532 research outputs found
The Contextual Influences on the Initiation of Occupational Therapy Education Programs in Countries Where Few or No Other Programs Exist
No full textAbstract
Date Presented 3/30/2017
Initiating curricula in five countries with few resources was influenced by the interaction of local context, key events, and stakeholders’ conceptions of occupational therapy and education. These findings support development of effective and locally situated occupational therapy programs.
Primary Author and Speaker: Bill Roberts
Contributing Authors: Barb Hooper</jats:p
Anatomy of a volcano
No full textThe Icelandic volcano Eyjafjallajökull caused major disruption in European airspace last year. According to his co-author, Freysteinn Sigmundsson, the reconstruction published in Nature six months later by aerospace engineering researcher, Dr Andy Hooper, opens up a new direction in volcanology. “We want to see how the magma moves inside the volcano
Portrait of Johnson J. Hooper.
No full textHooper was a lawyer, newspaper editor, and author. This painting is in the museum collection at the Alabama Department of Archives and History
Hamacantha (Vomerula) novacula Ekins & Baker & Hooper 2023, sp. nov.
No full textHamacantha (Vomerula) novacula sp. nov. Ekins & Hooper Figures 1, 3, Tables 1, 2 urn:lsid:zoobank.org:act: 49DB7D5B-D49D-4494-B476-65B74F0ABFFD Material examined: Holotype, QM G337915, Seamount, ridge near summit of South Recorder Guyot Seamount, Queensland, Australia, -25.13, 154.9983, 880–1100 m, Rock dredge, TMD-22MNF-SS 2012-V07, Coll. Greg Webb on RV Southern Surveyor, 8/XII/2012. Paratype, QM G326453, Cascade Seamount, Tasmania, Australia, -43.8613, 150.4286, 800–1000 m, SS 0207-066-029, Coll. A. Williams and M. Schlacher on RV Southern Surveyor, SS 02/ 2007, 9/IV/2007. Paratype, QM G324761, Andy’s Hill, Tasmania, Australia, -44.175, 146.98833, 881–1154 m, Sled— Benthic, Solenosmilia habitat, SS 01/97, Coll. T. Koslov, on RV Southern Surveyor, 29/I/1997. Etymology: L. novacula, f. shaving knife, in reference to the extra sharp fimbriae of the large diancistras. Description: The holotype is a fragile, lace-like, encrusting sponge, attached to a rock (Fig. 3A). It was originally 45 mm long, 25 mm wide and 2 mm in height. It has a smooth velvety surface, with no remaining obvious oscules. The aquiferous are clearly visible through the transparent ectosome. The prevalent circular ostia form rows on the surface (Figs. 3A,B). They are 0.3 mm in diameter, often with protective sharp tips from the styles and (Fig. 3 B, C). The areas between the ostia are visible as semitransparent lines where the spicules are not clustered, giving the appearance of a suburban street network (Fig. 3A). The sponge is white and translucent on deck and after preservation. The paratype QM G326453 is also growing on a rock, but paratype QM G324761 is growing on on Solenosmilia variabilis. Skeleton: The ectosomal skeleton is composed of tangential styles, arranged in a multispicular reticulated pattern around the circular ostia. The supportive styles from the choanosome pass through the ectosomal layer to provide a protective perimeter around the ostia. The small diancistras (II) sometimes occur in the very thin (2 µm) ectosomal layer, where the randomly sparsely scattered styles occur between the ostia. The choanosomal skeleton consists of bundles of ascending twisting columns of styles supporting the ectosomal layer and penetrating through the ectosome to produce the hispid surface (Fig. 3C). Both diancistras occur in these waisted twisted columns (Fig. 3C). Spicules: The megascleres are styles, which are abundant, fusiform, straight, sharply pointed, and thickest in the centre (Fig. 3I). The blunt end is much narrower than the middle and has a rounded style end (see Table 1 for measurements). The large diancistras (I) are common, twisted at about 70 o, the thin sharp fimbriae are very short on the inner shaft on a raised support. The fimbriae on the corresponding face of the hook is easily twice as long. Both faces have such an obvious sharp blade, with the appearance of a razor blade inserted into a razor blade holder (Fig. 3D). The smaller diancistras (II) are also common, they have sharp opposing alae with a reverse barb, thus resembling a fishhook (Fig 3F). An example of the reverse barb missing on some of the smaller diacistras was found on one of the specimens (QM G326453) (Fig. 3H). Rare examples were found of ‘teeth’ on the smaller diancistras on one of the specimens (QM G324761) (Fig. 3G). The small diancistras