15 research outputs found
The Effect of Lighting on Performance of Tasks Requiring Near Vision in Older Adults
No full textAbstract
Date Presented 4/1/2017
The study examined the impact of lighting on occupational task performance in older adults and the effect of lighting on perceived effort during task performance. Results suggest lighting may affect performance and perceived effort in older adults performing tasks requiring near vision.
Primary Author and Speaker: Karen James
Contributing Authors: Max Ito, Rachelle Dorne, JoAnne Wright</jats:p
Online learning in entry -level occupational therapy programs: Perspectives of program directors, faculty, and students
No full textThis study described the perceptions of educators and students with online courses. The literature review included student demographics, constructivism, Chickering and Gamson\u27s (1987) “Seven Principles of Good Practice in Undergraduate Education”, and the Coomey and Stephenson\u27s (2001) paradigm of online learning features of dialogue, involvement, support, and control. A convenience sample of twenty-eight program directors, two faculty, and three students from public, entry-level occupational therapy programs in eastern United States participated. The mixed method research design employed qualitative interviews and quantitative surveys. ^ Faculty interviewed found the Web a helpful repository for course documents. Computerized grading of clinical documentation was less convenient than traditional methods. Intensive instruction of students in using course Web pages prior to online fieldwork discussions prepared students for technical challenges. ^ Interviews of students formerly engaged in a Web-enhanced pathophysiology course revealed high levels of frustration and anxiety during initial online inquiry-based assignments. Over three semesters of Web-enhanced professional coursework, students reported more trust in the instructor, self, peers, and the Internet as they assumed more control of and received support for learning. Themes emerged of self-confidence, flow, and self-efficacy. Individualization of instruction occurred as students chose the complexity of instructional Web pages and graphical representations. Students reported continued computer use during subsequent fieldwork and classroom situations. Students\u27 comments on the Web-enhanced courses provided evidence of the Seven Principles. Results of the program director surveys showed that 82 percent of respondents used online teaching in their curricula. More than half of users chose online learning to increase: communication between faculty and students, and among students, access to the Web, independent learning, access for off-campus students, and use of interactive media and simulations. Statistically significant differences in reasons for online teaching were based on percentage of nontraditional enrollment. Features of online teaching significantly correlated with educational level of students. The author concluded that support for learning to use the various features of the course Website is critical to student success. Instructors should carefully construct the course to require student collaboration and meet students\u27 individual learning needs. Gradual release of course control to students may provide socioemotional and cognitive benefits.
Balance Broward: An Interdisciplinary Fall Risk Identification and Prevention Program for Older Adults
No full textThis study is a comprehensive program designed to increase quality of life for seniors by providing education, assessment, and intervention for those who may be at risk for falling.
First row left to right: Dr. Rachelle Dorne, HPD Dr. Mary Blackington, HPD Dr. Naushira Pandya, HPD Ray Ferrero, NSU
Second row: Dr. Michelle Gagnon, HPD Dr. Anthony Silvagni, HPD
Third row: Dr. Richard Davis, HPD Dr. Robert Oller, HPD
Absent: Dr. Richard Saul, HPD Dr. Monica Warhaftig, HPDhttps://nsuworks.nova.edu/qol_0506/1000/thumbnail.jp
Impact of Culture on the Education of the Geriatric Patient
No full textEducation is an important intervention tool in the rehabilitation of ethnic geriatric patients. With recent cost-cutting measures in healthcare and decreased length of stays for patients, education of this unique population, with its accompanying distinctive characteristics, has taken on greater importance in achieving the desired patient outcomes. This entails developing the educational constructs that promote culturally competent care of elders, systematically implementing its elements, and analyzing their effectiveness. This should result in improvement in patient examinations, evaluations, diagnostics, prognostications of rehabilitation potential, and interventions. The ultimate result would be the achievement of optimal outcomes through improved patient/client management
Occupational Participation of Older Adults: Reliability and Validity of the Activity Card Sort—Puerto Rican Version
No full textThe Activity Card Sort was developed to measure the level of participation of older adults in instrumental, social, and leisure activities. The purpose of this study was to determine the psychometric properties of the translated and culturally adapted Puerto Rican Spanish version of the Activity Card Sort (PR-ACS). This study included 106 community-dwelling older adults aged 60 years and older and 40 adults with multiple sclerosis aged 50 years and older. Results showed that the PR-ACS was able to discriminate between clients with different levels of functioning (t = 6.86; p \u3c .001), and was positively associated with the Puerto Rican version of the RAND-36 Short Form Health Survey (r = 0.66; p \u3c .001). Good test—retest reliability (intraclass correlation coefficient = 0.82) and high internal consistency (Cronbach\u27s alpha = 0.91) were demonstrated. Initial evidence of construct validity, concurrent validity, internal consistency, and test—retest reliability was found to support the use of the PR-ACS to assess occupational participation of Puerto Rican older adults living in the community
Occupational influence on sense of self through engagement in Dance for PD
No full textStudents in the Masters of Occupational Therapy class of 2021 are engaged in qualitative research with the Dance for Parkinson’s community. This research project is developing a theory that explains the experience of participation in virtual Dance for Parkinson’s (PD) related to the evolution of sense of self and becoming.
