Background: Physical activity questionnaires (PAQ) have been extensively used to determine physical activity (PA) levels. Most PAQ are derived from an energy expenditure-based perspective and assess activities with a certain intensity level. Activities with a moderate or vigorous intensity level are predominantly used to determine a person’s PA level in terms of quantity. Studies show that the time spent engaging in moderate and vigorous intensity PA does not appropriately reflect the actual PA behavior of older people because they perform more functional, everyday activities. Those functional activities are more likely to be considered low-intense and represent an important qualitative health-promoting activity. For the elderly, functional, light intensity activities are of special interest but are assessed differently in terms of quantity and quality. The aim was to analyze the content of PAQ for the elderly.

Home environment should be accesible, barrier free and safe for people with disabilities. There is one possibility how to achieve these conditions the possibility is to let an occupational therapist to assess your home environment. The main parts of occupational therapy are: evaluation of home environment, suggesting of reconstrucitons needed and recommendations about helping aids. Environment is according to the International Classification of Functioning, Disability and Health one of the factors which are very important. The main goal of this diploma thesis was to design new evaluation of home environment of people with acquired brain injury made according to the International Classification of Functioning, Disability and Health. Partial goals were: to identify barriers of home environment, to determine facilitators which are already existing and to suggest helping aids and reconstructions if it is necessary. All for achieving the best quality of self-sufficiency of client. Theoretical part is about acquired brain injury, International Classification of Functioning, Disability and Health, issues of evaluation of home environment and assessments which are already existing. Practical part describes the proces of creation of evaluation and intervetions in home environment. Both described by case...

Cette thèse se décompose en deux parties : i) l’étude du creusement d'un canal dans un plasma sous-dense (0.1nc<n<nc, nc étant la densité critique) de plusieurs centaines de microns par une impulsion laser de durée 1-10 ps et d'intensité 10^18 à 10^20 W/cm² ; ii) les mécanismes de saturation de la diffusion Raman arrière stimulée d'une impulsion laser de durée ps et d'intensité 10^14 à 10^16 W/cm². Le creusement d’un canal plasma par un laser très intense a fait l’objet d’une étude paramétrique à l’aide d’un code PIC (Particle In Cell) 2D. On obtient différents types de canaux en fonction des paramètres du laser et du plasma, reproduisant ainsi et élargissant des résultats précédent. De plus, la vitesse de creusement du canal a été mesurée, et des lois d’échelle ont été établies pour les plasmas homogènes. Elles sont ensuite appliquées à des plasmas inhomogènes, du type de ceux rencontrés lors de la fusion par confinement inertiel (FCI). Cela permet de prévoir l’énergie nécessaire pour creuser un canal jusqu’à la densité critique, étape importante de la FCI par allumage rapide. La saturation du Raman a été étudiée d'un point de vue numérique, pour déterminer si la cause de la saturation était due au déphasage ou à la croissance d'une onde satellite (« sideband »), en utilisant diverses approches. La première est de regarder les résultats de simulations Raman (donc électromagnétiques) à partir de codes cinétiques PIC et Vlasov. La deuxième, consiste à regarder ce qui se passe lorsque l'on initialise un plasma avec une fonction de distribution issue de la théorie adiabatique à l'aide d'un code Vlasov (donc dans une version purement électrostatique). Dans ce cas, on observe bien la croissance d'une onde satellite, dont le nombre d'onde dominant, ainsi que le taux de croissance sont en bon accord avec ce que l'on observe dans les simulations cinétiques. Au final, la saturation de l’onde plasma peut être causée par les deux mécanismes de saturation. / This thesis is divided in two parts : i) the laser channeling in hundreds of microns long under-dense plasmas (0.1nc<n<nc, nc being the critical density) of a laser pulse of intensity 10^18 to 10^20 W/cm² and duration 1-10 ps; ii) the saturation mechanisms of stimulated Raman back-scattering of a laser pulse of intensity 10^14 to 10^16 W/cm² and duration of about 1 ps. A parametric study was performed to study the channeling of a very intense laser pulse, using a 2D PIC (Particle In Cell) code. Various kinds of channels were obtained depending on the laser and plasma parameters, thereby reproducing and enlarging previous studies. Moreover, the channeling velocity was measured and scaling laws were established for homogeneous plasmas. They are then applied to inhomogeneous plasmas, similar to those encountered in inertial confinement fusion (ICF). It is then possible to estimate the energy necessary to channel to the critical density, an important step for the fast ignition scheme of ICF. Raman saturation was studied using numerical simulations, in order to determine if it is due to dephasing or to the growth of sidebands, using different approaches. The first is to study Raman simulations (electromagnetic) performed with kinetic PIC and Vlasov codes. The second, is to study the evolution of a plasma initialized with a distribution function after the adiabatic theory, using a Vlasov code (electrostatic). In this case, we observe the growth of a sideband, with dominant wavenumber and growth rate in good agreement with kinetic simulations. The saturation of the plasma wave can be caused by both saturation mechanisms.

