The purpose of this study was to examine the effect of revision and no-revision upon the quantity and quality of written expression of fourth grade students. The study was additionally designed to observe if the relationship between the above variables was affected by a third variable, cognitive style.Data from 120 fourth grade students was analyzed in a two way multivariate analysis of variance. One independent variable consisted of two levels: revision/no revision. The other independent variable, cognitive style, consisted of four levels: reflective, fast/accurate, impulsive, slow/inaccurate. Equal numbers of subjects of each of the four levels of cognitive style were randomly assigned to revision or no-revision levels.There was no significant difference between non-revised and revised compositions across all dimensions of cognitive style considering the length and quality of the written product as the criteria for performance. Revised compositions were neither significantly longer nor rated significantly higher in quality than non-revised compositions.There was no significant difference between the cognitive style of students when composition length was examined. No category of cognitive style wrote significantly longer compositions than any other category.However, when the rated quality of the compositions was considered, there were two significant differences observed among the cognitive style groups. Students with a fast/accurate cognitive style wrote compositions that were rated significantly higher in quality than students who had an impulsive style. Also, fast/accurate students wrote significantly better compositions than students with a slow/inaccurate cognitive style. Reflective students did not differ significantly from any other group.The procedures used in this study to require fourth grade students to revise their compositions might not have provided for stimuli to exceed the assumed revising that occurs during the writing process itself. However, this study provided some support to the position that individual differences in processing information, i.e., cognitive style, had an effect on written expression.

The purpose of the experimental study was to determine whether the university student in an experimental group which does teacher-guided revision and rewriting of an essay achieves greater skill in later composition performance than the student in a control group which corrects an essay's mechanical and grammatical errors with the aid of a handbook and does not revise nor rewrite.This research was designed to answer the following questions:1. To what extent will students who are taught to revise and rewrite become editors?2. To what extent will students who are taught to revise and rewrite become accurate proofreaders?3. To what extent will students who are taught to revise and rewrite improve their composition skills in both the areas of editing and proofreading?The subjects of this research experiment were students enrolled in freshman composition at a state university. The twenty-six students in the control group and the twenty-five students in the experimental group were found to be comparable in educational background, age, race, sex, class standing, future career choices, and English ability.The control and experimental groups were taught alike with the exception of the lessons dealing with revision and rewriting. During these lessons members of the experimental group did teacher-guided revision of their corrected themes and were taught to makerevision a process of editing rather than just proofreading. In contrast, members of the. control group were asked to make an out-of-class correction sheet of only the mechanical and grammatical errors in each of their themes; they were not asked to revise themes 1, 3, 5, and 7, but rather wrote themes 2, 4, a process of proofreading. Both groups discussed revision, even though only the experimental group did an actual revision.In order to measure the results of this experiment, compositions written by the experimental and control classes at the beginning and end of the experiment were analyzed. The compositions were coded, mixed, and scored by four evaluators using an eight-category essay evaluation form and working independently of each other.After individual gains were tabulated for each student, the mean of each groups' gains was found for each of the three sections of the essay evaluation form: proofreading, editing, and total composition. The t-test was then applied to the three sets of means to determine the significance of the difference between them. It was found that there was no significant difference. However, since both groups had made gains between their beginning and end-of-term essays, the t-test for the hypothesized value of a single mean was then applied to the three sets of means. The gains made by both groups in each of the areas were significant at the .001 level.The main conclusion of this study was that there is no assurance that a student who writes four themes and revises and rewrites each into a new theme will improve his composition6, and 8 on four new topics. They were taught to make revision skills any more than one who writes eight themes on eight different topics and makes a correction sheet for each -- at least if each group is taught to revise and rewrite. Another conclusion of the study was that editing skills evidently are learned in some way other than through revising and rewriting.The conclusions implied that after teaching the steps necessary for revision, a teacher can assign an out-of-class correction sheet rather than have students do a complete revision in class. Another implication was that if students discuss revision techniques, and then either make a correction sheet or do a complete revision, rewriting is not necessary. It seemed possible that further research might show that if students discuss revision techniques and perceive their problems, they may not need to make a correction sheet or an actual revision. If comprehension of revision is achieved, the actual writing out of what they have comprehended may be irrelevant.

