Hi Dianne - re your email of Saturday 13 September (and greetings to Everyone on our list) Really useful and much appreciated - thank you.  I did a GOOGLE search for taxonomies of mentoring and it was interesting - only two hits that were relevant surfaced. One is attached - your questions are such a powerful catalyst within my reflexive investigation of mentoring! What is emerging is that research mentoring undertaken in HE necessarily brings in issues of who determines what knowledge is. If a university is the main source of validation and of dissemination for knowledge created by mentors - how does that change, if at all, the nature of accounts of mentoring from school-based mentors? How far (this is there I started today in making a video commentary of my thinking) -  was representation of my knowledge as a school-based mentor altered when I was allowed only to publish with a colleague from HE? I sent in a full manuscript to a published in 1993 only to be told Yes excellent but nobody in HE will read it unless it is written by an academic.  I found only of Rowie Shaw's book about mentoring written solely by a school mentor when I trained as a mentor-researcher in 1992 How far is what counts as 'knowledge' written by mentors still determined by universities? How far might that filter be stifling what mentors could and professionally should express? Does the training for research in HE run the risk of gagging mentors knowledge elicitation? Certainly I recall having to be very determined to persevere to get my account of mentoring into print and it took me until 2000 to do so, by which time I had become an academic too! Where does this lead me?  Well, there are almost no published taxonomies of mentoring, at least not called taxonomies anyway, published be mentor-practitioners. Taxonomies I read  of negative experiences of mentoring - including mentors too short of time, not interested in opening up learning opportunities for the mentee, controlling and not empowering etc did not cover the dynamic of the mentor deciding what knowledge is.  Maybe it is a situation unique to research mentoring and tutoring mentors for HE accreditation? Another potential danger of research mentoring is plagiarism. Another negative: What about mentoring as seduction? it certainly occurs between mentor/mentee - is it too much of a 'taboo arena' to investigate?  Coming back to our theme - could supervision reduce some of the negatives of mentoring? Is it also potentially a catalyst for mentors to elicit, represent and disseminate their ideas? Yes, I firmly believe that based on my experiences of being a research-mentor-supervisor. Fascinating how your questions are opening up my thinking. I'll process today's video asap. Gratefully, Sarah