PBURWELL #5-87

Brown sample with two domains. One domain contains many small grains that are clustered together. The other domain is a darker brown and contains clasts that are well dispersed. The clasts range from small to large, and are angular to sub-rounded in shape. Lineations are commonly seen throughout both domains. A few rotation structures can also be seen in the well dispersed domain. Some grain crushing/ stacking can also be seen throughout the sample.

TVD #9 PB

Dark brown sediment (almost black), with a few clasts that are very well dispersed. The clasts range from small to medium in size. The clast shape ranges from sub-angular to rounded. The sample is mainly structureless. There are a few inclusions of a lighter domain. This domain contains more clasts than the darker one.

AI-9

Brown sediment clasts ranging from small to large in size. Clast shape ranges from angular to sub-rounded. Water escape pathways can be seen in this sample. It also contains a fine grained sand domain. Lineations are also commonly seen in this sample. Minor amounts of grain crushing and rotation structures can also be seen.

Examination of students' ability to observe domains of client behaviour in therapeutic recreation

When observing client behaviours, a therapeutic recreation specialist must have a base understanding of typical client behaviours to provide an informed analysis (burlingame & Blaschko, 2010). Providing students with the necessary tools for client observation is significant to the success of this process. The purpose of this study was to assess the relationships amongst the TR student demographic characteristics on acquiring the observation competency necessary to conduct a TR assessment. One hundred seventy-two TR college and university students, enrolled in post-secondary undergraduate TR programs across Ontario, observed a client assessment via video, and recorded their observations using the Tracking Behavioural Assessment (TBA) (Passmore, 2002). Independent samples t-tests and analysis of variance were calculated for the different student characteristics on the domains of the TBA. Significant findings indicated that university students scored more accurately than college students, and advanced students more accurately than novice students, on the emotional and socialization domains.