adversities. Most sisters showed little evidence of psychopathology. Both groups reported dysfunctional parent-child relationships and a high prevalence of childhood trauma. Subjects with BPD reported experiencing more emotional abuse and intrafamilial sexual abuse, but more similarities than differences between probands and sisters were found. In multilevel analyses, personality traits of affective instability and impulsivity predicted DIB-R scores and SCL-90-R scores, above and beyond trauma. There were few relationships between childhood adversities and other measures of psychopathology. Sensitivity to adverse experiences, as reflected in the development of psychopathology, appears to be influenced by personality trait profiles.

  9. 20 CFR 410.340 - Determination of relationship; parent, brother, or sister.

    Science.gov (United States)

    2010-04-01

    ... domiciled (see § 410.392) at the time of his death would find, under the law they would apply in determining..., brother, or sister. Where, under such law, the individual does not bear the relationship to the miner of...

  10. Catholic nursing sisters and brothers and racial justice in mid-20th-century America.

    Science.gov (United States)

    Wall, Barbra Mann

    2009-01-01

    This historical article considers nursing's work for social justice in the 1960s civil rights movement through the lens of religious sisters and brothers who advocated for racial equality. The article examines Catholic nurses' work with African Americans in the mid-20th century that took place amid the prevailing social conditions of poverty and racial disempowerment, conditions that were linked to serious health consequences. Historical methodology is used within the framework of "bearing witness," a term often used in relation to the civil rights movement and one the sisters themselves employed. Two situations involving nurses in the mid-20th century are examined: the civil rights movement in Selma, Alabama, and the actions for racial justice in Chicago, Illinois. The thoughts and actions of Catholic sister and brother nurses in the mid-20th century are chronicled, including those few sister nurses who stepped outside their ordinary roles in an attempt to change an unjust system entirely.

  11. Colchicine promotes a change in chromosome structure without loss of sister chromatid cohesion in prometaphase I-arrested bivalents.

    Science.gov (United States)

    Rodríguez, E M; Parra, M T; Rufas, J S; Suja, J A

    2001-12-01

    In somatic cells colchicine promotes the arrest of cell division at prometaphase, and chromosomes show a sequential loss of sister chromatid arm and centromere cohesion. In this study we used colchicine to analyse possible changes in chromosome structure and sister chromatid cohesion in prometaphase I-arrested bivalents of the katydid Pycnogaster cucullata. After silver staining we observed that in colchicine-arrested prometaphase I bivalents, and in contrast to what was found in control bivalents, sister kinetochores appeared individualised and sister chromatid axes were completely separated all along their length. However, this change in chromosome structure occurred without loss of sister chromatid arm cohesion. We also employed the MPM-2 monoclonal antibody against mitotic phosphoproteins on control and colchicine-treated spermatocytes. In control metaphase I bivalents this antibody labelled the tightly associated sister kinetochores and the interchromatid domain. By contrast, in colchicine-treated prometaphase I bivalents individualised sister kinetochores appeared labelled, but the interchromatid domain did not show labelling. These results support the notion that MPM-2 phosphoproteins, probably DNA topoisomerase IIalpha, located in the interchromatid domain act as "chromosomal staples" associating sister chromatid axes in metaphase I bivalents. The disappearance of these chromosomal staples would induce a change in chromosome structure, as reflected by the separation of sister kinetochores and sister axes, but without a concomitant loss of sister chromatid cohesion.

  12. Responsibility, Authority, and Accountability in School-Based and Non-School-Based Management: Principals' Coping Strategies

    Science.gov (United States)

    Grinshtain, Yael; Gibton, Dan

    2018-01-01

    Purpose: The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach: Using…

  13. 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.

  14. 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.

  15. 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.

  16. 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

  17. Do brothers and sisters of siblings with intelectual disability need the support of social work?

    OpenAIRE

    Cardová, Michaela

    2007-01-01

    This thesis explores the experience and support needs of siblings with a brother or sister with intellectual disability. Through review of what is a quite limited literature and from original qualitative research, involving interviews with siblings, the author examines their social reality, focusing especially on their relationships with their disabled brother or sister and with the wider society. Particular attention is given to identifying to what extent the siblings' lives are influenced b...

  18. Effect of borax on immune cell proliferation and sister chromatid exchange in human chromosomes

    OpenAIRE

    Pongsavee Malinee

    2009-01-01

    Abstract Background Borax is used as a food additive. It becomes toxic when accumulated in the body. It causes vomiting, fatigue and renal failure. Methods The heparinized blood samples from 40 healthy men were studied for the impact of borax toxicity on immune cell proliferation (lymphocyte proliferation) and sister chromatid exchange in human chromosomes. The MTT assay and Sister Chromatid Exchange (SCE) technic were used in this experiment with the borax concentrations of 0.1, 0.15, 0.2, 0...

  19. 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.

  20. Collide@CERN is looking for mentors

    CERN Multimedia

    2011-01-01

    The Collide@CERN Artist-in-Residence Programme is currently seeking CERN scientists interested in engaging in thought-provoking and creative collaborations with visiting artists.     In early 2012, a Digital artist will take up a 2-month residency and a Dance and Performance artist a 3-month residency.  Each artist will be allocated a specially selected science inspiration partner to work with. Both the artists and their mentors will give a public lecture in the Globe of Science and Innovation at the beginning and end of the residencies.  One scientist will be selected for each artist. Mentors and artists will be required to share knowledge by:   ·      Meeting once a week throughout the residency ·      Conducting online communications (such as a blog). If you are interested in becoming a mentor, please send the following information by e-m...

