Human nature is a widely and popularly discussed topic not only in the East but also in
the West. This topic has drawn people from diverse backgrounds of knowledge to
explore and investigate who or what man is in relation to his Creator and other
creations that exist in the universe. The research on man and the attempts to answer
many of the intricate questions related to his creation and existence which started in the
ancient past is still on-going. The fact that the latest findings on man have added
information to the existing body of knowledge makes the study on human nature a
dynamic and perennial one. Within the scope of this paper, the researcher has made an
attempt to discuss the topic on human nature from the Islamic perspective. In
discussing the nature of man, the researcher has ventured into the physical and
metaphysical realms of his existence as described in the Qur’an. Besides that, the
researcher has also entertained some discussions on how man has been perceived in the
mainstream Western and Islamic psychologies. In concluding the paper, the researcher
has anchored the discussion as to why the study on human nature is important.
If you are looking for Article critique on public health care, then you can check the complete presentation here or download from http://studentsassignmenthelp.co.uk/answers/article-critique-assignment-help/
Human nature is a widely and popularly discussed topic not only in the East but also in
the West. This topic has drawn people from diverse backgrounds of knowledge to
explore and investigate who or what man is in relation to his Creator and other
creations that exist in the universe. The research on man and the attempts to answer
many of the intricate questions related to his creation and existence which started in the
ancient past is still on-going. The fact that the latest findings on man have added
information to the existing body of knowledge makes the study on human nature a
dynamic and perennial one. Within the scope of this paper, the researcher has made an
attempt to discuss the topic on human nature from the Islamic perspective. In
discussing the nature of man, the researcher has ventured into the physical and
metaphysical realms of his existence as described in the Qur’an. Besides that, the
researcher has also entertained some discussions on how man has been perceived in the
mainstream Western and Islamic psychologies. In concluding the paper, the researcher
has anchored the discussion as to why the study on human nature is important.
If you are looking for Article critique on public health care, then you can check the complete presentation here or download from http://studentsassignmenthelp.co.uk/answers/article-critique-assignment-help/
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
THE IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE OF SELECTED COLLEGE STUDENTSijait
The purpose of this article is to assess the impact of social media on academic performance of selected
college students. In this article, the authors raise the actual impact of daily communication of youth in
social media. Descriptive research design was utilized to gain accurate profile of situation.Sixty (60)
Business Administration and Management Information System students who are actively using social media
are the respondents of the study. It was conducted during the summer semester of academic year 2017-
2018.Summing-up,social networks becomes an integral part of the students’ full life, took up most of their
free time.Undoubtedly, in social networks, there are also things useful for the development of the students.
In addition, communication with peers through social networks can help a student socialize, find new
friends, discuss with them issues related to studies. Thus, it can be concluded that social media have a dual
impact on student achievement, and it is necessary to approach adolescents' use of social networks with
ultimate responsibility.
CLIENTELE AND AUDIENCES
Individual and groups of people who receive service from various counseling professions constitute of clientele and audiences.
CHARACTERISTICS
Neurotic- a long term tendency to be in a negative emotional state. (Ex. Sad, guilty, worry, fear, etc.)
Psychotic- are severe mental disorder that makes people lose touch with reality cause by abnormal thinking and hallucination.
Personality Disorder- it involves a long-term pattern of unhealthy and inflexible thoughts and behavior.
NEEDS OF CLIENTELE AND AUDIENCES
Be genuinely engaged in therapeutic claims.
Have an unconditional positive regards for the client.
Feel empathy for the client.
Clearly communicate this attitude.
TYPES OF CLIENTELE AND AUDIENCES
People who abuse drugs
People who use tobacco
People who abuse alcohol
Women
Older adults
People with aids
Victims of abuse
Gay men and lesbian women
THE INDIVIDUAL AS CLIENT OF COUNSELING
Most common type of counseling
Individual needs capacitation
Includes those who need help in managing a life changing situation, personal problem or crisis
THE GROUP AND ORGANIZATION AS CLIENT OF COUNSELING
Consist of between five to eight people
To avoid loneliness and isolation of the client’s problem.
