REAPPRAISAL OF THE EARLY TREATMENT OF HEMIPLEGIA IN ADULTS1 1Delivered at the XIV Biennial Congress of the Australian Physiotherapy Association, Sydney, August 1975.

The presence of large numbers of post stroke patients sitting in nursing homes in front of television is not a refutation of the value of rehabilitation, but a demonstration of a general attitude of medical and nursing staff to stroke, coupled with an unawareness of the importance of immediate referral from the medical practitioner. This attitude persists despite reference to the importance of early treatment in the literature. Following a survey in Belfast, Adams and Merrett (1961) wrote “the earlier physical retraining began the better”. Sommerville (1968) and others similarly stress the importance of early treatment

Clarifying the Public-Private Line: Legal and Policy Guidance for Catholic-affiliated Charter Schools

In the past fifty years, the share of students enrolled in U.S. Catholic schools has declined from approximately 12% to 3%. In reaction, many urban Catholic schools have closed and subsequently reopened as public charter schools in order to receive governmental funding and to increase enrollment. As public schools, these Catholic-affiliated charter schools now face a complex set of legal and practical challenges. This article presents empirical research on Catholic-affiliated charter schools, and the legal issues facing them as well as the wider category of religiously-affiliated charter schools. The authors conclude by answering a number of questions that Catholic school leaders are likely to pose about this emerging trend in Catholic education

Church-State Entanglement at Religiously Affiliated Charter Schools

Several urban archdioceses across the U.S. have closed their Catholic schools and subsequently permitted charter schools to open in their places. This Article describes the possible church-state entanglement issues that arise at schools like these. We reviewed eighty-five relevant cases and found only seven cases involving existing or proposed religiously affiliated charter schools. While generalizations are difficult to draw from this small sample, trends and inferences inform the emerging research. Five of the cases arose when schools were connected with a particular religious organization, such as a church. The lawsuits alleged both explicit and implicit religious entanglement. Our analysis also found that the charter schools affiliated with Christianity typically prevailed; whereas, those affiliated with non-Christian religions were less successful. Additionally, we identified eleven cases that did not involve specific schools, but involved allegations about funding allocated to school choice programs such as charter schools and voucher programs. In each of these cases, courts held that funding did not offend the Establishment Clause. Based on our analysis, we speculate why more cases against religiously affiliated charter schools did not exist, predict that more lawsuits are probable, and provide recommendations to prevent future litigation involving religiously affiliated charter schools

Enhancing Physical Activity and Brain Reorganization after Stroke

It is becoming increasingly clear that, if reorganization of brain function is to be optimal after stroke, there needs to be a reorganisation of the methods used in physical rehabilitation and the time spent in specific task practice, strength and endurance training, and aerobic exercise. Frequency and intensity of rehabilitation need to be increased so that patients can gain the energy levels and vigour necessary for participation in physical activity both during rehabilitation and after discharge. It is evident that many patients are discharged from inpatient rehabilitation severely deconditioned, meaning that their energy levels are too low for active participation in daily life. Physicians, therapists, and nursing staff responsible for rehabilitation practice should address this issue not only during inpatient rehabilitation but also after discharge by promoting and supporting community-based exercise opportunities. During inpatient rehabilitation, group sessions should be frequent and need to include specific aerobic training. Physiotherapy must take advantage of the training aids available, including exercise equipment such as treadmills, and of new developments in computerised feedback systems, robotics, and electromechanical trainers. For illustrative purposes, this paper focuses on the role of physiotherapists, but the necessary changes in practice and in attitude will require cooperation from many others

Church-State Entanglement at Religiously Affiliated Charter Schools

Several urban archdioceses across the U.S. have closed their Catholic schools and subsequently permitted charter schools to open in their places. This Article describes the possible church-state entanglement issues that arise at schools like these. We reviewed eighty-five relevant cases and found only seven cases involving existing or proposed religiously affiliated charter schools. While generalizations are difficult to draw from this small sample, trends and inferences inform the emerging research. Five of the cases arose when schools were connected with a particular religious organization, such as a church. The lawsuits alleged both explicit and implicit religious entanglement. Our analysis also found that the charter schools affiliated with Christianity typically prevailed; whereas, those affiliated with non-Christian religions were less successful. Additionally, we identified eleven cases that did not involve specific schools, but involved allegations about funding allocated to school choice programs such as charter schools and voucher programs. In each of these cases, courts held that funding did not offend the Establishment Clause. Based on our analysis, we speculate why more cases against religiously affiliated charter schools did not exist, predict that more lawsuits are probable, and provide recommendations to prevent future litigation involving religiously affiliated charter schools

