This study questions whether expertise plays a role in how mental health clinicians remember case details about their clients. Specifically, are expert clinicians better at teasing apart complex case details than novices? Clinicians’ diagnostic schemas may afford a mechanism for easily retaining and retrieving information about particular cases. American Board of Professional Psychologists certified clinicians acted as our expert participants. Undergraduate students enrolled in general psychology acted as novices. Results indicated experts recalled more information than non-experts for each of three hypothetical case vignettes—simple, complex-coherent, and complex-incoherent. As complexity of the vignettes increased the overall amount of recall increased for the complex-coherent vignette and then decreased for the complex-incoherent vignette for both groups. Experts also exhibited more false recalls of symptom specific details for the complex-incoherent case. This finding is evidence of schema-based knowledge and experts’ tendency to use schemas in an effort to make sense of illogical cases.

<p> Resistance exercise training results in skeletal muscle hypertrophy due to accumulated periods ofprotein accretion, the magnitude ofwhich may be influenced by post-exercise feeding. One study suggests that hypertrophy is maximized by immediate provision ofprotein (26); how the type ofprotein ingested in this period affects protein accretion is not known. PURPOSE: To investigate the effect of consuming different post-exercise beverages -milk (MLK), an isonitrogenous and isoenergetic soy drink (PEC), or an isoenergetic control (CON)-on body mass, fat-bone free mass (FBFM), muscle fibre area, and strength during a 12-week progressive whole body resistance training program, in untrained men. METHODS: 34 men were randomized to postexercise consumption ofMLK (n=12; fat free), PEC (n=11; soy) or CON (n=11; maltodextrin) using single-blinded allocation, with characteristics-22.5 ± 0.6 yr, 25.6 ± 0.7 kg/m2• Participants trained 5 d/wk using a whole body split resistance training program and consumed 500 ml oftheir assigned drink immediately and 1h post-exercise following every training bout. RESULTS: Total body mass increased following training (P<0.01) but there were no differences between groups (MLK = 3.2 ± 0.8 kg, PEC = 2.9± 1.4 kg, CON= 2.0 ± 0.8 kg). Similarly, FBFM also increased post-training (P<0.01), but was not different between groups (MLK = 3.3 ± 0.6 kg, PEC = 2.7 ± 0.6kg, CON= 2.2 ± 0.6 kg). Muscle type II fibre area increased post-training (P<0.05) but was not different between groups (MLK = 1004 ± 249 pm2, PEC = 650 ± 192 pm2, CON= 565 ± 120 pm2). Training resulted in increases in 1RM strength for 13 different exercises (P<0.01) with no difference between groups (range= 29-101%). CONCLUSION: Immediate post-exercise provision ofeither milk (MLK), or an isonitrogenous I isoenergetic soy drink (PEC), as well as an isoenergetic carbohydrate beverage (CON), resulted in similar increases in body mass, FBFM, type II muscle fibre area, and strength. This study demonstrates that intact dietary proteins from milk and soy are effective for promoting skeletal muscle hypertrophy. Moreover, when given equivalent energy immediately postexercise, proteins consumed as part of a normal diet, outside ofthe immediate postexercise period are sufficient for hypertrophic and strength gains. Finally, post-exercise consumption ofprotein is no more effective than carbohydrate for promoting skeletal muscle hypertrophy when adequate protein is consumed within a regular diet. </p> / Thesis / Master of Science (MSc)

Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices.