Cost less
Shares experience
THE COMMUNITY AS CLIENT OF COUNSELING
Generally conducted to prevent a problem and assist in setting prevention programs in different communities.
A form of counseling in which different counselors work with families, individuals, couples and also communities in one or the other way.
People are not only taught what is right and wrong but also how they can live their lives happily and peacefully.
The historical development of community organizationJanicaCaldona
Community organization includes community work, community projects, community development, community empowerment, community building, and community mobilization. The historical background on how CO was developed in the Philippines is presented.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
THE IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE OF SELECTED COLLEGE STUDENTSijait
The purpose of this article is to assess the impact of social media on academic performance of selected
college students. In this article, the authors raise the actual impact of daily communication of youth in
social media. Descriptive research design was utilized to gain accurate profile of situation.Sixty (60)
Business Administration and Management Information System students who are actively using social media
are the respondents of the study. It was conducted during the summer semester of academic year 2017-
2018.Summing-up,social networks becomes an integral part of the students’ full life, took up most of their
free time.Undoubtedly, in social networks, there are also things useful for the development of the students.
In addition, communication with peers through social networks can help a student socialize, find new
friends, discuss with them issues related to studies. Thus, it can be concluded that social media have a dual
impact on student achievement, and it is necessary to approach adolescents' use of social networks with
ultimate responsibility.
CLIENTELE AND AUDIENCES
Individual and groups of people who receive service from various counseling professions constitute of clientele and audiences.
CHARACTERISTICS
Neurotic- a long term tendency to be in a negative emotional state. (Ex. Sad, guilty, worry, fear, etc.)
Psychotic- are severe mental disorder that makes people lose touch with reality cause by abnormal thinking and hallucination.
Personality Disorder- it involves a long-term pattern of unhealthy and inflexible thoughts and behavior.
NEEDS OF CLIENTELE AND AUDIENCES
Be genuinely engaged in therapeutic claims.
Have an unconditional positive regards for the client.
Feel empathy for the client.
Clearly communicate this attitude.
TYPES OF CLIENTELE AND AUDIENCES
People who abuse drugs
People who use tobacco
People who abuse alcohol
Women
Older adults
People with aids
Victims of abuse
Gay men and lesbian women
THE INDIVIDUAL AS CLIENT OF COUNSELING
Most common type of counseling
Individual needs capacitation
Includes those who need help in managing a life changing situation, personal problem or crisis
THE GROUP AND ORGANIZATION AS CLIENT OF COUNSELING
Consist of between five to eight people
To avoid loneliness and isolation of the client’s problem.
Cost less
Shares experience
THE COMMUNITY AS CLIENT OF COUNSELING
Generally conducted to prevent a problem and assist in setting prevention programs in different communities.
A form of counseling in which different counselors work with families, individuals, couples and also communities in one or the other way.
People are not only taught what is right and wrong but also how they can live their lives happily and peacefully.
The historical development of community organizationJanicaCaldona
Community organization includes community work, community projects, community development, community empowerment, community building, and community mobilization. The historical background on how CO was developed in the Philippines is presented.
Deputy Director of the Rockefeller Center Sadhana Hall submitted an article on resilience to the publication 'Concepts & Connections', which released an issue on leadership competencies.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
Please respond to the following student responseThe value ovelmakostizy
Please respond to the following student response:
The value of a teacher leader lies firmly within the leader-member exchange theory leadership. This is a dynamic relationship-based interchange between professional members of a work community, including teacher leaders. Leaders work to build unique, highly functioning relationships with his/her colleagues to further the goals of the organization as well as its members. Teacher leaders can take many routes to gain leadership abilities, both through training and through opportunities that arise within schools around the world (Teacher Leadership Exploratory Consortium, 2011).
