The role of mentoring relationships in the career development of successful deaf persons

A qualitative study of deaf graduates of Rochester Institute of Technology in New York State who became supervisors in primarily hearing work settings found that having a mentor was a primary and persistent element in their career success. In the deaf individual's early years, generally it was a family member or teacher who conveyed a belief in that individual's abilities, encouraged effort, and helped instill self-esteem and confidence. Parents were often their strongest advocates, and teachers were their advisors and facilitators. In the work setting, a supervisor or coworker often served as a mentor by coaching, advising, and teaching the individual what they needed to know to succeed on the job. In many ways, these "informal" mentors provided the foundation that enabled the deaf individual to break through what are often barriers to career success despite their skills and abilities. The various forms of mentorship and their impact on deaf college graduates are explored.     

Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees

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 of two communities of practice, the on-campus engineering program community and the community of professional engineers. The mentoring program functioned as a social space in which identities of these students converged and diverged, creating a subtle tension and self-reflection in relation to the two different communities of practice that they pursued.     

Undergraduate Student Stress and Coping Strategies

This study of stress among 107 undergraduate students enrolled in various degree strands in a Victorian Institute of Technology reveals that major stressors are both academic and personal in nature. Students generally are more likely to use direct‐action strategies in their attempts to cope with college stress, while male students rely. more on palliative techniques compared with female students. The findings are consistent with related research in the USA and Israel, and suggest that the experience of stress for undergraduate students is not necessarily culturally specific. Further examination of the nature and extent of student stress on a longitudinal basis is recommended. Some areas that need attention are identified in the paper.     

‘Here I come again’: the cost of success for higher education students diagnosed with autism

This qualitative study used Interpretative Phenomenological Analysis to consult with 16 autistic UK higher education (HE) students about their experiences of success. An in-depth participatory approach encouraged participants to become co-analysts of their data.

Participants offered counter-narratives to deficit-based interpretations of autism, giving accounts of making themselves ‘extra-visible’ as autistic in order to assert their rights. The autism diagnosis was perceived both as an aid to self-understanding and a cause of additional barriers. In raising awareness of their own needs, participants contributed to broader understandings of autism within their academic communities, inadvertently becoming educators and role models. The research highlights the extra effort required by autistic students to thrive within higher education and the barriers imposed by current requirements to both pursue formal diagnosis, and to disclose it in order to receive adjustments. The research was novel in its approach and in its focus on success, revealing original findings in relation to the challenges and barriers faced by high-achieving autistic students, and the implications for a more inclusive higher education curriculum and environment are considered.     

Internally Incentivized Interdisciplinarity: Organizational Restructuring of Research and Emerging Tensions

Interdisciplinarity is widely considered necessary to solving many contemporary problems, and new funding structures and instruments have been created to encourage interdisciplinary research at universities. In this article, we study a small technical university specializing in green technology which implemented a strategy aimed at promoting and developing interdisciplinary collaboration. It did so by reallocating its internal research funds for at least five years to “research platforms” that required researchers from at least two of the three schools within the university to participate. Using data from semi-structured interviews from researchers in three of these platforms, we identify specific tensions that the strategy has generated in this case: (1) in the allocation of platform resources, (2) in the division of labor and disciplinary relations, (3) in choices over scientific output and academic careers. We further show how the particular platform format exacerbates the identified tensions in our case. We suggest that certain features of the current platform policy incentivize shallow interdisciplinary interactions, highlighting potential limits on the value of attempting to push for interdisciplinarity through internal funding.

     

Affirming conflict and identity in the Korean Peace Park (DMZ) proposals

Abstract

According to their advocates, Peace Parks represent a real and symbolic hope for peace and reconciliation. Peace Parks both create a buffer and a “bridge” for cooperation to generate peace. The South Korean government and elite-led green NGOs are placing the DMZ military buffer zone as a “soft power” Peace Park instrument for peace between the two Korea's. This paper argues that the conventional approaches to explaining the Korean DMZ Peace Park initiatives/proposals fail to address the underlying national identity questions and narratives. These conventional approaches can potentially reinforce conditions for inter-Korean hostility. This is because inter-Korean hostility is based on ongoing contestations from each Korea over what counts as the historically authentic and unified Korean heritage/identity. Contests are also based upon which of the Korea's has the legitimate right to monopolize these master-narratives of what counts as genuine Korean identity. Further investigations of the practices and processes of (South) Korean identity construction through inter-cultural tensions between the two Korea's need to be addressed before a Peace Park as concept and policy can move away from the initiatives that potentially reinforce these contested identity constructions.     

Ethical Reasoning Used by Teachers of Children with Severe and Profound Intellectual Disabilities: A preliminary investigation

In a study of the ethical reasoning of teachers of children with severe and profound intellectual disabilities, the authors report on their findings from interviews with, and classroom observations of, five teachers of children in segregated classrooms. The teachers' responses to four ethical dilemmas were discussed and analysed for the types of reasoning that they used and for the presence of four principles often cited in normative ethics: justice, respect for autonomy, beneficence, and non-maleficence. Interview data also suggested the presence of some distinctive elements in the ethical discussion of the participants. The authors found that teachers gave almost exclusive consideration to individual student interests in their discussions of the dilemmas. Although justice played a significant role in their validation of their decisions, the governing principle in their argument seemed to be beneficence. Moral impasses have frequently arisen in discussions of the ethics of decisions regarding persons with severe and profound intellectual disabilities. The findings of this study are presented as an empirical contribution to that debate and as a mandate for further discussion.     

The changing shape characteristics associated with success in world-class sprinters

The aims of this study were to identify whether relative shape and size characteristics of world-class sprinters have changed over time, and whether any anthropometric parameters characterize the most successful world-class sprinters. The results suggest that body mass index, reflecting greater muscle mass rather than greater adiposity, is an important factor associated with success in both male and female world-class sprinters over time. However, in female athletes the reciprocal ponderal index (RPI) has emerged as a more important indicator of success over several decades, with taller, more linear sprinters achieving greater success, as measured by sprint speed. In male sprinters it is only in the most recent decade that RPI has emerged as an important predictor of success. We speculate that the prominence of the RPI and an ectomophic somatotype being typical of the most successful world-class sprinters might be explained, in part, by the influence of stride length on sprint speed. In conclusion, these results suggest that coaches, selectors, and sports scientists should consider body shape when selecting potential athletes for sprint events, encouraging more linear athletes with a high RPI.