Emergency on-call duties have been highlighted as a key stress factor in newly qualified physiotherapists whose job performance may be affected. The concept of stress relating to on-call work, the general lack of interest or confidence in the respiratory on-call field, and subsequent difficulties with recruitment and retention, pose a difficult problem for managers of services responsible for the maintenance of a competent workforce and a high standard of service provision. Differences in novice and expert physiotherapists’ patient management and clinical reasoning strategies have been previously examined in orthopaedic, neurology, domiciliary and cardiorespiratory fields. However, no such investigations have been undertaken in the field of emergency on-call. The purpose of this study was to determine if differences existed between novice and expert physiotherapists who had by definition differing levels of context-related experience within the emergency on-call environment. This study also aimed to consider what factors may influence their physiotherapy intervention for an acute cardiorespiratory patient. A purpose-designed vignette-based postal questionnaire was administered to 26 emergency on-call providers in New Zealand. The questionnaire sought demographic data, investigated participants’ attitudes towards emergency on-call service provision and presented a vignette-based clinical scenario which asked questions throughout an evolving clinical case scenario. Analysis was performed using the computer software package for social sciences, SPSS for Windows (version 14), results were analysed using descriptive statistics, and significance testing was performed using non-parametric methods. A good response rate was achieved (78.8%; n = 56). Statistically significant differences between novices and experts were determined in scores for confidence, stress, and support required, also in the factors affecting stress levels. Novices are less confident (p = < .0001), more stressed (p = < .001) and require more support than experts (p = < .001). Factors which influenced both novice, and to a lesser extent, expert stress levels when working as emergency on-call physiotherapists, were established. A relationship was determined between confidence and level of support required (r = -.65; p = < .001); confidence and amount of stress felt (r = -.58; p = < .001); and support required and stress felt (r = .47; p = < .001). Some differences were demonstrated between novice and expert physiotherapists in their answers to a clinical case scenario. Although these were not statistically significant, a trend was noted which may reflect the different clinical reasoning strategies of these physiotherapists. There is a need for novices to gain the type of experience which includes independent problem solving and guided reflection; the use of vignette-based case studies may be one method which could be further exploited. The profession is responsible for the provision of better ways to meet the needs of our future emergency on-call workforce. If this is not achieved, other professional groups will be required to fill the gaps and physiotherapy; particularly cardiorespiratory physiotherapy will lose out.

Examples are important when we attempt to learn something new. To learn prob-lem solving and programming is an acknowledged difficulty. Teaching and learning introductory object oriented problem solving and programming has been discussed extensively since the late 1990’ies, when a major shift to object orientation as first programming paradigm took place. Initially, this switch was not considered to cause any major problems, because of the accumulated knowledge for how pro-gramming should be taught. This turned out to be naive. Knowledge gained for the imperative paradigm did not apply well to the object oriented paradigm. Because of its importance for the field of computer science, introductory pro- gramming education has drawn a lot of attention. Most of the research done in connection to object oriented problem solving and programming has been focused on students learning and the difficulty to acquire skills in programming. Less investigated is the foundation of the educational mission, the characteris- tics of object orientation and how this is best supported by the educator. There is no obvious agreement of what the basics of object orientation are, especially not from an educational point of view. In this thesis, two major aspects concerning the teaching of object orientation have been investigated: the definition of object oriented quality, specifically in examples for novices, and educators’ views