1,720,972 research outputs found
The playfulness of a child with developmental coordination disorder
No full textThis dissertation focuses on how a child with Developmental Coordination Disorder (DCD) experienced playfulness. Playfulness is identified within the literature as a behavioural trait and defined by Bundy using the Theory of Playfulness (Bundy, 1997). An ethnographic case study design is used to observe the play of a child with DCD. A child’s playfulness is analysed using parent and child interviews, Test of Playfulness (ToP), Test of Environmental Supportiveness (TOES) and field notes of the researcher. The analysis uncovered cultural themes in the playfulness of a child with DCD. Those were a concern for safety and the seeking of control over their playful activities. It was also discovered that a child with DCD is capable of playful behaviour as they adjusted their activities to master the social and physical demands of their indoor and outdoor play. The implications of this case study are that parents, teachers, therapists and caregivers need to support and promote playfulness in children with DCD for their future health and well-being
The playfulness of a child with developmental coordination disorder
No full textThis dissertation focuses on how a child with Developmental Coordination Disorder (DCD) experienced playfulness. Playfulness is identified within the literature as a behavioural trait and defined by Bundy using the Theory of Playfulness (Bundy, 1997). An ethnographic case study design is used to observe the play of a child with DCD. A child’s playfulness is analysed using parent and child interviews, Test of Playfulness (ToP), Test of Environmental Supportiveness (TOES) and field notes of the researcher. The analysis uncovered cultural themes in the playfulness of a child with DCD. Those were a concern for safety and the seeking of control over their playful activities. It was also discovered that a child with DCD is capable of playful behaviour as they adjusted their activities to master the social and physical demands of their indoor and outdoor play. The implications of this case study are that parents, teachers, therapists and caregivers need to support and promote playfulness in children with DCD for their future health and well-being
Do we have what it takes? An investigation into New Zealand occupational therapists' readiness to be self-directed learners
Full text linkIn 2005, the Occupational Therapy Board of New Zealand (OTBNZ) introduced the Continuing Competence Framework for Recertification (CCFR) which included the mandated requirement for occupational therapists to regularly maintain an online professional development portfolio as part of the evidence required to demonstrate ongoing competence to practice. In designing the process, the assumption made was that all occupational therapists would have the attributes for, and skills of, self-directed learning, however, the degree to which this assumption holds true is not known for this population, nor is it known whether readiness to be a self-directed learner influences occupational therapists’ use of the CCFR as a professional development tool.
The aims of this study were to determine the extent to which occupational therapists are ready to be self-directed learners, the factors which influence readiness to be a self-directed learner, and whether or not there is a connection between occupational therapists’ readiness to be a self-directed learner and their use of the CCFR as a professional development tool. Using a convergent parallel mixed methods design, data was collected from 173 participants via an online questionnaire, consisting of demographic and occupational questions and the Self-directed Learning Readiness Scale (Fisher, King, & Tague, 2001) adjusted for this study, and an in-depth interview with 16 participants based on their CCFR, analysed using Garrison’s (1997) Self-directed Learning model.
Through triangulation of the qualitative and quantitative data analysed, the research question was answered in the affirmative, in that for the majority of participants, there did appear to be a connection between occupational therapists’ use of the CCFR as a professional development tool and self-directed learning readiness. Whereas the results of this study indicated that the majority of participants in this study were ready to be self-directed learners, factors influencing the use of the CCFR included beliefs or attitudes to learning, the degree of metacognitive awareness of themselves as learners, and personal definitions of competence to practice, with experience in supervision of allied health students and occupational therapists, and years employed, influencing self-directed learning readiness. The findings of this study have implications for occupational therapists, the Occupational Therapy Board of New Zealand, and academic institutions delivering occupational therapy programmes
Do we have what it takes? An investigation into New Zealand occupational therapists' readiness to be self-directed learners
No full textIn 2005, the Occupational Therapy Board of New Zealand (OTBNZ) introduced the Continuing Competence Framework for Recertification (CCFR) which included the mandated requirement for occupational therapists to regularly maintain an online professional development portfolio as part of the evidence required to demonstrate ongoing competence to practice. In designing the process, the assumption made was that all occupational therapists would have the attributes for, and skills of, self-directed learning, however, the degree to which this assumption holds true is not known for this population, nor is it known whether readiness to be a self-directed learner influences occupational therapists’ use of the CCFR as a professional development tool.
The aims of this study were to determine the extent to which occupational therapists are ready to be self-directed learners, the factors which influence readiness to be a self-directed learner, and whether or not there is a connection between occupational therapists’ readiness to be a self-directed learner and their use of the CCFR as a professional development tool. Using a convergent parallel mixed methods design, data was collected from 173 participants via an online questionnaire, consisting of demographic and occupational questions and the Self-directed Learning Readiness Scale (Fisher, King, & Tague, 2001) adjusted for this study, and an in-depth interview with 16 participants based on their CCFR, analysed using Garrison’s (1997) Self-directed Learning model.
Through triangulation of the qualitative and quantitative data analysed, the research question was answered in the affirmative, in that for the majority of participants, there did appear to be a connection between occupational therapists’ use of the CCFR as a professional development tool and self-directed learning readiness. Whereas the results of this study indicated that the majority of participants in this study were ready to be self-directed learners, factors influencing the use of the CCFR included beliefs or attitudes to learning, the degree of metacognitive awareness of themselves as learners, and personal definitions of competence to practice, with experience in supervision of allied health students and occupational therapists, and years employed, influencing self-directed learning readiness. The findings of this study have implications for occupational therapists, the Occupational Therapy Board of New Zealand, and academic institutions delivering occupational therapy programmes
Making Children´s Voices Visible : The School Setting Interview (SSI)
No full textChildren and young people with disabilities educated in their local school may need services to get equal access to the curriculum. To ensure that any educationally relevant services achieve the best outcomes, the students’ own voices and perspectives should also be included. This paper introduces the School Setting Interview (SSI), an interview-based assessment that helps occupational therapists to understand the barriers to, and facilitators of, inclusion from the student’s perspective. This information added to that identified by the teaching team and the parents/caregivers, can only lead to a "fuller picture" which all the team can draw from when determining issues and identifying potential strategies to address.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Australian and New Zealand fieldwork: charting the territory for future practice
No full textThere are currently 20 occupational therapy programs across Australia/New Zealand. These programs had a combined intake in excess of 1100 students in 2004, with a predicted increase for future. It is proposed that increasing enrolments in occupational therapy programs will enable the profession to meet workforce demands, but the consequence of this is a greater demand for fieldwork placements. In 2003, a meeting of fieldwork coordinators across Australia
and New Zealand (Australian and New Zealand Occupational Therapy Fieldwork Academics—ANZOTFA) explored the implications of these trends.
Creative models for fieldwork placements and supervision are currently used in Australia/New Zealand and worldwide. The ANZOTFA believe that a broad range of fieldwork models are required to provide placements for growing student numbers. Adoption of diverse models for fieldwork has the
potential to increase numbers in a broad range of facilities
and services, and allows exposure to and preparation for new and alternative roles for occupational therapy
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