Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants

This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.Peg Boyle: Graduated from the State University of New York at Stony Brooknow resides in Boone, North Carolina     

FROM THE LITERATURE: Terry Henner,Column Editor

This article explores automated task services, a type of website that allows users to create rules that are triggered by activity on one website and perform a task on another site. The most well-known automated task service is If This Then That (IFTTT), but recently a large number of these services have sprung up. These services can be used to connect websites, apps, business services, and even devices such as phones and home automation equipment. This allows for millions of possible combinations of rules, triggers, and actions. Librarians can put these services to use in many ways, from automating social media postings to remembering to bring their umbrella when rain is in the forecast. A list of popular automated task services is included, as well as a number of ideas for using these services in libraries.     

Conservation Heating 24 Years On

ABSTRACT

Control of relative humidity (RH) for collections care is challenging in U.K. historic houses because they are often highly ventilated with poor heat retention, a porous building fabric and naturally tend to high (60–80%) RH if unheated. The significance of the building means that large-scale modifications and installation of air handling systems may be unfeasible and undesirable for the conservation of the building. In the late 1980s the National Trust, for English, Wales and Northern Ireland, investigated conservation heating as an RH control method that works with the natural environment of historic buildings, mimicking historic heating and requiring only modification of existing heating services or a light touch installation of new heating systems. The National Trust adopted conservation heating as its preferred method for environmental control in historic buildings from the 1990s. This method was presented at the IIC 1994 Ottawa congress on preventive conservation. Conservation heating has since been adopted by many historic house management organisations, particularly across north-west Europe, where it is well suited to the climate. This paper reviews conservation heating developments implemented by the National Trust since 1994, in response to a changing external context, new knowledge and developments in operational practice.     

七十载自主创新结硕果 新时代科技报国谱新篇

<正>2019年是中华人民共和国成立70周年。70年来,全国各族人民同心同德、艰苦奋斗,取得了令世界刮目相看的伟大成就。70年来,在党的坚强领导下,广大科技工作者始终以实现国家富强、民族振兴、人民幸福为己任,自力更生、勠力同心,我国科技实力实现了跟跑、并跑乃至领跑的历史性跨越,我国已成为具有重要国际影响力的科技创新大国,并正向世界科技强国的宏伟目标迈进。70年来,我国科技事业实现了历史性、整体性、格局性的重大变化。新中国成立初期,面对西方国家的全面封锁和国家发展百废待兴的局面,党中央发出了"向科学进军"的伟大号召,确立了"重点发展、迎头赶上"的科技发展方针,中国科技事业由此开始建立自主体系、奠定坚实基础。改革开放之初,和平与发展成为时代发展的主题,"科学技术是第一生产力"成为全社会共识,我国迈入了"科学的春天",确立了"经济建设必须依靠科学技术、科学技术必须面向经济建设"的科技方针,中国科技事业由此全面融入国民经济发展全局、全面融入全球科技创新体系。世     

Teacher educators working on their own professional development: goals,activities and outcomes of a project for the professional development of teacher educators

This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning.