Effects of methimepip and JNJ-5207852 in Wistar rats exposed to an open-field with and without object and in Balb/c mice exposed to a radial-arm maze

The role of the histamine H3 receptor (H3R) in anxiety is controversial, due to limitations in drug selectivity and limited validity of behavioral tests used in previous studies. In the present report, we describe two experiments. In the first one, Wistar rats were treated with an H3R agonist (methimepip), and exposed to an open-field. In the second one, Balb/c mice were treated with H3R agonist (methimepip) or antagonist (JNJ-5207852), and exposed to an open space 3D maze which is a modified version of the radial-arm maze. C57BL/6J saline treated mice were included for comparisons. When exposed to an empty open field, Wistar rats spent more time in the outer area and made very low number of brief crossings in the central area. However, when an object occupied the central area, rats crossed frequently into and spent a long time in the central area. Administration of a range of different doses of methimepip (selective H3R agonist) reduced the entries into the central area with a novel object, indicating enhanced avoidance response. In the 3D maze, both Balb/c and C57BL/6J saline-treated mice crossed frequently onto the bridges that radiate from the central platform but only C57BL/6J mice crossed onto the arms which extend the bridges. This suggests that Balb/c mice are more anxious than C57BL/6J mice. Neither methimepip nor JNJ-5207852 (selective H3R antagonist/inverse agonist) induced entry into the arms of the maze, indicative of lack of anxiolytic effects

Computers and human interaction

vii, 59 leaves ; 28 cm. --This project addresses computers and human interaction in junior and senior high schools. The focus of the study is people— their attitudes and opinions regarding the impact of computers on human interaction, people's effect on computer implementation, and how computers can be used. Since these attitudes of individuals are important, it is the intent of this project to identify, gather, and compare the attitudes of students, teachers, parents, and senior administration. The implications of this study are to allow for personal use and for the development of strategies to implement and use computers in the school. The study itself consists of three components: a survey of the before mentioned individuals, a written response component in which respondents could elaborate on their responses, and an interview process with four survey respondents. The survey component comprises a questionnaire to determine attitudes regarding computer impact on human interaction, attitudes regarding the influence people have on computer implementation, and computer use. The written response aspect of the instrument is intended to give all respondents the option of expanding on or explaining their responses to specific survey statements. The third portion of the study, the interview, is designed to produce rationale and greater insight into responses, providing additional information for comparison. Eighty-five of the one-hundred and thirty surveys were returned. The differences in attitudes between the groups are statistically insignificant. In general, computers are not seen as having a negative impact on human interaction, it is suggested that if at all, not seen as having a negative impact on human interaction, it is suggested that if at all, computers produce positive influences on interaction. Responses vary somewhat regarding implementation; fear, teacher training, and money are at the forefront. Attitudes are mixed regarding computer use. However, stronger attitudes do not support teacher replacement by computers

Developing a counselling internship manual : what supervisors and supervisees need to know

vi, 105 leaves ; 29 cmThe intent of this project is to outline the role of the supervisor-intern relationship and responsibilities in the development and training of intern counsellors. It is hoped that the project will assist interns in dealing and coping with the common obstacles, fears, supervisor-intern issues, and self-awareness/growth associated with participating in internship. Specifically, the counselling internship manual will be developed for the author‘s current placement, Jericho Counselling; it will be designed to highlight the impact of the supervisor-intern relationship and responsibilities on intern professional development in addition to orienting interns to the processes and procedures of the clinic. The purpose of the counselling internship manual is to complement supervision and facilitate the integration of supervisees‘ practical and academic learning

Voices of identity and professional change : an interpretive study of elementary school teachers

ix, 114 leaves ; 29 cm.Classrooms are rich environments characterized by change. Children grow physically, mature socially, and develop cognitively. Learning, at its most essential, is about growth and change. Teachers, in response to their students' development, work to provide meaningful learning experiences that will enhance and facilitate further growth. Amidst this constant change and intense emotion, teachers develop evolving understandings of who they are: the self that teaches (Palmer, 1998). Through conversational interviews, this interpretive inquiry explores the nature of the relationship between experiences of professional change and evolving teacher identity in the lives of seven elementary school teachers in an urban school jurisdiction in southeastern Alberta, Canada. While some educators found their experiences to be characterized by feelings of loss and grief, findings of this study indicate that professional relationships exert a powerful influence prompting, sustaining, and assuaging change. Recommendations emerging from this inquiry include recognition of the value of collegial conversations to offer new understandings of professional context and of the deeper self who interacts with children. In addition, this study suggests a reappraisal of the role of jurisdictions, schools and administrators; significant and tangible support for activities and practices that invite the consideration of professional change honours the lived experiences of educators, shapes evolving teacher identity, and ultimately, enhances learning for children

