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Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions.

This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963.

Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett.

This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.

Many additively manufactured parts suffer from reduced interlayer strength. This anisotropy is necessarily tied to the orientation during manufacture. When individual features on a part have conflicting optimal orientations, the part is unavoidably compromised. This paper aims to demonstrate a strategy in which conflicting features can be functionally separated into “co-parts” which are individually aligned in an optimal orientation, selectively reinforced with continuous fiber, printed simultaneously and, finally, assembled into a composite part with substantially improved performance.

Several candidate parts were selected for co-part decomposition. They were printed as standard fused filament fabrication plastic parts, parts reinforced with continuous fiber in one plane and co-part assemblies both with and without continuous fiber reinforcement (CFR). All parts were loaded until failure. Additionally, parts representative of common suboptimally oriented features (“unit tests”) were similarly printed and tested.

CFR delivered substantial improvement over unreinforced plastic-only parts in both standard parts and co-part assemblies, as expected. Reinforced parts held up to 2.5x the ultimate load of equivalent plastic-only parts. The co-part strategy delivered even greater improvement, particularly when also reinforced with continuous fiber. Plastic-only co-part assemblies held up to 3.2x the ultimate load of equivalent plastic only parts. Continuous fiber reinforced co-part assemblies held up to 6.4x the ultimate load of equivalent plastic-only parts. Additionally, the thought process behind general co-part design is explored and a vision of simulation-driven automated co-part implementation is discussed.

This technique is a novel way to overcome one of the most common challenges preventing the functional use of additively manufactured parts. It delivers compelling performance with continuous carbon fiber reinforcement in 3D printed parts. Further study could extend the technique to any anisotropic manufacturing method, additive or otherwise.

In the early to mid-twentieth century, psychiatrist-led occupational therapy departments emerged in Irish psychiatric hospitals. This marked a transition towards establishing rehabilitative services in institutional settings. This paper aims to examine the development of occupational therapy in Grangegorman Mental Hospital and its auxiliary hospital, Portrane Mental Hospital from 1934-1954.

Historical documentary research methods were used to analyse primary source data from Grangegorman Committee Minutes, Inspector of Mental Hospital Reports, Boroughs of Mental Hospitals, Department of Foreign Affairs documents and newspaper archives. The archival data was analysed using both a chronological and thematic approach.

The main key event emerged in 1935 when four Grangegorman nursing staff were sent to Cardiff Mental Hospital to undergo a six month training course in occupational therapy. The following themes emerged – “establishing occupational therapy in Grangegorman and Portrane”; “the role of short-course trained nursing staff in providing occupational therapy services” and “therapeutic rationales vs hospital management rationales”.

This study throws light on the early practitioners of occupational therapy in Grangegorman and highlights the complexities of occupational therapy’s role origins in mid-twentieth century Ireland. In line with contemporaneous psychiatric hospitals, the occupational therapy activities promoted in Grangegorman were mainly handicraft or productivity based. The absence of patients’ voices means there are limitations to determining the therapeutic nature of this early occupational therapy service.

This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department in St. Patrick’s Hospital, Dublin, from 1935 to 1969. Patronage by psychiatrists was an important factor in the professionalisation of occupational therapy internationally.

Documentary sources and oral history interviews were analysed to conduct an instrumental case study of occupational therapy at St. Patrick’s Hospital from 1935 to 1969.

The research identified key individuals associated with the development of occupational therapy at St. Patrick’s Hospital, including psychiatrist Norman Moore, occupational therapy worker Olga Gale, occupational therapist Margaret Sinclair, and social therapist Irene Violet Grey. Occupational therapy was considered by the hospital authorities to be “an important part in the treatment of all types of psychiatric illness” (Board Meeting Minutes, 1956). It aimed to develop patient’s self-esteem and facilitate social participation. To achieve these objectives, patients engaged in activities such as dances, arts and crafts, and social activities.

This study has highlighted the contributions of key individuals, identified the links between occupational therapy and psychiatry, and provided an insight into the development of the profession in Ireland prior to the establishment of occupational therapy education in 1963. Occupational therapy practice at St. Patrick’s Hospital from 1935 to 1969 was congruent with the prevailing philosophy of occupational therapy internationally, which involved treatment through activities to enhance participation in society.

This paper studies early stages of actor mobilization for institutional change within Swedish esports.

The authors employ interpretative phenomenological analysis.

The authors’ findings explain how actors become motivated to act in critical reflections linked to conflicting legitimacy judgments and emotionally charged personal struggles. Moreover, the findings show how, as actors get activated in collective action, they identify efficacy lines around valid domains and experience emotionally charged collective endeavors. Furthermore, the findings explain how particularities in early experiences project legitimacy aspirations that orient collective action toward validity ends and particular values and ideals shaping actors' grassroots movements.

