Physiotherapy practices and third party payers: issues in professional ethics in Quebec

During a 4-month period, July 2nd 2014 to November 1st 2014, Canadian physiotherapy (PT) professionals were solicited for participation in an empirical cross-sectional online survey questionnaire. Our research team was interested in exploring the ethical challenges encountered in the interactions between PT professionals and third party payers. Analysis of the survey will be disseminated through scientific publications. The purpose of this report is to give detailed results relevant to your provincial association.

Staff training in autism: The one-eyed wo/man….

Having well-trained staff is key to ensuring good quality autism services, especially since people affected with autism generally tend to have higher support needs than other populations in terms of daily living as well as their mental and physical health. Poorly-trained staff can have detrimental effects on service provision and staff morale and can lead to staff burn-out as well as increased service user anxiety and stress. This paper reports on a survey with health, social care, and education staff who work within the statutory autism services sector in the UK that explored their knowledge and training with regards to autism. Interview data obtained from staff and service users offer qualitative illustrations of survey findings. Overall, the findings expose an acute lack of autism specific training that has detrimental impacts. At best this training was based on brief and very basic awareness raising rather than on in-depth understanding of issues related to autism or skills for evidence-based practice. Service users were concerned with the effects that lack of staff training had on the services they received. The paper concludes with a discussion of policy routes to achieving quality staff training based on international best practice. The focus is on improving the quality of life and mental health for services users and staff as well as making potentially significant cost-savings for governments.

Emergence and Innovation in Digital Learning: Foundations and Applications

Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task. Contributors to Emergence and Innovation in Digital Learning include individuals who are shaping the future of online learning with their innovative applications and investigations on the impact of issues such as openness, analytics, MOOCs, and social media. Building on work first published in Emerging Technologies in Distance Education, the contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.

Social Skills Training in Flight Schools: A Proactive Tool for Management of Threats and Risks

Safety Management Systems in aviation generate training programs that develop skills needed to perform safety functions. The objective of this study is to show that, in groups, individuals need to have interpersonal skills and, in particular, ability to communicate with others, to listen, and to influence. It is for this reason that Social Skills Training is important in Aviation. Professionals trained in social skills are more likely to identify threats and risks caused by interpersonal situations, be assertive, and take appropriate action. As a contribution, this paper suggests a set of policies, procedures and practices for educating and training future professionals who will work in aviation safety.

There is something about Mary… and Ted! : Training in mixed-sex groups makes you work harder. A study about the effort when training with the opposite sex.

In many sport associations, regardless of level, women and men rarely practice together. Previous studies indicate that work groups are generally more efficient when there is an even distribution between the sexes. Could that also be the case in sports? This study aims to investigate whether the sex composition of a training group affects the effort and performance of the participants. Eleven volunteers participated in the crossover study consisting of three different 150-meter sprint conditions; individually, single-sex group and mixed-sex group. Sprint times, heart rate and RPE were recorded during all three trials. The result of this study suggests that there might be practical benefits in regards to physical performance and effort to exercise in a training group consisting of both sexes instead of training only with the same-sex or individually. The understanding could be useful in areas such as; training optimisation for both athletes and in patient- and rehabilitation groups, increasing efficiency in work environments, in schools and sports clubs striving for both athletic success and gender equality.

