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Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.

Cet exposé synthétise nos principales contributions dans le cadre de la conception de services et de protocoles pour les systèmes distribués collaboratifs. La première partie présente le cadre de notre travail, le travail collaboratif, vu essentiellement selon l'angle de l'informatique répartie. Au travers d'une étude, analyse et classification, nous mettons en évidence, sous forme de bilan, les principales avancées et tendances d'évolution des systèmes collaboratifs. Nous présentons une analyse et une classification des principaux modèles de session rencontrés, que nous comparons et classifions. Finalement, nous procédons à une analyse et une comparaison des principaux gestionnaires de sessions existants. La seconde partie décrit nos contributions en terme de modélisation de sessions collaboratives. Après avoir décrit les principaux éléments qui composent une session collaborative, nous décrivons le modèle de session que nous avons proposé et nous le positionnons vis-à-vis des autres formalismes. Nous terminons par nos contributions détaillées pour l'implantation et l'utilisation de notre modèle de session. La troisième partie traite de la gestion des sessions collaboratives. Nous décrivons le service de gestion de session que nous avons proposé et nous comparons ses caractéristiques à celles des autres gestionnaires. Finalement, nos présentons le détail de nos contributions dans les domaines de la conception formelle et de l'implantation des services de gestion de session, et plus généralement de services collaboratifs.

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Ce travail de recherche s’intéresse au potentiel thérapeutique de la lecture et vise à mieux comprendre le fonctionnement du dispositif littéraire, notamment dans son interaction avec le lecteur. En nous appuyant sur la théorie des mondes parallèles, nous faisons l’hypothèse que l’œuvre littéraire induit une simulation de la vie psychique du lecteur. Par le biais du canal sémiotique qu’est le texte et selon des dispositifs de représentation, le lecteur ressaisit le sens des mots et s’approprie le récit. En tant qu’expérience esthétique, la lecture littéraire fait appel au vécu du lecteur et engage ses émotions autrement que tout autre type de discours. Le geste de la lecture sous-entend déjà une certaine subjectivité du lecteur et nous pouvons donc, dès lors que nous nous intéressons de plus près à l’interaction entre texte et lecteur, concevoir une utilisation thérapeutique de la littérature. En proposant l’œuvre littéraire comme support de développement psychique, nous avons conçu, animé et évalué un atelier thérapeutique de lecture et d’écriture dans trois structures en santé mentale, à Toulouse et à Montréal. Destiné à un public souffrant de psychose, cet atelier s’appuie sur les principes de l’art-thérapie et vient concrétiser l’aspect (re)constructeur de la lecture littéraire inscrite dans notre réflexion théorique. Nos observations, d’une part, interrogent la perspective théorique littéraire, la fonction attribuée à l’œuvre et l’activité du lecteur et, d’autre part, débouchent sur des propositions thérapeutiques pour un atelier de lecture et d’écriture en milieu psychiatrique. / This research is interested in the therapeutic potential of literary reading and looks for a better understanding of the literary device, particularly in its interaction with the reader. Basing our work on fictional worlds theory, we make the hypothesis that literary work induces a simulation of the reader’s psychic life. Using the semiotic channel of the text and according to representation devices, the reader seizes the words’ sense and adapts the story for himself. As an aesthetic experience, literary reading calls for the reader’s past experiences and engages his emotions in a different way than any other type of discourse. The gesture of reading already implies a certain subjectivity for the reader and we can therefore, as we take a closer interest to text-reader interaction, imagine a therapeutic use of literature. Proposing literary work as a support for psychic development, we have designed, ran and evaluated therapeutic reading and writing sessions in three mental health infrastructures, in Toulouse and Montreal. Destined to a psychotic audience, these reading sessions are based on art therapy principles and concretize the (re)constructive aspect of literary reading within our theoritical reflection. On one hand, our observations challenge the literary studies perspective, the function of the literary work and the activity of the reader and, on the other hand, they lead on therapeutic propositions for reading and writing sessions in a psychiatric context.

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Journal Summary: The International Country Music Journal is a publication of the International Country Music Conference and is is a collection of articles by scholars Tex Olson, Patrick Huber, Tony Russell, Linda Daniel, Nolan Porterfield, Fred Hopetner, Andrew Smith, Curtis Ellison, Anthony Kosar, Ed Morris, Jim Clark, Tex Morton and Don Cusic. Topics include the Bristol Sessions, Singing Cowboys and artists Dianne Leigh, Brad Paisley, Bill Walker, Townes Van Zandt, Jimmie Rodgers and Ralph Stanley.

Excerpt: Ralph Peer’s 1927 Bristol Sessions were revolutionary in their influence, but the Johnson City Sessions recordings, overseen by Columbia’s pioneering A&R scout Frank B. Walker, reflect Walker’s more eclectic tastes and keener sense of humor. Indeed, the recordings from the Johnson City Sessions provide a distinctly different portrayal of Appalachian music.

Excerpt: In a 1988 essay published in the book “Country: The Music and the Musicians,” music scholar Nolan Porterfield observed: "Music historians and others fond of dates and places have a special weakness for 'Bristol, August 1927.' As a sort of shorthand notation, it has come to signal the Big Bang of country music evolution."

The study's purpose was to determine if participants reported that booster sessions following a stepfamily education course were effective. Agencies in northern Utah that provide services to low-income (including minorities) families were used to recruit a sample of 487 males and 560 females. Participants were required to be in a relationship that formed a remarriage or to have children from a previous relationship, forming a stepfamily. Booster sessions were educational meetings that occurred four to six weeks after the completion of the stepfamily education course. Intervention theory states that as protective factors are implemented through prevention education they lessen the effects of risk factors in participants' lives. Booster sessions were focused on reiterating protective factors taught in the stepfamily course material and served as a protective factor through offering continued support to participants. A self-report measure was used at the completion of the booster session. Participants were asked if the booster session was worthwhile (fun, educational, and worth their time), if they learned something, and if they recognized a change in their knowledge base concerning healthy stepfamily skills through attending the booster session. Participants consistently reported that they did find the booster session worthwhile, that they learned something, and that they increased in knowledge concerning healthy stepfamily skills. Although all participants reported that booster sessions were effective, Latino participants reported higher averages than Caucasian participants in research questions two and three. Study findings suggest that booster sessions can serve as a means of increasing educational gains of participants after the conclusion of course material. Also, discussion is provided concerning the implications of providing family life education for the Latino population.