Substantial focus in coaching science has turned to the construct of autonomy support, given mounting evidence of its positive role in athlete motivation and performance. However, existing research is mostly limited to perceptions data, which problematizes its translation to coach education, training, and development. This paper describes the development of an observation system (MPOWER) for coding coach autonomy support. MPOWER was designed for use within high school varsity boys' soccer practices as part of a larger study. Grounded in self-determination theory literature and guided by recommendations for developing contextually valid observation systems, the instrument includes six behavior concepts: moves decision-making (M), prompts for questions and feelings (P), opts to use player idea (O), withholds information to guide response (W), empathizes with negative affect (E), and rationalizes (R). MPOWER yields descriptive information for research on autonomy supportive coaching, as well as coach education and development.

This retrospective chart review aimed to report the incidence and characteristics of intentional suspected suicide among 13‐ to 19‐year‐olds reported to the Georgia Poison Center (GPC) and compared nationally from 2009 to 2018. Of the 19 733 cases reported to the GPC, 74.9% were females. The total number of cases more than doubled from 2009 to 2018, increasing annually by 10%. Majority (90.1%) of the cases occurred in the home, and 60.4% of the cases resulted in either no effect or minor effect. More than half (66.5%) of the cases involved only one substance. Pharmaceuticals made up 94.5% of the substances used, with analgesics accounting for 42.10% and antidepressants at 20.77%. A significant difference was found in substances used between males and females (P < .001). Females were more likely to use analgesics (45.17% vs 32.90%), and males were more likely to use sedatives/hypnotics/antipsychotics (20.45% vs 13.58%). While the majority of the GPC patients were females, the GPC was more likely to have fewer female patients (74.7% vs 75.7%) and more male patients (25.3% vs 24.3%) than other poison centers. Intentional suspected suicide exposures by poisoning are on the rise and higher among females, demonstrating a need for strengthened intervention and prevention strategies.

he virtues of mentoring within organisations have long since been extolled by many of the leading authorities in the field and HR people, but little is still known about the e-mentoring approach. Some organizations have flirted with e-mentoring but few have come close to emulating the successes that have been achieved in the areas of business-to-business in the UK (see Box 1) or business to university in the USA. Why, we might ask ourselves, when e-mail is such a prevalent means of communication throughout the corporate world should this be? It cannot be the technology that causes the problem, so perhaps it is our lack of understanding of e-mentoring's key features and benefits? Key features6. Web-based support, tools and information. 7. Managed endings.

Using a survey modified from The Plagiarism Handbook, 1 the research team surveyed all undergraduate and graduate faculty (n = 79) teaching during the fall 2016 semester at a small private college in the United States. With a final survey response rate of 59.5 percent (n = 47), the researchers learned that, while the faculty's definitions of plagiarism fluctuated, overall faculty definitions paralleled the official definition of plagiarism at this institution. Furthermore, the researchers learned that the vast majority of faculty, 74 percent (n = 35), do not currently invite library staff into their classrooms to teach students how to avoid plagiarism. Given this finding, this study indicates that there was an opportunity for librarians to collaborate with faculty to develop new information literacy and plagiarism deterrent resources. These were intended to support faculty teaching and to additionally market the existing online information literacy training modules, previously developed as part of the authors' Information Literacy Assessment (ILA) program. 2

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