A method for testing the host specificity of ectoparasites: give them the opportunity to choose

Host-choice experiments were carried out with rodent and bat ectoparasites on Ilha Grande, state of Rio de Janeiro, Brazil. We constructed experimental chambers that enclosed three different rodent or bat host species, and then introduced a selected set of ectoparasitic arthropods. When given the opportunity to choose among host species, the ectoparasites showed a strong tendency to select their primary hosts, and reject novel host species. These kinds of simple experiments can be valuable tools for assessing the ability of ectoparasites to locate and discern differences between host species, and make choices about which hosts to infest, and which hosts to avoid.

Motivation, Test Scores, and Economic Success

This paper argues that low-stakes test scores, available in surveys, may be partially determined by test-taking motivation, which is associated with personality traits but not with cognitive ability. Therefore, such test score distributions may not be informative regarding cognitive ability distributions. Moreover, correlations, found in survey data, between high test scores and economic success may be partially caused by favorable personality traits. To demonstrate these points, I use the coding speed test that was administered without incentives to National Longitudinal Survey of Youth 1979 (NLSY) participants. I suggest that due to its simplicity its scores may especially depend on individuals' test-taking motivation. I show that controlling for conventional measures of cognitive skills, the coding speed scores are correlated with future earnings of male NLSY participants. Moreover, the coding speed scores of highly motivated, though less educated, population (potential enlists to the armed forces) are higher than NLSY participants' scores. I then use controlled experiments to show that when no performance-based incentives are provided, participants' characteristics, but not their cognitive skills, affect effort invested in the coding speed test. Thus, participants with the same ability (measured by their scores on an incentivized test) have significantly different scores on tests without performance- based incentives.

Motivation, test scores and economic success

This paper argues that low-stakes test scores, available in surveys, may be partially determinedby test-taking motivation, which is associated with personality traits but not with cognitiveability. Therefore, such test score distributions may not be informative regarding cognitiveability distributions. Moreover, correlations, found in survey data, between high test scoresand economic success may be partially caused by favorable personality traits. To demonstratethese points, I use the coding speed test that was administered without incentives to NationalLongitudinal Survey of Youth 1979 (NLSY) participants. I suggest that due to its simplicityits scores may especially depend on individuals' test-taking motivation. I show that controllingfor conventional measures of cognitive skills, the coding speed scores are correlated with futureearnings of male NLSY participants. Moreover, the coding speed scores of highly motivated,though less educated, population (potential enlists to the armed forces) are higher than NLSYparticipants' scores. I then use controlled experiments to show that when no performance-basedincentives are provided, participants' characteristics, but not their cognitive skills, affect effortinvested in the coding speed test. Thus, participants with the same ability (measured by theirscores on an incentivized test) have significantly different scores on tests without performance-based incentives.

Work motivation and pro-social behavior in the delivery of public services : theoretical and empirical insights

This Ph.D. dissertation seeks to study the work motivation of employees in the delivery of public services. The questioning on work motivation in public services in not new but it becomes central for governments which are now facing unprecedented public debts. The objective of this research is twofold : First, we want to see if the work motivation of employees in public services is a continuum (intrinsic and extrinsic motivations cannot coexist) or a bi-dimensional construct (intrinsic and extrinsic motivations coexist simultaneously). The research in public administration literature has focused on the concept of public service motivation, and considered motivation to be uni-dimensional (Perry and Hondeghem 2008). However, no study has yet tackled both types of motivation, the intrinsic and extrinsic ones, in the same time. This dissertation proposes, in Part I, a theoretical assessment and an empirical test of a global work motivational structure, by using a self-constructed Swiss dataset with employees from three public services, the education sector, the security sector and the public administrative services sector. Our findings suggest that work motivation in public services in not uni-dimensional but bi-dimensional, the intrinsic and extrinsic motivations coexist simultaneously and can be positively correlated (Amabile et al. 1994). Our findings show that intrinsic motivation is as important as extrinsic motivation, thus, the assumption that employees in public services are less attracted by extrinsic rewards is not confirmed for this sample. Other important finding concerns the public service motivation concept, which, as theoretically predicted, represents the major motivational dimension of employees in the delivery of public services. Second, the theory of public service motivation makes the assumption that employees in public services engage in activities that go beyond their self-interest, but never uses this construct as a determinant for their pro-social behavior. In the same time, several studies (Gregg et al. 2011 and Georgellis et al. 2011) bring evidence about the pro-social behavior of employees in public services. However, they do not identify which type of motivation is at the origin of this behavior, they only make the assumption of an intrinsically motivated behavior. We analyze the pro-social behavior of employees in public services and use the public service motivation as determinant of their pro-social behavior. We add other determinants highlighted by the theory of pro-social behavior (Bénabou and Tirole 2006), by Le Grand (2003) and by fit theories (Besley and Ghatak 2005). We test these determinants on Part II and identify for each sector of activity the positive or the negative impact on pro-social behavior of Swiss employees. Contrary to expectations, we find, for this sample, that both intrinsic and extrinsic factors have a positive impact on pro-social behavior, no crowding-out effect is identified in this sample. We confirm the hypothesis of Le Grand (2003) about the positive impact of the opportunity cost on pro-social behavior. Our results suggest a mix of action-oriented altruism and out-put oriented altruism of employees in public services. These results are relevant when designing incentives schemes for employees in the delivery of public services.

