Using the Canadian model of occupational performance in occupational therapy practice: A case study enquiry

The focus of this thesis was to understand the influence of a conceptual model of practice upon occupational therapists in a British health and social care setting. Case study methodology was used to explore the clinical practice of Occupational Therapists (OTs) in one county in England who implemented the Canadian Model of Occupational Performance (CMOP) (CAOT 1997a, 2002). The research focused upon a deeper understanding of the complex interactions between individual factors and the case being examined. This required examination of three sources of data, namely meeting minutes, artefacts and participant interviews. Each was examined separately and then themes from all three units were examined to identify themes from across the dataset to understand inter-relationships to support the development of theoretical propositions and contribute to theory building. This study identified that use of a single model, the CMOP actively encouraged practice development in this county and was a dynamic and multifaceted social process

EDIBLE LANDSCAPE INITIATIVE: A SUSTAINABILITY PROJECT

Climate change is a wicked problem that is faced by every person on earth. Whether this impact comes in the form of food scarcity, weather changes, disease, or the destruction of homes and habitats makes no difference. While the climate does go through a series of changes and rotations, the changes that we are experiencing now are exponentially higher and thus more dangerous. Climate change has been fueled by an excess use of fossil fuels, an excessive amount of deforestation, and an excessive attitude of uncaring within large companies and governments that have the ability and power to create real change. This problem has only grown in the past years and will continue to grow unless a change is made within each citizen of the world. The Edible Landscape Initiative began as a group of honors college freshmen. Our passion for the environment brought us together to make an impact. The goal: is to create an orchard to bear fruit for the community, promote an ecocentric worldview, and spread the love of the environment across college campuses. By giving others the ability to invest in the environment through the establishment of orchards, we ensure future generations have effortless access, and the opportunity to cultivate a love for the natural world. The Edible Landscape Initiative group procured land, developed plans for the orchard (fruit trees, bushes, and pollinator/herb garden), gained necessary university approvals, and established ties with university communities to create a sustainability plan. Through crowdfunding, we raised approximately seven thousand dollars, developed service opportunities, and negotiated the purchase of all plants, soil, and tools (planted on April 24, 2021.) The success of this project stands as evidence that not only can students make a difference on their physical campus, but also in the mindset of those around them. In conclusion, the destruction that climate change causes will not be fixed with one change, but instead a change of mindset within a community is needed. One small orchard within a single community can help to inspire and grow an ecocentric mindset within areas around the community, country, and around the world. The Edible Landscape Initiative actively works to create a change within the world by creating a change within the minds of students who will go on to positively change the world.B.A

Roadside experiences of parents of children with developmental coordination disorder and/or attention deficit hyperactivity disorder

Introduction: Pedestrians are a vulnerable group at the roadside and previous research has identified that children with DCD and ADHD are at a heightened risk of pedestrian injuries. Despite this, limited research has explored parental perspectives of the pedestrian risks faced by children with DCD and/or ADHD. Understanding parents’ perspectives provides a unique insight into the challenges children face every day and the concerns that parents perceive regarding their children’s safety as pedestrians. Therefore, the aim of this study was to explore parents’ perspectives of the pedestrian risks faced by their children with DCD and/or ADHD. Methods: Semi-structured interviews were conducted with 14 parents of primary school and early secondary school aged children with age range 7–17. The participants were divided into three groups based on their children’s conditions: DCD group (10–17 years, n = 3), ADHD group (7–13 years, n = 5), and co-occurring group (7–16 years, n = 6). All parents confirmed an existing diagnosis and completed the SNAP-IV and DCDQ as screening tools. The interviews explored parents’ perspectives regarding their children’s pedestrian behaviors, parents’ concerns and preventative measures taken to improve the pedestrian safety of their children with DCD and/or ADHD. Reflexive thematic analysis was undertaken to analyze the interviews, from which three themes were developed. Results: The first theme related to the challenges experienced by children at the roadside; parents emphasized the significance of structured and controlled pedestrian crossing sites, underlining their preference for designated crossings as safer options due to their heightened perceptions of risk associated with other road-crossing locations. The second theme: parental concerns and influences on children’s road safety referred to their children’s performance and safety at the roadside, leading to increased monitoring and a more protective approach to road crossing. The third theme: road safety education related to various strategies parents implemented to mitigate risks, while balancing independence and prioritizing their safety. Discussion: While there were commonalities in the challenges faced by children with DCD and/or ADHD at the roadside, there were also notable differences. Parents of children with DCD discussed challenges with spatial awareness and motor skills, whereas parents of children with ADHD discussed challenges with impulsivity and inattention. Parents of children with co-occurring DCD and ADHD described a complex interplay of these challenges. It is evident from the interviews that children with DCD and/or ADHD require a distinct approach to develop their pedestrian skills effectively and parents reported specific strategies they used to address the risks associated with their children’s roadside behavior. Promoting pedestrian safety for children with DCD and/or ADHD necessitates collaboration among parents, schools and local authorities to implement comprehensive measures ensuring their safety. These findings contribute to understanding parental experiences and needs, providing valuable guidance for targeted interventions and policies to enhance the road safety of children with DCD and/or ADHD

