Introduction to Rural Health was developed as the introductory course for the Community Partnerships in Health Education - a new curriculum educating students using interdisciplinary, community oriented, and inquiry based strategies. Medical students, nursing students, and public health students participated in an elective curriculum designed to teach interdisciplinary groups of students to deliver primary health care in under-served communities. The curriculum began with an intensive one-week course designed to introduce students to the community, its people, their health care needs, and the process of working in interdisciplinary groups. The course was taught using a variety of community based activities. Student evaluations indicated that students strongly agreed that the course objectives were met using this nontraditional methodology. Qualitative analysis indicated that students regarded the team-building aspects of the course as the most influential. Community members indicated a high level of satisfaction with their input in the developmental process and with the extent to which community resources and interests were included.

Teamwork is essential to provide quality services to individuals with disabilities (Morrison & Gleddie, 2019). Deficits across a variety of domains make interprofessional practice even more crucial (Dobbs-Oates & Morris, 2016). Interprofessional education (IPE) provides preprofessionals the opportunity to gain experience collaborating with various disciplines, better preparing them for interprofessional practice (Anderson et al., 2011; Ruebling, et al., 2014). Most IPE research has been completed with preprofessionals engaged in medical cases. The existing evidence for IPE in school-based settings is limited, which creates a gap for speech-language pathologists (SLPs) who are pursuing work in school-based settings. The first purpose of this study was to examine the perceptions and attitudes of participants following an IPE experience of a medical case with both quantitative and qualitative data. The second purpose of this study was to determine if a case could be adapted to a school-based setting. Seventy-one participants completed a survey following an IPE experience with eight later participating in a focus group. Preprofessionals self-reported interprofessional learning from the experience and recognized the importance of team interactions. The IPE experience was successfully adapted to a school-based case and in an initial program evaluation, perception of teamwork and interactions were also important. In both settings, preprofessionals rated themselves as having less bias towards others than others have towards their own disciplines. This study provides essential information regarding IPE for school-based settings that will ultimately benefit children with disabilities by encouraging interprofessional practice.

A Space In-Between, is a series of works that explores a balance between two radically different cultures that the artist identifies with through visual language. The experience of immigration as an Iranian body in a Western context is investigated through works in sculpture, photography and video. By using the language of materials, the artist explores the diasporic space regarding class, gender, and ethnicity. The practice of creating Iranian designs with American products such as a muqarnas from cigarette cartons from her family’s convenient store in Bessemer, Alabama, or creating a chadorfrom Mossy Oak camouflage, acts as an effort to visualize and harmonize her experience living between Iranian and American culture.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Published Article / In their research as well as their teaching, universities of technology (UoTs) expect to be infused by the application of technology and to be integrally related to the world of work. At the same time, research at UoTs is characteristically innovatory, in the specific sense of transforming research discoveries into products or services that are user-oriented and commercially viable. Since practical problems and user needs do not respect disciplinary boundaries it follows, firstly, that such research at a UoT will in some sense not respect disciplinary boundaries, i.e. it will have to connect, cross, or integrate traditional disciplines. This paper seeks accordingly conceptually to differentiate the relevant senses of multi-, inter- and trans-disciplinary (MIT) research. It then characterises the fourteen current research programmes at Central University of Technology (CUT) in these regards, comparing the findings from interviews with the programme leaders with the insights of the authors. Secondly, in that most research at UoTs is also expected to be innovatory, it is demanded of researchers that they also master the skill of researching the feasible applications of findings, developing products, and envisaging commercialisation; and handing the stakeholder relationships that arise in these interactions. The interviews further indicate the extent to which the respective programmes have moved down the MIT road. They also reveal that the challenges that are faced by the programmes are overwhelming generic rather than specifically MIT-related. Some strategic recommendations are extracted from the findings.