The leader-member exchange highlights the relationships between supervisors and their subordinates, rather than specific characteristics of a leader. This exchange is based on open communication, honesty, and mutual trust, underscoring independence and critical thinking (Power, 2013). The caliber of those exchanges impacts the subordinate’s quality of work and outlook of their employment and employer (Bauer & Ergoden, 2015).
Modern educational systems focus highly productive, relationship-based teams within larger, vision-driven organizations. These are called Professional Learning Communities and Professional Learning Teams. Work such as
Learning by Doing
and “Teacher Leadership: Why Teachers Must Be Leaders” in
Teaching Exceptional Children
point how these highly functional and focused teams cultivate dynamic conversations between those on a team (Ludlow, 2011). These relationships are based on open communication, and keeping goals in mind (DuFour, DuFour, Eaker, Many, & Mattos, 2016). As other works have cited, the leader-member exchange points out the qualities of a leader: one who can build highly productive relationships with the majority of the workforce. This is how careers and companies are progressed.
Highly functioning teams are based solely on relationships, something today’s domestic schools need to reexamine. Teams of talented, professional teachers, leaders, administrators and counselors work to collaborate with their leaders in order reciprocally verbalize the needs of their students and make policies and procedures that best outline how this learning is going to take place (Clemens, Milsom, & Cashwell, 2009). These open lines of non-political communication allow for honesty, vulnerability, and genuine feedback regarding teaching, counseling and leading practices. The goal, as always, is to try and make all stakeholders feel like they are a part of the process.
References
.
Bauer, Tayla; Ergoden, Berrin (2015).
The Oxford Handbook of Leader-Member Exchange
. New York, NY 10016: Oxford University Press.
Clemens, E. V., PhD., Milsom, A., D.Ed, & Cashwell, C. S., PhD. (2009). Using leader-member exchange theory to examine principal-school counselor relationships, school counselors' roles, job satisfaction, and turnover intentions.
Professional School Counseling, 13
(2), 75-85. Retrieved from ...
The Roots & Meaning of Mentoring by Belle Rose Ragins & Kathy E. KramAlex Clapson
When asked to contemplate relationships that have made a difference in our lives— relationships that have given us the courage to do the things we think we cannot do, relationships that have guided our professional development or even changed the course of our lives—many of us
think of Mentoring relationships.
At its best, Mentoring can be a life-altering relationship that inspires mutual growth, learning, & development. Its effects can be
remarkable, profound, & enduring; Mentoring relationships have the capacity to transform individuals, groups, organizations, & communities
Mosley, kennya g the percieved influence of mentoring nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. C H I C A G O S T Y L E L I T E R A T U R E R E V I E W S A M P L E
In the past thirty years, mentoring plays a significant role in a number of areas, the interest in this subject
grows in the form of a large number of scientific researches and confirmed welfare that is provided by mentoring
for an organization, a mentor and a mentored person. Since scientific and professional literature offers a number of
mentorship definitions, and they differ in their description depending on the area (organizational / business,
medical, academic), this chapter needs to be dedicated to a special chapter. However, one of the more
comprehensive definitions of mentoring is described as supporting a process in which a more competent and
experienced person teaches, welcomes, supports and protects, encourages, counsels and serves as a model for a less
experienced person with a view to her professional and / or personal development. Mentoring relationships can be
formal or informal, long-term or short-term, planned or spontaneous. Informal relations develop "naturally",
involving mentors and mentors who are most often focused on achieving long-term goals, while formal
relationships are usually arranged and managed by an organization or educational institution. The duration of
informal and formal relationships varies, so they can be short in the form of a meeting; others may last for six
months or a year throughout the decade.