Parkinson\u27s Disease (PD) is a neurodegenerative disease that affects 1 to 2 out of every 1,000 individuals in a given population. Due to its high prevalence, the physical symptoms of Parkinson’s disease are well recognized. Although there is a generous body of evidence on the psychosocial effects of living with PD, less is known about effective ways to address those effects.
Dance for Parkinson’s is a program that combines dance and music to provide an expressive art form with a movement program targeting Parkinsonian symptoms. Dance for PD can improve motor symptoms through use of goal directed movement. Although Dance for PD has been shown to increase aspects like social participation and self-esteem, it is unclear the mechanism by which this occurs; it is unknown how it may influence a participating individual\u27s sense of self and therefore quality of life (QoL). Parkinson’s is a progressive condition that has its uncertainties and can result in changes in one’s ability to participate in chosen occupations, which is why the program is meaningful for many participants. Being part of the Dance for PD community is important for participants who are referred to as dancers throughout the program. It enables them to feel connected to others facing similar challenges, which is important to their mental health. The concepts of “sense of self” and “becoming” address this area; Both describe the feeling of how one sees oneself and and the person they are becoming as a result of participating in the Dance for PD program. With an emphasis on creative movement rather than performance, participants have a chance to see themselves beyond their condition.
Due to constraints brought on by the pandemic, many Dance for PD programs switched to a virtual presentation format. This study aims to examine the virtual means of participation in the Dance for PD program. This dynamic change in application of performance skills severely limits options for social participation, community mobility, leisure, and other meaningful occupations. This will be the 2nd year of occupational therapy student research projects with Kate Trammel, director of Dance for PD at JMU, building upon the previous phenomenology study about the face-to-face dance program to build theory about virtual dance programs around the world. Recruitment, data collection, and data analysis are in the early phase. Individual international dancers with PD have engaged in Zoom interviews with MOT graduate students and this poster will present preliminary analyses of these interviews toward development of grounded theory that explains how virtual Dance for PD contributes to participants’ evolution of sense of self to better understand the influence of this program on the health and well-being of those affected by this progressive disease. As grounded theory involves the iterative process of recruitment, data collection, transcription, and data analysis until no new codes are developed, the project will be continued through 2022
Racialization, femininity, motherhood and the Iron Throne: Game of Thrones as a high fantasy rejection of women of color
No full text2018 Fall.Includes bibliographical references.This analysis dissects the historic preconceptions by which American television has erased and evaded race and racialized gender, sexuality and class distinctions within high fantasy fiction by dissociation, systemic neglect and negating artistic responsibility, much like American social reality. This investigation of high fantasy creative fiction alongside its historically inherited framework of hierarchal violent oppressions sets a tone through racialized caste, fetishized gender and sexuality. With the cult classic television series, Game of Thrones (2011-2019) as example, portrayals of white and nonwhite racial patterns as they define womanhood and motherhood are dichotomized through a new visual culture critical lens called the Colonizers Template. This methodological evaluation is addressed through a three-pronged specified study of influential areas: the creators of Game of Thrones as high fantasy creative contributors, the context of Game of Thrones as a racially preoccupied high fantasy subgenre narrative, and the true implications of Game of Thrones social impact and mirroring even as a high fantasy entertainment venture. Through this deconstruction it is argued that: a) mimicry concerning racialized historical patterns present as artistic integrity through the agendas of the artists themselves b) Game of Thrones is a valid exhibition of inclusivity and progressiveness c) and a contemporary sociopolitical outline of the cycle of historical oppressions has been established through these creators of fiction, idyllically reinforced by their creations and affirmed by the dominant white societal structure which idolizes and imitates these specific forms of fiction; creating a justified thematic/political symbiosis in which historical politics feed fiction and vice versa. Through a constructed six