on aspects of object orientation. Based on research of how object orientation is characterised in literature and in software design principles, a set of concepts and principles are presented as a description of basic characteristics of object orientation. These are applied to the educational context, and a number of heuristics, called Eduristics, for the design of object oriented examples for novices are defined. The Eduristics are then used to discuss the flaws and shortcomings of common textbook examples, but also how the object oriented quality of examples can be improved. To be able to evaluate the quality of examples, we initiated and participated in the development of an evaluation tool. This tool has been used to evaluate a number of examples from popular textbooks. The results show that the object oriented quality of examples is low. To explore the ways educators view a number of aspects of object orientation and the teaching of it, ten interviews have been conducted. The results of this study show that the level of abstraction in the conceptual model of object orientation among educators is low, and that novices are not given any support for object oriented problem solving. / Exempel är viktiga när man ska lära sig något nytt och det gäller även när man ska lära sig programmera. Att lära sig problemslösning och programmering är erkänt svårt och det har föranlett många förslag på vad som är ett bra sätt. Under 1990-talet skedde en större omläggning i programmeringsundervisningen världen över. Från att ha introducerat programmering i det imperativa/procedurella paradigmet övergick man till att använda objektorientering som första paradigm. Inledningsvis trodde man inte att det skulle skilja sig på något avgörande sätt från tidigare erfarenheter om hur programmering skulle undervisas. Detta visade sig vara en naiv föreställning. Mycket av den kunskap som ackumulerats kring den imperativa programmeringsundervisningen visade sig svår att överföra till objekt orientering. Omställningen har varit mödosam och är fortfarande inte genomförd fullt ut. Programmering är centralt i datavetenskap, eftersom olika aspekter av programvarukonstruktion genomsyrar det mesta av verksamheten kring datorer. Utbildningsmässigt är en inledande kurs i problemlösning och programmering förutsättningen för vidare studier i ämnet. Detta gör att en hel del uppmärksamhet har riktats mot problemlösning och programmering. Det mesta av den forskning som finns gjord i anslutning till objekt orienterad problemlösning och programmering har varit fokuserad på nybörjares lärande och problem att komma in i programmerandet. Mycket lite finns gjort när det gäller själva utgångspunkten för undervisningen om objektorientering, nämligen vad som är centralt i objektorientering och på vilket sätt det ska manifestera sig i undervisningen. I det här arbetet har två huvudaspekter av objektorientering i undervisningssammanhang undersökts: definitionen av objektorienterad kvalité, specifikt i exempel för nybörjare, samt vilken syn lärare har på olika aspekter av objektorientering. För att möjliggöra detta har vi undersökt hur objektorientering beskrivs i litteraturen och i vedertagna design-principer som används i programvaruutvecklingssammanhang. Baserat på resultatet av den undersökningen har vi använt en uppsättning koncept och designprinciper för att definiera vad som är karakteristiskt för objektorientering. Med detta som utgångspunkt har vi applicerat definitionen av objektorientering till undervisningssammanget och definierat ett antal heuristiker specifikt för konstruktion av objektorienterade exempel för nybörjare. Parallellt med detta arbete deltog vi i utvecklingen av ett utvärderingsverktyg för att värdera objektorienterade exempel för nybörjare. Detta verktyg har använts för en större utvärdering av exempel hämtade från populära läroböcker. Resultaten från denna studie visar att exempel generellt sett håller låg objektori enterad kvalitet. Vi har också visat att exempel som värderas högt, uppfyller våra heuristiker och att exempel som värderas lågt strider mot desamma. För att utforska hur lärare ser på objektorientering och hur de resonerar kring strategier för att lära ut objektorientering, har vi gjort tio intervjuer med lärare i gymnasieskolan och på universitetsnivå. Resultaten visar att den konceptuella modellen för objektorientering är mycket enkel i förhållande till den komplexitet som ofta anses känneteckna paradigmet. Dessutom, ges i stort sett inget stöd för nybörjaren vad gäller att förstå och lära sig problemlösningsansatsen, som ofta upplevs som väsensskild från hur man i normala fall löser problem.