  1. Mentored undergraduate research in the geosciences

    Science.gov (United States)

    Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

    2012-09-01

    There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

  2. Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

    Directory of Open Access Journals (Sweden)

    Bailey, Wayne

    2011-01-01

    Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.

  3. Advancing diversity and inclusion through AGU's mentoring programs

    Science.gov (United States)

    Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.

    2017-12-01

    AGU offers three separate mentoring programs at the Fall Meeting. These are the Undergraduate Mentoring Program, Career and Research Advice Mentorship (CRAM) sessions, and the Sharing Science mentoring program. While each of these have had an impact on students and mentors, these programs are limited in that the mentor and mentee interactions only occur during the Fall Meeting. To increase the impact of mentoring beyond the Fall Meeting, AGU is piloting a new program that is entirely virtual. This virtual program, called Mentoring365, is designed to have a diverse set of mentees and mentors interacting over a three-month period. Mentoring365 offers participants with a mentor that they can "meet and interact with" outside of Fall Meeting and potentially continue a relationship beyond the duration of the program. It is intended to build or add to a student's professional network and provide a student with additional support outside their research, academic, and/or graduate advisor. This presentation will highlight some of the features of the program as well as provide insight into the progress of the Mentoring365 pilot. The ultimate intent is to expand the program efficacy by collaborating across organizations in the Earth and space sciences to provide a robust and diverse pool of mentors and mentees.

  4. Exploring Student Perceptions of Academic Mentoring and Coaching Experiences

    Science.gov (United States)

    Perez, Eduardo

    2014-01-01

    While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community…

  5. Hands Off: Mentoring a Student-Led Robotics Team

    Science.gov (United States)

    Dolenc, Nathan R.; Mitchell, Claire E.; Tai, Robert H.

    2016-01-01

    Mentors play important roles in determining the working environment of out-of-school-time clubs. On robotics teams, they provide guidance in hopes that their protégés progress through an engineering process. This study examined how mentors on one robotics team who defined their mentoring style as "let the students do the work" navigated…

  6. Illuminating the Heart of Mentoring: Intrinsic Value in Education

    Science.gov (United States)

    Lim, Lee Hean

    2005-01-01

    Other than the fairly consistent and inspiring depiction of the origin of the word Mentor from Greek mythology, literature on mentoring surfaces a myriad of mentoring concepts, as variable as the individuals, pairs, groups or organizations involved. Despite the diversity, there exists an emphasis on learning and its associated dynamism. Beyond the…

  7. Mentoring and Student Support in Online Doctoral Programs

    Science.gov (United States)

    Kumar, Swapna; Coe, Catherine

    2017-01-01

    The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…

  8. 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…

  9. 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…

  10. Peer Mentoring for Health Behavior Change: A Systematic Review

    Science.gov (United States)

    Petosa, R. L.; Smith, Laureen H.

    2014-01-01

    Background: Peer mentoring can be a powerful complement to health instruction. Mentoring has been used to change health behaviors and promote sustainable lifestyle patterns in adults and, more recently, among adolescents. Purpose: This article reviews the use of peer mentoring to promote health practices and describes how this approach can be used…

  11. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits.

    NARCIS (Netherlands)

    Overeem, K.; Driessen, E.W.; Arah, O.A.; Lombarts, K.M.; Wollersheim, H.C.H.; Grol, R.P.T.M.

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The

  12. Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

    Science.gov (United States)

    Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.

    2015-01-01

    As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate the academy. The authors advance recommendations for institutional agents to support mentoring for faculty who are members of historically…

  13. Peer Mentoring in a University Music Methods Class

    Science.gov (United States)

    Goodrich, Andrew; Bucura, Elizabeth; Stauffer, Sandra

    2018-01-01

    The purpose of this study was to investigate undergraduates' perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the…

  14. Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

    Science.gov (United States)

    Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

    2015-01-01

    Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

  15. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits

    NARCIS (Netherlands)

    Overeem, Karlijn; Driessen, Erik W.; Arah, Onyebuchi A.; Lombarts, Kiki M. J. M. H.; Wollersheim, Hub C.; Grol, Richard P. T. M.

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The

  16. Rocks, Paper, Scissors: Best Practices in Peer Mentoring

    Science.gov (United States)

    Bowden, Shelly Hudson

    2014-01-01

    In this article, Shelly Hudson Bowden, a kindergarten teacher for 14 years, offers her observations of peer-to-peer mentoring relationships among her kindergarten students that they formed and maintained. These mentoring relationships supported students' learning as they mentored one another in both "social" and "academic"…

  17. 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.

  18. An Investigation of Mentoring and Socialization among Law Faculty

    Science.gov (United States)

    Haynes, Ray K.; Petrosko, Joseph M.