The purpose of this study was to determine whether students who were subjected to a teaching-learning pattern consisting of practices that evidenced self-determination and to a learning environment consisting of attitudes that governed their actions in dealing with each other and the practices employed would be able to develop compositions of their own that met cooperatively developed criteria for organization and clarity.

No description available.

No description available.

This thesis uncovers the rational and Romantic assumptions about the relationship between objects and identity that are embedded in occupational therapy, and critiques current practice from that perspective. It is based on an initial assumption that there is in fact a relationship between people's identity and the objects they make, have, use and are associated with. This assumption is explored through an interpretive examination of the fields of literature that are commonly identified as informing occupational therapy, supplemented by selected popular literature. The exploration takes a philosophical approach, guided by notions from philosophical hermeneutics, including pre-understandings, the hermeneutic circle and fusion of horizons. The conclusion reached is that people informed by Western philosophies interpret the identity meanings of objects in both rational and Romantic ways. To inform the study, the nature of rationalism and Romanticism are then explained, and the implications of these philosophical traditions in relation to objects and identity are teased out. This interpretation is guided by a history of ideas methodology, which entails approaching historical texts from a new perspective, in this case the identity meanings of objects. Thus informed, occupational therapy literature, primarily that published in Britain between 1938 and 1962 is examined from the perspective of objects and identity. What is revealed is that rational and Romantic understandings of objects, and of patients' and their own identity are clearly discernible. Such understandings afforded early occupational therapists both ways to organise their growing knowledge of the therapeutic application of crafts and the transformative outcomes of occupational therapy intervention. Gradually however, factors both internal and external to the profession served to undermine therapists' Romanticism. Primary amongst these were World War II, which saw a redeployment of occupational therapists from mental health to physical rehabilitation settings; advances in rehabilitative medicine, which brought a reduction in secondary complications and the adoption of teamwork; and the development of new practice areas including domestic rehabilitation using gadgets to enhance function and pre-vocational rehabilitation. As a result, tensions between rational and Romantic understandings crystallised around two long-standing controversies. These were whether or not craft equipment such as weaving looms should be adapted to serve specific remedial purposes, and whether it was the process of making a crafted object or the quality of the finished product that was more important. In the event, these contested ideologies became largely irrelevant as craftwork was sidelined from mainstream practice. With it, occupational therapists' Romantic vision of transforming people's lives through creative activity also slipped away. Several reasons for this loss of one of the profession's founding philosophies are proposed. They include the substantial absence of the professions' philosophical foundations from its education, and the paucity of theory and research methodologies that might have informed the nature and process of transformative change that earlier occupational therapists had observed and reported. The thesis concludes by arguing for the importance of recovering a balance between rationalism and Romanticism. A call to action is issued, addressing change in educational practice, concerted research effort to identify and articulate transformative processes within occupational therapy, and political action focusing on the inclusion of Romantic perspectives within policy and strategic documents.

The objective of this study was to investigate the influence of cyclic loading on the extensibility of hamstring muscle-tendon units in vivo.Study Design: A test-retest randomised controlled trial with repeated measures was undertaken.Background: Stretching has been commonly promoted to increase the passive extensibility of the muscle-tendon units, yet the mechanism behind its proposed effects remains ambiguous. In vivo studies of stretching have mostly been limited to the viscoelastic characteristic of stress-relaxation. Few studies have investigated the characteristic of creep. Animal and cadaver in vitro creep experiments have consistently shown increases in the length of the soft tissues, with associated changes in their resistance and stiffness. These results however, might not be representative of human muscle-tendon units under in vivo conditions. Additionally, those in vivo human studies that have investigated creep phenomenon have contrasting results. To date, no known in vivo study has examined passive cyclic loading of human hamstrings to a constant load level.Method: Using a repeated measures design the extensibility of the hamstring muscles were assessed by a passive knee extension test (PKE) to maximal stretch tolerance using a KinCom® dynamometer. Those participants in the intervention group underwent 45 continuous passive cyclic loadings as the KinCom® dynamometer moved the knee joint into extension until torque reached 85% of maximal passive resistance torque measured in the passive knee extension test. The control group sat quietly relaxed during the intervention period. Measurements of hamstring passive extensibility using the PKE test were repeated at the end of the intervention.Results: Following the intervention, the PKE test showed for the cyclic loading group there was a significant (p < 0.05) increase in both maximal passive resistance torque (mean 23%) and knee joint angle (mean 6.3%). A significant (p < 0.05) decrease in passive resistance torque (mean 11.8%) when re-measured at the baseline position of maximal passive knee angle was observed. A significant increase (p < 0.05) was found for passive stiffness over the final 10% of the knee torque-angle curve. No significant difference (p > 0.05) was found for passive stiffness for the full (100%) of the torque-angle curve. Of the control group, no significant differences (p > 0.05) were observed for all variables of the PKE test. Analysis of cycle one compared to forty-five of the cyclic loading intervention procedure showed a significant (p < 0.05) increase in both passive knee joint angle (mean 5.2%) and passive stiffness (mean 28.6%) over the final 10% of the knee joint torque-angle. No significant difference (p > 0.05) was found for passive stiffness across the full (100%) knee joint torque-angle.Conclusion: The findings of the current study demonstrated that after cyclic loading the hamstring muscles lengthened and became stiffer over the final gained range of knee joint motion. Although the current study cannot determine the mechanism behind the changes in the variables of interest, these findings do provide some evidence that most likely a combination of altered stretch tolerance and local mechanical effects within the muscle-tendon unit, i.e. creep lengthening were responsible.