Numerous positive experiences and student successes are often associated with the mentor's role and role of
mentor. Mentoring is an effective way for students to realize useful and functional links with faculty or its
employees. If properly done, the mentorship can be crucial in achieving the success and progress of a student in the
academic environment. Quality mentoring and a good mentor are an inevitable component of a later successful
career. Despite the long history of mentoring, there is a lack of a generally accepted definition of mentorship and
theory in describing the roles and functions involved in mentoring experience and the perception of these
experiences by students. In the 1990-2007 mentorship literature review Crisp and Cruz state that the definition of
mentoring is more than ambiguous given the existence of more than 50 different definitions. Some researchers used
the term mentorship in describing specific activities developed by mentors, while another group of researchers
defined mentorship in terms processes.
IMPORTANCE OF MENTORING RELATIONSHIPS 1
Kram K. E. Mentoring at work: Developmental relationships at work (Glenview, IL: Scott, Foresman and Company, 1985)
Allen D. T., Eby T. L., O'Brien E. K., Lentz E. “The state of mentoring research: A qualitative review of current research methods and
future research implications”. Journal of Vocational Behavior, 73 (3) (2007)
Anderson E. M., Shannon A. L. “Toward a conceptualization of mentoring” Journal of Teacher Education, 39 (1), (1988): 40
Luna G., Cullen D. L. Empowering the faculty: Mentoring redirected and renewed. ASHE-ERIC Higher Education Reports, 3 (1995)
Campbell A. T., Campbell E. D. “Faculty/student mentor program: Effects on academic performance and retention” Research in
Higher Education, 38 (6), (1997)
Crisp G., Cruz I. “Mentoring college students: a critical review of the literature between 1990 and 2007” Research in Higher
Education, (2009)
Waldeck H. J., Orrego O. V., Plax G. T., Kearney P. “Graduate students/faculty mentoring relationship: Whi gets mentored, how it
happens, and to what end” Communication Quarterly, 45 (3), (1997)
Crisp G., Cruz I. “Mentoring college students: a critical review of the literature between 1990 and 2007”. Research in Higher
Education, 50 (6), (2009)
Freeman K. “No Services Needed?: The Case for Mentoring High-Achieving African American Students” Peabody Journal of
Education, 74 (2), (1999)
Roberts A. “Mentoring Revisited: A phenomenological reading of the literature” Mentoring & Tutoring: Partnership in Learning, 8
(2), (2000)
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3. C H I C A G O S T Y L E L I T E R A T U R E R E V I E W S A M P L E
In the theoretical and empirical context, the academics use different definitions of mentoring in the absence of a
single, consistent, operationalized definition. Roberts describe mentorship from a business perspective as a
formalized process in which a wiser and more experienced person supports, monitors and encourages the reflection
of a less experienced member to improve his career and personal development. From a psychological perspective,
Levinson described mentoring as a psychological progress mentored by the mentor's moral and emotional support.
In the context of higher education, the lack of a consistent definition of mentorship. Existing definitions are
described in the description or overwhelmed such as Murray where mentoring is described as a relationship
between a more experienced and less experienced person whose object is the learning or development of specific
competences or, on the other hand, being excessively specific, Blackwell mentions the mentorship as a process in
which a superior individual with special achievements and exceptional teaching, counseling and guidance skills
facilitates the mentorship of intellectual and / or professional development. Although there is a great deal of
disagreement about what mentoring is and what are its characteristics, Jacobi identified three fields in which
researchers agree on mentorship. First, the mentor relationship is oriented towards the development and
achievements of the individual and the implications of several forms of support, which can include professional and
business advancement, psychological support and mentoring as mentors. Also, the researchers agreed that the
mentorship is personal and mutual. Namely, the last component is subject to change due to the omnipresence of
technology that enables and facilitates communication and certain mentoring activities that can be carried out
without necessarily physical encounter. One of the most commonly offered and comprehensive definitions is given
by O'Neill and Wrightsman: Mentoring exists when a person serves as a source, sponsor and transitional figure for
another person (most often but not necessarily younger) that becomes part of the same profession. Effective
mentors to mentored students convey their knowledge, advise them, encourage and support the process of acquiring
competences and professional identity. The mentor awaits a less experienced person in the profession and presents
the values, the skills to the success that the mentor will acquire in the future.