    2009-01-01

    This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis…

  19. 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…

  20. MENTORING. What can support projects achieve that schools cannot?

    NARCIS (Netherlands)

    Crul, M.R.J.; Schneider, Jens

    2014-01-01

    Mentoring and coaching is an established practice in corporate multinational firms worldwide, but mentoring programs for school pupils are still relatively new in Europe. This policy brief highlights a special kind of mentor: students in higher education with an immigrant background who can act as

  1. Mentoring as an Induction Tool in Special Education Administration

    Science.gov (United States)

    Smith, Cynthia Sonderegger; Arsenault, Kimberly

    2014-01-01

    Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and…

  2. Academic mentoring and the future of tertiary education in Nigeria ...

    African Journals Online (AJOL)

    Tertiary education is a major outlet for the provision of high manpower for national development. This paper therefore highlighted the challenges of tertiary education in Nigeria, early perspectives of mentoring undergraduates, the rationale for academic mentoring, the role of a mentor, and the role of library as catalyst in the ...

  3. What Is Meant by the Term "Group" Mentoring?

    Science.gov (United States)

    Kroll, Jonathan

    2016-01-01

    Much like traditional dyadic mentoring experiences, group mentorship has been practiced since time immemorial. Benjamin Franklin, for example, as a young entrepreneur created the Leather Apron Club, a group mentoring experience for a select group of Philadelphia tradesmen. Since the late 1990s, when group mentoring became a serious focus of…

  4. Peer Mentoring in Higher Education: Issues of Power and Control

    Science.gov (United States)

    Christie, Hazel

    2014-01-01

    In response to widespread support for mentoring schemes in higher education this article calls for a more critical investigation of the dynamics of power and control, which are intrinsic to the mentoring process, and questions presumptions that mentoring brings only positive benefits to its participants. It provides this more critical appraisal by…

  5. Early Career Academic Staff Support: Evaluating Mentoring Networks

    Science.gov (United States)

    Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.

    2015-01-01

    Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…

  6. 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…

  7. Investigating mentor teachers’ use and acquisition of supervisory skills:

    NARCIS (Netherlands)

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

    2015-01-01

    The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory

  8. 48 CFR 1519.203 - Mentor-protege.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-protege. 1519.203... PROGRAMS SMALL BUSINESS PROGRAMS Policies 1519.203 Mentor-protege. (a) The Contracting officer shall insert the clause at 1552.219-70, Mentor-Protege Program, in all contracts under which the Contractor has...

  9. Mentoring as Professional Development for Novice Entrepreneurs: Maximizing the Learning

    Science.gov (United States)

    St-Jean, Etienne

    2012-01-01

    Mentoring can be seen as relevant if not essential in the continuing professional development of entrepreneurs. In the present study, we seek to understand how to maximize the learning that occurs through the mentoring process. To achieve this, we consider various elements that the literature suggested are associated with successful mentoring and…

  10. Mentoring for Vocation: Befriending Those Entrusted to Us

    Science.gov (United States)

    Wadell, Paul J.

    2017-01-01

    Increasingly, faculty and staff at Catholic colleges and universities enter into mentoring relationships with students to help them discern their callings. This essay analyzes why friendship is a helpful metaphor for understanding a mentoring relationship. Moreover, as with friendship, the author argues that good mentoring demands listening to and…

  11. Athene in Academe: Women Mentoring Women in the Academy.

    Science.gov (United States)

    Stalker, Joyce

    1994-01-01

    Traditionally conceived, mentoring has a male orientation that ignores women's experience as "same" and "other" in academia and the problems of men mentoring women and of women mentors socializing mentees into acceptance of the patriarchal system. An alternative view values women's unique position and critiques existing power structures. (SK)

  12. A Conceptual Framework for Mentoring in a Learning Organization

    Science.gov (United States)

    Klinge, Carolyn M.

    2015-01-01

    The purpose of this article is to provide a conceptual framework for mentoring as an added component of a learning organization in the context of adult learning and development theories. Mentoring is traditionally a process in which an experienced person (the mentor) guides another person (the mentee or protégé) in the development of her or his…

  13. 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.

  14. Mentor-mentee relationship in clinical microbiology.

    Science.gov (United States)

    Opota, O; Greub, G

    2017-07-01

    Clinical microbiology is a field in constant evolution, with increasing technological opportunities and a growing emphasis on human and social issues. Maintaining knowledge and skills and anticipating future changes is challenging both for laboratory managers and for all the co-workers. Training and succession preparation represents a unique opportunity to adapt/prepare future generations according to the evolutions of the field. The aim of this review is to provide to clinical microbiologists a reflection on ongoing technological and social changes in their field and a deepening of the central role of preparing future generations to these changes through a fruitful mentor-mentee relationship. This narrative review relies on selected publications addressing mentor-mentee interactions in various academic fields, on interview with our colleagues and pairs, as well as on our personal experience. From the qualities and aspects that emerged as necessary for a productive mentor-mentee interaction, we selected and discuss five of them for the mentor: the role and responsibility, the positioning, the vision, the scientific credibility, and the moral credibility, as well as five for the mentee: creativity, flexibility, energy, responsibility, and self evaluation. This review emphasizes the importance of both the scientific and the ethical credibility of the mentor and the mentee as well as the importance of human and social values such as solidarity, equality, equity, respectfulness, and empathy, and might support mentor and mentee in the field of clinical microbiology and also in the field of infectious disease in their intent for a fruitful interaction. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  15. Besitzt Mentoring kultur- und strukturverändernde Potenziale? Does Mentoring have Cultural and Structural Changing Potential?

