Typically, students enter the higher education environment with a diversity of computing and technology experience due to varied high school exposure and socioeconomic circumstances 1,2. It is therefore important to establish their digital literacy and access to technology to ensure their readiness for the Blended Learning (BL) components of the curriculum 1,3. Students should also be orientated to the online tools and resources available at the University during the initial weeks of their first year to ensure they all have equal understanding and skill for participating in academic tasks 3. Traditionally the first-year occupational therapy and physiotherapy students have been attending an orientation workshop in a computer laboratory which takes them step-by-step through how to access and use the Virtual Learning Environment (VLE), the online library resources, anti-plagiarism software and their student email accounts. During the orientation workshops, the proficient students tended to be bored with having to wait for others to catch up, and the inexperienced students were stressed by perceived pressure to hurry up when they did not understand the work. It became obvious that the step-by-step, face-to-face approach was frustrating most of the students. The opportunities afforded by using a WebQuest were explored as a possible way to 'practice what we preach' by using interactive e-learning in the orientation session.
The reaction of phenanthrene with bromine in methanol as a solvent has been studied. The composition of the rather complex reaction mixture as a function of reaction time has been determined by infrared spectrophotometry. The main reaction products appeared to be trans-9,1O-dibromo-9,1O-dihydrophenanthrene, 9-bromo-lO-methoxy-9,IO-dihydrophenanthrene, 9-methoxyphenanthrene, 10-bromo-9-phenanthrone dimethyl acetal and 10,lO-dibromo-9-phenanthrone. The results of this investigation indicate that the bromide ion completing the addition of bromine to the 9.10-double bond of phenanthrene, is taken up from the solution at random.
INTRODUCTION: Child Life Specialists (CLS) are an integral component of paediatric health care services in many developed countries. They assist in bridging the communication between the healthcare team and the child's parents and family. Their primary aim is to minimise the potential trauma the child and their caregivers may experience from being hospitalised. This field of psychosocial support for ill and hospitalised children has been growing over the past six decades with CLS services currently being offered at most North American paediatric hospitals METHODS: By using developmentally appropriate techniques, and equipped with a foundation of medical knowledge, the CLS primarily uses play to relieve anxiety and to educate the child. Play is a meaningful activity that allows the healthy development of the child's emotional, behavioural and social development. The three forms of play that may be utilised by the CLS include therapeutic play, normative play and medical play. Non-pharmacological pain management is another vital area within which the CLS is involved CONCLUSION: The South African Department of Health recognises the importance of addressing the psychosocial welfare of the ill child and they have provided guidelines highlighting the psychosocial needs of children affected and infected with HIV. South Africa has many children accessing health services daily and is suitably positioned to initiate CLS in both public and private healthcare facilities. Improving the healthcare experience for the paediatric healthcare user population is crucial in ensuring their emotional and psychological well-being
INTRODUCTION: The vestibular system plays an important role in postural control and an upright posture when seated at a table. Some children have difficulty with their in-seat posture resulting in increased in-seat movement. This research investigated the effect of the Astronaut Training Protocol on a child's vestibular processing and postural control, and by extension their in-seat behaviour METHOD: A case study research design with multiple data sources was used with four participants identified presenting with dysfunction in in-seat posture and in-seat movement. Data were collected over three phases: Pre-Astronaut Training (Baseline), Post-Astronaut Training (Intervention) and Withdrawal. The Pre-Astronaut Training and Withdrawal phases consisted of four sessions of sensory-based occupational therapy while the intervention phase included eight Astronaut Training sessions in addition to regular sensory-based occupational therapy. Four assessments were used to determine vestibular and postural control changes at each phase: Movement ABC one-leg balance, Post-rotary Nystagmus (PRN) test, in-seat posture assessment (designed for the purpose of this study), and in-seat movement through the collection of data using an accelerometer RESULTS: Participants' scores differed, depending on their initial ability to tolerate rotary input. This research showed that change in vestibular function and postural control differed for participants who could tolerate rotary input and those who were over-reactive to rotary input at the start of the study. Generally, the participants who were over-reactive to rotary input showed greater improvement Post-Astronaut Training with continued smaller improvements into the Withdrawal phase. Participants who could tolerate rotary input showed improvement in in-seat posture and in-seat movement during the Post-Astronaut training phase and deteriorated during the Withdrawal phase CONCLUSION: The Astronaut Training Protocol can improve vestibular function and postural control in children with poor in-seat posture and in-seat movement, although the frequency and intensity of the programme still need to be confirmed Keywords: vestibular processing, in-seat movement, in-seat posture, reaction to vestibular input, sensory-based occupational therapy, Astronaut Training Protocol.
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