The Glow of Unwork? Issues of Portrayal in Networked Learning Research

In this paper, we suggest that portrayal of research is often undervalued and seen as ‘unwork’ (Galloway, 2012). Portrayal is often seen as an issue that is relatively straight forward by qualitative researchers, and invariably refers to putting the findings of the study together with excerpts from participants and usually, but not always, some interpretation. It tends to be seen as the means by which the researcher has chosen to position people and their perspectives, and it is imbued with a sense of not only positioning but also a contextual painting of a person in a particular way. Yet there are an array of issues and challenges about what portrayal can or might mean in digital spaces. In this paper we argue that researching education in a digital age provides greater or different opportunities to represent and portray data differently and suggest that these ways are underutilised. For example, for many researchers legitimacy comes through the use of participants’ voices in the form of quotations. However, we argue that this stance towards plausibility and legitimacy is problematic and needs to be reconsidered in terms of understanding differences in types of portrayal, recognizing how researchers position themselves in relation to portrayal, and understanding decision-making in relation to portrayal. We suggest that there need to be new perspectives about portrayal and concept, and ideas are provided that offer a different view. Three key recommendations are made: Portrayal should be reconceptualised as four overlapping concepts: mustering, folding, cartography, and portrayal. Adopting such an approach will enable audiences, researchers and other stakeholders to critique the assumptions that researchers on tour bring to portrayal and encourage reflexivity. Researchers on tour should highlight the temporal, mutable and shifting nature of portrayed research findings, emphasising the need for continued and varied research to inform understanding. There is a significant need for greater insight into the influence of portrayal, as well as the difference between representation and portrayal. Future studies should prioritise this, and ensure that portrayal is considered and critiqued from the outset.

Exercise Training in Rats Impairs the Replenishment of White Adipose Tissue after Partial Lipectomy

The aim of this study was to evaluate the effect of exercise training on the metabolism of rats following the partial removal of fat pads. Three-month-old male Wistar rats were subjected to the partial removal (L) of retroperitoneal white adipose tissue (RET) and epididymal white adipose tissue (EPI), or a sham operation (Sh). Seven days after surgery, both sets of rats were subdivided into exercised (LE or ShE) (swimming 90 min/day, 5 days/week, 6 weeks) and sedentary (LS or ShS) groups. Partial removal of the fat pads increased the lipogenesis rates in both the RET and EPI and decreased the weight and lypolysis rate of the EPI, while the RET weight was not significantly affected by lipectomy. In both lipectomized and sham-operated groups, exercise training caused a reduction in carcass lipid content, food intake, RET and EPI weights, and RET lipogenesis rate. On the other hand, the exercise training increased the percentage of diet-derived lipid accumulation in both tissues, either in sham and lipectomized rats. These results confirmed that regrowth is not uniform and depends on the particular fat pad that is excised. They also demonstrated that exercise training following the partial removal of fat pads modified adipose tissue metabolism, impaired the replenishment of adipose tissue, and decrease body adiposity.

Cardiorespiratory fitness and aerobic performance adaptations to a 4-week sprint interval training in young healthy untrained females

Purpose The aim of this study was to test the effects of sprint interval training (SIT) on cardiorespiratory fitness and aerobic performance measures in young females. Methods Eight healthy, untrained females (age 21 ± 1 years; height 165 ± 5 cm; body mass 63 ± 6 kg) completed cycling peak oxygen uptake ( V˙O2V˙O2 peak), 10-km cycling time trial (TT) and critical power (CP) tests pre- and post-SIT. SIT protocol included 4 × 30-s “all-out” cycling efforts against 7 % body mass interspersed with 4 min of active recovery performed twice per week for 4 weeks (eight sessions in total). Results There was no significant difference in V˙O2V˙O2 peak following SIT compared to the control period (control period: 31.7 ± 3.0 ml kg−1 min−1; post-SIT: 30.9 ± 4.5 ml kg−1 min−1; p > 0.05), but SIT significantly improved time to exhaustion (TTE) (control period: 710 ± 101 s; post-SIT: 798 ± 127 s; p = 0.00), 10-km cycling TT (control period: 1055 ± 129 s; post-SIT: 997 ± 110 s; p = 0.004) and CP (control period: 1.8 ± 0.3 W kg−1; post-SIT: 2.3 ± 0.6 W kg−1; p = 0.01). Conclusions These results demonstrate that young untrained females are responsive to SIT as measured by TTE, 10-km cycling TT and CP tests. However, eight sessions of SIT over 4 weeks are not enough to provide sufficient training stimulus to increase V˙O2V˙O2 peak.