Growing The Fields of Opportunity for Children and Adults with Autism in Iowa, 2009-2010

Many would argue that the dramatic rise in autism has reached critical mass, and this council echoes that statement. Iowa, like many states in the nation, is currently ill equipped to handle the large influx of children and adults with autism. When this council was initially formed we were facing diagnosis rates of 1 in 150 and currently the diagnosis rate is 1 in 91. Current resource strains in education, qualified trained professionals, access to care, and financial services are rapidly deteriorating Iowa’s ability to deliver quality services to children, adults, and families affected by autism. If Iowa leadership fails to act quickly the already strained system will face a breaking point in the following areas: financing, coordination of care, educational resources, early identification, adult services, and access to service delivery - just to name a few. This council has taken the past 12 plus months hearing testimony from state officials, providers, and caregivers to ensure that care for those with autism is effective, cost efficient, and accessible. This council will be making recommendations on three major areas; early identification, seamless support/coordination of care, and financing of care. While these areas will be highlighted in this first annual report it in no way minimizes other areas that need to be addressed such as early intervention, special education, training, in-home support services, financing options, and data collection. Implementing the initial recommendations of this council will lay foundational support for the areas mentioned above. Often those in position to help ask what can be done to help families in Iowa. This council has provided a roadmap to help facilitate effective and proven treatments to children and adults with autism.

Opportunity for sexual selection and effective population size in the lek-breeding European treefrog (Hyla arborea).

Sexual selection in lek-breeding species might drastically lower male effective population size, with potentially important consequences for evolutionary and conservation biology. Using field-monitoring and parental-assignment methods, we analyzed sex-specific variances in breeding success in a population of European treefrogs, to (1) help understanding the dynamics of genetic variance at sex-specific loci, and (2) better quantify the risk posed by genetic drift in this species locally endangered by habitat fragmentation. The variance in male mating success turned out to be markedly lower than values obtained from other amphibian species with polygamous mating systems. The ratio of effective breeding size to census breeding size was only slightly lower in males (0.44) than in females (0.57), in line with the patterns of genetic diversity previously reported from H. arborea sex chromosomes. Combining our results with data on age at maturity and adult survival, we show that the negative effect of the mating system is furthermore compensated by the effect of delayed maturity, so that the estimated instantaneous effective size broadly corresponded to census breeding size. We conclude that the lek-breeding system of treefrogs impacts only weakly the patterns of genetic diversity on sex-linked genes and the ability of natural populations to resist genetic drift.

Lean Product Management – Enhancing Product Managers' Ability to Create Value

The purpose of this master’s thesis was to study the opportunity to apply Lean practices to product management function which happens in an office environment. Since product management plays an important role in the company’s success story, it’s important to have it functioning as effectively as possible. The goal was to find those Lean tools and methods that fit the best to the needs of product management. The research was conducted as a qualitative action research which comprises a comprehensive literature review and a single case study. Theoretical information about Lean Thinking and product management was collected from articles, literature and Internet sources. Moreover, empirical data was collected by conducting interviews in the Case Company’s product management department in order to gain an in-depth understanding of product management’s problematics. The results indicate that most of the product management challenges could be overcome by applying Lean practises. Based on the usability rate, which has been discussed in the empirical part of this study, the most suitable Lean practises for product management function are: value stream mapping, Kanban and KPIs.