only have a small shaft twist of approximately 15 o (Fig. 3F). The sigmas are rare, thin and have a similar C shape to the small diancistras (Fig. 3E). One of the paratypes (QM G324761) also had tylostyles and subtylostyles, but these could not be found in the section and are considered non-native. Remarks: The new species H. (V.) novacula sp. nov. is very similar to the closely related species of H. (V.) acerata and H. (V.) umisachii. It differs from these two species most obviously be the shape of the large diancistras. This is also the main difference between H. (V.) acerata and H. (V.) umisachii. The shape and arrangement of the fimbriae is unique for the different species and consistent within the new species. The smaller diancistras (II) of the new species are similar in shape and the presence of a reverse barb is also similar to those of H. (V.) acerata and H. (V.) umisachii. The diancistras (II) of the new species are generally larger and lack the additional formations around the centre of the diancistras that usually occur in H. (V.) acerata (Fig. 2C). The sigmas are larger in the new species and in H. (V.) umisachii compared to H. (V.) acerata. The styles in the new species are longer and more tapering at the tyle end than those of H. (V.) umisachii and H. (V.) acerata.Published as part of Ekins, Merrick, Baker, Soraya & Hooper, John N. A., 2023, First records of Hamacantha species from seamounts off eastern Australia (Porifera, Demospongiae, Merliida), with description of four new species, pp. 382-400 in Zootaxa 5318 (3) on pages 385-388, DOI: 10.11646/zootaxa.5318.3.4, http://zenodo.org/record/816694
Mary Robinette Kowal
No full textHugo and Nebula Award winning author Mary Robinette Kowal joins us for a wide ranging discussion from her Lady Astronauts novels to her work as a puppeteer and writing mentor. We also have math professor Dr. Pat Hooper join us to explain the answer to our math trivia
Dimmesdale and Hooper: Copy and Paste or Unique Characters?
No full textNathanial Hawthorne, the author of The Scarlet Letter and The Minister\u27s Black Veil, is known for his dynamic characters and complex symbols. Arthur Dimmesdale, with his self-inflicted scarlet letter, and Pastor Hooper, with his black veil, are two of Hawthorne\u27s more well-known characters; Hooper is often thought to be a rough draft of what would become Dimmesdale. But are they really that similar? Although Dimmesdale and Hooper have significant similarities in their confusion of the doctrine of Christianity, their strong connection to symbol, their isolation from their own community, and their role as pastor over a congregation, the implementation of these elements in the two texts and the approaches of the two men are quite different
Beyond Content: The Epistemic, Intrapersonal, & Biographical Dimension of Occupation-Centered Education
No full textRecent educational discourse has concentrated on the central role of occupation and occupational science in OT curricula and in the evolution of a self-defined profession (Yerxa, 1998). Scholarship related to occupation and occupational science in education has addressed conceptualization and design of curricula (Wood, et al., 2000; Yerxa, 1998), content and faculty development (e.g. Krishnagiri, Pierce, & Primeau, 1998; see also www.aotf.org/html/faculty) and teaching methods believed appropriate to occupational therapy (e.g. Nolinski & Millis, 1999; Royeen, 1995; Stern, 1997). Very little research has explored the nature of occupation-centered education as it is enacted within a community of faculty. Without understanding the aims, beliefs, assumptions, and practices enacted in occupation-centered education, it is possible to build new curricula upon former assumptions and thwart the hopes that occupation-centered education will aid OT in becoming self-defined (Baxter Magolda, 1999).
This 8-week case study of one graduate program, noted for the central role of occupation and occupational science in its curriculum, explored: How do faculty understand and implement occupation-centered education and how have those understandings developed and changed? What beliefs about learners, learning and knowing are reflected in the practice of occupationcentered education? And what methods are associated with occupation-centered education? The researcher interviewed faculty, attended classes, collected course documents, and attended curriculum meetings. Data were recorded through audiotape, videotape, and fieldnotes, and analyzed using both segmental coding of texts and whole narrative analysis.
The results suggest that, in this case, occupation-centered education could not be defined solely as a set of content, preferred learning processes, or overall curriculum design, even while these were vital and important. Beyond content and teaching methods, occupationcentered education was deeply connected to the biographies of the faculty, including their ways of knowing, experiences in the profession, and relationship with the subject of occupation. Students were invited into similar self-projects , including constructing a self in relation to: authority, occupation, knowing, and major change. This study suggested that occupation-centered education can be conceptualized as an epistemological, intrapersonal, and biographical endeavor through which faculty not only cover the content but co-author knowledge, their own lives, and the lives of students
Music while you write
No full textMusic inspires our writing in many ways, from Murakami’s smokey jazz ambiance to Burgess’ novel written to mirror the exact structure of a Beethoven symphony. Join Emma Hooper, author, musician, PhD in Music-Literary studies and lecturer in both Creative Writing and Commercial Music at Bath Spa University, to learn the many ways music can inspire and propel your own writing. (Bath Literature Festival Event
Development of a novel test rig for the evaluation of aircraft fuel tank sealants
No full textLeaks from aircraft fuel tanks have always represented a problem for aircraft manufacturers, airline operators and maintenance crews. The integral fuel tanks within aircraft structures are typically located within the wings and they rely upon sealant materials to prevent leakage past joints and fasteners. However, the wing is designed as a structural member first and as a fuel tank second and there exist many potential leak paths for the fuel from these complex, highly loaded structures. Fuel leaks result in direct loss of fuel which may be dangerous, cause a loss in revenue due to aircraft being withdrawn from service and be difficult and expensive to repair. On top of this there are important health and safety issues involved in the repair of fuel tanks, for example, the Royal Australian Air Force's, F-lll Deseal Reseal Programme 1979 to 2000, where it was found that a significant number of RAAF personnel involved in the Deseal Reseal Programme were suffering from a variety of health problems.
Current approaches to fuel tank sealant evaluation embrace immersion in a range of different fluids at different temperatures, of both bulk sealant samples and sealed joints. However, nearly all such tests are of a "static" nature and yet it is acknowledged that joint movement leads to leaks. Thus the missing component of testing is movement coupled with the other key variables. The aircraft industry has been searching for a relatively simple test method that can be used to evaluate sealed joint systems using realistic combinations of materials, joint geometries, imposed stresses and environmental conditions. The aim of this project was to do exactly this.
A practical but realistic dynamic test, the Model Sealed System (MSS), was designed, made and evaluated. This unique mechanism consists of an axial stress machine into which fatigue, high and low temperatures and pressures can be programmed for automatic operation. A novel circular lap joint lies at the heart of the MSS in which test sealant is sandwiched between the circular coupons that are then assembled with aerospace fasteners and sealed. This joint configuration is representative of a wing skin butt-strap joint in a real aircraft. The MSS is easy to run, it accurately simulates real world dynamics and conditioning, and it provides results to qualify sealants in a more realistic manner than current testing methods provide. The MSS enables evaluation and comparative testing of sealant systems when used
for interfay, fillet and overcoat applications. The information provided is complementary to that obtained from conventional small scale coupon testing; it is not seen as a substitute. Further work is required to refine the test variables and further data are required to provide confidence in the utility of the MSS.
Development of the MSS was undertaken with the support of Airbus UK to ensure that the design, materials and all other variables met with the overall requirements of a commercial aircraft manufacturer. Airbus UK have a duplicate MSS of their own, installed by the author, from which they can obtain patterns of data for different combinations of materials and experimental variables
Exploring the applicability and utility of the subject-centered integrative learning model in academic education
No full textIncludes bibliographical references.2016 Fall.The purpose of this study was to explore the utility of the Subject-Centered Integrative Learning model (SCIL-OT) for occupational therapy educators when crafting occupation-centered learning experiences. The need for centering education on occupation, the core concept of occupational therapy, has been promoted by multiple scholars (e.g. Whiteford and Wilcock, 2001; Yerxa, 1998). However, occupation-centered education has not yet been fully operationalized. The SCIL-OT is a model created to assist educators in centralizing occupation in their teaching, but development has been primarily conceptual (Hooper 2006a; Hooper 2006b). Therefore, there is a need for empirical study of the SCIL-OT. This basic qualitative study used a theory building approach to confirm or disconfirm elements of the SCIL-OT. Seven graduate level educators participated and were interviewed two times. Audio from the interviews was transcribed and coded through the use of qualitative software. Initial codes were developed from the SCIL-OT elements, and were expanded based upon the data. Themes were developed based on patterns in the codes. Educators in the study used the model to adapt written assignments, practicals, and class discussion in a way in which was interpreted as being occupation-centered. The model was interpreted to be compatible with student-centered values. Overall findings were confirming of the SCIL-OT. Occupation is the central concept of occupational therapy, and it is essential to emphasize it in education (Yerxa, 1999). Based on the findings from this study, the SCIL-OT has the potential to support educators in developing occupation-centered teaching practices
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