To meet student needs and improve their academic development, several strategies have been developed such
as counseling, training and mentoring. These strategies are used independently of each other or are combined
without the full understanding of their use and goals. The developmental model of counseling is not based solely on
the learning process and educational experience, but is also striving for joining academic interests with their
personal and professional ambitions.
IMPORTANCE OF MENTORING RELATIONSHIPS 2
Ibid.
Levinson J. D. “The mid-life transition: A period in adult psychosocial development” Psychiatry, 40 (2), (1977)
Anderson E. M., Shannon A. L. “Toward a conceptualization of mentoring” Journal of Teacher Education, 39 (1), (1988): 40
Murray M. Beyond the myths and magic of mentoring. (San Francisco: Jossey Bass, 2001)
Allen D. T., Eby L. T. The Blackwell Handbook of Mentoring: a multiple perspectives approach. (Malden: Blackwell Publising, 2007)
Jacobi M. “Mentoring and undergraduate academic success: a literature review” Review of Educational Research, 61 (4), (1991)
O'Neil. O. M. J., Wrightsman S. L. The Mentoring Relationship in Psychology Training Programs. In U S. Walfish & A. K. Hess (Ed.),
Succeeding in Graduate School: The Career Guide for Psychology Students (New York: Routledge, 2001)
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4. C H I C A G O S T Y L E L I T E R A T U R E R E V I E W S A M P L E
Counseling models vary depending on the institutions. Smaller institutions are kept on traditional, decentralized
faculty advisory models, while larger institutions, inability to provide counseling to each student, are based on
centralized, professional advisory models. However, most institutions are based on the combination of one and the
other model. In the context of higher education, psychological and career counseling is the most common
developmental model for satisfying student needs. The psychological concept of counseling involves dealing with
anxiety, depression and other life stressors and the professional support that the university provides to students and
goes beyond the expertise of mentors and other staff at the faculty. Career counseling is based on strategies used
such as educational panels, events that will expand the social network of students, provide information, connect
students to the labor market, provide self-assessment tools and career counseling with the expert. Interventions,
such as role-playing and therapy-oriented solutions are also often used by the counseling profession. Academic
training is geared towards improving student skills such as setting goals, time management, and learning skills. It
has been proven that the training has a positive impact on the academic achievement of a student. Successful
academic training relies on building relationships, listening skills and asking questions from coaches. Unlike
mentoring, the focus is on a specific problem in coaching, whereby the trainer helps the student in solving or
overcoming it. In the role of a trainer, every person who has enough knowledge and experience on the methods
used in the coaches can be found, while in the case of mentoring, a person who is more professional or experienced
than a student.
In the context of higher education, supervision is often similar to mentoring and coaching, while an element of
supervising the student during an activity is still attached. Thus, supervision also implies dialogue, mutual support
and the development of specific competences. Mentoring is often a combination of all these strategies. However,
the boundary between mentoring and other similar relationships is often unclear and insufficiently highlighted. This
is also potentially favored by the fact that the notion of mentorship is unclearly defined. Miller has identified
mentoring relationships with friendship, counseling, academic training and tutoring concepts. Nevertheless, it is
important to emphasize that all of these roles have a common overall goal of building a relationship with a student,
listening to their needs and problems, and encouraging them to develop skills that will help them solve and learn
how to take responsibility, plan and decide on further direction of its actions.
Approaches to mentoring according to theoretical orientation can be divided into three groups; humanistic,
craftsmanship and critical constructivist. Although these orientations are primarily geared towards mentoring a
beginner's teacher, they are tailored to the academic field, through the student-mentor relationship. According to
humanistic orientation, emotional and social support is mentored in the first plan. The mentor is a consultant who
helps mentor to recognize his / her own needs and build self-confidence and resolve internal conflicts. The
professional dimension of the relationship is in the second plan, i.e. the responsibility is largely on the student.
