Assignment: Collaborative Relationship
Assignment: Collaborative Relationship
that there is conflict between the scientist—who believes that literary intellectuals are totally lacking in foresight, peculiarly unconcerned with humanity—and the nonscientist—who has a rooted impression that the scientist is shal- lowly optimistic and unaware of man’s condition (11). I wondered whether occupational therapy housed any scien- tists, so I found myself engulfed in The Search, also by C. P. Snow, a novel that describes the scientist through a number of behaviors ranging from unending curiosity to the need to understand things even if they can’t be controlled (12). It became clear to me that the educational preparation of the occupational therapist does not encourage the scientist. For the profession to ascend, we will need to produce true professionals who are skilled in inventing, inferring,
and analyzing, and who can communicate with basic researchers in a collaborative relationship to investigate areas of our clinical practice as well. We must prepare professionals who possess the humanistic qualities to relate to an individual who requires our service. Since these qualities are not mutually exclusive, the educational preparation of the occupational therapist must develop both qualities. As I became more aware of the lack of basic scientists in our profession, I explored ways to approach the pro-
duction and distribution of knowledge. According to Machlup, a profession must be responsible for producing two types of knowledge: 1. internal
knowledge, which answers questions to measure the effectiveness of our service—this knowledge is developed by daily dialogue with each other and through our newspapers and journal—2. new knowledge that assists society in expanding its understanding (13). I believe the profession must contribute societal knowledge in the following areas: 1. The activity process and activity’s effect on the human body. 2. The process of adaptation and its effect on the human body. 3. The process of integration of human function through activity and adaptation. To produce discoveries through inventing, inferring, analyzing, or evaluating is not enough (13, p. 30). For dis-
coveries to be valuable, they must be conveyed. Knowledge is produced in three basic ways, all under the general category of research.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