points of contention, the Colonizers Template unsympathetically scrutinizes white masculinist supremacist creative structure through cinematic manipulations, signifying direct patterns of behavior in both the real world and the fictive creations made to reflect it. This analysis is conducted on the premise that Daenerys Targaryen is the identified strategic implementer of this template, through which both Eurocentric and patriarchal politics are evident as part of a larger institutional design in favor of whiteness. As a foundation of the racial spectrum to which the Colonizers Template evaluates gender performativity, sexuality politics, and status; Daenerys is positioned as the anchoring embodiment of white femininity and is investigated in two opposingly distinct stages: her rise to power and her maintenance of that power, with her marriage, rape, pregnancy, and her absorption of masculinist stations held by her brothers, husband, and son as the keys that grant her dualistic accessibility to both white masculinist entitlements and nonwhite cultural claims. With Daenerys as the white idyllic heroine of authoritative entitlement, her oppositional characterization becomes by default, the "othered" women of color within the Game of Thrones narrative who are vigilantly deconstructed through ideologies of blackness and Black femininity; reflecting an explicit designation of racialized thematic spaces as one of hierarchal stratagems. Through the deflective white feminine representation exhibited by centric protagonist Daenerys, the creative contradiction of thematic construction in the women of color who are advantageously presented as navigating varying stages of sociopolitical rejection remain in direct conflict with Daenerys positionality in terms of motherhood, vengeance, and justice. As high fantasy extensions of cultural differences and racialized designations, the fictive boundaries within Game of Thrones indicate these differences between three distinct groups: the Rhoynar, the Andals, and the First Men, through which a critical cross-examination of the disparate presentation of women of color is made accessible through geographical location, familial paradigm, death and fetishization demonstrated by the distinct narratives of Elia Martell of Dorne, Talisa Maegyr of Volantis, Ellaria Sand of Dorne and Missandei of Naath as evidence of racial variances and patterned weaponization of creative fiction as deeply interloping sociopolitical reality
How to and why teach counterpoint improvisation to children on the classical guitar
No full textHow counterpoint improvisation can be taught to children on the classical guitar, by creating a first draft of a pedagogical and didactical teaching concept is explored as the main objective of this thesis.
Primarily literature-based research methods combined with the personal experience of the author in the field of (counterpoint-) improvisation, as well as in teaching children classical guitar and classical guitar performance are being used in this thesis.
Advise and help was received by Carlo Benzi, Tuukka Terho and Steven Bolarinwa. In this thesis it is argued for a progressive skill-based teaching curriculum based on play and group-based pedagogy to teach children systematically counterpoint improvisation on the classical guitar. The concept of a skill-based curricula is explained in the beginning together with the definition of the target group of children towards which this counterpoint improvisation teaching is aimed. A light is shone on the current state of improvisation studies at Finnish music institutions, whilst future plans of the ministry of education on the subject matter are being taken into account as well.
The reasons for early counterpoint improvisation studies are given and the concept behind counterpoint is explained. A number of historical counterpoint improvisation practices are selected as the main teaching goals for children to learn. They are analyzed, explained, broken down into skills needed and skills that are going to be learned whilst practicing them. For each counterpoint practice possible games and exercises are proposed, it is shown how and why the author intends to implement group and play based pedagogy to teach counterpoint improvisation to children on the classical guitar.
The thesis is intended as a theoretical foundation for future empiric studies with children on the subject of counterpoint improvisation to go on from, with the goal of creating a play-based method to teach counterpoint improvisation on the classical guitar.As the author of the thesis and the concept behind "How to and why teach counterpoint improvisation to children on the classical guitar", I am well aware that further empirical research is needed to bring the thesis's concept into practical use. So if anybody reading this thesis is interested in cooperating in and/or funding further research please contact me under: [email protected]
thank you for taking the time and reading my thesis,
Dario Dorne
