Searching for the Holy Grail of International Education: Feedback from Hospitality Management Study Abroad Participants

This article reports on a study done among hospitality management students who participated in study abroad programs between January 2001 and May 2003. The participants in the study were both incoming students to the US and outgoing students from the US. The study investigates, among other things, why they had decided to study abroad, why they had selected a particular institution, how their home institution compared to the partner institution abroad, and what they perceived to be the benefits and relevance of their international experiences. It was found that respondents were generally very positive about the study abroad experience. Some interesting differences of opinion were found when the perceptions of the incoming students were compared to those of the outgoing students. The results of this study may be of particular interest to hospitality management administrators and faculty who create and administer international exchange programs.

The effects of goal setting and attributional feedback on self -efficacy for writing and writing achievement

This study investigated the effectiveness of goal setting and attributional feedback on self-efficacy for writing and writing achievement of students who are gifted underachievers. Students in grades 3, 4 and 5 participated. Five dependent measures were investigated: fluency, syntax, range, diversity and organization. The results indicated that a systematic writing instruction program increased self-efficacy for writing. In addition the self-efficacy strategies of goal setting and attributional feedback improve self-efficacy and increased some areas of writing achievement. The dependent measures most affected were fluency, syntax and organization. The students in this study did not improve their levels of vocabulary. This study included many practical applications for teachers to use in a classroom setting. ^

The therapeutic effects of Millon Clinical Multiaxial Inventory -III assessment feedback

A study was conducted to test the therapeutic effects of assessment feedback on rapport-building and self-enhancement variables (self-verification, self-discovery, self-esteem), as well as symptomatology. Assessment feedback was provided in the form of interpretive information based on the results of the Millon Clinical Multiaxial Inventory-III (MCMI-III). Participants (N = 89) were randomly assigned to three groups: a Feedback group, a Reflective-Counseling group, and a No-Feedback group. The Feedback group was provided with assessment feedback, the Reflective-Counseling group was asked to comment on the meaning of the taking the MCMI-III, the No-Feedback group received general information about the MCMI-III. Results revealed that assessment feedback, when provided in the form of interpretive interpretation positively affects rapport-building and self-enhancement variables (self-verification and self-discovery). No significant results were found in terms of self-esteem or symptom decrease as a function of feedback. However, a significant decrease in symptoms across groups was found. Results indicate that assessment feedback in the form of interpretive information can be used as a starting point in therapy. Implications of the findings are discussed with respect to theory and clinical practice. ^

Informational effects of assessment feedback

This study tested the effects of informational assessment feedback on satisfaction, selfesteem and examiner ratings. 83 participants completed a self-report personality inventory (Millon Index of Personality Styles). Participants of the experimental group were given standardized, informational assessment. Participants in the control group received only general information about the personality inventory. Significant group differences were found for the Feedback Assessment Questionnaire with t (81) = 11.67, p

The therapeutic effects of Millon Clinical Multiaxial Inventory-III assessment feedback

A study was conducted to test the therapeutic effects of assessment feedback on rapport-building and self-enhancement variables (self-verification, self-discovery, self-esteem), as well as symptomatology. Assessment feedback was provided in the form of interpretive information based on the results of the Millon Clinical Multiaxial Inventory- III (MCMI-III). Participants (N = 89) were randomly assigned to three groups: a Feedback group, a Reflective-Counseling group, and a No-Feedback group. The Feedback group was provided with assessment feedback, the Reflective-Counseling group was asked to comment on the meaning of the taking the MCMI-III, the No- Feedback group received general information about the MCMI-III. Results revealed that assessment feedback, when provided in the form of interpretive interpretation positively affects rapport-building and self-enhancement variables (self-verification and self-discovery). No significant results were found in terms of self-esteem or symptom decrease as a function of feedback. However, a significant decrease in symptoms across groups was found. Results indicate that assessment feedback in the form of interpretive information can be used as a starting point in therapy. Implications of the findings are discussed with respect to theory and clinical practice.

The effects of audio cueing and an instructions, feedback and praise package on the distribution of teacher praise to students of differing on-task levels