A thesis presented in partial fulfillment of the requirements for the degree of M.Sc. in Physiotherapy at the Stellenbosch University. / Thesis (MSc (Interdisciplinary Health Sciences. Physiotherapy))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Background Albeit Virtual Reality (VR) has been shown to be a useful adjunct in the reduction of pain during burn care and therapy, the current VR systems are expensive and may not be economically feasible for developing countries such as South Africa, where health budgets are stringent. Objective The purpose of this study was to ascertain the effect of a lowcost VR system (eMagin Z800 3DVisor), used in conjunction with pharmacologic analgesics, on reducing pain and anxiety in adult burn injury patients undergoing physiotherapy treatment, compared to pharmacologic analgesics alone at a South African hospital. Study design Single-blinded, within-subject study design. Methods Pain and anxiety outcome measures were measured by a blinded assessor using the Numeric Pain Rating Scale and Burn Specific Pain and Anxiety Scale. Descriptive statistics, Chi-square tests as well as the Student’s paired t-test were used to analyze data. Main findings Eleven eligible adult burn injury patients consented to participate in this study (3 female, 8 male; median age 33 years: range 23-54 years). A marginal (p=0.06) to insignificant (p=0.13) difference between the two conditions (analgesics with VR and analgesics alone) in reducing pain was found. No significant difference (p=0.58) was found between the two conditions (analgesics with VR and analgesics alone) for anxiety. Interpretation There is a trend that a low-cost VR system, when added to routine pharmacologic analgesics, is an economically feasible and safe adjunct therapy and could be of considerable benefit if implemented into the current pain management regimen of burn injury patients at a South African Hospital. / AFRIKAANSE OPSOMMING: Agtergrond Ofskoon dit al bewys is dat Virtuele Realiteit (VR) ’n nuttige hulpmiddel is om pyn tydens die versorging en behandeling van brandslagoffers te verlig, is die huidige VR stelsels duur en dalk nie uitvoerbaar in ontwikkelende lande soos Suid-Afrika waar die gesondheidsbegrotings beperk is nie. Doel Om die uitwerking te bepaal van ’n laekoste VR stelsel (eMagin Z800 3DVisor) op die vermindering van pyn en angs by volwasse pasiënte met brandwonde wat fisioterapeutiese behandeling in ’n Suid-Afrikaanse hospitaal ondergaan. Studieplan ’n Enkel-blinde, binnesubjek-ontwerp. Metodes Volwasse proefpersone is opeenvolgend gewerf by die brandeenheid van die Tygerberg-hospitaal. Die laekoste VR stelsel, tesame met pynstillers, is ewekansig aan een helfte van die pasiënte in’n fisioterapeutiese behandelingsessie toegewys en die proefpersone is slegs een keer getoets. Die pyn en angs se resultaatmetings is deur ’n blinde meting gedoen deur die numeriese pynskattingskaal en die brandspesifieke pyn- en angsskaal te gebruik. Beskrywende statistieke, Chi-kwadraat-toetse en studente se gepaarde t-toets is gebruik om die data te analiseer. Bevindings Elf geskikte volwasse pasiënte met brandwonde het ingestem om aan die studie deel te neem, drie was vroulik en agt was manlik (mediaan-ouderdom 33; reeks 23-54). ’n Marginale (p=0.06) tot onbeduidende verskil (p=0.13) is gevind tussen die twee kondisies om pyn te verlig (met of sonder die toediening van VR). Wat angs betref, is geen beduidende verskille (p=0.58) tussen die twee kondisies (met of sonder die toediening van VR) gevind nie. Interpretasie Daar is ’n neiging dat ’n laekoste VR-stelsel, wanneer dit saam met die gewone farmakologiese pynstillers gebruik word, ’n veilige en ekonomiese praktiese adjunk therapie is en beduidend voordelig kan wees wanneer dit geïmplementeer word as deel van die huidige pynbeheerregimen van brandslagofferpasiënte by ’n Suid-Afrikaanse hospitaal.

<p>Studiens syfte är att undersöka om, och i så fall hur dagens elever i grundskolan undervisas om hållbar utveckling enligt riktlinjerna i Baltic 21E.</p><p>Studien är av kvalitativ karaktär och bygger på intervjuer av skolledning samt undervisande lärare i NO- och SO-ämnen vid två högstadieskolor i två kommuner i nordöstra Skåne.</p><p>Baltic 21E:s övergripande mål gäller alla utbildningsnivåer, men anger speciellt för grundskolan att eleverna skall ha ”kompetens, värderingar och färdigheter för att kunna vara aktiva, demokratiska och ansvarsfulla medborgare och för att kunna fatta egna beslut”, samt kunna delta i beslut inom olika nivåer i samhället för att skapa ett hållbart samhälle. Eleverna ska också ha färdigheter, kompetens och relevant yrkesutbildning för sitt framtida arbetsliv.</p><p>Resultatet visar att eleverna når likvärdiga kunskapsmål trots att de två skolorna bedriver undervisningen olika. Läromedlen är samma eller i vart fall likartade och innehåller de punkter Baltic 21E pekar på.</p><p>De använda läromedlen uppfyller de normer Baltic 21E anger, varför alla grundskolor har möjligheten att bereda sina elever en tillfredsställande undervisning om hållbar utveckling, men ämnena bör samordnas bättre. Begreppet hållbar utveckling bör markeras med en ”flagga”, så att den ämnesövergripande kopplingen blir tydligare, och lättare att förstå för eleverna.</p>