    Directory of Open Access Journals (Sweden)

    Astrid Franzke

    2006-11-01

    Full Text Available Während Mentoring bislang hinsichtlich seiner individuellen Effekte vor allem in theoretischen Arbeiten untersucht und in Evaluationsstudien empirisch ausgewertet worden ist, fragen die Herausgeberinnen nach den kultur- und strukturverändernden Potenzialen durch Mentoring im universitären Feld.Theoretical surveys have examined the individual effects of mentoring and evaluative studies have empirically analyzed these effects. However, the editors inquire into the cultural and structural changing potential of mentoring for the university field.

  16. Mentoring Women in the Frederick Community | Poster

    Science.gov (United States)

    Joy Beveridge, clinical project manager III, is all about building relationships. Her work as a clinical project manager requires her to manage teams such as the Coordinating Center for Clinical Trials, Center for Global Health, Brain Tumor Trials Collaborative, and Division of Cancer Treatment and Diagnosis. Equally important are the relationships Beveridge builds through her work with Woman to Woman Mentoring, Inc. (W2WM), a 501(C)3 non-profit organization that seeks to cultivate mentoring relationships that provide women with guidance, support, and connections.

  17. The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

    Science.gov (United States)

    Achinstein, Betty; Davis, Emily

    2014-01-01

    While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

  18. Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?

    Science.gov (United States)

    Terry, Tarae; Ghosh, Rajashi

    2015-01-01

    Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…

  19. What Is "Good" Mentoring? Understanding Mentoring Practices of Teacher Induction through Case Studies of Finland and Australia

    Science.gov (United States)

    Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.

    2016-01-01

    Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand "good" mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to…

  20. A Motivation Perspective on Faculty Mentoring: The Notion of "Non-Intrusive" Mentoring Practices in Science and Engineering

    Science.gov (United States)

    Lechuga, Vicente M.

    2014-01-01

    Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee's intrinsic motivation. Through a series of 15 interviews with faculty…

  1. Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Technical Appendices

    Science.gov (United States)

    Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine

    2016-01-01

    This document presents the technical appendices that accompany the full report entitled:"Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program." The appendices include: (1) Mentor Survey Construct Items; (2) Qualative Data Collection and Analysis Methods; and (3) Methods for Estimating the…

  2. The value of speed mentoring in a pediatric academic organization.

    Science.gov (United States)

    Serwint, Janet R; Cellini, Melissa M; Spector, Nancy D; Gusic, Maryellen E

    2014-01-01

    A reliable and supportive mentor is indispensable to the career development of successful academic professionals. The Academic Pediatric Association (APA) utilized a speed mentoring format at the 2012 Pediatric Academic Societies meeting to enhance mentoring potential. We sought to evaluate the structure of the speed mentoring event and to determine the benefits and impact from the perspectives of the mentors and mentees. Sixty mentees were matched with 60 mentors within various tracks. Each mentee met with 6 mentors for 10 minutes for each dyad. Participants were then asked to complete a survey 1 to 4 weeks after the event. Survey items included expectation, impact, and value of the experience along with potential for ongoing mentoring relationships. Fifty-four (90%) of the 60 mentees and 52 (87%) of 60 of the mentors completed the evaluation. Mentees stated that the event allowed them to receive advice from multiple mentors in a short time period. Mentors appreciated that they gained new insights, reflected on their own careers, and were able to give back to their field. Both mentees and mentors agreed that the time was well spent, would participate again, and identified chemistry as a major factor in pursuing an ongoing relationship. This national speed mentoring event provided an innovative, fun, and time-efficient mechanism to establish connections, network, and determine whether chemistry existed for potential mentor-mentee relationships. Further study should evaluate whether it can be used in other venues and lead to the development of lasting mentor-mentee relationships. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  3. The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

    2014-01-01

    Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

  4. The research landscape of school-based sexuality education

    DEFF Research Database (Denmark)

    Roien, Line Anne; Graugaard, Christian; Simovska, Venka

    2018-01-01

    pupils 6 to 12 years of age. Design/methodology/approach - The paper draws upon the methodology of systematic research mapping and presents a broad overview of research on sexuality education in a school setting for pupils aged 6-16. We searched the leading bibliographic databases in the field, i...... a rare, if not the first, comprehensive overview of research on school-based sexuality education including a focus on school children 6 to 12 years of age.......Purpose - The purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sex education research targeting...

  5. Mentor: Dialog Agent System for Mentoring and Conversational Role-Playing

    National Research Council Canada - National Science Library

    Murray, William

    2001-01-01

    ...) that provides troubleshooting and problem solving advice. Mentor engages in a dialogue with trainees, helping them solve problems by taking them through logical courses of action and asking and answering domain...

  6. Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions

    DEFF Research Database (Denmark)

    Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

    2016-01-01

    In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex......-post evaluation. We disclose that development mentoring was at play. Benefits for the mentees consisted of guidance to career planning, competence awareness, establishment of networks, navigating in the research environment, and moral support. In our study we also show that the mentor–mentee relationship...... was reciprocal, as also mentors benefited. Benefits for the mentors comprised professional development, institutional recognition, and personal satisfaction. We conclude with an inventory of benefits, including for the institution in terms of a strengthened research environment....