Roadside experiences of parents of children with Developmental Coordination Disorder and/or Attention Deficit Hyperactivity Disorder

Introduction: Pedestrians are a vulnerable group at the roadside and previous research has identified that children with DCD and ADHD are at a heightened risk of pedestrian injuries. Despite this, limited research has explored parental perspectives of the pedestrian risks faced by children with DCD and/or ADHD. Understanding parents’ perspectives provides a unique insight into the challenges children face every day and the concerns that parents perceive regarding their children’s safety as pedestrians. Therefore, the aim of this study was to explore parents’ perspectives of the pedestrian risks faced by their children with DCD and/or ADHD. Methods: Semi-structured interviews were conducted with 14 parents of primary school and early secondary school aged children with age range 7–17. The participants were divided into three groups based on their children’s conditions: DCD group (10–17 years, n = 3), ADHD group (7–13 years, n = 5), and co-occurring group (7–16 years, n = 6). All parents confirmed an existing diagnosis and completed the SNAP-IV and DCDQ as screening tools. The interviews explored parents’ perspectives regarding their children’s pedestrian behaviors, parents’ concerns and preventative measures taken to improve the pedestrian safety of their children with DCD and/or ADHD. Reflexive thematic analysis was undertaken to analyze the interviews, from which three themes were developed. Results: The first theme related to the challenges experienced by children at the roadside; parents emphasized the significance of structured and controlled pedestrian crossing sites, underlining their preference for designated crossings as safer options due to their heightened perceptions of risk associated with other road-crossing locations. The second theme: parental concerns and influences on children’s road safety referred to their children’s performance and safety at the roadside, leading to increased monitoring and a more protective approach to road crossing. The third theme: road safety education related to various strategies parents implemented to mitigate risks, while balancing independence and prioritizing their safety. Discussion: While there were commonalities in the challenges faced by children with DCD and/or ADHD at the roadside, there were also notable differences. Parents of children with DCD discussed challenges with spatial awareness and motor skills, whereas parents of children with ADHD discussed challenges with impulsivity and inattention. Parents of children with co-occurring DCD and ADHD described a complex interplay of these challenges. It is evident from the interviews that children with DCD and/or ADHD require a distinct approach to develop their pedestrian skills effectively and parents reported specific strategies they used to address the risks associated with their children’s roadside behavior. Promoting pedestrian safety for children with DCD and/or ADHD necessitates collaboration among parents, schools and local authorities to implement comprehensive measures ensuring their safety. These findings contribute to understanding parental experiences and needs, providing valuable guidance for targeted interventions and policies to enhance the road safety of children with DCD and/or ADHD

Determination of Peptide and Protein Ion Charge States by Fourier Transformation of Isotope-Resolved Mass Spectra

We report an automated method for determining charge states from high-resolution mass spectra. Fourier transforms of isotope packets from high-resolution mass spectra are compared to Fourier transforms of modeled isotopic peak packets for a range of charge states. The charge state for the experimental ion packet is determined by the model isotope packet that yields the best match in the comparison of the Fourier transforms. This strategy is demonstrated for determining peptide ion charge states from “zoom scan” data from a linear quadrupole ion trap mass spectrometer, enabling the subsequent automated identification of singly- through quadruply-charged peptide ions, while reducing the numbers of conflicting identifications from ambiguous charge state assignments. We also apply this technique to determine the charges of intact protein ions from LC-FTICR data, demonstrating that it is more sensitive under these experimental conditions than two existing algorithms. The strategy outlined in this paper should be generally applicable to mass spectra obtained from any instrument capable of isotopic resolution

The Intro Course: A Pedagogical Toolkit

AbstractThis article offers ideas and strategies for teaching introductory-level courses in Gender and Women’s Studies by providing the responses of eleven experienced educators who were asked two questions: What main theme or idea do you hope students will learn in the introductory class you teach? And what practical strategies do you use in the classroom to achieve that learning objective?RésuméCet article propose des idées et des stratégies pour enseigner les cours d’introduction aux Études sur le genre et les femmes en fournissant les réponses d’onze éducatrices chevronnées à qui l’on a posé deux questions : Quel thème ou quelle idée principale espérez-vous que les étudiants apprennent dans la classe d’introduction que vous enseignez? Et quelles stratégies pratiques utilisez-vous en classe pour atteindre cet objectif d’apprentissage