Optimising recovery post-game or post-training could provide a competitive advantage to an athlete, especially if more than one bout of exercise is performed in a day. Active recovery is one common method that is thought to enhance the recovery process. Another recovery method that is gaining popularity is water immersion. The objective of this thesis was to analyse whether these two recovery methods provided greater recovery from explosive exercise than passive recovery. A physiological rationale that may explain the possibility of enhanced recovery with water immersion was initially investigated. The literature surrounding active recovery, water immersion and passive recovery on strength, cycling, running and jumping was then examined. Following these reviews an experimental study was conducted investigating the effects of water immersion, active recovery and passive recovery conducted after repeated bouts of explosive exercise. The rationale for active recovery post-exercise is that during intense exercise, fluid from the blood is forced into the working muscles due to the increase in mean arterial pressure, which increases muscle volume and decreases blood plasma fraction. Active recovery reduces this exercise induced edema and, with an associated increase in blood flow throughout the body, may increase the metabolism of waste substrates produced during exercise. Researchers have observed this increased substrate metabolism with reductions in post-exercise blood lactate accumulation following active recovery. Water immersion would appear to cause a similar physiological response to active recovery without the need to expend extra energy. When a large portion of the body is immersed, hydrostatic pressure acts on the body's fluids within the immersed region. Fluids from the extravascular space move into the vascular system reducing exercise-induced increases in muscular volume and reducing soft tissue inflammation. Additionally, blood volume increases and is redistributed towards the central cavity, which in turn increases cardiac preload, stroke volume, cardiac output, and blood flow throughout the body. Cardiac output increases in relation to the depth of immersion and have been observed to increase by as much as 102% during head-out immersions. These cardiovascular responses occur without any increase in energy expenditure. If extra-intravascular fluid movement is enhanced, then the movement and metabolism of waste substrates could increase. Observations of increased post-exercise blood lactate clearance with water immersion would support this theory. Most methodologies studying the performance benefits of active recovery and water immersion suffer many limitations. These limitations often consist of the experimental time schedule not replicating what is likely to occur in a practical situation, no isolation of water temperature and hydrostatic pressure effects, and lack of a sport-like exercise consisting of repeated expressions of explosive power. Light-intensity active recovery and water immersion do not appear to be detrimental to performance, but neither does there appear to be enough evidence to claim they are beneficial. Effects of active recovery and water immersion would seem to be trivial to small, with any benefits more likely following multiple bouts of high-intensity exercise and recovery or following muscle damaging exercise. There may be a link between blood plasma fraction and performance, however, evidence is inconclusive. Given these issues and limitations the aim of this research was to investigate whether combinations of active recovery, water immersion and passive recovery could maintain peak power and work during subsequent bouts of explosive exercise. We also investigated whether there was any difference in subjects' blood plasma faction and perceived fatigue between the recovery modes. A cross-over experiment was conducted on seven subjects over four weeks. On the same day of each week subjects performed three sessions of maximal jumping, each two hours apart, followed by a different recovery method. Each jump session consisted of three sets of 20 maximal jumps repeated every three seconds, with a minute's rest in-between. Immediately following the jumping subjects performed 10 minutes of either (A) active recovery on a cycle ergometer followed by seated rest, (I) immersion to the gluteal fold in 19°C water followed by seated rest, (AI) active recovery followed by immersion, or (P) seated passive rest. Jumping was conducted on an instrumented supine squat machine that allowed the measurement of total peak power and total work. Pre-jump, post jump and post-recovery blood was taken and the percentage of blood plasma fraction calculated. Perceived leg fatigue was also measured at these times. Observed differences in total peak power and total work between the recovery modes were non-significant. No differences were observed in the change of blood plasma fraction between the recovery modes or perceived fatigue. One reason for any lack of difference between the recovery modes may have been the brevity of the recovery time. Research that has observed significant benefits of active recovery and water immersion compared to passive recovery have used recovery times greater of 15 minutes or more. Additionally, changes in blood plasma fraction between active recovery, water immersion and passive recovery have not been apparent until at least 10 minutes post-recovery in previous research. Alternatively, rather than brevity, it may be that active recovery or water immersion simply does not provide any benefit to performance recovery. Overall there is a meagre amount of research into active recovery, water immersion and passive recovery. Further research that incorporates a variety of exercise and recovery protocols is required.