  7. 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

  8. Global school-based childhood obesity interventions: a review.

    Science.gov (United States)

    Ickes, Melinda J; McMullen, Jennifer; Haider, Taj; Sharma, Manoj

    2014-08-28

    The issue of childhood overweight and obesity has become a global public health crisis. School-based interventions have been developed and implemented to combat this growing concern. The purpose of this review is to compare and contrast U.S. and international school-based obesity prevention interventions and highlight efficacious strategies. A systematic literature review was conducted utilizing five relevant databases. Inclusion criteria were: (1) primary research; (2) overweight or obesity prevention interventions; (3) school-based; (4) studies published between 1 January 2002 through 31 December 2013; (5) published in the English language; (6) child-based interventions, which could include parents; and (7) studies that reported outcome data. A total of 20 interventions met the inclusion criteria. Ten interventions each were implemented in the U.S. and internationally. International interventions only targeted elementary-aged students, were less likely to target low-income populations, and were less likely to be implemented for two or more years in duration. However, they were more likely to integrate an environmental component when compared to U.S. interventions. Interventions implemented in the U.S. and internationally resulted in successful outcomes, including positive changes in student BMI. Yet, varying approaches were used to achieve success, reinforcing the fact that a one-size-fits-all approach is not necessary to impact childhood obesity. However, building on successful interventions, future school-based obesity prevention interventions should integrate culturally specific intervention strategies, aim to incorporate an environmental component, and include parents whenever possible. Consideration should be given to the potential impact of long-term, frequent dosage interventions, and subsequent follow-up should be given attention to determine long-term efficacy.

  9. Adolescent health care: improving access by school-based service.

    Science.gov (United States)

    Gonzales, C; Mulligan, D; Kaufman, A; Davis, S; Hunt, K; Kalishman, N; Wallerstein, N

    1985-10-01

    Participants in this discussion of the potential of school-based health care services for adolescents included family medicine physicians, school health coordinators, a school nurse, and a community worker. It was noted that health care for adolescents tends to be either inaccessible or underutilized, largely because of a lack of sensitivity to adolescent culture and values. An ideal service for adolescents would offer immediate services for crises, strict confidentiality, ready access to prescribed medications, a sliding-scale scheme, and a staff that is tolerant of divergent values and life-styles. School-based pilot adolescent clinics have been established by the University of New Mexico's Department of Family, Community, and Emergency Medicine to test the community-oriented health care model. On-site clinics provide urgent medical care, family planning, pregnancy testing, psychological counseling, alcohol and drug counseling, and classroom health education. Experience with these programs has demonstrated the necessity for an alliance among the health team and the school administration, parents, and students. Financial, ethical, and political factors can serve as constraints to school-based programs. In some cases, school administrators have been resistant to the provision of contraception to students on school grounds and parents have been unwilling to accept the adolescent's right to confidentiality. These problems in part stem from having 2 separate systems, each with its own values, orientation, and responsibilities, housed in 1 facility. In addition, there have been problems generating awareness of the school-based clinic among students. Health education theater groups, peer counseling, and student-run community services have been effective, however, in increasing student participation. It has been helpful to mold clinic services to meet the needs identified by teenagers themselves. There is an interest not only in curative services, but in services focused

  10. Global School-Based Childhood Obesity Interventions: A Review

    Directory of Open Access Journals (Sweden)

    Melinda J. Ickes

    2014-08-01

    Full Text Available Background: The issue of childhood overweight and obesity has become a global public health crisis. School-based interventions have been developed and implemented to combat this growing concern. The purpose of this review is to compare and contrast U.S. and international school-based obesity prevention interventions and highlight efficacious strategies. Methods: A systematic literature review was conducted utilizing five relevant databases. Inclusion criteria were: (1 primary research; (2 overweight or obesity prevention interventions; (3 school-based; (4 studies published between 1 January 2002 through 31 December 2013; (5 published in the English language; (6 child-based interventions, which could include parents; and (7 studies that reported outcome data. Results: A total of 20 interventions met the inclusion criteria. Ten interventions each were implemented in the U.S. and internationally. International interventions only targeted elementary-aged students, were less likely to target low-income populations, and were less likely to be implemented for two or more years in duration. However, they were more likely to integrate an environmental component when compared to U.S. interventions. Discussion: Interventions implemented in the U.S. and internationally resulted in successful outcomes, including positive changes in student BMI. Yet, varying approaches were used to achieve success, reinforcing the fact that a one-size-fits-all approach is not necessary to impact childhood obesity. However, building on successful interventions, future school-based obesity prevention interventions should integrate culturally specific intervention strategies, aim to incorporate an environmental component, and include parents whenever possible. Consideration should be given to the potential impact of long-term, frequent dosage interventions, and subsequent follow-up should be given attention to determine long-term efficacy.

  11. Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences.

    Science.gov (United States)

    Haeger, Heather; Fresquez, Carla

    Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. © 2016 H. Haeger and C. Fresquez. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  12. 7. Mentor update and support: what do mentors need from an update?

