Summary
The categorisation of the environment under the four headings typically used in occupational therapy theories constrains thinking and, potentially, the interactions therapists have with people they work with and for.
Rationale
The way the environment has been categorised in occupational therapy theory has been useful for the organisation, portrayal and broadening of knowledge and scopes of practice. But conceptualisations of the environment have not been critiqued as thoroughly as the ‘person’ and ‘occupation’. The relative lack of consideration of the nature of environment limits practice and theory development.
Objectives
This presentation presents preliminary results on a critical analysis of the environment in occupational therapy theory.
Methods
An intellectual history approach was used to analyse the origins and development of the environment in two dominant theories. Key ideas and thinkers were identified in relation to the Canadian Model of Occupational Performance and Engagement and the Model of Human Occupation. The concept of environment was traced back to the early 1900s.
Results
The typical environmental categories (physical, social, cultural and institutional) were developed in stages across more than 40 years. Some have morphed or been added along the way as fresh theory and research have extended the profession’s ideas. However, the ideas around the environment have stagnated. This is made more obvious as new research, in areas such as occupational science and justice, reveals the limits that these categories may now be placing on occupational therapy.
Conclusions
Examining the history of the environment in occupational therapy theory makes clear that its categorisation and definitions have become fixed. More critical analysis will emancipate the profession by allowing consideration of people and occupations in ways that transcend established physical, social, cultural and institutional boundaries.
NAME
Albert Einstein
PLACE OF BIRTH
March 14 1879
Ulm, Württemberg, Germany
OCCUPATION
Physicist , Scientist
EDUCATION
Luitpold Gymnasium , Eidgenossische Polytechnische Schule (Swiss Federal Polytechnic School)
PLACE OF DEATH
April 18, 1955
Princeton, New Jersey
NAME
Albert Einstein
PLACE OF BIRTH
March 14 1879
Ulm, Württemberg, Germany
OCCUPATION
Physicist , Scientist
EDUCATION
Luitpold Gymnasium , Eidgenossische Polytechnische Schule (Swiss Federal Polytechnic School)
PLACE OF DEATH
April 18, 1955
Princeton, New Jersey
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In short: While people can find reasoning difficult, we still need to account for their gravitation toward pseudoscience. This might be due to factors such as a fear of negative change or of technology.
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Later discoveries have challenged the fundamentals of that paradigm. We came to realize uncertainty, probability, indeterminism, incompleteness of science and humanity.
The views of scientists such as: Newton, Einstein, Feynman, Prigogine, Hawking, etc., as well as views of politicians, writers, artists, will be discussed. For example:
Prigogine, a Nobel laureate 1977, was inspired by Chinese views of the nature.
Bill Clinton and Tony Blair advocated “the Third way”, which echoes the Mid-way (Centrism) that is a major theme by Confucius.
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The Scientific Revolution, which is a modern term to describe the precursor to contemporary science, refers to a period of changing doctrinal beliefs and using a more scientific approach to find out logical truth. Factors such as the Renaissance, Reformation, weakening of the Roman Catholic Church, are some major factors which lead to the Scientific Revolution. Furthermore, this powerpoint will cover a series of "scientists" or philosophers who had the courage to change the mentality of Europe during the 1400s up until 1727.
This is a comprehensive endeavour regarding the Early Life & Education, Personal Life, Academic, & Scientific Career, Awards & Honors, and Publications of Albert Einstein
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Psychology, Science, and Pseudoscience: Class #19 (Popularity of Pseudosci)Brian Hughes
In short: While people can find reasoning difficult, we still need to account for their gravitation toward pseudoscience. This might be due to factors such as a fear of negative change or of technology.
Albert Einstein Essay
Essay On Albert Einstein
Essay on Albert Einstein
A Little Bit About Einstein Essay
Essay on Einstein on Relativity
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Essay on albert einstein
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Modernization” was once conflated with “Westernization”. It was believed that from Science to Humanity, all would be clearly known with western methodologies.
Later discoveries have challenged the fundamentals of that paradigm. We came to realize uncertainty, probability, indeterminism, incompleteness of science and humanity.
The views of scientists such as: Newton, Einstein, Feynman, Prigogine, Hawking, etc., as well as views of politicians, writers, artists, will be discussed. For example:
Prigogine, a Nobel laureate 1977, was inspired by Chinese views of the nature.
Bill Clinton and Tony Blair advocated “the Third way”, which echoes the Mid-way (Centrism) that is a major theme by Confucius.
The works and lives of Lu, Xun, Eileen Chang, Kenneth Pai, Ang Lee, will be briefed to illustrate the environmental impact and transcendence from modernization to this new era of globalization.
The Scientific Revolution, which is a modern term to describe the precursor to contemporary science, refers to a period of changing doctrinal beliefs and using a more scientific approach to find out logical truth. Factors such as the Renaissance, Reformation, weakening of the Roman Catholic Church, are some major factors which lead to the Scientific Revolution. Furthermore, this powerpoint will cover a series of "scientists" or philosophers who had the courage to change the mentality of Europe during the 1400s up until 1727.
This is a comprehensive endeavour regarding the Early Life & Education, Personal Life, Academic, & Scientific Career, Awards & Honors, and Publications of Albert Einstein
PET CT beginners Guide covers some of the underrepresented topics in PET CTMiadAlsulami
This lecture briefly covers some of the underrepresented topics in Molecular imaging with cases , such as:
- Primary pleural tumors and pleural metastases.
- Distinguishing between MPM and Talc Pleurodesis.
- Urological tumors.
- The role of FDG PET in NET.
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Introduction: Substance use education is crucial due to its prevalence and societal impact.
Alcohol Use: Immediate and long-term risks include impaired judgment, health issues, and social consequences.
Tobacco Use: Immediate effects include increased heart rate, while long-term risks encompass cancer and heart disease.
Drug Use: Risks vary depending on the drug type, including health and psychological implications.
Prevention Strategies: Education, healthy coping mechanisms, community support, and policies are vital in preventing substance use.
Harm Reduction Strategies: Safe use practices, medication-assisted treatment, and naloxone availability aim to reduce harm.
Seeking Help for Addiction: Recognizing signs, available treatments, support systems, and resources are essential for recovery.
Personal Stories: Real stories of recovery emphasize hope and resilience.
Interactive Q&A: Engage the audience and encourage discussion.
Conclusion: Recap key points and emphasize the importance of awareness, prevention, and seeking help.
Resources: Provide contact information and links for further support.
Rate Controlled Drug Delivery Systems, Activation Modulated Drug Delivery Systems, Mechanically activated, pH activated, Enzyme activated, Osmotic activated Drug Delivery Systems, Feedback regulated Drug Delivery Systems systems are discussed here.