ABSTRACT Professor Peter Steele S.J. cuts a fascinating figure both in contemporary scholarship and poetic achievement. His work extends over a vast range of genre from poetry to criticism, public address and intellectual journalism. Some of his huge literary output is published, some of it awaits publication, and much of it is either uncollected or held in archival situations. Steele is a writer who matters today not only by virtue of his leading a distinguished academic career, and being a widely published poet, but also because for some two decades he has been a focal figure in the Society of Jesus in Australia and New Zealand and has had extensive experience as he would say 'plying his priesthood' in various British and American Jesuit institutions. This has resulted in a large volume of mostly unpublished writings ranging from prayers, liturgies and reflections to homilies for private and public occasions. The challenge of addressing Steele�'s literary achievement lies in the fact that his spiritual insights form the basis of his poetic, academic, and ethical imagination. This thesis has attempted to identify the core nature of these insights and to trace the way in which they ramify into the world of people, events, and art, especially literature. The basic issue concerns the principle of radiance, how it finds expression through Steele�s major motifs or figures of Jester, Pilgrim Expatriate, Celebrant and Word or Witness, and how this principal operates as the unifying basis of his thought. The thesis tries to investigate this unifying vision within the subtle diversity of the many ways Steele encounters the modern world. In identifying Steele�s structure of thought as a radiant entity focused on the theocentre of God and emanating to the Incarnate God, to the writers of the gospels and epistles, to St. Ignatius, to St. Edmund Campion and to all people especially artists, it has been necessary to shape each chapter in a roughly parallel manner and to organise it according to these stratafications. Each chapter places the individual motif within Steele�'s individual and Ignatian milieux, and examines the function of the particular figure or motif under investigation. Each chapter will then trace the figure (Fool, Pilgrim / Expatriate, Celebrant or Word Witness), as Steele sees it manifest in God, in Christ, in the scriptures, and as he understands it imparted to Campion, to Ignatius as he writes the Spiritual Exercises and to writers (and readers) of literature. Each chapter also has variations appropriate to its subject matter and medium so that for instance the chapter treating Steele�s Pilgrim figure will consider his treatment of it in both p oetics and homiletics and that treating the Word or Witness will predominantly relate to that figure to his critical appraisal of Peter Porter�s p oetry and the organisation of the latter will break from the established pattern of organisation in several major ways. This thesis offers a study of a rich Australian talent operating intellectually, academically, imaginatively and spiritually. If one were to seek to place Steele amongst similarly minded writers one would have to locate him in the community of writers recognised for their classical and contemporary sophistication, writers such as Peter Porter, Seamus Heaney, Joseph Brodsky, Derek Walcott and Anthony Hecht. In this sense Steele is international rather than Australian in his emphasis; but being a true international he also includes Australia in his thinking.

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Bibliographical references: leaf 243-269.