This paper reports data from a four-year longitudinal evaluation of a UK project, which used outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. In particular, it examines the role played within this project by volunteer learning mentors. Following a summary of relevant literature and an overview of the project design and evaluation strategy, data are reported on the impact and effectiveness of these mentors. The findings suggest that there is much potential for mentors to function as informal educators in youth programmes such as the one outlined here. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact. It is argued that similar future initiatives would benefit from greater pre-planning and an improved understanding of how mentors and other youth professionals can work with and alongside each other.

Ruthenium carbonyl clusters, adsorbed on oxide supports and thermally decomposed under hydrogen, are very active catalysts for the methanation of both carbon monoxide and carbon dioxide.

The catalysis of carbon monoxide hydrogenation by supported cobalt and ruthenium clusters is studied, and an unusually specific cobalt methanation catalyst is described. A variety of ruthenium carbonyl clusters catalyzes carbon monoxide methanation, irrespective of support, and Ru3(CO)12 on γ-alumina is found to be a potentially useful carbon dioxide methanation catalyst.