Automated Discovery of Social Networks in Online Learning Communities

As a way to gain greater insights into the operation of online communities, this dissertation applies automated text mining techniques to text-based communication to identify, describe and evaluate underlying social networks among online community members. The main thrust of the study is to automate the discovery of social ties that form between community members, using only the digital footprints left behind in their online forum postings. Currently, one of the most common but time consuming methods for discovering social ties between people is to ask questions about their perceived social ties. However, such a survey is difficult to collect due to the high investment in time associated with data collection and the sensitive nature of the types of questions that may be asked. To overcome these limitations, the dissertation presents a new, content-based method for automated discovery of social networks from threaded discussions, referred to as ‘name network’. As a case study, the proposed automated method is evaluated in the context of online learning communities. The results suggest that the proposed ‘name network’ method for collecting social network data is a viable alternative to costly and time-consuming collection of users’ data using surveys. The study also demonstrates how social networks produced by the ‘name network’ method can be used to study online classes and to look for evidence of collaborative learning in online learning communities. For example, educators can use name networks as a real time diagnostic tool to identify students who might need additional help or students who may provide such help to others. Future research will evaluate the usefulness of the ‘name network’ method in other types of online communities.

To Succeed Is to Believe: Comparison of Self-Efficacy Beliefs in Language Learning between Learner Groups of English and Swedish in Finland

In this thesis, I studied self-efficacy in the learning of English and Swedish in Finland. The theory of self-efficacy, which was created by Albert Bandura, suggests that the beliefs a person has of his or her capabilities in a certain task affect the person’s performance in the task. My aim was to study whether there are differences in self-efficacy beliefs between the learners of English and Swedish, and whether these beliefs correlate with the performance in the language in question. My hypotheses were that the learners of English have higher self-efficacy beliefs than the learners of Swedish and that self-efficacy beliefs correlate with language performance. The study was quantitative, and it consisted of a self-efficacy questionnaire and a language test which were distributed to students of English and Swedish in an upper secondary school in Rovaniemi. The study was answered by 137 students, of whom 93 were learners of English and 44 were learners of Swedish. The results indicated that the learners of English had a higher sense of efficacy than the learners of Swedish. The analysis proved that there was a significant correlation between English students’ self-efficacy and their performance in the language measured by the test and the grades. In addition, a significant correlation existed between Swedish students’ self-efficacy and their grades. However, there was no correlation between the Swedish students’ self-efficacy and their test results. The difference in the self-efficacy beliefs of the two language groups indicates that people in Finland are more confident in using English than Swedish, which also implies that English is more valued in Finnish society than Swedish. It is important to acknowledge the lower self-efficacy beliefs in Swedish because various studies have proven that self-efficacy affects academic achievement. As a suggestion for further research, the self-efficacy beliefs of different language groups could be compared in a qualitative study in order to understand the development of self-efficacy more profoundly.

Effects of physical exercise training in DNA damage and repair activity in humans with different genetic polymorphisms ofhOGG1(Ser326Cys)

The main purpose of this pilot study was to investigate the possible influence of genetic polymorphisms of the hOGG1 (Ser326Cys) gene in DNA damage and repair activity by 8-oxoguanine DNA glycosylase 1 (OGG1 enzyme) in response to 16 weeks of combined physical exercise training. Thirty-two healthy Caucasian men (40-74 years old) were enrolled in this study. All the subjects were submitted to a training of 16 weeks of combined physical exercise. The subjects with Ser/Ser genotype were considered as wild-type group (WTG), and Ser/Cys and Cys/Cys genotype were analysed together as mutant group (MG). We used comet assay in conjunction with formamidopyrimidine DNA glycoslyase (FPG) to analyse both strand breaks and FPG-sensitive sites. DNA repair activity were also analysed with the comet assay technique. Our results showed no differences between DNA damage (both strand breaks and FPG-sensitive sites) and repair activity (OGG1) between genotype groups (in the pre-training condition). Regarding the possible influence of genotype in the response to 16 weeks of physical exercise training, the results revealed a decrease in DNA strand breaks in both groups, a decrease in FPG-sensitive sites and an increase in total antioxidant capacity in the WTG, but no changes were found in MG. No significant changes in DNA repair activity was observed in both genotype groups with physical exercise training. This preliminary study suggests the possibility of different responses in DNA damage to the physical exercise training, considering the hOGG1 Ser326Cys polymorphism.