Using dramatic activity to enhance Junior Core French students' motivation and oral communication skills /

Junior Core French students' motivation to learn a second language and students' French oral communication skills relating to drama instruction were investigated in this study. Students' increased and improved motivation and oral acquisition were measured by several forms of data collection including journals, questionnaires and surveys, interviews, outside observer and teacher observations, and anecdotal comments. The results indicated that as a result of drama integration in the Junior Core French classroom, grade 5 students, both male and female, were more motivated to participate in second language instruction, thereby increasing and improving their oral communication skills. The findings showed that more males than females reported that drama integration allowed them the opportunity to use their French speaking skills. Research shows that interactive approaches to teaching such as drama give students the motivation and enthusiasm to learn.

Relating leadership, thinking styles, self-concept, motivation and stress management in education

Seventy-five principals and vice-.wincipals from public elementary and secondary schools in Hamilton, Ontario, Canada participated in this study. Participants provided ,information concerning their thinking styles, motivations, and the physical effects of stress. This information was examined to find out how satisfaction-oriented, and how security-oriented the thinking styles of the participants were. Second, the data were analysed to see how the thinking style orientations related to life style habits and the effects of stress. The satisfaction-oriented thinking styles scored higher than all of the security-oriented thinking styles by a wide margin with a small preference for the satisfaction-people-oriented styles labelled humanistic-helpful, and affiliative as opposed to the satisfaction-task-oriented styles labeled achievement, and self-actualizing. Although all eight of the security-oriented thinking styles scored well below all of the satisfaction-oriented thinking styles on the Life Styles Inventory, the perfectionistic style scored higher than all of the security-oriented styles by an impressive margin. The next highest scores were recorded by a cluster of three passive-defensive people-oriented thinking styles labeled approval, conventional, and dependent. The competitive style scored lower, and the styles labeled avoidance, oppositional, and power scored the lowest of all the defensive-security-oriented styles. These findings suggest that principals and vice-principals see themselves as relaxed, flexible, and satisfied with their ability to adapt to the stress levels they experience in their lives; however, there was some support for medical research findings that suggest that specific security-oriented thinking styles are associated with emotional stresses that contribute to the development of specific lifestyle habits, physical symptoms, and illnesses. Although the number of females in this study provides very limited generalizability, the findings of this study suggest that high achieving females tend to develop satisfaction-growth styles to a higher level than males, and they tend to use security-oriented styles to a lesser degree than males.

A multidimensional measurement approach and analysis of children's motivation for reading, attributional style, and reading achievement

The present study investigates the usefulness of a multi-method approach to the measurement of reading motivation and achievement. A sample of 127 elementary and middle-school children aged 10 to 14 responded to measures of motivation, attributions, and achievement both longitudinally and in a challenging reading context. Novel measures of motivation and attributions were constructed, validated, and utilized to examine the relationship between ~ motivation, attributions, and achievement over a one-year period (Study I). The impact of classroom contexts and instructional practices was also explored through a study of the influence of topic interest and challenge on motivation, attributions, and persistence (Study II), as well as through interviews with children regarding motivation and reading in the classroom (Study III). Creation and validation of novel measures of motivation and attributions supported the use of a self-report measure of motivation in situation-specific contexts, and confirmed a three-factor structure of attributions for reading performance in both hypothetical and situation-specific contexts. A one-year follow up study of children's motivation and reading achievement demonstrated declines in all components of motivation beginning at age 10 through 12, and particularly strong decreases in motivation with the transition to middle school. Past perceived competence for reading predicted current achievement after controlling for past achievement, and showed the strongest relationships with reading-related skills in both elementary and middle school. Motivation and attributions were strongly related, and children with higher motivation Fulmer III displayed more adaptive attributions for reading success and failure. In the context of a developmentally inappropriate challenging reading task, children's motivation for reading, especially in terms of perceived competence, was threatened. However, interest in the story buffered some ofthe negative impacts of challenge, sustaining children's motivation, adaptive attributions, and reading persistence. Finally, children's responses during interviews outlined several emotions, perceptions, and aspects of reading tasks and contexts that influence reading motivation and achievement. Findings revealed that children with comparable motivation and achievement profiles respond in a similar way to particular reading situations, such as excessive challenge, but also that motivation is dynamic and individualistic and can change over time and across contexts. Overall, the present study outlines the importance of motivation and adaptive attributions for reading success, and the necessity of integrating various methodologies to study the dynamic construct of achievement motivation.