IMPORTANCE OF MENTORING RELATIONSHIPS 3
Miller A. Mentoring students & young people: A handbook of effective practice. (London: Kogan Page, 2002)
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5. C H I C A G O S T Y L E L I T E R A T U R E R E V I E W S A M P L E
Desirable mentoring competences are developed interpersonal and communication skills. Research results that
included a broader range of mentorships (final, postgraduate, doctoral dissertations, projects and other activities)
showed that psychosocial support is a better predictor of personal satisfaction than professional support. Thus, if
the relationship between the mentor and the student is closer, or if the psychosocial dimension is dominated, the
relationship will be more positive and more successful. The second orientation is focused on the development of
practical skills and the application of contextualized knowledge to achieve the expected outcomes. The basic
methods used in this orientation are modeling, demonstration, observation, and reflection of one's own
performance. The last orientation is based on the critics of constructivist theory, which is at the center of constantly
criticizing the existing practice and building new approaches based on their own experience and new knowledge.
IMPORTANCE OF MENTORING RELATIONSHIPS 4
6. C H I C A G O S T Y L E L I T E R A T U R E R E V I E W S A M P L E
Kram K. E. Mentoring at work: Developmental relationships at work. Glenview, IL: Scott, Foresman and
Company, 1985.
Allen D. T., Eby T. L., O'Brien E. K., Lent E. “The state of mentoring research: A qualitative review of current
research methods and future research implications.” Journal of Vocational Behavior, 73 (3) (2008): 343 - 357.
Anderson E. M., Shannon A. L. “Toward a conceptualization of mentoring” Journal of Teacher Education, 39 (1),
(1988): 38 - 42.
Luna G., Cullen D. L. Empowering the faculty: Mentoring redirected and renewed. ASHE-ERIC Higher Education
Reports, 3, (1995): 1 - 87.
Campbell A. T., Campbell E. D. “Faculty/student mentor program: Effects on academic performance and
retention.” Research in Higher Education, 38 (6), (1997): 727 – 742.
Crisp G., Cruz I. “Mentoring college students: a critical review of the literature between 1990 and 2007”. Research
in Higher Education, 50 (6), (2009): 525 – 545.
Waldeck H. J., Orrego O. V., Plax G. T., Kearney P. “Graduate students/faculty mentoring relationship: Whi gets
mentored, how it happens, and to what end,” Communication Quarterly, 45 (3), (1997): 93 - 109.
Freeman K. “No Services Needed?: The Case for Mentoring High-Achieving African American Students.”
Peabody Journal of Education, 74 (2) (1999): 15 - 26.
Roberts A. “Mentoring Revisited: A phenomenological reading of the literature Mentoring & Tutoring: Partnership
in Learning”, 8 (2), (2000): 145 - 170.
Levinson J. D. “The mid-life transition: A period in adult psychosocial development.” Psychiatry, 40 (2), (1977):
99 - 112.
Murray M. Beyond the myths and magic of mentoring (San Francisco: Jossey Bass, 2001).
Allen D. T., Eby L. T. The Blackwell Handbook of Mentoring: a multiple perspectives approach. (Malden:
Blackwell Publishing, 2007).
Jacobi M. “Mentoring and undergraduate academic success: a literature review.” Review of Educational Research,
61 (4), (1991): 505 – 532.
O'Neil. O. M. J., Wrightsman S. L. “The Mentoring Relationship in Psychology Training Programs.” In U S.
Walfish & A. K. Hess (Ed.), Succeeding in Graduate School: The Career Guide for Psychology Students (p. 111 -
123). (New York: Routledge, 2001)
Miller A. Mentoring students & young people: A handbook of effective practice. (London: Kogan Page, 2002)
IMPORTANCE OF MENTORING RELATIONSHIPS 6