Suchergebnisse

Gunung Ireng geosite is an excellent geoheritage that is also a part of the Gunungsewu UNESCO Global Geopark in Pengkok, Gunungkidul Regency. It is widely recognized as an experiential leisure tour destination with the sunrise, sunset, and milky way watching as its activities. The primary attraction is the natural museum of Tertiary submarine paleo-volcanic miniature that was developed during the Early Miocene (±20-23 million years ago). Mentoring in utilizing the resources is necessary. The local community has agreed to develop geotourism as an effort to conserve the cultural, biotic, and geological environment. The certified instructors or mentors and professionals used mentoring methods to increase the local community's abilities in preparing, managing, and evaluating the geotourism, including management, advertisement, marketing, guidance, web hosting, culinary, and accommodations. The results are the status of the geoheritage area (by the Ministry of Energy and Mineral Resources No. 13 K.HK.01.MEM.G.2021), the viral of the local Gunung Ireng's Spot Festival, the local culinary facilities, the CHSE certificate, as well as up to 300% increase in visitors per month before the pandemic and 200-300% increase during the pandemic. Other results that have successfully developed the supporting attractions are the Ahad Pon traditional market, the footsteps flashback of the great da'wah Sunan Kalijogo on Gunung Ireng and the Geological Natural Track of the Ancient Volcano of Gunung Ireng. Those three attractions are the efforts to improve the local community's economy, nature, and cultural conservation as the solid implementations of geotourism activities. Qualitatively, these various efforts are now starting to show impacts, with the increased motivation of the community to focus more on developing this destination, and the increasing attention of local governments to support these conservation activities, although quantitatively it has not to be measured yet.

Gunung Ireng geosite is an excellent geoheritage that is also a part of the Gunungsewu UNESCO Global Geopark in Pengkok, Gunungkidul Regency. It is widely recognized as an experiential leisure tour destination with the sunrise, sunset, and milky way watching as its activities. The primary attraction is the natural museum of Tertiary submarine paleo-volcanic miniature that was developed during the Early Miocene (±20-23 million years ago). Mentoring in utilizing the resources is necessary. The local community has agreed to develop geotourism as an effort to conserve the cultural, biotic, and geological environment. The certified instructors or mentors and professionals used mentoring methods to increase the local community's abilities in preparing, managing, and evaluating the geotourism, including management, advertisement, marketing, guidance, web hosting, culinary, and accommodations.. The results are the status of the geoheritage area (by the Ministry of Energy and Mineral Resources No. 13 K.HK.01.MEM.G.2021), the viral of the local Gunung Ireng's Spot Festival, the local culinary facilities, the CHSE certificate, as well as up to 300% increase in visitors per month before the pandemic and 200-300% increase during the pandemic. Other results that have successfully developed the supporting attractions are the Ahad Pon traditional market, the footsteps flashback of the great da'wah Sunan Kalijogo on Gunung Ireng and the Geological Natural Track of the Ancient Volcano of Gunung Ireng. Those three attractions are the efforts to improve the local community's economy, nature, and cultural conservation as the solid implementations of geotourism activities. Qualitatively, these various efforts are now starting to show impacts, with the increased motivation of the community to focus more on developing this destination, and the increasing attention of local governments to support these conservation activities, although quantitatively it has not to be measured yet.

Introduction E-mentoring uses electronic communications to build and maintain a mentoring relationship. A previous study found E-mentoring to be beneficial to surgical trainees when delivered by a single E-mentor. This study aimed to see if these benefits persisted within a larger network of surgical E-mentors. Methods Surgical ST1 to ST3 trainees (E-mentees) and E-mentors were recruited in 2007. The study ran over one year with five questionnaires prompting discussions of a range of issues. At study end, a feedback questionnaire was sent via an independent third party. Results Twenty three E-mentees were recruited, 16 (70%) were male, median age was 28 (IQR 2). Fifty four surgical E-mentors volunteered, the majority being Specialist Registrars (n = 52; 96%). E-mentees found the process to be very useful in identifying the good and bad points of their jobs. E-mentoring was not useful for improving academic knowledge, operative skills or clinical management. Conclusions This study shows that E-mentoring is beneficial to surgical trainees who are engaged in the process. The process encourages reflection and was a useful source of advice but there remains areas where its scope is limited.

