2,298 research outputs found

    Expectations of Mentoring: Novice Teachers’ Voices

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    Mentoring, as an avenue to support and retain new teachers, has received a renewed interest. As Trubowitz suggests, “School systems are finding that beginning teachers who have access to intensive mentoring are less likely to leave teaching” (2004, p. 59). While several factors may cause teachers to leave, alienation has been identified as one of the major forces. According to previous research, teachers experience “a combination of feelings of isolation, normlessness, powerlessness, and meaninglessness” (Benham & O’Brien, 2002, p. 20). Such feelings of isolation are compounded by the current accountability demands and the professional pressure teachers’ experience. Thus, it is imperative to consider alternative strategies aimed at providing the kind of support congruent with beginning teacher’s needs in order to be successful (Breaux & Wong, 2003, p. iii). A goal of such strategies should be the effective socialization of teachers, and providing on-going support for growth, through different approaches including mentoring (Darling-Hammond, 2003; Brennan, Thames, & Roberts, 1999). Although mentoring can be an effective means to enhance teacher efficacy and help beginning teachers (Breaux & Wong, 2003; Delgado, 1999; Yost, 2002), limited research focuses on teachers’ perspectives associated with their own expectations of mentoring, particularly in diverse school settings (Wang & Odell, 2002). Further, researchers suggest, “There has been limited evidence that points to the expectations of new teachers relative to mentoring” (Tillman, 2005, p. 616). Thus, it is essential that teachers’ voices be illuminated to better understand their needs so that school leaders may “consider the benefits of consulting with novice teachers about their expectations in the mentoring arrangement” (Tillman, 2005, p. 626). Much of the current literature on teacher mentoring is based on experiences of mentors (Ganser, 1996; Trubowitz, 2004), and mentoring internship program descriptions (Brennan, Thames, & Roberts, 1999) however, novice teachers’ voices tend to be absent from the discourse. While few studies have focused on teachers’ perceptions (Rowley, 1999; Olebe, Jackson, & Danielson, 1999), additional research is needed so that beginning teachers’ voices contribute to a better understanding of mentoring as a vehicle to reduce isolation, successfully socialize new teachers into the demands of the profession, provide culturally responsive support to novice teachers, and reduce teacher turnover. Such inquiry could also be useful to avoid the common pitfalls that might have a detrimental effect on teachers and students. Therefore, the purpose of this paper is to present the results of a study conducted to examine teachers’ expectations of mentoring

    MEASUREMENTS OF LIQUID DAMPING PROVIDED BY RING BAFFLES IN CYLINDRICAL TANKS

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    Damping effect of flat ring baffles on liquid sloshing in partially filled cylindrical tank

    Some Notes on Liquid Sloshing in Compartmented Cylindrical Tanks Technical Report No. 1

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    Frequencies and total force response in rigid cylindrical tanks comparted into sectors by vertical walls and excited in translation to study liquid sloshin

    Liquid Sloshing in 45 Deg Sector Compartmented Cylindrical Tanks

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    Liquid sloshing in 45-deg sector compartmented cylindrical tank

    Eliciting real-life social networks: a guided tour

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    This paper surveys some of the mechanisms that have been proposed by the experimental literature to elicit social networks. These mechanisms differ in their incentive structures, as well as the means of reward they employ. We compare these elicitation devices on the basis of the estimated differences in the characteristics of the induced networks, such as the number of (mutual) links, correspondence and accuracy. Our main conclusion is that the elicited network architecture is itself dependent on the structure (and the nature) of the incentives. This, in turn, provides the social scientist with guidelines on the most appropriate device to use, depending on her research objectives

    Treatment of Acute Venous Thromboembolism

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    Acute venous thromboembolism is a common disease seen by nearly all hospitalists. The advent of low molecular weight heparin (LMWH) several decades ago ushered in the era of early hospital discharge and home treatment. More recently, the direct oral anticoagulants (DOACs) have further simplified outpatient treatment and some offer treatment without parenteral therapy. Use of DOACs for cancer-associated venous thromboembolism is emerging and is a welcome evolution of care to spare oncologic patients the burden of daily LMWH injections

    Zinc cysteine active sites of metalloproteins: A density functional theory and x-ray absorption fine structure study

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    Density functional theory (DFT) and x-ray absorption fine structure (XAFS) spectroscopy are complementary tools for the biophysical study of active sites in metalloproteins. DFT is used to compute XAFS multiple scattering Debye Waller factors, which are then employed in genetic algorithm-based fitting process to obtain a global fit to the XAFS in the space of fitting parameters. Zn-Cys sites, which serve important functions as transcriptional switches in Zn finger proteins and matrix metalloproteinases, previously have proven intractable by this method; here these limitations are removed. In this work we evaluate optimal DFT nonlocal functionals and basis sets for determining optimal geometries and vibrational densities of states of mixed ligation Zn(His)4−n(Cys)n role= presentation style= display: inline; line-height: normal; word-spacing: normal; overflow-wrap: normal; white-space: nowrap; float: none; direction: ltr; max-width: none; max-height: none; min-width: 0px; min-height: 0px; border: 0px; padding: 0px 2px 0px 0px; margin: 0px; position: relative; \u3eZn(His)4−n(Cys)nZn(His)4−n(Cys)n sites. Theoretical results are compared to experimental XAFS measurements and Raman spectra from the literature and tabulated for use
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