In an audio cueing system, a teacher is presented with randomly spaced auditory signals via tape recorder or intercom. The teacher is instructed to praise a child who is on-task each time the cue is presented. In this study, a baseline was obtained on the teacher's praise rate and the children's on-task behaviour in a Grade 5 class of 37 students. Children were then divided into high, medium and low on-task groups. Followinq baseline, the teacher's praise rate and the children's on-task behaviour were observed under the following successively implemented conditions: (l) Audio Cueing 1: Audio cueing at a rate of 30 cues per hour was introduced into the classroom and remained in effect during subsequent conditions. A group of consistently low on-task children were delineated. (2) Audio Cueing Plus 'focus praise package': Instructions to direct two-thirds o£ the praise to children identified by the experimenter (consistently low on-task children), feedback and experimenter praise for meeting or surpassing the criterion distribution of praise ('focus praise package') were introduced. (3) Audio Cueing 2: The 'focus praise package' was removed. (4) Audio Cueing Plus 'increase praise package': Instructions to increase the rate of praise, feedback and experimenter praise for improved praise rates ('increase praise package') were introduced. The primary aims of the study were to determine the distribution of praise among hi~h, medium and low on-task children when audio cueinq was first introduced and to investigate the effect of the 'focus praise package' on the distribution of teacher praise. The teacher distributed her praise evenly among the hiqh, medium and low on-task groups during audio cueing 1. The effect of the 'focus praise package' was to increase the percentage of praise received by the consistently low on-task children. Other findings tended to suggest that audio cueing increased the teacher's praise rate. However, the teacher's praise rate unexpectedly decreased to a level considerably below the cued rate during audio cueing 2. The 'increase praise package' appeared to increase the teacher's praise rate above the audio cueing 2 level. The effect of an increased praise rate and two distributions of praise on on-task behaviour were considered. Significant increases in on-task behaviour were found in audio cueing 1 for the low on-task group, in the audio cueing plus 'focus praise package' condition for the entire class and the consistently low on-task group and in audio cueing 2 for the medium on-task group. Except for the high on-task children who did not change, the effects of the experimental manipulations on on-task behaviour were e quivocal. However, there were some indications that directing 67% of the praise to the consistently low on-task children was more effective for increasing this group's on-task behaviour than distributing praise equally among on-task groups.

Adapting Progress Feedback and Emotional Support to Learner Personality

Peer reviewed

Adapting Progress Feedback and Emotional Support to Learner Personality

Peer reviewed

Data feedback and behavioural change intervention to improve primary care prescribing safety (EFIPPS) : multicentre, three arm, cluster-randomised controlled trial

Funding and trial registration: Scottish Government Chief Scientist Office grant CZH/3/17. ClinicalTrials.gov registration NCT01602705.

An Audit and Feedback Intervention for Reducing Antibiotic Prescribing in General Dental Practice : The RAPiD Cluster Randomised Controlled Trial

Funding: This study was conducted as part of the TRiaDS programme of implementation research which is funded by NHS Education for Scotland (NES). The Health Services Research Unit which is funded by the Chief Scientist Office of the Scottish Government Health and Social Care Directorates supported the study. The funder had no influence over the design, conduct, analysis and write up of the study.

Rôle des récepteurs aux protéines G (GPR55, GPR91 et GPR99) dans la croissance et le guidage axonal au cours du développement du système visuel

Lors de l’attribution du prix Nobel de chimie aux docteurs Robert Leftkowitz et Brian Kobika pour leurs travaux essentiels sur les récepteurs couplés à des protéines G (RCPGs), Sven Lindin, membre du comité Nobel, a affirmé que « jusqu'à la moitié » des médicaments « reposent sur une action ciblant les RCPG ». En raison de leurs rôles importants, leurs mécanismes d'activation et l’action de leurs ligands, les RCPG demeurent les cibles potentielles de la majorité des recherches pour le développement de nouveaux médicaments et de leurs applications cliniques. Dans cette optique, nous avons concentré nos recherches à travers cette thèse pour élucider les rôles, les mécanismes d’action et les effets des ligands de trois RCPG : GPR55; GPR91 et GPR99 au cours du développement des axones des cellules ganglionnaires de la rétine (CGRs). Les résultats de nos études confirment l’expression des récepteurs lors du développement embryonnaire, postnatal et adulte des CGRs ainsi qu’au cours de l’établissement de la voie rétinothalamique. In vitro, la modulation pharmacologique et génétique de l’activité de ces RCPGs réorganise la morphologie du cône de croissance des CGRs, celle des neurones corticaux et elle modifie la croissance axonale globale. De plus, les effets de la stimulation avec des ligands des ces trois RCPGs sur le guidage axonal varient d’aucun effet (GPR91 et GPR99) à la répulsion ou l’attraction (GPR55). La voie de signalisation MAPK-ERK1/2 joue un rôle essentiel dans la médiation des effets des ligands de ces récepteurs avec une implication de la voie de RhoA à hautes concentrations pour l’agoniste endogène de GPR55. In vivo, cette recherche démontre également l’implication de GPR55 dans les processus de sélection des cibles thalamiques et de raffinement au cours du développement du système nerveux visuel.

Mesure du potentiel évoqué visuel (PEV) et du temps de réaction (TR) en corrélation avec les différentes ségrégations de textures : à savoir les stimuli de premiers et de seconds ordres

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Étude de la relation entre le champ visuel et le champ visuel utile chez les personnes atteintes d'hémianopsie

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Le rôle du cervelet et du feedback cutané dans la préhension digitale

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Le champ visuel temporel lors du vieillissement normal et du glaucome

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.