"In Deutschland erzielen Mädchen inzwischen durchschnittlich bessere Schulabschlüsse und weisen zumindest bis in die Hochschule etwas erfolgreichere Bildungsverläufe auf als Jungen. Allerdings scheinen Mädchen und junge Frauen ihre erworbenen Qualifikationen und Kompetenzen beim Übergang in den Arbeitsmarkt nicht so gut nutzen zu können. Ihr Berufswahlspektrum ist deutlich enger und sie wählen eher Berufe mit schlechteren Karrierechancen und geringerer Bezahlung als Jungen. Hier setzen Berufseinstiegsmentorings an, die allerdings meistens beim Übergang von der Hochschule in den Beruf und selten beim Übergang in eine berufliche Ausbildung unterstützen. Genau das ist aber die Zielsetzung des Zweigs 'Ausbildung' im 'Ada-Lovelace- Projekt', in dem es darum geht, Mädchen insbesondere zur Wahl eines Berufs im naturwissenschaftlich-technischen und IT-Bereich zu ermutigen. Besonderheiten, Chancen und Grenzen eines solchen Mentoring-Angebots sollen anhand dieses Beispiels dargestellt und über Ergebnisse zweier durchgeführter Evaluationsstudien soll berichtet werden." (Autorenreferat)

"Mentoring findet seit langem auch im Bereich von Wissenschaft und Forschung statt. Aber, wenn auch Frauen inzwischen den gleichen Zugang zu allen wissenschaftlichen Institutionen haben, ziehen sie daraus häufig nicht die gleiche Form der Unterstützung. Daher wurden, zuerst in den USA, später aber auch in Europa und seit mehr als zehn Jahren in Deutschland Mentoring-Programme für Nachwuchswissenschaftlerinnen entwickelt und etabliert mit dem Ziel, diese durch ein institutionalisiertes Betreuungssystem auf ihrem Weg zu Führungspositionen besser zu integrieren. Eine weniger bekannte Form des Mentoring stellt das Peer-Mentoring dar. Hier beruht das Konzept einer Peer-Mentoring-Gruppe auf der Selbstorganisation und gegenseitigen Unterstützung der möglichst statusgleichen Teilnehmerinnen; mit ihren eigenen Kompetenzen und individuellen Erfahrungen unterstützen die Wissenschaftlerinnen sich gegenseitig bei Planung und Entwicklung ihrer Karriere. Diese Form des Mentoring bietet sich besonders zur Förderung junger Wissenschaftlerinnen an, da es nicht an traditionellen Strukturen und herkömmlicher Wissensverteilung ansetzen muss; Peer-Mentoring kann wegen der größeren Autonomie auch gegen traditionelle Mechanismen intervenieren und damit neue und offenere Strukturen aufbauen; es entspricht allein schon wegen der Eigenverantwortlichkeit, der Selbstorganisation und der Notwendigkeit eigenen Engagements am ehesten den akademischen Handlungsweisen. Die sich entwickelnden Gruppenprozesse werden von allen Gruppenmitgliedern gesteuert; dabei sind Verlässlichkeit und Verbindlichkeit wichtige Kriterien." (Textauszug). Inhaltsverzeichnis: Brigitte Mühlenbruch: Vorwort (5-7); Jutta Dalhoff: Peer Mentoring in außerhochschulischen Forschungseinrichtungen - Konzepte, Erfahrungen und Empfehlungen (8-14); Inken Lind: Analyse der Ergebnisse der CEWS-Umfrage zur Bewertung des Pilotvorhabens Peer Mentoring in außerhochschulischen Forschungseinrichtungen (15-39); Sonja-M. Groß: Businessplan Karriere: Peer Mentoring-Gruppe der Forschungszentrum Jülich GmbH in der Helmholtz-Gemeinschaft (40-43); Anne van Aaken, Aleksandra Ivanovic: Peer Mentoring in der Max-Planck-Gesellschaft: Karriere durch Vernetzung (44-47); Regina Eich: Peer Mentoring-Gruppe "Global Change Forschung" in der Helmholtz-Gemeinschaft (48-51); Heidi Fichter-Wolf: Peer Mentoring-Projekt "Karriereplanung durch Vielfältigkeit an WGL-Instituten" (52-61); Beate Scholz, Heike Hofmann: Entwicklung einer wissenschaftlichen Karriere - Mittel und Wege (62-63); Michael Becker, Jutta Deppe: Schulungsseminare zum Thema EU-Forschungsförderung (64-68); Margarete Hubrath, Franziska Jantzen: Kommunikation, Verhandlungsstrategien und Führung: Vermittlung von Managementkompetenzen im Rahmen der Peer Mentoring-Pilotvorhaben (69-74); Ursula Meyerhofer: Peer Mentoring als implementierte Nachwuchsförderung für junge Wissenschaftlerinnen: Vom Pilotprojekt MentoringWerkstatt an der Universität Zürich bis zum Koordinierungsprojekt peer mentoring 2000-2007 (75-83).

