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There is growing evidence for both the need to manage work–life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.
A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work–life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work–life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.
Only 39% of mentors and 36% of mentees in the RCT indicated high satisfaction with the balance between their personal and professional lives. The majority (75%) of mentors and mentees were sharing personal information as part of the mentoring relationship which was significantly associated with mentees’ ratings of the balance between their personal and professional lives. The effectiveness of the work–life module was assessed by 60 faculty mentors participating in a mentor training program at an academic medical center from 2013 to 2017. Among the respondents to the post-training survey, 82.5% indicated they were very/somewhat comfortable addressing work–life issues with their mentees as a result of the training, with significant improvements (p = 0.001) in self-assessments of mentoring skill in this domain.
Our findings indicate that a structured training approach can significantly improve mentors’ self-reported skills in addressing work–life issues with their mentees.
The feasibility of using X-ray diffraction methods to measure residual stresses in uranium and zirconium (Zircaloy-2) was investigated. A precision method was developed for the determination of diffraction peak positions and the precision associated therewith. The statistical tables of Fisher and Yates were used to determine what order polynomial provided the best least squares fit within the known precision of the observed data. It was found that a second-order polynomial provided an adequate regression. With the aid of a desk calculator less than 5 min calculation time is required to determine the peak position to a precision of ±0.01°.
The stress constant for uranium was determined to be 1308 ± 110 psi/0.01° shift in Δ2θ for copper radiation on the (116) planes at 2θ = 158.3°. The stress constant for Zircaloy-2 was determined to be 430 ± 1 psi/0.01° shift in Δ2θ for chromium radiation on the (10,4) planes at 2θ = 156.4°.
Recently, advanced photonic devices have been fabricated in the laboratory
and are becoming commercially available. Thus, there is considerable
interest in inexpensive but efficient non-linear optical (NLO) materials
that are simple to make and work with. In the last three years a large
number of publications and patents have appeared describing NLO properties
of organic materials, usually dyes, incorporated into or synthetically
attached to polymers . Such materials must be oriented before they have
second-order NLO activity. Two methods have been used. In one, contact
poling [2–5], two electrodes are formed on or in the material and an
electric field is placed between them. In the other, corona poling, a
discharge deposits charge on the polymer, which creates a strong orienting
field [6–8]. One could generalize that contact poling is (more) difficult to
do, but the results are easy to understand, while corona poling is simple to
do, but the results are (more) difficult to understand. This paper describes
a set of corona poling experiments.
Bulimic eating disorders are common among female students, yet the majority do not access effective treatment. Internet-based cognitive-behavioural therapy (iCBT) may be able to bridge this gap.
Seventy-six students with bulimia nervosa (BN) or eating disorder not otherwise specified (EDNOS) were randomly assigned to immediate iCBT with e-mail support over 3 months or to a 3-month waiting list followed by iCBT [waiting list/delayed treatment control (WL/DTC)]. ED outcomes were assessed with the Eating Disorder Examination (EDE) at baseline, 3 months and 6 months. Other outcomes included depression, anxiety and quality of life.
Students who had immediate iCBT showed significantly greater improvements at 3 and 6 months than those receiving WL/DTC in ED and other symptoms.
iCBT with e-mail support is efficacious in students with bulimic disorders and has lasting effects.