Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice

Mentoring is essential at all stages of a professional career. However, little has been written about the effectiveness of programs for practicing clinicians. This study was designed to address the need for evidence about the effectiveness of formal mentorship programs by describing the impact of the STAR mentorship program on a group of clinicians specializing in sensory integration and processing challenges. This study utilized an exploratory, retrospective, survey research design. Course evaluations were examined from 240 subjects following participation in a one-week, small group mentorship training program. Qualitative methods were adapted for use in this study. Sixteen codes, with operational definitions, were developed to analyze the surveys. Ninety-six percent indicated that the program met or exceeded their expectations; only 12.5% had a negative comment. Impact on psychosocial function was reflected by 22% of the participants. Comments related to impact on career function were indicated by 45% of the participants. Ninety-four percent provided positive comments about the program structure, and 74% responded with positive comments regarding content of the program. Positive outcomes were associated with this one mentorship program, suggesting a need for more in-person, structured mentored learning experiences. Mentorship is recommended as a method to address the growing need within the profession to support career development, build knowledge, skill and attitudes, and aspirations/commitment as well as enhance professionalism/professional development.

Astigmatism Correction during Femtosecond Laser-assisted Transepithelial Arcuate Keratotomy Using the Wound Open Method

Purpose: The purpose of this study was to compare corneal astigmatism correction between “wound open” and “wound intact” methods during femtosecond laser-assisted transepithelial arcuate keratotomy.Methods: From April 2016 to December 2018, a retrospective survey was conducted on patients undergoing femtosecond laser cataract surgery at the Ophthalmology Department of Samsung Medical Center. Size comparison and vector analysis of corneal astigmatism before and after surgery were performed in the wound open and wound intact groups.Results: In the wound open and wound intact groups, the target-induced astigmatism (TIA) was 1.28 ± 0.55; and 1.26 ± 0.29 diopters, the surgically induced astigmatism (SIA) was 0.80 ± 0.52; and 0.53 ± 0.32 diopters, and the correction index (CI) was 0.63 ± 0.28; and 0.43 ± 0.26, respectively. The astigmatism correction was superior in the wound open group (p = 0.048, p = 0.025). In a subgroup with TIA < 1.2 diopters, there were no significant differences in SIA or CI between the two groups; however, in the subgroup with a TIA > 1.2 diopters, the SIA was 1.09 ± 0.59; and 0.54 ± 0.37 diopters and the CI was 0.60 ± 0.28; and 0.36 ± 0.23 in the wound open and wound intact groups, respectively (p = 0.022, p = 0.047). Thus, astigmatism correction was superior in the wound open group.Conclusions: The wound open method during femtosecond laser-assisted transepithelial arcuate keratotomy was superior for astigmatism correction compared to the wound intact method.

Augustus’ presentation of “empire” in his Res Gestae

Having defeated all his political enemies and expanded the rule of Rome enormously, Octavian, from 27 BC known as Augustus, ended the civil wars which had plagued the Late Republic and founded the system known as the Roman Principate. The Res Gestae purports to be a retrospective survey by Augustus of his own public achievements in restoring the res publica and conquering the world. It was published in Rome but the only surviving copies were found in the new and distant province of Galatia. In this paper I will try to explain how Augustus, as the founder of the new era known today as ‘the Roman Empire’, envisages and presents Roman rule under his leadership by analysing the content of the Res Gestae. From it we can see that there indeed emerges a concept similar to our ‘empire’. The narrative structure of the Res Gestae shows that Roman imperial rule is conceived of by Augustus in a scheme of core-periphery, in which the core is composed of the provinces under direct Roman control, while the periphery is an area of more vaguely subject people or places maintained by threats and intervention, or more weakly by ‘friendship’ (amicitia), which vary according to the historical specifics of contact between these areas or peoples and Rome. In both cases, whether subjection is in the name of the ‘rule’ or the ‘friendship’ of Roman people, it is Augustus’ personal authority that appears to matter the most, which indicates that Augustus’ institution of a monarchic system was a decisive element in the development of this new holistic concept of Roman imperial rule.

Teaching Anthropology to Artists: The Challenges of Trans-disciplinarity and Beyond

In this paper, complex issues of education are discussed in relation to research and activism in the humanities and contemporary art, cultural production and politics. The discussion is based on a re-examination of twenty years of teaching anthropology at Greek universities in light of a strengthening engagement in the practices situated between this discipline and art. The context, the content and the mode of this activity are considered, during an epistemologically composite and politically significant process of interchanging teaching and learning positions. The specificity of the conditions of one’s own education needed to be acknowledged in the introduction to this retrospective survey. Teaching anthropology to professionals and students of different disciplines is also described as a period of learning how to place emphasis on practice, re-evaluate anthropological knowledge, combine diverse perspectives and negotiate power relations. Teaching anthropology to artists, however, particularly when the teacher also happens to be an artist, poses these and other challenges. Transdisciplinarity is sought, but only as something to surpass, eventually considering what it might mean to be 'undisciplined'. In any case, it is by now established that when anthropologists meet with artists, common interests become evident and a great potential for the renewal of research and theory is revealed, but diverging priorities and conflicting relations must also be addressed. Teaching and learning in such a context becomes more than an academic habit. It develops as a demanding, research-cum-art making activity, as shown by a number of collective projects that bring together students and teachers, on the fringes of the academy and social life during the difficult period of the so-called 'Greek crisis'.