This study adds to legitimacy and institutional change theory through individual actors' perspectives, providing key insights into how they are motivated, activated, and oriented. This study is the first to investigate grassroots activists' personal stories in esports.

Tourism on wellness is a rapidly expanding segment of the travel industry; nevertheless, it is still in its infancy, and more study research is needed to develop a scientific foundation for health and wellness tourism. The study uses bibliometric indicators like as citations to determine the field structure on wellness tourism from 1998 to 2021, and the VOSviewer software to map the significant trends in wellness tourism (WT) area, to examine the present situation.

To reach this objective, the theme of “wellness tourism” was searched in the “Scopus” database, and bibliometrics data on the publications were obtained. In total, 414 papers were found during the initial search, which was then narrowed according to the criteria. Using this strategy, the author discovered 386 records, and after removing 4 duplicates and 1 irrelevant document, the refining produced 381 related documents. The most-cited papers, significant authors, co-citation of references, sources and authors were all investigated for the publications related to WT.

According to this report, research into wellness tourism has increased in recent years. The authors discovered two papers with over 238 “Scopus” citations and a total of 10 studies with 1414 citations. According to Scopus, the document Napier et al. receives 36.5% of citations each year. There were a total of 804 authors who published about WT between 1998 and 2021, with Smith, M, Voigt, c, and Puczkó, L being the most-cited reference authors in the subject. Han h. has the highest index of 56 of all the authors.

The “Scopus” database was used for bibliometric analysis, although the VOSviewer was used exclusively. This considered as a first study to utilize a bibliometric method to address this research gap, identifying the tools, journals, and, most crucially, conceptual subdomains like spa, yoga, therapy, spirituality and trekking that will be significant in future research.

Using a bibliometric analytic approach, this article looked at papers on wellness tourism published between 1998 and 2021. Thus, its goal is to learn more about wellness tourism and to enlighten wellness tourism scholars on the field's structure.

The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of bodies that produce a classroom and pedagogy in particular ways.

Drawing on observational field notes and informal exchanges, this qualitative study uses post-structural and post-human theory to examine the assemblaging communities that produced the enactment of critical literacies pedagogy in a seventh grade ELA classroom. Assemblage theory is used to analyze data to examine the assemblaging communities that de/re/territorialized in Ms T’s teaching in relation to critical literacies pedagogy. This analytical orientation allowed for a nuanced look at communities as evolving, de/re/territorializing formations that, in this study, created tensions for enacting critical literacies pedagogy.

Assemblaging communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy. Through analysis of the data, the rupture between the assemblaging communities that produced the enactment of critical literacies pedagogy and the assemblaging communities that produced test prep (and altered critical literacies) became apparent. Ruptures like this must be attended to because enacting critical literacies pedagogy is never done neutrally and without attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may not be equipped to respond to the unexpected ruptures as well as material realities produced from these.

Educators can use the concept of assemblaging communities for recognizing the territories that shape their literacy pedagogy. By foregrounding assemblaging communities, researchers and educators may be more appropriately equipped to consider the real-time negotiations at play when enacting critical literacies pedagogy in the classroom. Enacting critical literacies pedagogy is never done neutrally, and attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may be more equipped to respond to the material realities that are produced through their pedagogical actions.

This study suggests assemblaging communities as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooMs Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom.

Customer experience research predominantly anchors the customer journey on a specific offering, implying an inherently firm-centric perspective. Attending calls for a more customer-centric approach, this study aims to develop a goal-oriented view of customer journeys.

This study interprets the results of a phenomenological study of a transformative journey toward a sober life with the self-regulation model of behavior to advance understanding of customer journeys.

The consumer's journey toward a higher-order goal encompasses various customer journeys toward subordinate goals, through which consumers engage in iterative cognitive and behavioral processes to adjust or maintain their experienced situation vis-à-vis the goal. Experiences drive behavior toward the goal. It follows that negative experiences may contribute to goal attainment.

This study highlights the importance of looking at the consumers' higher-order goals to obtain a more holistic understanding of the customer journey.

Companies and organizations should extend their view beyond the immediate goals of their customers to identify relevant touchpoints and other customer journeys that affect the customer experience.

This study proposes conceptualization of the customer journey, comprising goal-oriented processes at different hierarchical levels, and it demonstrates how positive and negative customer experiences spur behaviors toward the higher-order consumer goal. This conceptualization enables a more customer-centric perspective on journeys.

This article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.

A literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.

Findings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.

Given the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.

This article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.