Emergency on-call duties have been highlighted as a key stress factor in newly qualified physiotherapists whose job performance may be affected. The concept of stress relating to on-call work, the general lack of interest or confidence in the respiratory on-call field, and subsequent difficulties with recruitment and retention, pose a difficult problem for managers of services responsible for the maintenance of a competent workforce and a high standard of service provision. Differences in novice and expert physiotherapists’ patient management and clinical reasoning strategies have been previously examined in orthopaedic, neurology, domiciliary and cardiorespiratory fields. However, no such investigations have been undertaken in the field of emergency on-call. The purpose of this study was to determine if differences existed between novice and expert physiotherapists who had by definition differing levels of context-related experience within the emergency on-call environment. This study also aimed to consider what factors may influence their physiotherapy intervention for an acute cardiorespiratory patient. A purpose-designed vignette-based postal questionnaire was administered to 26 emergency on-call providers in New Zealand. The questionnaire sought demographic data, investigated participants’ attitudes towards emergency on-call service provision and presented a vignette-based clinical scenario which asked questions throughout an evolving clinical case scenario. Analysis was performed using the computer software package for social sciences, SPSS for Windows (version 14), results were analysed using descriptive statistics, and significance testing was performed using non-parametric methods. A good response rate was achieved (78.8%; n = 56). Statistically significant differences between novices and experts were determined in scores for confidence, stress, and support required, also in the factors affecting stress levels. Novices are less confident (p = < .0001), more stressed (p = < .001) and require more support than experts (p = < .001). Factors which influenced both novice, and to a lesser extent, expert stress levels when working as emergency on-call physiotherapists, were established. A relationship was determined between confidence and level of support required (r = -.65; p = < .001); confidence and amount of stress felt (r = -.58; p = < .001); and support required and stress felt (r = .47; p = < .001). Some differences were demonstrated between novice and expert physiotherapists in their answers to a clinical case scenario. Although these were not statistically significant, a trend was noted which may reflect the different clinical reasoning strategies of these physiotherapists. There is a need for novices to gain the type of experience which includes independent problem solving and guided reflection; the use of vignette-based case studies may be one method which could be further exploited. The profession is responsible for the provision of better ways to meet the needs of our future emergency on-call workforce. If this is not achieved, other professional groups will be required to fill the gaps and physiotherapy; particularly cardiorespiratory physiotherapy will lose out.

Au fil des générations, l'évaluation de programme a traversé de nombreux changements (nécessaires), qui l'ont conduite à devenir une activité à la fois technique et sociopolitique. Aujourd'hui, elle est d'une indéniable complexité du fait notamment de la nature des situations évaluatives rencontrées, dont les caractéristiques influencent la faisabilité, la fiabilité et l'utilité de l'évaluation. Des situations animées de contraintes sociopolitiques et organisationnelles importantes, de problèmes sur le plan des intrants disponibles, de l'accessibilité des données, etc. En outre, la qualité de l'évaluation est tributaire de la capacité de l'évaluateur à mobiliser des savoirs pratiques en situation, son expertise, et son jugement afin d'entreprendre les choix méthodologiques les plus appropriés. Inscrite dans une perspective interprétative, cette étude explore et tente de comparer les choix méthodologiques opérés par des évaluateurs novices et experts œuvrant dans des cabinets de conseil (n=8) lors de la réalisation de leurs évaluations de programme ; et la façon dont ils appréhendent et gèrent les contraintes situationnelles. Elle mobilise deux types d'activités reconnues pour l'analyse des pratiques professionnelles des évaluateurs de programmes : 1. la métaévaluation d'un projet tierce rapportée durant un entretien non dirigé ; et 2. l'entretien d'explicitation centré sur un projet d'évaluation passé avec, en