During August 30-31, 2017, the National Heart, Lung, and Blood Institute's Center for Translation Research and Implementa­tion Science (CTRIS) hosted a two-day workshop with thought leaders and experts in the fields of implementation science, pre­vention science, health inequities research, and training and research workforce devel­opment. The workshop addressed critical challenges and compelling questions from the NHLBI Strategic Vision, as well as the Department of Health and Human Services' Action Plan to Reduce Racial and Ethnic Health Disparities. Participants discussed: best practices for designing and executing implementation research training programs; approaches to increase participation in implementation research to address health inequities; innovative training methods and models, including team science approaches; and best practices for developing and sustaining a cadre of mentors for individuals who conduct implementation research.As part of this workshop, the Saunders-Wat­kins Memorial Lecture, named posthumous­ly for Dr. Elijah Saunders, a Baltimore car­diologist, and Dr. Levi Watkins, a Baltimore cardiothoracic surgeon, was established. Both men dedicated their lives to patient care, teaching, research, and community service. The lecture honors them for their pioneering efforts to advance health equity for medically underserved communities in the United States and around the globe, at a time when it was neither popular nor safe to do so. The lecture is also designed to stimulate a future generation of research­ers committed to advancing health equity research and the elimination of health iniq­uities. The inaugural lecture was delivered by Lisa A. Cooper, MD, MPH, Bloomberg Distinguished Professor and James F. Fries Professor of Medicine at Johns Hopkins Uni­versity, and inaugural recipient of the Ameri­can Heart Association's Watkins-Saunders Award, which recognizes excellence in clini­cal, medical, and community work focused on diminishing health care disparities in Maryland. This article captures the essence of that lecture. Ethn Dis. 2018;28(4):579-585; doi:10.18865/ed.28.4.579.

Mentoring ist die Weitergabe informeller Wissensbestände von einer erfahrenen an eine weniger erfahrene Person, von einer Mentorin bzw. einem Mentor an eine oder einen Mentee. Mentoring kann auch auf Gruppen bezogen sein. Die Handlungsfelder umfassen Frauenförderung, Integration, Wissensmanagement, Personalentwicklung, organisationalen Wandel oder die Vorbereitung auf eine Berufstätigkeit. Seit den 1990er Jahren wurden vermehrt Mentoringprogramme für Frauen und Mädchen entwickelt, deren Ziel es ist, Bildungs- und Karriereverläufe entsprechend der individuellen Talente und Fähigkeiten zu verwirklichen.

"Reciprocal mentoring represents an approach to mentoring in organisations that is both timely and of critical importance in the context of diversity, inclusion, equity and the power shift in mentoring practice. This book provides insight into how reciprocal mentoring programmes can strengthen mutual learning and encourage true partnership between participants. This approach to mentoring places participants on a level playing field; people with disparate expertise, backgrounds, and experience levels are placed in relationships in which they act as both mentor and mentee, generating a range of benefits for all involved. The book explores the design, development and evaluation of reciprocal mentoring programmes in six different contexts: entrepreneurial, healthcare sector, third sector, education sector, membership organisations and private sector organisations. Three different approaches to reciprocal mentoring programmes are set out: reciprocal by design, reciprocal by default, and reciprocal as an output. Each chapter describes a number of different case studies which adopt a variety of approaches to reciprocal mentoring programmes, their contextual relevance and overall impact and contribution. This book will be useful for any individuals and teams involved in the development of mentoring programmes. The range of approaches and frameworks presented in the book will benefit mentoring and coaching practitioners, managers, consultants, professionals in a variety of organisational contexts, and researchers"--