An examination of the effects on learning seen in children afforded the opportunity to control the order of repetitions for three novel spatiotemporal sequences

Children were afforded the opportunity to control the order of repetitions for three novel spatiotemporal sequences. The following was predicted: a) children and adults in the self-regulated (SELF) groups would produce faster movement (MT) and reaction times (R T) and greater recall success (RS) during retention compared to the age-matched yoked (YOKE) groups; b) children would choose to switch sequences less often than adults; c) adults would produce faster MT and RT and greater RS than the children during acquisition and retention, independent of experimental group. During acquisition, no effects were seen for RS, however for MT and RT there was a main effect for age as well as block. During retention a main effect for practice condition was seen for RS and failed to reach statistical significance for MT and RT, thus partially supporting our first and second hypotheses. The third hypothesis was not supported.

Motivation among reluctant readers: Capturing the goal setting experience in the 'Reading Rocks' program

This study explored goal setting among children with reading disabilities. Of particular focus was the goal setting experience of participants in a literacy-based program, titled “Reading Rocks”. Reading Rocks, offered by the Learning Disabilities Association of Niagara Region (LDANR), supports children with reading disabilities to become more confident readers. The program aims to strengthen literacy skills among vulnerable readers. Another essential component of the program targets children’s reading motivation through goal setting, a recognized strategy for increasing motivation. I outline the importance of reading, followed by exploring children’s reluctance to read. Goal setting is examined as an opportunity to increase motivation among reluctant readers. My research included a qualitative case study of one child-tutor pair in the program. I utilized a think-aloud protocol, a photo elicitation interview, and researcher observations to collect my data. Lastly, I triangulated the data to analyze how children in Reading Rocks experience goal setting.

Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners

Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges.

Consommation de substances psychoactives, motivation et ouverture envers l'intervention des adolescents placés en centre de réadaptation

La consommation des jeunes placés dans les centres jeunesse du Québec est bien documentée, mais leurs motivations à consommer, à changer ou à parler de leur consommation avec un intervenant demeurent inconnues. Par ailleurs, très peu de chercheurs se sont intéressés aux particularités du processus de changement à l’adolescence et encore moins à ce processus dans un contexte d’autorité. Pour ces raisons, la présente recherche donne la parole aux jeunes afin de mieux comprendre leur usage de substances psychoactives, leur désir éventuel de réduire ou d’arrêter leur consommation, leur ouverture à réfléchir ou à discuter de leur consommation et leur ouverture envers les interventions disponibles. Basés sur une collecte de données qualitatives composée de 27 entrevues avec les jeunes hébergés au Centre jeunesse de Montréal et de huit mois d’observations participantes dans les unités de vie, les résultats indiquent que la majorité des adolescents interviewés disent consommer diverses substances psychoactives pour lesquelles ils identifient différentes sources de motivation, autant à consommer qu’à changer leur consommation. De plus, ces sources de motivation identifiées sont plus ou moins associées au contexte d’autorité dans lequel les jeunes sont placés. Ainsi, si certains jeunes estiment que la possibilité de changement est facilitée par l’environnement contrôlé du Centre jeunesse, pour d’autres, les contraintes de ce milieu de vie ne semblent pas avoir d’impact sur leur motivation. Par ailleurs, les jeunes démontrent différents degrés d’ouverture envers les interventions disponibles et envers les éducateurs qui les côtoient. En général, les approches compréhensives et moins autoritaires semblent encourager un certain investissement de la relation entre jeunes et éducateurs et peuvent potentiellement faciliter l’établissement d’une relation d’aide et le changement de comportement. En utilisant le cadre théorique proposé, une combinaison du Modèle transthéortique du changement et de la Théorie de l’auto-détermination, il apparaît limité de considérer les jeunes en difficulté comme étant motivés ou non motivés à changer leur consommation. Les analyses démontrent que les perceptions de la nécessité ou des possibilités d’amorcer un processus de changement varient beaucoup d’un jeune à l’autre. Ainsi, l’approche choisie pour intervenir auprès des jeunes en difficulté devrait prendre en considération les nuances et la dynamique des motivations afin de mieux adapter les services offerts et de mieux comprendre les raisons associées au succès et à l’échec de certaines interventions et intervenants vis-à-vis de certains adolescents. En outre, afin de favoriser une perception positive du « placement » et pour que les jeunes le voient comme une « opportunité de changement », il apparaît important d’examiner la fréquence et l’intensité des interventions contraignantes appliquées dans les centres de réadaptation. Finalement, il importe de mentionner que les conclusions de cette étude exploratoire ne permettent d’établir des relations causales entre l’approche choisie par l’intervenant, la motivation à changer et l’ouverture des jeunes. Cependant, les données obtenues permettent d’analyser en profondeur les représentations que les jeunes ont des relations entre ces trois éléments.

