Microstructural analysis of conditioned and unconditioned responses to maltodextrin

The microstructure of licking responses was analyzed to investigate the interaction between unconditioned responses to maltodextrin and the responses to flavor cues previously associated with maltodextrin. Experiment 1 demonstrated that although the consumption of maltodextrin peaked at intermediate concentrations, the mean lick cluster size showed a positive, monotonic increase with concentration. In Experiment 2, a (conditioned stimulus) CS+ flavor was paired with 16% maltodextrin, whereas a CS- flavor was paired with 2% maltodextrin. During test, consumption of the CS+ was higher than that of the CS- when the flavors were combined with 2% maltodextrin, but not when combined with 16% maltodextrin. In contrast, cluster size was larger with the CS+ than with the CS-, regardless of the concentration of maltodextrin present on test. Previous analyses of licking microstructure indicate that cluster size reflects the palatability of the ingested solution. Thus, the present results indicate that flavor conditioning can change the palatability of the cue flavors. Adding the CS+ flavor to maltodextrin produced results analogous to increasing the concentration of maltodextrin (in terms of both consumption and licking microstructure measures), which is consistent with the idea that after conditioning, responses to the CS+ flavor and to the unconditioned stimulus are mediated via the same representation.     

A Model for Collaborative Teaching Teams in Counselor Education

Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs.     

Developing a generic tool to routinely measure the impact of health libraries

Background

Health libraries contribute to many activities of a health care organisation. Impact assessment needs to capture that range of contributions.

Objectives

To develop and pilot a generic impact questionnaire that: (1) could be used routinely across all English NHS libraries; (2) built on previous impact surveys; and (3) was reliable and robust.

Methods

This collaborative project involved: (1) literature search; (2) analysis of current best practice and baseline survey of use of current tools and requirements; (3) drafting and piloting the questionnaire; and (4) analysis of the results, revision and plans for roll out.

Findings

The framework selected was the International Standard Methods And Procedures For Assessing The Impact Of Libraries (ISO 16439). The baseline survey (n = 136 library managers) showed that existing tools were not used, and impact assessment was variable. The generic questionnaire developed used a Critical Incident Technique. Analysis of the findings (n = 214 health staff and students), plus comparisons with previous impact studies indicated that the questionnaire should capture the impact for all types of health libraries.

Conclusions

The collaborative project successfully piloted a generic impact questionnaire that, subject to further validation, should apply to many types of health library and information services.