    Science.gov (United States)

    Phillips, Mari; Marshall, Joyce

    2015-04-01

    Mentorship is the 14th series of 'Midwifery basics' targeted at practising midwives. The aim of these articles is to provide information to raise awareness of the impact of the work of midwives on women's experience, and encourage midwives to seek further information through a series of activities relating to the topic. In this seventh article Mari Phillips and Joyce Marshall consider some of the key issues related to mentor update and support and consider what mentors need from their annual update.

  13. Print News Coverage of School-Based HPV Vaccine Mandate

    Science.gov (United States)

    Casciotti, Dana; Smith, Katherine C.; Andon, Lindsay; Vernick, Jon; Tsui, Amy; Klassen, Ann C.

    2015-01-01

    BACKGROUND In 2007, legislation was proposed in 24 states and the District of Columbia for school-based HPV vaccine mandates, and mandates were enacted in Texas, Virginia, and the District of Columbia. Media coverage of these events was extensive, and media messages both reflected and contributed to controversy surrounding these legislative activities. Messages communicated through the media are an important influence on adolescent and parent understanding of school-based vaccine mandates. METHODS We conducted structured text analysis of newspaper coverage, including quantitative analysis of 169 articles published in mandate jurisdictions from 2005-2009, and qualitative analysis of 63 articles from 2007. Our structured analysis identified topics, key stakeholders and sources, tone, and the presence of conflict. Qualitative thematic analysis identified key messages and issues. RESULTS Media coverage was often incomplete, providing little context about cervical cancer or screening. Skepticism and autonomy concerns were common. Messages reflected conflict and distrust of government activities, which could negatively impact this and other youth-focused public health initiatives. CONCLUSIONS If school health professionals are aware of the potential issues raised in media coverage of school-based health mandates, they will be more able to convey appropriate health education messages, and promote informed decision-making by parents and students. PMID:25099421

  14. Mentoring in Nursing: An Integrative Review of Commentaries, Editorials, and Perspectives Papers.

    Science.gov (United States)

    Lin, Jian; Chew, Yi Rong; Toh, Ying Pin; Radha Krishna, Lalit Kumar

    Although pivotal to mentoring success, scant data on mentoring relationships continue to hamper the application of mentoring programs in nursing education. To address this gap and circumnavigate mentoring's context-specific nature, this narrative review analyzes the perspectives and opinions of nurse mentors and mentees. The aim is to identify common themes in their mentoring experiences to better nurture effective mentoring relationships and programs in nursing.

  15. The Development, Implementation, and Assessment of an Innovative Faculty Mentoring Leadership Program

    OpenAIRE

    Tsen, Lawrence C.; Borus, Jonathan F.; Nadelson, Carol C.; Seely, Ellen W.; Haas, Audrey; Fuhlbrigge, Anne L.

    2012-01-01

    Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multi-specialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women’s Hospital developed the Faculty Mentoring Leadership Program (FMLP) as a peer-learning experience for mid-career and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring ...

  16. Responsibilities of nursing schools with regard to peer mentoring.

    Science.gov (United States)

    Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

    2013-08-01

    This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

  17. The Lived Experiences of Mentoring Nurses in Malaysia

    Directory of Open Access Journals (Sweden)

    Noraini Binti Enrico

    2011-01-01

    Full Text Available Background: Being a nursing mentor is not an entirely new concept in nursing. However, it is a new phenomenon in the nursing profession in Malaysia. The nursing administration and the senior nurses in Malaysia have claimed that they have started a mentorship program by having senior nurses shadow new graduate nurses for the past two to three years ago. With no study found in Malaysia investigating the lived experiences of mentors mentoring new registered nurses, it led the researcher to develop this research that explores the real life experiences of these senior Malaysian nurses who mentor neophyte nurses.Objectives: This research explores and describes the lived experiences of nurses mentoring neophyte or new registered nurses at one of the major hospital in the Malaysia Borneo and how such experiences influence their daily routine as a nurse and also as a mentor. The research will also attaches meaning to these experiences and identifies both positive and negative experiences as a mentor to neophyte.Methods: The experiences of nurses mentoring the neophyte in the clinical area were captured using a qualitative approach to research and further viewed through methods informed by phenomenology, which used interpretive and descriptive semi-structured interviews. Hermeneutic interpretive phenomenology was used in the focus to analyze interview transcript into textual expression of the mentors. Three main themes emerge from this study are being unprepared and challenged, perceptions of mentees, mentor hope and desire.Key words: nursing mentor, phenomenon, neophyte, Malaysia.

  18. 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

  19. Qualities of a psychiatric mentor: a quantitative Singaporean survey.

    Science.gov (United States)

    Tor, Phern-Chern; Goh, Lee-Gan; Ang, Yong-Guan; Lim, Leslie; Winslow, Rasaiah-Munidasa; Ng, Beng-Yeong; Wong, Sze-Tai; Ng, Tse-Pin; Kia, Ee-Heok

    2011-11-01

    Psychiatric mentors are an important part of the new, seamless training program in Singapore. There is a need to assess the qualities of a good psychiatric mentor vis-à-vis those of a good psychiatrist. An anonymous survey was sent out to all psychiatry trainees and psychiatrists in Singapore to assess quantitatively the relative importance of 40 qualities for a good psychiatrist and a good mentor. The response rate was 48.7% (74/152). Factor analysis showed four themes among the qualities assessed (professional, personal values, relationship, academic-executive). A good mentor is defined by professional, relationship, and personal-values qualities. Mentors have significantly higher scores than psychiatrists for two themes (relationship and academic-executive). Being a good mentor, in Asia, means being a good psychiatrist first and foremost but also requires additional relationship and academic-executive skills. Mentors should be formally trained in these additional skills that were not part of the psychiatric curriculum.

