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Record W76737940

Time: Occupational Therapy: Setting the Pace

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

Bibliographic record

VenueNew Zealand journal of occupational therapy · 2011
Typearticle
Languageen
FieldHealth Professions
TopicOccupational Therapy Practice and Research
Canadian institutionsnot available
Fundersnot available
KeywordsOccupational therapyPacePresentation (obstetrics)PublishingMedicineManagementPsychologyPolitical sciencePublic relationsSociologyLawPsychiatrySurgeryGeography
DOInot available

Abstract

fetched live from 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. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.203
Threshold uncertainty score0.991

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.001
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0100.000

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.

Opus teacher head0.263
GPT teacher head0.479
Teacher spread0.217 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

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".

Quick stats

Citations5
Published2011
Admission routes1
Has abstractyes

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