General principles for using the physical therapy competencies in clinical education are presented. Several systems for using the competencies in a physical therapy internship curriculum are described.
In the 1977-1979 period 84 thalidomide-affected young people who had followed secondary education up to level 1 (Sekundarstufe 1; school leaving age approx. 16 years) had been interviewed regarding their choice of occupation and vocational integration experience. The group consisted of young people …
Source:Review of Radical Political Economics
(1981)
Reacting to the intensified contradictions of the capitalist food system, many agrarian activists seek to revitalize family labor farms, to make agriculture ecologically sustainable, to renew the social and economic life of rural communities, and to create an unalienated labor process. While the agr…
The consequences of the passing of American Public Law 94–142 on the provision of occupational therapy services in the schools is contrasted with the present situation within the Australian educational system. The need for increased provision and documentation of occupational therapy services in Aus…
Source:Archiv für Psychiatrie und Nervenkrankheiten
(1981)
Between 1961 and 1966 hydrocephalus operations were performed on 237 children; 66 had a myelocele, 105 a hydrocephalus communicans and 66 a hydrocephalus occlusus. Of these 237 cases 78 (33%) died. Of the surviving 159 follow-up data are available on 140 (88%). Since 1969 nearly all have been psycho…
We evaluate here the experiences of doctors, pedagogues and vocational advisers in 2 years work with the Regulations of 5th August 1977 concerning aplication for apprenticeship and the General Directive of 5th August 1977 concerning regulations concerning application for apprenticeship. Timely check…
Of the 300 brain-injured adolescents discharged from the Gailingen Youth Centre (Jugendwerk Gailingen) between 1974-76, 199 were placed either in apprenticeship training or a job. 81.5% of the 199 rehabilitees were directly placed in vocational training or open employment. Only 18.5% received vocati…
Because competency-based orientation programs meet Individual learning needs, they create a practical and cost-effective transition to the practice setting. The model for Initiating competency-based orientation presented here will guide staff development educators who wish to Implement such a progra…
Source:Arbeiten zur Rheinischen Landeskunde
(1980)
In rural areas limited opportunties for work and vocational training occur. Distance from towns results in disadvantages not offset by commuting, particularly not by 15-16 year olds with limited mobility. The lack of training facilities is mainly due to the industrial structure, dominated by firms m…