  20. The Role of Mentoring in Leadership Development.

    Science.gov (United States)

    Crisp, Gloria; Alvarado-Young, Kelly

    2018-06-01

    This chapter discusses the role of mentoring in facilitating leadership development for students throughout the educational pipeline. Related literature is summarized and practical guidance is provided for designing, implementing, and evaluating programs with a focus toward developing students as leaders. © 2018 Wiley Periodicals, Inc.

  1. 75 FR 1263 - National Mentoring Month, 2010

    Science.gov (United States)

    2010-01-08

    ... Slavery and Human Trafficking Prevention Month, 2010 #0; #0; #0; Presidential Documents #0; #0; #0;#0... the President of the United States of America A Proclamation Every day, mentors in communities across... States of America, by virtue of the authority vested in me by the Constitution and the laws of the United...

  2. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  3. Toward Facilitative Mentoring and Catalytic Interventions

    Science.gov (United States)

    Smith, Melissa K.; Lewis, Marilyn

    2015-01-01

    In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on…

  4. Multiple mentoring relationships facilitate learning during fieldwork.

    Science.gov (United States)

    Nolinske, T

    1995-01-01

    Fieldwork provides a means by which students are socialized into their profession and their careers. During Level I and Level II fieldwork, students acquire and apply the knowledge, skills, and attitudes that will enable them to achieve entry-level competence The experiences that students have during Level II fieldwork influence their subsequent career choices. To support these experiences, students form a variety of helping relationships with faculty members, clinicians, peers, family, and friends. This article examines the role and responsibilities of the student as protégé and of the clinical educator as information peer, collegial peer, special peer, and mentor. In light of the challenges faced by most clinicians secondary to health care reform, an alternative to the one-to-one supervision model is presented. The multiple mentoring model of fieldwork supervision has several advantages: (a) fieldwork educators work with students according to their strengths and interests; (b) the model promotes collegiality and clinical reasoning skills because students use each other as resources and observe different fieldwork educators approaching similar situations; and (c) the model allows a fieldwork site to accept more students at one time, while minimizing stress on any one fieldwork educator. A framework defining the functions of the mentor-protégé relationship is provided, with an emphasis on the effect that clinical educators have in their roles as mentors, guides, role models, and teachers who provide opportunities for the student to develop entry-level competency in a chosen profession.

  5. 75 FR 81083 - National Mentoring Month, 2011

    Science.gov (United States)

    2010-12-27

    ... future. NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the... reach for new heights and guided them along the path to achievement. The contributions of these engaged... National Mentoring Month, 2011 By the President of the United States of America A Proclamation Across our...

  6. Journal Editorship: Mentoring, Democratic, and International Perspectives

    Science.gov (United States)

    Mullen, Carol A.

    2011-01-01

    This essay builds on a review of studies in education. Journal editorship is explored from the mentoring, democratic, and international perspectives. Trends are examined within the publishing culture around these three editorial functions. Theoretical groundwork is provided for exploring contemporary journal editorship and its challenges and…

  7. When Is a Mentor Like a Monk?

    Science.gov (United States)

    Gonzalez, Cristina

    2006-01-01

    The author of this article was particularly intrigued with an observation made in a paper written by one of her students in a graduate seminar on the philosophy of higher education. Most class members wrote about contemporary issues, but this student focused instead on mentoring in the medieval church. He reported that both the eastern and western…

  8. Investing in the workforce through mentoring

    Science.gov (United States)

    The term mentor is often used synonymously with a faculty adviser in academic settings, but a mentorship is also a career development relationship in which more experienced senior colleagues share their knowledge and experience with mentees. Having the advice and guidance of an e...

  9. Mentoring approach improves evaluation capacity of ICTD ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Developing Evaluation Capacity in ICTD (DECI) provides researchers from five IDRC-funded projects in Asia ongoing mentorship to learn and apply the Utilization Focused Evaluation (UFE) approach to their projects. DECI demonstrates the value of mentoring as a training approach, where researchers are coached as they ...

  10. Tutoring and Mentoring for Student Development

    OpenAIRE

    Luescher Thierry M.; Schreiber Birgit; Moja Teboho

    2017-01-01

    This guest-edited issue of JSAA focuses on tutoring and mentoring and draws in parts on papers that were presented at the 2016 joint conference of the International Consortium for Educational Development (ICED) and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA).

  11. Characteristics of mentoring relationships | Shelmerdine | Journal of ...

    African Journals Online (AJOL)

    Objective: Mentoring programmes offer an increasingly popular solution to the problem of youth 'at-risk'. While positive outcomes of these programmes are widely documented, there has been little research into the operant processes. The aim of this study was to provide in-depth qualitative information about relationship ...

