To tilt or not to tilt; the decision-making process
Bibliographic record
Abstract
PURPOSE: This study's aim was to explore the complexities of how power tilt use is integrated within the context of daily life. Other studies have used mobility-type metrics of frequency, duration, and amplitude as measures of power tilt use in the context of daily life but results lack depth in explaining the complex interplay of participating in daily activities and power tilt use. METHODS: This grounded theory study explored how power tilt was used in daily life from the perspectives of people experienced with using power tilt and therapists experienced with prescribing power tilt. Data collected from 22 in-depth interviews and five 3-day journals were analysed using a constant comparative approach. RESULTS: The resultant substantive theory offers an avenue for examining the complex, iterative relationships of person, environment, technology and occupation that comprise daily life, influencing how power tilt is used at any point during the course of the day. CONCLUSIONS: The knowledge generated from this research contributes to the advancement of understanding of how the decision to use tilt is integrated in daily life occupations. The theory can inform clinical practice related to individualizing power tilt use within the context of the person's own reality of daily life. IMPLICATIONS FOR REHABILITATION The decision to use tilt or not use tilt at any point during the day, is made contingent on the iterative transaction between environmental, functional and personal contexts at that point in time. Feedback from each experience where power tilt was used generates learning and knowledge about the context of power tilt use, informing subsequent occurrences where tilt use may be an option. The substantive theory generated in this study can provide an avenue to explore how and why context influences the decision-making process to foster an in-depth understanding of why tilt is chosen or not chosen to affect problems/issues/situations occurring in day-to-day life.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".