amont, l'analyse des devis évaluatifs faisant l'objet de l'exercice d'explicitation. À partir de ces deux types d'activités, il devient possible d'examiner et croiser les bonnes pratiques et les pratiques réelles des participants. Les résultats s'inscrivent dans le contexte de l'évaluation externe de programmes publics fédéraux sous la direction d'un chef d'évaluation interne responsable de la planification initiale et la suppression de l'évaluation, et la consultation d'un comité interne composé d'utilisateurs ciblés. Au sein des équipes évaluatives externes, on observe une certaine hiérarchie dans l'organisation du travail. L'évaluateur expert est le gestionnaire de l'évaluation et il est chargé d'activités cruciales comme la conception et la communication de l'évaluation. L'évaluateur novice peut exercer dans une capacité d'exécutant/exécutant avancé de tâches de collecte et d'analyse de données (travail en silo), ou de collaborateur et participer à l'évaluation dès sa conception. Ultimement, les choix méthodologiques sont du ressort de l'évaluateur expert. Les pratiques réelles des évaluateurs novices sont ancrées dans le développement de leurs compétences méthodologiques et de leurs capacités analytiques, ce qui transparaît sur le plan de leurs bonnes pratiques. L'articulation de leurs pratiques se centre sur une logique technique/méthodologique de production de connaissances quant aux objets évalués. Pour eux, il est essentiel de démontrer le caractère approprié de la démarche d'évaluation, l'effort de rigueur, la fiabilité et la représentativité de la méthodologie évaluative (c.-à-d. l'alignement du contenu du cadre d'évaluation, le caractère systématique des procédures, la représentativité des sources d'information, la transparence du raisonnement évaluatif, etc.). Si dans le cadre de l'analyse critique d'un devis tierce, les évaluateurs novices reconnaissent l'influence de différents facteurs contextuels sur l'évaluation, leur analyse demeure superficielle et décontextualisée comparativement aux évaluateurs experts. En effet, les pratiques réelles tout comme les pratiques recommandées des évaluateurs experts sont influencées par la situation évaluative réelle et centrée sur les résultats. La priorité, pour eux, est de veiller au caractère approprié et faisable du devis d'évaluation à la lumière des caractéristiques de l'objet évalué ou evaluand (complexité de la théorie de programme, envergure des objectifs, caractère facilement observable de ses résultats ou non, etc.), des exigences politico-organisationnelles (la Politique évaluative fédérale, ses directives méthodologiques et ses normes, la collaboration avec le chef de l'évaluation interne, etc.), et des ressources disponibles (temps, argent, données probantes existantes et accessibles, etc.). Et ce, tout en assurant la fiabilité, la représentativité et l'utilité de l'évaluation. Il s'agit d'un raisonnement que les évaluateurs novices semblent commencer à s'approprier dès lors qu'ils ont l'occasion de participer à l'évaluation dès la phase de conception. Les résultats montrent que la pertinence du devis d'évaluation repose sur la capacité des évaluateurs à réaliser un diagnostic efficace de la situation évaluative rencontrée afin de revoir et opérationnaliser les paramètres de l'évaluation initialement prescrits par les clients, et de s'assurer de la faisabilité et de la légitimité de l'évaluation. Cette entreprise nécessite la mobilisation de savoirs méthodologiques procéduraux et expérientiels, de connaissances spécifiques à l'environnement professionnel (programmes publics, système politico-organisationnel du gouvernement fédéral, politique évaluative, gouvernance de l'évaluation externe de programmes publics, etc.), de savoir-faire relationnels, et de savoir-faire cognitifs acquis dans et par l'expérience (indispensables à l'analyse de la situation et à la résolution de problèmes, à la conception et à la réalisation de l'évaluation). Les résultats soulignent ici l'incidence du niveau d'expertise de l'évaluateur de programme externe sur sa capacité à anticiper, identifier, comprendre et gérer efficacement les contraintes situationnelles afin de concevoir une évaluation fiable et utile. Ils montrent l'importance d'offrir le plus tôt possible aux évaluateurs novices l'occasion de participer à des projets d'évaluation du début à la fin, d'accroître les occasions d'observation et de contribution sur le plan de la conception et de la gestion de l'évaluation dans le cadre de petits projets où le devis est plutôt simple. Des tâches cruciales qui, dans le présent contexte de pratique, sont réalisées par les évaluateurs experts.