  12. Mentoring--Is It Failing Women?

    Science.gov (United States)

    Ghosh, Rajashi

    2015-01-01

    Mentoring programs are gaining traction as human resource development initiatives that can support women to advance in their careers in organizations. However, some of these programs are falling short of delivering on this promise due to particular inherent flaws. This case study considers the following three potential flaws of formal mentoring…

  13. Mentoring: A Practice Developed in Community?

    Science.gov (United States)

    Bryan, Hazel; Carpenter, Chris

    2008-01-01

    Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher…

  14. Mentoring Revisited: The Hispanic Woman's Perspective.

    Science.gov (United States)

    Bova, Breda Murphy

    1995-01-01

    Interviews with 20 Hispanic female faculty and administrators revealed mentoring to be important to career development but difficult to obtain. Barriers included limited opportunities for informal contact, compounded stereotypes of women and of Hispanic women, and conflicting values of Hispanic and academic cultures. (SK)

  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. IVF for premature ovarian failure: first reported births using oocytes donated from a twin sister.

    LENUS (Irish Health Repository)

    Sills, Eric Scott

    2010-01-01

    BACKGROUND: Premature ovarian failure (POF) remains a clinically challenging entity because in vitro fertilisation (IVF) with donor oocytes is currently the only treatment known to be effective. METHODS: A 33 year-old nulligravid patient with a normal karyotype was diagnosed with POF; she had a history of failed fertility treatments and had an elevated serum FSH (42 mIU\\/ml). Oocytes donated by her dizygotic twin sister were used for IVF. The donor had already completed a successful pregnancy herself and subsequently produced a total of 10 oocytes after a combined FSH\\/LH superovulation regime. These eggs were fertilised with sperm from the recipient\\'s husband via intracytoplasmic injection and two fresh embryos were transferred to the recipient on day three. RESULTS: A healthy twin pregnancy resulted from IVF; two boys were delivered by caesarean section at 39 weeks\\' gestation. Additionally, four embryos were cryopreserved for the recipient\\'s future use. The sister-donor achieved another natural pregnancy six months after oocyte retrieval, resulting in a healthy singleton delivery. CONCLUSION: POF is believed to affect approximately 1% of reproductive age females, and POF patients with a sister who can be an oocyte donor for IVF are rare. Most such IVF patients will conceive from treatment using oocytes from an anonymous oocyte donor. This is the first report of births following sister-donor oocyte IVF in Ireland. Indeed, while sister-donor IVF has been successfully undertaken by IVF units elsewhere, this is the only known case where oocyte donation involved twin sisters. As with all types of donor gamete therapy, pre-treatment counselling is important in the circumstance of sister oocyte donation.

  17. Peer mentoring for core medical trainees: uptake and impact.

    Science.gov (United States)

    Webb, Jessica; Brightwell, Alexandra; Sarkar, Pamela; Rabbie, Roy; Chakravorty, Indranil

    2015-04-01

    To assess the uptake and impact of a peer mentoring scheme for core medical trainees on both mentors and mentees. All second year core medical trainees in the Southwest London Training programme in September 2012 were invited to mentor a first year core medical trainee. In parallel, all first year core medical trainees were invited to be mentored. Both potential mentors and mentees were asked to submit personal statements, to attend a three-session mentoring training programme and to be matched into mentoring pairs. The impact of the mentoring scheme on trainees' behaviour and outlook was assessed through questionnaires distributed at the start and at the end of the year. 31 of 72 (43%) core medical trainees submitted personal statements and 40 of 72 (56%) attended training sessions. 42 trainees (58%) participated in the scheme (21 mentor/mentee pairs were established). Of the trainees who participated, 23 of 42 (55%) completed the end of year questionnaire. Participating trainees viewed the scheme positively. Reported benefits included changes in their behaviour and acquiring transferable skills that might help them in later career roles, such as an educational supervisor. The end of year questionnaire was sent to all trainees and 10 responded who had not participated. They were asked why they had not participated and their reasons included lack of time, lack of inclination and a desire for more senior mentors. Their suggestions for improvement included more structured sessions to allow the mentor/mentee pairs to meet. This simple peer mentoring scheme was popular despite busy workloads and benefited all concerned. It is a simple effective way of supporting doctors. More work is needed to improve training for mentors and to improve access to mentoring. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  18. A mentor development program for clinical translational science faculty leads to sustained, improved confidence in mentoring skills.

    Science.gov (United States)

    Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S

    2012-08-01

    Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.

  19. An Exploration of the Role of Occupation in School-Based Occupational Therapy Practice

    Science.gov (United States)

    Benson, Jeryl DiSanti

    2010-01-01

    The purpose of this study was to explore the role of occupation in school-based occupational therapy practice. The research questions were (1) How do school-based occupational therapists describe the role of occupation during intervention? (2) Which theories of occupation do school-based occupational therapists associate with their own practice?…

  20. School-Based Mental Health Services: Definitions and Models of Effective Practice

    Science.gov (United States)

    Doll, Beth; Nastasi, Bonnie K.; Cornell, Laura; Song, Samuel Y.

    2017-01-01

    School-based mental health services are those delivered by school-employed and community-employed providers in school buildings. With the implementation of provisions of the Patient Protection and Affordable Care Act (2010) that funds school-based health centers, school-based mental health services could become more broadly available in…