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Time: Occupational Therapy: Setting the Pace

2011· article· en· W76737940 sur OpenAlexaboutno aff
Grace O‘Sullivan

Notice bibliographique

RevueNew Zealand journal of occupational therapy · 2011
Typearticle
Langueen
DomaineHealth Professions
ThématiqueOccupational Therapy Practice and Research
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésOccupational therapyPacePresentation (obstetrics)PublishingMedicineManagementPsychologyPolitical sciencePublic relationsSociologyLawPsychiatrySurgeryGeography
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

This paper was presented as the Frances Rutherford Lecture at the New Zealand Association of Occupational Therapists Conference, on 8 September, 2010 in Nelson. I extend greetings to you who have arrived to support the reason for this day. I greet you, I greet all amidst the memory of those who have gone before. Tena koutou ki a koutou kua tae mai nei, ki te tautoko te kaupapa o tenei ra. Tena koutou, tena koutou i roto I o tatou tini aitua Frances Rutherford is credited with being a visionary leader of occupational therapy's development in New Zealand. As the third principal of the School of Occupational Therapy she was able to shape and drive forward occupational therapy education. She followed advances within the profession throughout her later life. I know because I was the occupational therapist at Selwyn Village when Frances Rutherford resided there, and she was always interested in hearing of developments within the profession. The title of my presentation--Time: Occupational therapy: Setting the pace--is intended to convey a threefold message about professional development. Occupational therapy has a long-standing focus on enabling people to overcome human performance deficits. How embrace our philosophy, how make sense of it and promote it, is connected to how establish our place as practitioners. other words, our occupational selves are an expression of our professional integrity. Situating knowledge Out of respect for Maori tradition, I would first of all like to take you on a journey that will tell you where I have come from and the paths I have travelled. doing that my goal is to open up a space where you can understand the context that has shaped the message I want to share with you today because In order to understand a work [issue] have to reconstruct it by retracing the process by which it came to Grenz (1996, p. 99). keeping with this statement I will outline some of the significant events that have guided my approach to occupational therapy practice. My canoes are many, my mountains are numerous, I say that because I have lived in eight countries and I believe the person I am today has been shaped by cultural experiences in each of those countries. My tribe name is Lafferty, my father was John, my mother was Grace Stewart, my family motto is: Fortune favours the brave. My sub tribe is O'Sullivan, my name is Grace. My father's family originated in the south of Ireland, in an area known as Connemara, County Galway. Later generations lived in Scotland. My mother's family has roots in Scotland and Wales. Both families were people of the land inasmuch as they were farmers, gardeners, miners, and artisans. My father, who was a civil engineer, met my mother in Wales. I was born in the outskirts of Glasgow, in Scotland. The fifth of six children, I was raised in a secure family environment. I attended local schools, both primary and secondary and enjoyed long idyllic, summer holidays in Wales where my mother's family owned a large farm. reflection I consider myself fortunate to have been born into a loving and supportive family. It gave me a strong foundation on which to construct my life. As a teenager I completed an apprenticeship in hairdressing, not because I had a burning desire to be a hairdresser, I just didn't want to work in an office. On completion of my apprenticeship, I went to Canada and that was the beginning of a lifelong passion for travel, exploration and challenge. I returned to Scotland when my father had a stroke but with the best intentions in the I found it hard to re-settle and much to my parent's dismay I soon moved on to London. From there it was only a matter of time before I was off again, hitchhiking in Europe. light of the cultural diversity I had been exposed to my view of the had expanded because when we stand in different places in the world, naturally develop different perspectives on the and different interpretations of the world (Gadamer cited in Grenz, 1996, p. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,003
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesCharge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Observationnel · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,203
Score d'incertitude au seuil0,991

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0030,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,000
Communication savante0,0000,001
Science ouverte0,0010,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0100,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,263
Tête enseignante GPT0,479
Écart entre enseignants0,217 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeObservationnel
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations5
Publié2011
Routes d'admission1
Résumé présentoui

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