Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes

The Komplast Experiment: Space Environmental Effects after 12 Years in LEO (and Counting)

The Komplast materials experiment was designed by the Khrunichev State Research and Production Space Center, together with other Russian scientific institutes, and has been carried out by Mission Control Moscow since 18. Komplast panels fitted with material samples and sensors were located on the International Space Station (ISS) Functional Cargo Block (FGB) module exterior surface. Within the framework of this experiment, the purpose was to study the effect of the low earth orbit (LEO) environment on exposed samples of various materials. The panels were sent into orbit with the FGB when it launched on November 20, 1998. Panels #2 and #10 were retrieved during Russian extravehicular activity in February 2011 and sealed within cases to temporarily protect the samples from exposure to air until they could be studied on the ground. Panel #2 contained an experiment to detect micrometeoroid and orbital debris (MMOD) impacts, radiation and UV sensors, several pieces of electrical cable, and samples made from elastomeric and fluoroplastic materials. Panel #10 contained a temperature sensor, and both carbon composite and adhesive-bonded samples. A figure shows the location of panels #2 and #10 on the FGB module aft endcone. The panels were subsequently returned to Earth by Space Shuttle Discovery on the STS-133/ULF-5 mission after 12 years of LEO exposure and opened in an argon chamber at the Institute of Nuclear Physics at Moscow State University in July 2011. Based on the results of analyzing the readings from sensors located on Komplast panels and in studying material samples from the panels, the comprehensive effect of spaceflight factors on the FGB (at the locations of Panels #2 and #10) was evaluated. Total solar exposure was determined to be 960 +/- 200 kJ/square cm or 21,000 equivalent solar hours. Because of location of these two panels and the ISS flight attitude, atomic oxygen (AO) fluence was relatively low for such a long duration exposure, approximately 1.5x10 (exp 21) O atoms/sq. cm. Most of the AO fluence occurred during the early phase of ISS assembly. Temperatures ranged from a maximum of 107 C to a minimum of -80 C. The MMOD environment was determined, as is shown. Interestingly, the distribution of craters and low-velocity impact particles observed in the 5-50 micron size range was approx 2-3 orders of magnitude higher than that predicted by the ORDEM2000 model of natural and artificial origin microparticles in the ISS orbit. Contamination observations were also made, through the evaluation of optical properties on thermal control coatings and by the examination of visible deposits located near several samples on the panels, primarily from elastomeric samples. These elastomer samples were extensively investigated for their physical property changes and sealing capability. In addition, 16 samples of adhesive-bonded joints using three types of epoxy adhesive were evaluated studying fracture toughness, failure surface, and adhesive volume properties. Both rubber and adhesive-bonded specimens also underwent additional (post-flight) ground-based exposures to simulate a total 30 years in LEO prior to their evaluation. Overall, results indicate that space environmental effects will not adversely impact the service life of the FGB through 2028. Our investigation is complete and a summary of the results obtained from this uniquely long-duration exposure experiment will be presented

Mentoring and Individual Learning Plans: Issues of practice in a period of transition.

publication-status: Acceptedtypes: ArticleThis article draws upon research undertaken with 28 teacher education mentors, managers and trainee teachers within the SW Centre for Excellence in Teacher Training (CETT) in 2008, following the introduction of the new revised Lifelong Learning UK (LLUK) standards. The first part of the article locates and contextualises the policy context in relation to the school and further education (FE) sectors. Two separate and distinctive models of mentoring practice are delineated, the first model as a source of formative support for trainee teachers, and the second model as a tool for the assessment of competence. The article concludes by suggesting that the danger and indeed unintended consequence of separating out these functions of mentoring is that an unnecessary dichotomy is created that dislocates coherent teacher practices from one another. It argues that what is needed is a sustained period of stability in the sector. This would leave a space for CETT professionals and others to promote those practices that will make a difference not only to the work of teacher educators but to the work of staff and students

Ring-like N-fold Models of Aβ42 fibrils

When assembling as fibrils Aβ40 peptides can only assume U-shaped conformations while Aβ42 can also arrange as S-shaped three-stranded chains. We show that this allows Aβ42 peptides to assemble pore-like structures that may explain their higher toxicity. For this purpose, we develop a scalable model of ring-like assemblies of S-shaped Aβ1–42 chains and study the stability and structural properties of these assemblies through atomistic molecular dynamics simulations. We find that the proposed arrangements are in size and symmetry compatible with experimentally observed Aβ assemblies. We further show that the interior pore in our models allows for water leakage as a possible mechanism of cell toxicity of Aβ42 amyloids.Simulations were done on the SCHOONER cluster of the University of Oklahoma and the Extreme Science and Engineering Discovery Environment (XSEDE) which is supported by NSF under grant ACI-1053575. We acknowledge financial support from NSF CHE-1266256. Open access fees fees for this article provided whole or in part by OU Libraries Open Access Fund.Ye

'Respect Study' the Treatment of Religious Difference and Otherness: An ethnographic investigation in UK schools

Understanding and appreciating the beliefs and practices of others feature prominently among the aims and purposes of Religious Education in UK schools. Drawing on ethnographic data from the ‘Does RE Work?’ project, this paper presents two conceptions if ‘in/entoleration’ a deliberate process of inculcating tolerance in pedagogy. Entoleration, akin to enculturation, encourages sympathetic and transformative encounter with others’ beliefs. Intoleration, akin to indoctrination, risks eliding both difference and encounter in the service of a pre-determined aim of nurturing uncritical tolerance. The former is categorised by pedagogies of encounter with the other as person, while the latter often focuses on externals and strangeness

Becoming an Intercultural Mediator: A Longitudinal Study of Residence Abroad

Examines the long-term learning of a cohort of students who had participated in a study abroad year. Draws on research that took place during the study abroad year and 10 years later. Data were analyzed in terms of the development of intercultural competence discernible in interviews undertaken 10 years after the experience. Found that participants who profited most were those who had a degree of tertiary socialization before they left

Mentoring and the tolerance of complexity

This paper explores mentoring in the light of complexity theory and the premium placed upon knowledge in organisational viability. A key question is “what is the role of mentoring, as a developmental and knowledge creating process, in a complex environment?” There are two parts to the discussion. First, we explore complexity at work, and what it means for the individual. We link the central ideas of complexity theory with the notion of a ‘corporate curriculum’, an inclusive concept intended to capture the complex nature of learning at work, in all its variants. Secondly, we speculate on the contribution mentoring can make in complex organisations where employees are part of a knowledge economy by virtue of being knowledge producers and being engaged in learning at work. The environments in which we work are becoming more complex and mentoring is also complex. There is a synergy here. For people living in complexity where there are few rules, no right answers and no predictable outcomes, we suggest that mentoring can play a distinctive role in helping people to ‘tolerate’ complexity and remain effective.</p