Burnout among Canadian physicians

vi, v, 117 leaves ; 29 cm.This study investigates the prevalence of burnout among Canadian physicians. The Boudreau Burnout Questionnaire (BBQ), distributed as part of the Canadian Medical Association Physician Resource Questionnaire (PRQ) 2003, was used to measure burnout levels, compared by gender, age, practice locale, and specialty. Using the Phase Model Approach (Golembiewski et al., 1986), 1870 physicians were categorized with respect to their HI or LO scores of emotional exhaustion, reduced personal achievement, and depersonalization. Overall, 45.7% of Canadian physicians were in advanced phases of burnout (Phases VI, VII, & VIII). A higher percentage of female physicians (47.6%) than male physicians (44.6%) reported levels of advanced burnout. Age negatively correlated with burnout measures, yet age groups 35 – 44 and 45 – 54 showed over 50% advanced burnout. Advanced burnout scores were almost identical across broad specialties. A slightly higher percentage of rural physicians (46.9%) than urban physicians (45.5%) reported levels of advanced burnout. These results indicate that burnout among Canadian physicians warrants attention

Family literacy : reading, writing, and survival

vii, 57 leaves ; 29 cm.Student recollections of childhood realities in regard to literacy acquisition in the home were examined in this study through discussion, interviews, and journals with 11 participants. The importance placed on literacy activities by significant adults in the home is discussed in this paper as are the concepts of family dynamics and relationships and their effect on literacy learning. Effects of abuse, alcoholism, and prejudice according to race, ability, and status are also presented. It is eye-opening for educators to see the emphasis that was placed on survival in their youth, in a very real sense, by many of the participants, even when questioned specifically about literacy experiences. All names have been changed to ensure anonymity. Those participants who have had life experiences related in one or more vignettes, will receive another name change during the analysis and discussion of childhood realities. This study has been approved by the Human Subjects Committee and permission has been obtained from all participants

What does it mean to live caringly with a child?

41 leaves ; 29 cm.No abstract

Cognitive behaviour therapy and Asperger's disorder : does treatment influence social anxiety and theory of mind?

ix, 130 leaves ; 28 cm. --Anxiety impacts the quality of life and future success of adolescents with Asperger’s Disorder. This study was aimed at understanding the impact of a Cognitive Behaviour Therapy (CBT) intervention in reducing anxiety while increasing Theory of Mind (ToM) skills in adolescents with Asperger’s Disorder. Three male participants, aged 13 to 16, took part in counselling sessions. The intervention consisted of eight, one-hour, individualized sessions that focused on cognitive and behavioural strategies, ToM teaching, and social skill instruction. Results showed multiple trends in anxiety reduction, with significant decreases in both panic disorder as noted in participants’ self-reports and in generalized anxiety as noted in parents’ reports of their children’s anxiety. Data demonstrated changes in anxiety, which varied according to the participant’s motivation to change, participation in sessions, and application of strategies outside the counselling sessions. Data from the ToM measures was insufficient to determine if ToM change occurred. Results indicated preliminary support for the CBT intervention in decreasing anxiety in adolescents with Asperger’s Disorder

Framework of learner outcomes in information and technology lesson guide

iv, 105 leaves : ill. ; 28 cm. --When new curricula is introduced teachers search for the most suitable resources created to use in their instructional program. With the recent release of the Alberta Education's Framework of Learner Outcomes in Information and Communication Technology document, the process of deciding how to teach the outcomes is underway. Alberta Education has overseen the development of illustrative examples which teachers can use once students are familiar with the outcomes. However, some teachers need more background in order to facilitate the outcomes in their program as they have not had a lot of training in computers and technology. This project is centered around the creation, implementation, and modification of 10 lessons for Division II students. The lessons are useful for teacher reference and for instructional purposes.Page numbering may be wrong - page 63 appears after page 65