Between Stimulation and Overwhelming: Reflections on the Usage of Videos for Teacher Training in Tanzania

The article reflects on a pilot teacher training programme in Tanzania, where videos are used for implementing new teaching methods, but also for initiating a discourse about corporal punishment. The culture of instruction in Tanzania is strictly based on a teacher-centred approach which leaves all activity to the teacher and turns students into passive listeners. In most cases, teachers deal with up to 80 students in one classroom. Therefore, discipline is an important matter of instruction and many teachers still use corporal punishment that is widely accepted in Tanzania. The launched training programme has the aim of implementing learner-centred teaching methods without using corporal punishment and offers Tanzanian teachers the possibility to participate in a workshop that connects these methods with subject-related topics. In the English teaching workshop, the facilitator used filmed English lessons from a German school to discuss with the participants both the application of learner-centred methods and the absence of corporal punishment. The use of these German videos shows advantages but also limitations that are strongly related to the European versus African setting. The article discusses these dimensions on the basis of data that are generated by ethnographical observation and audiotranscripts of the piloted workshop.

Lanbide heziketako irakasleen prestakuntza konpetentziak garatzeko metodologietan: Ikaskuntza Agertoki Berriak esperientziaren azterketa

[EU]XX. mendearen azken bi hamarkadetatik hona jendartean gertatu diren aldaketek, Lanbide Heziketaren (lan merkatura bideratzeko langileen prestakuntza oinarri duen heziketaren epe gisara ulertuta) planteamendua birpentsatu beharra ekarri dute. Dinamikoa eta aldakorra den jendarte honetan, Lanbide Heziketari bere hezkuntza jardueraren gaineko gogoeta egin beharra suertatu zaio, eta baita zer eta nola irakatsi lanbidea garatzea helburu duten ikasleei bezalako galderei erantzuna eman ere. Ingurumari honetan konpetentzia kontzeptua eta haren inguruko esperientziak eta metodoak garatu dira hala nazioartean nola Euskal Herrian. Master Bukaerako lan honetan Lanbide Heziketan aurrera eraman den irakasleen etengabeko prestakuntza programa baten azterketa egin dugu. Horretarako, berrikuntza eta kalitatea sustatzeko zeregina duen Tknika zentroak zuzendu eta gidatutako Ikaskuntza Agertoki Berriak prestakuntza programan parte hartu duen Tolosaldeko Lanbide Institutua aukeratu dugu, kasu azterketaren ikuspegia erabiliz. Azken xedea, laburki, irakasleei konpetentzietan oinarritutako ikaskuntza aukera didaktikoak eskaini eta haiei buruzko gogoeta egitea da, gero praktikara eraman ditzaten. Gure ikerlanaren helburua, berriz, programa horren asmoak praktikan nola ebazten eta gauzatzen diren ikustea da, prozesuan engaiatuta dauden pertsonen bizipenetatik abiatuta. Hurbilketa kualitatibo eta interpretatibo honetatik lau irakasle elkarrizketatu ditugu eta haien igurikapen, kezka eta bestelakoak jasotzen saiatu gara. Ondorio nagusienak, honakoak: (i) konpetentzien bidezko irakaskuntza-ikaskuntzaren potentziala oso nabarmena dela ikusten dutela elkarrizketatuek, (ii) gogo eta motibazio handia dutela, (iii), ikastetxean, euren egunerokoan, zailtasun eta oztopo andana topatzen dutela, (iv) zailtasunak kasu batzuetan metodologia berari dagozkion arren beste askotan ikasleak eurek ez dutela aldaketarako borondate handirik atzematen da.

Physiotherapy practices and third party payers: issues in professional ethics in British Columbia

[À l'origine dans / Was originally part of : ESPUM - Dép. médecine sociale et préventive - Travaux et publications]