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The purpose of this project is to determine inclusion of the ICF-CY in CLP training curricula for SLPs. Survey research was conducted with course instructors across the nation. Results describe the application of the ICF-CY in CLP courses at the graduate level. Recommendations for including the ICF-CY framework are made.

The purpose of this project is to describe a proposed model for the assessment of children with cleft palate within the framework of the ICF-CY (WHO, 2007). Suggestions for clinical application and cleft palate curricula are made, and future research needs are identified.

The purpose of this presentation is to describe the application of The International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) (WHO, 2007) as a framework for international collaboration with the aim of translating an outcomes measure and to field test the clinical applicability and cultural validity thereof.

The purpose of this project is to determine inclusion of the ICF-CY in Cleft Lip and Palate (CLP) training curricula for Speech-Language Pathologists (SLPs). Survey research was conducted with CLP course instructors across the nation. Results describe the application of the ICF-CY in CLP courses at the graduate level. Recommendations for including the ICF-CY framework are made. Cleft Lip and Palate, one of the most prevalent birth defects in the US, affects 7,090 infants per year with an incidence of approximately 1 in 600 births (Center for Disease Control, 2006). SLPs require skills and competencies in assessing and treating CLP, however the academic and clinical preparation of SLPs regarding CLP remains a topic of concern. Training issues in CLP have been researched since the 1960’s (Vallino et al., 2008). Sharp and O’Gara (2014) suggested discussing training programs regarding the core learning outcomes for entry-level preparation in resonance disorders. The International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY) (WHO, 2007) provides an important, holistic framework for children with CLP. The ICF-CY’s interrelated components emphasize the factors influencing the activities and participation of children with CLP. Despite research recommending incorporation of the ICF-CY into SLP training curricula, the inclusion of the ICF-CY in CLP courses has not been explored to date as far as could be determined. The current study aimed to survey CLP graduate course instructors to describe the content of curricula and to determine the extent to which the ICF-CY is being included and applied in teaching assessment and intervention of CLP. A 35-item questionnaire was constructed to obtain information regarding academic and clinical training in the area of CLP in US graduate programs. Survey questions targeted demographic information regarding the program, course, and instructor. Survey questions also examined the inclusion of the ICF-CY framework into course content regarding assessment and intervention. The survey was administered via an online academic survey tool. The survey was distributed to the department chairs of ASHA accredited SLP graduate programs to be completed by training programs’ faculty who teach the CLP (or related) course. 61 fully completed surveys were eligible 2016 Appalachian Student Research Forum Page 101 for analysis. An item-by-item analysis was performed to describe survey results. Results showed only 23% of respondents reported teaching a course exclusively related to CLP, which confirms concerns related to Vallino et al. (2008) and other researchers. The ICF-CY does not yet appear to be fully integrated into CLP coursework and in response to the question posed by the researchers, does not appear to be alive and well in US CLP curricula. A case is made for the ICF-CY framework to be incorporated into CLP curricula to provide future SLPs a holistic perspective of children with CLP and to extend their thinking about the impact of speech impairment associated with CLP. Including the ICF-CY framework in training will facilitate collaborative inter-professional care of children with CLP. Finally, the inclusion of the ICF components and their interaction into ASHA’s most recent draft of the Scope of Practice in SpeechLanguage Pathology emphasizes the necessity of ICF inclusion in course curriculum to support provision of high-quality services.

Learner Outcomes: Acknowledge the application value of the ICF to individuals with CLP. Integrate the ICF framework into the assessment of individuals with CLP. Formulate intervention goals that go beyond speech production skills to include functional communication outcomes in a variety of life situations. Include improvement and changes in communication participation in everyday functioning in assessment and progress reports.

<p>AIM OF THE STUDY</p><p>The aim of this study was to explore if ICF-CY can support teachers in elementary schools in their work in promoting children’s health, development and learning. A further aim was to bring forward what teachers experience as benefits and disadvantages in using the classification.</p><p> </p><p>METHOD</p><p>After an introduction to ICF-CY, six elementary school teachers filled in questionnaires based on ICF-CY for 94 children. In conjunction with this, the teachers were interviewed about their experiences and perceptions of the work.</p><p> </p><p>RESULTS</p><p>The results show that through their work with the ICF-CY questionnaires the teachers experienced an active process of reflection and learning. They obtained new perspectives which gave them a more holistic picture of children’s situations than they had before. The teachers found the ICF-CY to be a useful instrument to support work within the school environment towards individualized education, based on the children’s possibilities. They also felt that the importance of cooperation between the persons around each child became clearer by using ICF-CY because no single individual is in possession of all the necessary information about the child’s situation, but by combining different perspectives it is possible to establish a common ground on which education and intervention can be based. At the same time, however, the teachers found the classification somewhat overly comprehensive and in some ways complicated. Therefore they felt that an introduction to the ICF-CY is essential before adopting it.</p><p> </p><p>CONCLUSIONS</p><p>The teachers’ experience of seeing each child’s situation more clearly after conducting a classification by using the ICF-CY questionnaires indicates that ICF-CY should be introduced to parents, teachers and other professionals working with education and intervention for children. The way in which assessment carried out with ICF-CY as an instrument affects the process of education and intervention remains to be examined.</p> / CHILD