Making mentoring work: The need for rewiring epistemology

To help produce expert coaches at both participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of the limited literature on coach mentoring, as well as the risks of superficial treatment by coach education systems, this paper therefore critically discusses the role of the mentor in coach development, the nature of the mentor-mentee relationship and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches then we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education

"Safe" Coulomb Excitation of 30Mg

We report on the first radioactive beam experiment performed at the recently commissioned REX-ISOLDE facility at CERN in conjunction with the highly efficient gamma spectrometer MINIBALL. Using 30Mg ions accelerated to an energy of 2.25 MeV/u together with a thin nat-Ni target, Coulomb excitation of the first excited 2+ states of the projectile and target nuclei well below the Coulomb barrier was observed. From the measured relative de-excitation gamma ray yields the B(E2; 0+ -> 2+) value of 30Mg was determined to be 241(31) e2fm4. Our result is lower than values obtained at projectile fragmentation facilities using the intermediate-energy Coulomb excitation method, and confirms the theoretical conjecture that the neutron-rich magnesium isotope 30Mg lies still outside the ``island of inversion''

Symplectically Covariant Schr\"{o}dinger Equation in Phase Space

A classical theorem of Stone and von Neumann says that the Schr\"{o}dinger representation is, up to unitary equivalences, the only irreducible representation of the Heisenberg group on the Hilbert space of square-integrable functions on configuration space. Using the Wigner-Moyal transform we construct an irreducible representation of the Heisenberg group on a certain Hilbert space of square-integrable functions defined on phase space. This allows us to extend the usual Weyl calculus into a phase-space calculus and leads us to a quantum mechanics in phase space, equivalent to standard quantum mechanics. We also briefly discuss the extension of metaplectic operators to phase space and the probabilistic interpretation of the solutions of the phase space Schr\"{o}dinger equationComment: To appear in J Phys

Status of the REX-ISOLDE project

The radioactive beam experiment REX-ISOLDE, a pilot experiment testing a new concept of post acceleration of radioactive ions at ISOLDE/CERN is in progress. Singly charged radioactive ions delivered by the online mass separator ISOLDE are accumulated in a Penning trap (REX trap), charge bred in an electron beam ion source (EBIS), separated from the residual gas in a mass separator and then accelerated in a linac with output energies between 0.8 and 2.2 MeV /u. The REX trap is in operation, a first test beam was already injected. The design phase of the EBIS is finished and the construction has been started. The superconducting magnet is delivered. The linac consists of a radiofrequency quadrupole (RFQ) accelerator, an interdigital IH-structure and 3 seven gap resonators to vary the final energy. (12 refs)

REX-ISOLDE: post-accelerated radioactive BEAMS at CERN-ISOLDE

The ISOLDE RIB-facility at CERN has today been producing a vast range of radioactive beams since more than 30 years. The low-energy beams of ISOLDE will be complemented by a post-accelerator, REX-ISOLDE, currently being assembled. In order to convert the pseudo-DC, singly-charged beam from the ISOLDE mass separators into a cooled and bunched beam at higher charge states a novel scheme of trapping, cooling and charge-state breeding has been devised, using a linear Penning trap and an Electron Beam Ion Source (EBIS). This allows for subsequent acceleration by a short, cost-effective LINAC consisting of an RFQ, an IH-structure and three seven-gap resonators, reaching 0.8 - 2.2 MeV/u. The installation of REX-ISOLDE is well underway and the first post-accelerated radioactive beams are expected to be obtained during late 2000

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Professionalism, Golf Coaching and a Master of Science Degree: A commentary

As a point of reference I congratulate Simon Jenkins on tackling the issue of professionalism in coaching. As he points out coaching is not a profession, but this does not mean that coaching would not benefit from going through a professionalization process. As things stand I find that the stimulus article unpacks some critically important issues of professionalism, broadly within the context of golf coaching. However, I am not sure enough is made of understanding what professional (golf) coaching actually is nor how the development of a professional golf coach can be facilitated by a Master of Science Degree (M.Sc.). I will focus my commentary on these two issues

Y-Chromosome Variation in Hominids: Intraspecific Variation Is Limited to the Polygamous Chimpanzee

The original publication is available at www.plosone.orgBackground: We have previously demonstrated that the Y-specific ampliconic fertility genes DAZ (deleted in azoospermia) and CDY (chromodomain protein Y) varied with respect to copy number and position among chimpanzees (Pan troglodytes). In comparison, seven Y-chromosomal lineages of the bonobo (Pan paniscus), the chimpanzee’s closest living relative, showed no variation. We extend our earlier comparative investigation to include an analysis of the intraspecific variation of these genes in gorillas (Gorilla gorilla) and orangutans (Pongo pygmaeus), and examine the resulting patterns in the light of the species’ markedly different social and mating behaviors. Methodology/Principal Findings: Fluorescence in situ hybridization analysis (FISH) of DAZ and CDY in 12 Y-chromosomal lineages of western lowland gorilla (G. gorilla gorilla) and a single lineage of the eastern lowland gorilla (G. beringei graueri) showed no variation among lineages. Similar findings were noted for the 10 Y-chromosomal lineages examined in the Bornean orangutan (Pongo pygmaeus), and 11 Y-chromosomal lineages of the Sumatran orangutan (P. abelii). We validated the contrasting DAZ and CDY patterns using quantitative real-time polymerase chain reaction (qPCR) in chimpanzee and bonobo. Conclusion/Significance: High intraspecific variation in copy number and position of the DAZ and CDY genes is seen only in the chimpanzee. We hypothesize that this is best explained by sperm competition that results in the variant DAZ and CDY haplotypes detected in this species. In contrast, bonobos, gorillas and orangutans—species that are not subject to sperm competition—showed no intraspecific variation in DAZ and CDY suggesting that monoandry in gorillas, and preferential female mate choice in bonobos and orangutans, probably permitted the fixation of a single Y variant in each taxon. These data support the notion that the evolutionary history of a primate Y chromosome is not simply encrypted in its DNA sequences, but is also shaped by the social and behavioral circumstances under which the specific species has evolved.Funded by the Deutsche Forschungsgemeinschaft (SCHE 214/8)Publisher's versio