Spirituality is contentious in occupational therapy. Theoretically ill-defined and under-researched by the profession, spirituality is difficult for therapists to address in practice. Relatively few guidelines exist for incorporating spirituality within the enabling process. Accordingly, therapists individually determine their parameters around addressing spirituality in therapy. This has led to some concerns regarding how therapists with a firm religious orientation approach spirituality in practice. This study used in-depth interviews to explore the experiences of seven Christian occupational therapists for whom spirituality was personally important. Their beliefs provided a perspective that influenced clinical reasoning. Christian faith was a unique resource used in practice, distinguishing their work experience from that of their colleagues. To varying degrees, fear of reprimand by the College of Occupational Therapists of Ontario inhibited the extent to which Christian faith was incorporated into therapy. Showing faith rather than sharing faith enabled participants to practice within regulatory guidelines.

Savanoriškos veiklos įnašas į darbo rinką yra svarbus visose išsivysčiusiose šalyse. Tai priklauso nuo socialinių ir ekonominių sąlygų, atitinkamos kultūros, paremtos tradicijomis bei vertybėmis, kai individas yra mokomas, ugdomas tapti doru, visuomenišku piliečiu. Pasak Anot S. J. Ellis (2002), žmonės savanoriauja dėl daugybės priežasčių, ypač norėdami padėti kitiems ir gauti šiek tiek naudos sau. Savanoriška veikla įvairiose organizacijose: psichologinės pagalbos, neįgalių ir senyvų žmonių priežiūros, Raudonojo kryžiaus draugijos, yra gerai žinoma, tačiau savanoriavimas sporto sektoriuje Lietuvoje dar nėra populiarus, nors ši laisvalaikio praleidimo forma sparčiai plinta. Savanorių darbo organizavimas reikalauja didelės motyvacijos. Savanorystė sporte- plačiai paplitęs ir vis labiau populiarėjantis reiškinys pasaulyje. Šiandien be savanorių, talkinančių sporto renginių organizatoriams, praktiškai neapsieina nė viena didesnė ir svarbesnė sporto šventė, todėl yra labai aktualus sporto savanorių motyvavimas organizacijoje. Sporto savanorių motyvavimas yra svarbi sporto vadybos dalis, kuri pateikia ir sunkumų, ir teigiamų galimybių sporto organizacijų vadovams. Norint išlaikyti savanorius, reikia nuolatos juos motyvuoti skatinančiomis priemonėmis. / Voluntary contribution to the labor market is important in all developed countries belonging from the social and economic conditions, also appropriate culture based on democratic traditions and values, when the individual is trained and educated in the spiritual way to offer public satisfaction. According to S. J. Ellis (2002), people volunteer for many reasons, particularly to help others and get some benefit for themselves. Voluntary activities in various organizations: psychological support, disabled and oldster care, the Red Cross Society, is well known, but volunteering in the sports sector in Lithuania is not yet popular, even though this form of leisure activities are growing rapidly. Organization of volunteer work requires great motivation. Volunteering in sport is common and growing worldwide phenomenon. At this time no bigger and important sports festival can manage without assistance of volunteers, backing the organizers. It is therefore very important to motivate sports volunteers in organization. Motivation of sports volunteers is an important part of sport management, which delivers difficulties and positive opportunities for the leaders of sports organization. It is needed, in order to keep volunteers, to constantly motivate them with stimulating tools.

The purpose of this study was to investigate how students in Grade Five and Six generate explanation for scientific phenomena and how they evaluate the quality of these explanations. In part, this was done by analyzing the in-class explanations that the students gave in response to questions stemming from two topics in the 1996 Alberta program of studies for Grade Five Science. In addition, the students shared their own perceptions of the sources of their questions and ideas and the methods by which they evaluated them. Analysis of in-class discussions and activities occurred on an ongoing basis between January and June 1998. In addition, five students who vary in their ability to generate and evaluate scientific ideas were selected for more in-depth interviewing outside of class time. These students were interviewed once during each of the main units of study. Their interviews focused on the manner in which their thoughts and ideas had progressed during previous class discusiions and activities, how they evaluated these ideas, the manner in which they were able to generate new ideas, and their continued evaluation of these ideas. This involved reflection stimulate by requests to summarize their findings as well as on-the-spot reflection as the students continued to evaluate and develop their ideas. Attention was paid to possible effects that the metacognitive activity encouraged during class discussions and during the interviews may have had on methods that the students used to construct meaning. Each of the students who participated in individual interviews pertaining to specific content areas also participated in a narrative interview that focused on their general interests and habits. The individual interviews and class discussions were fully transcribed, analyzed and compared to generate broad themes which were then able to guide further analysis of student work. / xiii, 539 leaves ; 29 cm.

There is an interesting connection between cardinality of language and the distinction of lingua characterica from calculus rationator. Calculus-type languages have only a countable number of sentences, and only a single semantic valuation per sentence. By contrast, some of the sentences, and only a single semantic valuation per sentence. By contrast, some of the sentences of a lingua have available an uncountable number of semantic valuations. Thus, the lingua-type of language appears to have a greater degree of semantic universality than that of a calculus. It is suggested that the present notion of lingua provides a platform for a theory of ambiguity, whereby single sentences may have multiply - indeed, uncountably - many semantic valuations. It is further suggested that this might lead to a pacification of paradox. This thesis involves Peter Aczel's notion of a universal syntax, Russell's question, Keith Simmons' theory of diagonal argument, Curry's paradox, and a 'Leibnizian' notion of language. / vii, 111 leaves ; 29 cm.

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<p>Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must&nbsp / consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to&nbsp / teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the&nbsp / complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop&nbsp / capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among&nbsp / undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was&nbsp / identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a&nbsp / narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set&nbsp / of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards&nbsp / knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the&nbsp / preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage&nbsp / creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of&nbsp / innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues&nbsp / may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through&nbsp / the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting&nbsp / research in clinical education, leading to the development of principles of learning that are based on theory. <br /> iii</p>

Background: Cognitive processing in diagnostic oral radiology requires a solid foundation in the basic sciences as well as knowledge of the radiologic changes associated with disease. Although it is generally assumed that in dentistry, students must acquire both knowledge sets, little is known about the role or impact of the basic sciences on clinical reasoning because the two have traditionally been taught separately in the curriculum. Objectives: This dissertation investigates the role of basic sciences in oral radiology and its effects on diagnostic accuracy. The studies were designed to satisfy the following research aims: 1) to examine and compare the effects of integration and segregation of the basic and clinical sciences on diagnostic accuracy; 2) to examine the effects of basic science instructional methodology and diagnostic strategy on diagnostic outcomes; 3) to explore the potential interactions between instructional methodologies used to teach disease categorization and diagnostic strategies; and 4) to examine the effects of testing the basic sciences on diagnostic accuracy in an integrated instructional methodology. Methods: We conducted three quantitative studies, all of which involved a learning phase and an immediate testing phase that assessed diagnostic performance and memory. In each of the studies, learning strategies, and or testing frequency were varied. We also included performance assessment of diagnostic ability and memory, one week after the initial learning phase. Results: Our results show that students who learned basic sciences explanations had higher diagnostic accuracy when using a holistic System 1 type diagnostic strategy than those who did not. We also demonstrated that basic science knowledge was the most effective when directly integrated with the clinical sciences, and this result is further enhanced with testing. Conclusions: We conclude that integrated basic science learning provides a coherent framework that has the potential to significantly improve the diagnostic accuracy of training dentists.

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