L’incidence de l’utilisation de l’ordinateur à des fins personnelles sur la motivation et l’engagement scolaire

Le but du présent projet de thèse est d’étudier le lien entre les habitudes à l’endroit des technologies de l’information et de la communication (TIC) et la motivation à apprendre. Bien que l’utilisation de l’ordinateur en contexte scolaire ait été étudiée en profondeur au cours des dernières années, la majorité des études présentent la même perspective : elles examinent l’effet de l’utilisation des technologies à l’école sur le rendement et la motivation scolaire des élèves. Cependant, on connaît mal l’effet de l’utilisation des technologies à des fins personnelles sur le vécu scolaire. Il apparait que les élèves n’ont pas tous les mêmes opportunités en ce qui a trait à l’utilisation des TIC et n’acquièrent donc pas tous les mêmes compétences dans ce domaine. Quelques recherches se sont intéressées aux effets de l’ordinateur (sa présence et son utilisation à la maison) sur le rendement à l’école. Bien qu’en majorité, les auteurs s’entendent sur les bénéfices que pourrait générer l’ordinateur, ils restent prudents sur les rapports de cause à effet (Beltran, Das et Fairlie, 2008; OCDE, 2006). Nous avons voulu aborder la question différemment : déterminer les possibles liens entre les habitudes d’utilisation de l’ordinateur à des fins personnelles et la motivation à apprendre à l’école. À cet égard, la motivation pour les sciences a été retenue puisque cette matière scolaire fait souvent appel à des compétences associées à l’utilisation des TIC. Pour répondre à nos objectifs, 331 élèves du cours ordinaire de sciences et technologie au premier cycle du secondaire ont remplis un questionnaire autorapporté, composé de sept échelles motivationnelles et d’un questionnaire lié à l’utilisation des TIC. Nous avons d’abord dégagé des profils d’utilisateurs à partir des différentes utilisations de l’ordinateur. Ensuite, nous avons examiné ces profils en lien avec leurs caractéristiques motivationnelles (le sentiment de compétence, l’anxiété, l’intérêt et les buts d’accomplissement) et l’engagement pour le cours de sciences. Finalement, nous avons déterminé la valeur prédictive de l’utilisation de l’ordinateur sur les variables motivationnelles retenues. Nos résultats montrent que l’utilisation personnelle des TIC ne se fait pas nécessairement au détriment de l’école. Nous avons trouvé que les élèves qui utilisent davantage les TIC dans leurs temps libres, et ce, avec des utilisations diversifiées, ont des caractéristiques motivationnelles plus positives. Toutefois, nous constatons que le type d’usage est lié à un effet médiateur positif ou négatif sur la motivation à apprendre. Les élèves qui limitent leurs utilisations de l’ordinateur à la communication et aux jeux ont des caractéristiques motivationnelles plus négatives que ceux avec des utilisations variées. Les usages centrés sur la communication semblent être ceux qui sont le plus susceptibles d’être liés négativement à la motivation à apprendre alors que ceux orientés vers les usages à caractère intellectuel s’avèrent plus positifs. Les résultats suggèrent que la clé ne réside pas dans le temps d'utilisation mais plutôt dans l'utilisation judicieuse de ce temps. En favorisant des usages à caractère intellectuel, tout en laissant des temps libres aux jeunes, nous augmentons leurs chances de développer de bonnes habitudes technologiques qui seront essentielles dans la société de demain.