Anti-racism and Occupational Therapy Education: Beyond Diversity and Inclusion

There is a pressing need to address racism within healthcare education; however, occupational therapy educators lack a compilation of discipline-specific knowledge of anti-racist actions. The objective of this study was to examine anti-racist instructional practices for educators to employ in occupational therapy education. We conducted a scoping review and systematically searched six electronic databases to identify and synthesize anti-racist educational practices within the occupational therapy literature. The 20 included articles identified that educators should: use collaborative, anti-racist teaching strategies throughout the curriculum; engage in reflexivity including how intersecting identities impact occupational engagement; decolonize curricula through including Indigenous content and non-Western practice frameworks; increase representation of Black, Indigenous, and other People of Color students and faculty; and strengthen educators’ capacity to engage in anti-racist actions. To address systemic injustices to educational inclusion and prepare students to address health care inequities, occupational educators must engage in anti-racist actions across curriculum, programs, and universities

Protocol for a realist review of complex interventions to prevent adolescents from engaging in multiple risk behaviours

Objectives - Adolescent risk behaviours are a key health concern. The purpose of this research is to gain a deeper understanding of how, why, for whom, and in what circumstances complex adolescent risk behaviour prevention programmes are most successful. Methods and analysis - To understand how adolescent risk behaviour prevention programmes work in a real life context, a realist synthesis will be undertaken, operationalised in four phases. Phase one - Developing a framework to map the theoretical and conceptual landscape of adolescent risk behaviour prevention. Guided by stakeholder consultation. Phase two - Formulating initial programme theories through exploration of the literature, along with primary data from professional stakeholder interviews. Phase three - Refining programme theories through more purposeful, in depth screening of the literature, along with primary qualitative data, from young people and professionals. Data will be collected through semi structured focus groups, to explore specific elements of the emerging programme theories. Phase four - Testing programme theories through interviews with youth workers, following consultation with young people, using vignettes to explore the relationship between specific programme theories. This relatively novel method of primary and secondary data integration within a realist synthesis will provide deeper insight in to young peoples lived experience of risk behaviour prevention programmes, while maintaining transparency in the process of programme theory development. Methods and analysis Data analysis - A realist logic of analysis will be used to align data from each phase with context mechanism outcome configurations or specific elements thereof. Substantive theory will then be sought to understand and explain the findings. Ethics and dissemination - This study has been approved by the Ethics committee at Northumbria University, UK. Findings will be disseminated through knowledge exchange with stakeholders, publications in peer-reviewed journals, conference presentations, and formal and informal reports

Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

This paper examines the perceptions of benefit of Technology EnhancedLanguage Learning (TELL) on students’ language learning, comfort &enjoyment, and increased confidence using technology at a large SouthernCalifornia University during one university term. Through a surveyadministered to 345 beginning language students, 11 tutors and 12instructors, and through selective interviews and classroom observations,several questions were examined: 1.) Perceived confidence, benefits, andcomfort/enjoyment with TELL for instructors, tutors, and students at thebeginning and end of the semester; 2.) Students’ perceived impact ofTELL between pre and post survey measures on second language skills,learning culture, student motivation to learn a language, and preparingstudents for class tests and quizzes; 3.) Whether or not target languageorthography, exposure to TELL, student gender, and instructors’ ortutors’ previous confidence in using TELL, impacted perception of benefitby students; 4.) Positive and negative aspects of incorporating a TELLcomponent in the language classroom for instructors and tutors. Theresults showed that incorporating TELL in a new, but limited, way in allbeginning level classes at one university was a positive experience formany participants, especially in the areas of comfort/enjoyment, andincreased confidence in using technology. However, unless tasks wereclearly tied to learning objectives, students did not recognize theirinstructional value