Permission to Learn: Intentional Use of Art and Object-mediated Strategies to Develop Reflective Professional Skills

Reflective practice is considered a highly valued graduate attribute in the field of occupational therapy. Occupational therapy educators influence and shape how students develop into reflective practitioners. Reflective practice requires a set of complex thinking skills that are typically focused on personal experiences and can be broken down into pre-requisite skills that aid in the teaching and learning process. This article introduces a six component Permissions model used with graduate level students during their first semester that combines experiential learning and pre-requisite skills of reflective practice. The model includes three broad domains: self-awareness, observation, and effective communication and six pre-requisite skills including: a) permission to slow down when necessary; b) permission for tolerating ambiguity; c) permission to notice, think, and ponder; d) permission to speak up; e) permission to listen with careful consideration of other’s thinking; and f) permission to respectfully build or challenge the ideas of others based on visual evidence. Using experiential learning methodologies of Lego Serious Play and Visual Thinking Strategies, faculty actively and explicitly teach the Permission model skills while simultaneously helping students to see the relevancy and transferability of the pre-skills to more advanced professional skills

Reframing ‘well-being’ in schools: the potential of recognition

In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools

Data compression for the microgravity experiments

Researchers present the environment and conditions under which data compression is to be performed for the microgravity experiment. Also presented are some coding techniques that would be useful for coding in this environment. It should be emphasized that researchers are currently at the beginning of this program and the toolkit mentioned is far from complete

Snapshot of KIPP Leadership Practices through 2010 -- 2011

As part of the U.S. Department of Education's Investing in Innovation (i3) grant, the Knowledge Is Power Program (KIPP) Foundation commissioned Mathematica to document leadership practices at KIPP schools. This issue brief summarizes notable findings from the study, which focused on identifying leadership practices across diverse areas: leadership structure and transitions, and the selection, development, and evaluation of leaders. Among other notable findings, KIPP combines a tiered sequence of leadership roles at the local level with national staff development programs to generate a pipeline of school leaders. The study also found that KIPP's Leadership Competency Model defines the skills school leaders need and guides development and evaluation

Good CoP or Bad CoP? What makes a Community of Practice successful; Learning from experience at Flinders University

Published version of the paper reproduced here with permission from the publisher.This paper details the current state of play of an institutional learning and teaching community of practice initiative at Flinders University. The majority of Flinders University CoPs are cross-institutional and focussed on key learning and teaching challenges. Flinders University CoPs are voluntarily facilitated by staff and each CoP’s knowledge creation and outcomes are driven by members, with the University providing a framework and support for their activities without institutional expectations. In this paper, through four firsthand case studies, the authors reflect on the CoPs that they facilitate and consider how the CoPs are progressing by exploring lessons learnt, success factors and potential for future success. The paper commences with a brief review of relevant literature. Four case studies are then introduced and explored. The paper argues that considerable social learning and collective identity formation has been achieved, but that obstacles remain to future success

The Iowa Homemaker vol.36, no.14

Here’s to Your Job!, Marcia Wilsie, page 4 Journalism is for You, Ann Baur, page 6 Contest, Betty Gregory, page 7 “Little World of Spices”, Pat McBride, page 8 Miss Bernice Burns, Jan Anderson, page 10 Promise, Martha Elder, page 11 Choose Wisely, Cutlery, Anne Beem, page 12 Clara Inkumsah from West Africa, Margot Copeland, page 13 Good Design doesn’t have to be Expensive, Mary Vandecar, page 1

Postsecondary Employment Experiences among Young Adults with an Autism Spectrum Disorder

Objective: We examined postsecondary employment experiences of young adults with an autism spectrum disorder (ASD) and compared these outcomes with those of young adults with different disabilities. Method: Data were from Wave 5 of the National Longitudinal Transition Study 2 (NLTS2), a nationally representative survey of young adults who had received special education services during high school. We examined the prevalence of ever having had—and currently having—a paid job at 21–25 years of age. We analyzed rates of full employment, wages earned, number of jobs held since high school, and job types. Results: About half (53.4%) of young adults with an ASD had ever worked for pay outside the home since leaving high school, the lowest rate among disability groups. Young adults with an ASD earned an average of $8.10 per hour, significantly lower than average wages for young adults in the comparison groups, and held jobs that clustered within fewer occupational types. Odds of ever having had a paid job were higher for those who were older, from higher-income households, and with better conversational abilities or functional skills. Conclusions: Findings of worse employment outcomes for young adults with an ASD suggest this population is experiencing particular difficulty in successfully transitioning into employment. Research is needed to determine strategies for improving outcomes as these young adults transition into adulthood

The Ursinus Weekly, February 15, 1965

Lorelei at Sunnybrook features Lester Lanin: Ten Whitians named, John Wirth crowned king • Forum presents Hinderas performing American works • Inter-Fraternity Council plans three part weekend: To be first in series of Winter events • Agency presents British TW3 in conjunction with Greek weekend: London group here Thursday • Rights workers to speak on Miss. Summer project • Phi Beta Kappa professors seek student chapter • Y and Curtain Club cooperate on JB production • Campus Chest committee chooses groups to benefit • Editorial: Time for a change • Student teachers relate classroom experiences • Giovanni\u27s Room = Departure for Baldwin • Students help to convert gift shop into coffee house • Letters to the editor • Matmen take 3 out of 4; Lose to Elizabethtown • Snellbelles win first of season • Bears win 2 to snap streak; Stand 6-7 for season • First draft of course descriptions discovered • Greek gleaningshttps://digitalcommons.ursinus.edu/weekly/1239/thumbnail.jp

The Iowa Homemaker vol.31, no.5

It’s Christmas, Nancy Voss, page 5 Christmas Presents for Iowa State, Mary Kay Pitzer and Jane Ann Steele, page 6 Holiday Homework, Jean McGhie, page 8 Avoid Job Rush, Alane Baird, page 9 The Story of the Ghent Altarpiece, Barbara Short, page 10 Toe Stuffers for Mom’s Stocking, Barbara Beck, page 12 What’s New, Constance Cornwell and Harriet LaRue, page 13 Christmas Coconut Snowballs, page 15 She Cooks in a Big Way, Ruth Anderson, page 16 Christmas Dessert, page 19 Trends, Anne Dallager, page 2