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Enhancing Occupational Therapy Students’ Education in Animal-Assisted Therapy: Students’ Experience
Get PDFAnimal-assisted therapy has been gaining increased attention in occupational therapy practice and research. Yet the topic remains missing from university curricula at an international level. The aim of this study was to describe how animal-assisted therapy might be introduced to occupational therapy curricula and explore the experience of students who were able to implement their knowledge within a student-led clinic. Nine occupational therapy students engaged in individual semistructured interviews, allowing them to describe their experience participating in a student-led canine-assisted therapy clinic. Transcripts were analysed using inductive thematic analysis. Four themes emerged describing the students’ experience: outside my comfort zone, a safe learning environment, opening minds to possibilities by linking theory to practice, and future recommendations. Students explained that they were initially met with a challenge as canine-assisted therapy was an area of practice in which they had limited previous experience. However, they noted that the safe learning environment created by the clinic staff, their peers, and their clients’ parents supported their confidence to overcome these challenges and embrace the unique learning experience. Students identified that they gained a deeper understanding of the occupational therapy profession through this experience. Finally, while describing an overall positive experience, students identified that improvements could be made to further support student learning. To support the increasing involvement of occupational therapists in animal-assisted therapy, methods to establish appropriate education and training are required. Introducing animal-assisted therapy to university curricula as an area of occupational therapy practice, as well as within student-led clinics might be a potential way in which this could be achieved
Restorative Pedagogy to Build Community in the Classroom: Autoethnographic Reflections from Faculty
Get PDFRestorative justice (RJ) is a philosophy and set of practices that center harms and needs. Within a classroom setting, an RJ pedagogical approach invites a process of shared learning that attends to critical issues of equity, power, and voice. Utilizing an autoethnographic approach, this manuscript includes critical reflections from three faculty members from diverse disciplines and positionalities about the use of RJ approaches to teaching in our respective classrooms. This paper includes discussion about the intersection of RJ with critical pedagogy, power differentials, and pragmatic issues of classroom structure learning design
Style, Nonetheless. Eight Good Reasons to Reject the Notion of Style; Three Reasons to Use It Nonetheless
Get PDFThis article examines why art historians have distanced themselves from the concept of “style” since the 1960s. It draws on the critiques of Meyer Schapiro and Ernst Gombrich, which were often cited and reinterpreted by post-constructivist and decolonial historiographies since the 1990s. It identifies eight key factors: variability of definitions, normative applications, tendency towards formalism, evolutionary implications, oversimplification, historical ties to racist assumptions, hierarchical effects, and modern Western biases. However, the article argues for distinguishing the cognitive relevance of “style” from its problematic uses, exploring its potential application within a socio-historical framework.
Cet article explore les raisons pour lesquelles les historiens de l’art ont pris leurs distances avec le concept de “style” depuis les années. Il s’appuie sur les critiques de Meyer Schapiro et Ernst Gombrich, fréquemment cités et réinterprétés depuis les années 1990 par les historiographies post-constructivistes et décoloniales. Huit facteurs principaux sont identifiés : variabilité des définitions, applications normatives, tendance au formalisme, implications évolutionnistes, simplification excessive, liens historiques avec des présupposés racistes, effets hiérarchiques, et biais modernes et occidentaux. L’article plaide néanmoins pour une distinction entre la pertinence cognitive du terme “style” et ses usages problématiques, en explorant son application dans un cadre socio-historique
Differences in Provider Hepatitis C Virus Screening Recommendations by Patient Risk Status
Get PDFProviders’ recommendation is among the strongest predictors to patients engaging in preventive care. Therefore, the aim of this study was to compare providers’ Hepatitis C Virus (HCV) screening recommendation quality between high-risk and average-risk patients to determine if providers are universally recommending HCV screening, regardless of risk behaviors. This cross-sectional survey of 284 Indiana providers in 2020 assessed provider characteristics, HCV screening recommendation practices (strength, presentation, frequency, timeliness), self-efficacy, and barriers to recommending HCV screening. T-test and Chi-square compared recommendation practices for high-risk and average-risk patients. Prevalence ratios were calculated for variables associated with HCV recommendation strength comparing high-risk and average-risk patients. Logistic regression analyses examined factors associated with HCV recommendation strength for high- and average-risk patients, with odds ratios. Compared to average-risk patients, high-risk patients received higher proportion of HCV recommendations that were strong (70.4 % v. 42.4 %), routine (61.9 % v. 55.6 %), frequent (37.7 % v. 28 %), and timely (74.2 % v. 54.9 %) (P-values \u3c 0.001). Compared to average-risk patients, providers with high-risk patients had a lower percentage of giving a strong recommendation if they were nurse practitioner (PR = 0.49). For high-risk patients, providers with higher self-efficacy (aOR = 2.16;95 %CI = 0.99–4.69) had higher odds, while those with higher perceived barriers (aOR = 0.19;95 %CI = 0.09–0.39) and those with an internal medicine specialty compared to family medicine (aOR = 0.22;95 %CI = 0.08–0.57) had lower odds of giving a strong recommendation. These data suggest providers are not universally recommending HCV screening for all adults regardless of reported risk. Future research should translate these findings into multilevel interventions to improve HCV screening recommendations regardless of patient risk status
American Public Opinion and Media Representations of the Crimean War (1853–1856)
Get PDFDuring the Crimean War (1853–1856), France and Britain sided with the Ottoman Empire to curb Russian expansion. Though an ocean away, the American public was not only aware of this conflict but often held strong opinions on the war and its participants. American media representations of the Crimean War are indicative of this, and a systematic examination reveals some significant trends in reporting, aligning closely to and providing nuance for larger trends in American history. The most significant trend in newspaper reporting of the Crimean War was a North-South geographical divide. Northern states supported Britain and France throughout the conflict, primarily for ideological and moral reasons, and aligned closely with the viewpoints of those Americans that were in or near the theater of conflict (their words immortalized in the memoirs they penned). Southern states were less clear, expressing a wide variety of opinions at first, but this slowly coalesced into support for Russia, which can be connected to underlying economic causes, most notably, an increased demand in Russia for American cotton (this was aligned with American foreign policy). This North-South divide ties in with larger trends in American history during the period: these differences were symptomatic of larger tensions (the same that would break out into the Civil War less than a decade later), as well as the domination of American foreign policy by Southern slaveholding interests. This, along with various other trends and analyses, marks the place the Crimean War holds in American media history
Finding Racial Identity: Analyzing Eddy L. Harris’s Journeys Through Africa and the Southern United States
Get PDFColored Sweet Bell and Tapered Pepper Cultivar Evaluation for High Tunnel Production in West-Central Indiana, 2024
Get PDFCurrently, comprehensive pepper variety performance data specific to Indiana has been limited. Recognizing this gap, we have initiated a systematic evaluation process. To date, we have conducted thorough assessments of 35 different pepper varieties, with each variety being carefully studied through two distinct production cycles. This research paper presents findings from five sweet bell pepper varieties and five tapered pepper varieties, which were grown and evaluated at the Purdue Student Farm in West Lafayette, Indiana
What does a scientist look like? Children\u27s perceptions of scientist gender and skin tone
Get PDFWhen asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children\u27s (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children\u27s explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin-toned scientist as compared with a male or lighter skin-toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children\u27s perceptions about scientists