Endocast morphology of Homo naledi from the Dinaledi Chamber, South Africa

Hominin cranial remains from the Dinaledi Chamber, South Africa, represent multiple individuals of the species Homo naledi. This species exhibits a small endocranial volume comparable to Australopithecus, combined with several aspects of external cranial anatomy similar to larger-brained species of Homo such as Homo habilis and Homo erectus. Here, we describe the endocast anatomy of this recently discovered species. Despite the small size of the H. naledi endocasts, they share several aspects of structure in common with other species of Homo, not found in other hominins or great apes, notably in the organization of the inferior frontal and lateral orbital gyri. The presence of such structural innovations in a small-brained hominin may have relevance to behavioral evolution within the genus Homo

Sex-Related Differences in Violence Exposure, Neural Reactivity to Threat, and Mental Health

The prefrontal cortex (PFC), hippocampus, and amygdala play an important role in emotional health. However, adverse life events (e.g., violence exposure) affect the function of these brain regions, which may lead to disorders such as depression and anxiety. Depression and anxiety disproportionately affect women compared to men, and this disparity may reflect sex differences in the neural processes that underlie emotion expression and regulation. The present study investigated sex differences in the relationship between violence exposure and the neural processes that underlie emotion regulation. In the present study, 200 participants completed a Pavlovian fear conditioning procedure in which cued and non-cued threats (i.e., unconditioned stimuli) were presented during functional magnetic resonance imaging. Violence exposure was previously assessed at four separate time points when participants were 11-19 years of age. Significant threat type (cued versus non-cued) × sex and sex × violence exposure interactions were observed. Specifically, women and men differed in amygdala and parahippocampal gyrus reactivity to cued versus non-cued threat. Further, dorsolateral PFC (dlPFC) and inferior parietal lobule (IPL) reactivity to threat varied positively with violence exposure among women, but not men. Similarly, threat-elicited skin conductance responses varied positively with violence exposure among women. Finally, women reported greater depression and anxiety symptoms than men. These findings suggest that sex differences in threat-related brain and psychophysiological activity may have implications for mental health

Exile Vol. XVII No. 1

FICTION The Backyard Burial by Heather Johnson 9-11 French Persuasion by John Benes 18-22 In His Time by Keith Mcwalter 27-37 Time Ticking Off, Not Stopping by Holly Battles 39-40 ARTWORK by Roxy Sisson 13 by Bill Lutz 16 by Carol Belfatto 17 by Ned Bittinger 23 by Gail Lutsch 41 by Diane Ulmer 43 PHOTOGRAPHY by Tim Heth 3, 4, 5, 7, 9, 12, 15, 22, 38, 40, 44 by Rip Odell 15 by Maggie Hernandez 26, 42 POETRY For G. S. & A. B. T. by Paul Holbrook 2 Picture Writer by Julie Lockwood 6 Youth by Rufus Hurst 6 Today I Watched Flies Without Wings by Alice Merrill 6 Room 102 by Alice Merrill 6 The Flick by Debby Snyder 8 For P. E. H. by Timothy Cope 12 In Memory of Gertrude Stein by Michael Daugherty 14 Apogee Analogy by Paul Holbrook 15 First Impressions by Austin Hartman, Jr. 16 Count Jack Playing Peasant by Alice Merrill 24 Cherokee Arrowsmith by R. Crozier 24 road runs down valley by Fred Hoppe 25 Singularity by M. J. Wallace 25 Love\u27s Labour Lost by Tina Ostergard 25 Gnome by Cary Spear 25 Design and Layout: Keith McWalter 1 EXILE is the literary magazine of Denison University. It is entirely student-run and student edited, and receives operating funds from the Denison Campus Government Association. Submissions are edited anonymously and final actions are made independently by each staff. Printed by Ace News, Heath, Ohio.

Teachers matter for metacognition : facilitating metacognition in the primary school through teacher-pupil interactions

Despite the ubiquity of Structured Thinking Activities (STAs) throughout primary school education in the UK and beyond, little is known about the ways that activities such as learning logs are used to support pupils to think about and manage their own thinking (i.e., engage with metacognition). Here we investigated how pupils engaged with STAs throughout a school year by conducting an in-depth case study of one Scottish primary four classroom, examining factors that facilitated and/or inhibited pupil metacognition. By triangulating data from participant observation, interviews and document analysis, we found that pupils were often un-motivated to engage with STAs, with responses provided during written and oral activities typically revealing superficial references to classroom topics of interest. Whilst factors such as the classroom culture and the timing of activities were found to influence pupil engagement with STAs, observational data indicated that teacher-pupil interactions are essential for eliciting metacognition from pupils (i.e., via discussions that occurred as part of the STAs). Our findings suggest that teachers play a critical role in encouraging elaboration from pupils in relation to descriptions of their own thinking and learning, particularly when pupils’ initial responses are broad or superficial. We discuss the critical importance of teacher talk for metacognition, emphasising the ‘dual role’ that teachers must play when facilitating metacognition within the classroom.PostprintPeer reviewe