This study is concerned with pre-existing beliefs or preconceptions teacher candidates bring to their methods classes. It specifically addresses students in art education methods classes at a middle sized midwestern university and the population of generalist teachers the classes serve. The research question is particularly important because of the emergence of a new theory for delivering art education, discipline-based art education (DBAE) (Greer, 1984), that has challenged the existing art education paradigm. The study draws heavily on curriculum enactment research (Doyle, 1978). Through interviews with two groups of students, one entering and one exiting the teacher education program, the research seeks to identify and analyze the persistence of students' preconceptions about art and art education. The study's analytical framework is drawn from two bodies of research: (1) science and math studies concerning preconceptions held by students about subject matter; and, (2) studies of teachers and teacher candidates regarding the effect of their implicit beliefs on instructional choice and activities. The study finds that students have various preconceptions. Students believe that art is significantly different from other subjects. Instruction and evaluation are not deemed appropriate. Students believe that providing instruction or setting limits in an art activity is likely to restrict their students' creativity, and that any evaluation is a threat to students' self satisfaction. Entering students believe that talent is a genetic trait and can be improved very little by instruction. A prevalent preconception about observing and analyzing art is that all explanations for an artwork are equally valid since only the artist knows the real meaning behind the work. Despite a curriculum that was designed to teach students a discipline-based approach to art education, a model that emphasized the value of instruction, analysis and evaluation, many of the students' perceptions persisted. Most surprisingly, and importantly, preconceptions concerning talent and training, and instruction persisted. Although students moved toward a DBAE paradigm in some of their beliefs, in most respects students' preconceptions remained unchanged by the art methods classes.

This paper addresses the relationship between the visually impaired and the visual arts. The first section focuses on the scientific background of sight and vision disorders, as well as touch. Current research indicates that the blind can process complex spatial information through touch, just as the sighted can through vision. Thus visual art can be accessible to visually impaired people if it contains tactile information, such as 3D shapes or textures. However, galleries traditionally display art that visitors are only able to interpret visually, excluding the visually impaired and blind. My Fall project aims to challenge the dominant visual mode of interaction with art through a personal lens. By creating 3D works that are touch-accessible, both sighted and non-sighted people can experience my art.

Urbanisation is increasingly recognised as a major ecological pressure at the coast. By 2035, the Department for Environment, Food and Rural Affairs will have to spend £1 billion each year on flood defence and erosion control infrastructure if current levels of protection are to be sustained in England and Wales; this represents a substantial commitment to building new hard structures. Ecological research has shown that structures like seawalls, breakwaters, and harbour and port infrastructure are poor surrogates for undisturbed rocky shores. This, alongside substantial international policy drivers, has led to an interest in the ways in which structures might be enhanced for ecological gain. Virtually all of this research has been undertaken by ecologists, while the contribution of geomorphological understanding has not been fully recognised. This thesis presents an assessment of the two-way interactions between colonising organisms and the materials used to build hard coastal structures under a framework of biogeomorphology. The influence of material type and small-scale surface texture on early colonisation is assessed alongside detailed observations of the ways in which biota are involved in the alteration of substratum properties and behaviours through weathering and erosion in the intertidal zone. The research demonstrates that biotic (organisms) and abiotic (material substrata) components of coastal structures are inherently linked at various spatial and temporal scales through complex biogeomorphic interactions and feedbacks. Importantly, these interactions have consequences for the subsequent operation of ecological and geomorphological processes that are of relevance to urban marine ecology, weathering and rock coast geomorphology, and engineering. This thesis demonstrates the considerable potential to manipulate substratum-biota interactions on artificial structures for ecological gain, both directly and indirectly. More broadly, the explicitly interdisciplinary methodological approach adopted shows the value and necessity of integrated research for achieving useful, applied outcomes.