本研究目的為瞭解擁有專業證照之助人工作者，於從事兒童遊戲治療中遭遇的困境與因應方式。研究者以深度訪談的方式，訪問四位分別來自諮商心理、社會工作、臨床心理及精神醫學等領域之兒童遊戲治療新手，並以質性研究的方式進行分析。研究結果發現，原來的專業訓練背景對於學習遊戲治療有助益，但也受限於原先專業訓練的思考模式與架構而影響學習。新手遭遇的實務困境包括個案照顧系統的阻礙、治療環境的問題、如何回應的技巧、溝通與合作、學習遊戲治療的困難等，對於反移情及個人議題於治療的影響有較敏感的覺察。而其因應方式則有自修、參加工作坊、督導及自我調適等，透過督導過程及調整自己的認知、想法與期待，並用專業所學的方式自我調適，可以有效協助因應困境。綜觀兒童遊戲治療新手的困與破，正是一個不斷地自我覺察與專業成長的歷程。 / The purpose of this study was to explore the difficulties and the coping strategies during the play therapy of the registered health professionals had encountered. This study used in-depth interviewing to interview four novice play therapists that were counselor, social worker, clinical psychologist and psychiatrist, and adopted qualitative research approach to analyze data. The results showed that the original context of professional training for learning play therapy to be useful, but their learning effects might also be subject to the original professional training structure and thinking mode. The practical difficulties of the novices encountered were included: the obstacles of client’s care system, the problems of the environment for treatment, how to respond to the skills, communication and cooperation with different discipline, the difficulties of learning play therapy, and had more sensitive awareness for the treatment of the effect about countertransference and personal issues. The coping strategies were as followed: self-study, participate in workshops, supervision and self-adjustment. Steering through the process of supervision, adjusting their own perceptions, ideas and expectations and used by the professional manner of self-adjustment, could be effective assistance in the difficulties. Looking at the difficult position and breakthrough to the novice play therapists comprehensively was a constant self-awareness and professional growth process.

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

Cette recherche s'intéresse à l'écriture en tant que système de contraintes avec pour objectif d'étudier le fonctionnement des contraintes liées au genre et au médium de production dans une perspective didactique. S'appuyant sur l'approche bakhtinienne de la notion de genre et sur les analyses psycholinguistiques de l'écriture, elle s'est proposé d'observer en recourant aux méthodes issues de la critique génétique la manière dont les scripteurs novices traitents ces deux contraintes à travers trois expérimentations, deux menées auprès de lycéens en 2003-2004 et 2004-2005 et une menée auprès de scripteurs experts, des professeurs des écoles stagiaires en 2004-2005. La tâche consistait à produire, en écriture manuscrite ou sur traitement de texte, des textes à partir de l'incipit puis de l'excipit d'une nouvelle aux indices génériques flous ou contradictoires, afin de permettre au chercheur de mesurer d'une part l'impact de la préhension des marques de généricité, d'autre part l'impact du médium de producxtion sur la cohérence macrostructurelle et la "qualité" des suites de texte produites. Les constats opérés ont donné lieu à des propositions concernant les activités d'écriture à mettre en place au lycée pour apporter une aide efficace aux adolescents, notamment pour les initier à l'écriture de textes ou de métatextes conformes à ceux qu'ils devront produire à l'épreuve de français au baccalauréat (EAF). Loin d'épuiser le sujet, la recherche a permis de confirmer certaines avancées issues de travaux de linguistes, psycholinguistes, généticiens et didactitiens et surtout de montrer comment elles s'appliquent aux écrits des scripteurs en formation que sont les lycéens / This study which deals with the writing process as a system of formal exigencies, aims at analysing those relative to genre and those relative to the means of production. Taking Bakhtin's approach to the notion of genre along with the findings from psycholinguistic studies of written production, using genetic critic methodology, it was observed in three experiments - two of then carried out in 2003-2004 and 2004-2005 amonf "novice" writers and another among trainee primary teatchers ("expert" writers) - how first year pupils deal with these two formal exigencies. Their task was to produce hand written or word processed texts first from the "incipit", then from the "excipit" content of a novel with vague or contradictory indications of genre, in order to allow the researcher to evaluate, on the one hand, how effectively they aprrehend characteristics pertaining to genre and, on the other, whether the means of production have an impact on macrostructural cohesion and "quality" of the series of texts produced. The results question which type of writing activities should be put into practice in high schools to effectively help adolescents, especially in introducing them to writing the type of texts or metatexts which they will have to produce for their baccalaureat French language exam (EAF). Although not an exaustive study these findings have nonetheless confirmed some of the research results of linguists, psycholinguists, geneticists and researchers on Composition Theory and, most significantly, have shown how there results can be useful in analysing the texts of learner writers