Page 16 P H Y S I O T H E R A P Y M A R C H , 1973 Professor Jean Blair M E R IT O R IO U S AW ARD T h e C o u n c i l ot' t h e U n i v e r s i t y o f t h e W i t w a t e r s r a n d . on r e c o m m e n d a t i o n o f t h e S e n a t e h a s g r a n t e d M i s s J e a n B l ai r M . C . S . P . ( d i p .T .) t h e s t a t u s o f A s s o c i a t e P r o f e s s o r a s f r o m J a n u a r y 1st, 1973. M i s s B l a i r h a s b e e n a w a r d e d t h i s h o n o u r , in th e w o r d s o f t h e V i c e C h a n c e l l o r , “ o n t h e g r o u n d s o f h e r l o n g a n d m e r i t o r i o u s s e rv i c e as a t e a c h e r o n t he staff o f t h e U n i v e r s i t y , h a v i n g d u e r e g a r d to a c a d e m i c m e r i t a n d o t h e r c r i t e r e a " M i s s B l a i r h a s b e e n on t he sta ff o f t h e U n i v e r s i t y as L e c t u r e r a n d l a t e r S e n i o r L e c t u r c r sin c e 1946 a n d in 1969 w a s a p p o i n t e d H e a d o f t h e S u b - d e p a r t m e n t o f P h y s i o t h e r a p y . B e si de s h o l d i n g t hi s i m p o r t a n t p o s i t i o n M is s B l a i r h a s sat o n U n i v e r s i t y c o m m i t t e e s a n d h a s b e e n a m e m b e r o f t h e N a t i o n a l E x e c u t i v e C o m m i t t e e o f t h e S .A .S .P . si nc e 1946. S h e w a s N a t i o n a l C h a i r m a n o f t h e S .A .S .P . f r o m 195 4-1969 a n d it w a s d u r i n g t h is t i m e t h a t the S o c i e t y a n d P r o f e s s i o n t o o k o n th e i m p o r t a n t ro le it n o w p l a y s in t he p a r a m e d i c a l field. M i s s B la ir 's in f lu e n c e a n d f o r s i g h t h a s p l a y e d a lead­ ing p a r t in th e d e v e l o p m e n t o f t h e p r o f e s s i o n in thj* c o u n t r y , a n d in t h e e s t a b l i s h m e n t o f t r a i n i n g o f physi™ t h e r a p i s t s . M a n y p h y s i o t h e r a p i s t s , n o w p r a c t i s i n g a n d t e a c h i n g in S o u t h A f r i c a , a n d i n d e e d , in m a n y o t h e r c o r n e r s o f the g l o b e , o w e m u c h t o M i s s B l a i r a n d h e r ef fo r ts o n their b e h a l f d u r i n g t h e i r s l u d e n t da y s . T h e s e p e r s o n s , a l o n g w it h h e r o w n c o l l e a g u e s and c o n t e m p o r a r i e s will t a k e thi s o p p o r t u n i t y , we feel sure, o f c o n g r a t u l a t i n g P r o f e s s o r B l ai r o n h er ve r y well d e s e r v e d h o n o u r , as t h e first P r o f e s s o r in t h e field of P h y s i o t h e r a p y in S o u l i A f r i c a , a n d will w is h h e r con­ t i n u e d su c c e s s in th e y e a r s a h e a d . N o t o n l y is thi s a w a r d a n h o n o u r to o n e o f the l e a d i n g m e m b e r s o f o u r S o c i e t y b u t it is a ls o a public r e c o g n i t i o n a n d h o n o u r f o r P h y s i o t h e r a p y in South A f r i c a . W e c o n g r a t u l a t e y o u P r o f e s s o r Blair! R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) MARCH, 1973 P H Y S I O T H E R A P Y Page 17 THE GRADUATE OF APPLIED SCIENCE SHARON DANDY S h a ro n D a n d y g ra d u a te d f r o m th e S c h o o l o f P h y s io ­ th e r a p y a t th e U n iv e r s ity o f T o r o n to in 1965 a n d in 1969 re c e iv e d h e r B .P .T . f r o m th e U n iv e r s ity o f M a n i ­ to b a , w h e re s h e w a s a G o l d M e d a lis t. S in c e S e p te m b e r , 1969, sh e ha s b e en C lin ic a l S u p e r v is o r a t th e M a n ito b a R e h a b ilita tio n H o s p ita l in W in n ip e g . T h is p a p e r is d e r iv e d f r o m o n e s h e g ave o rig in a lly a t th e C P A A n n u a l C o n g re ss in T o r o n to , in J u n e 1970. The p h y s io th e ra p is t o f to d a y is a t a c ro ss-ro a d s. W e have been e sta b lish e d f o r fifty y e a rs o n th is c o n tin e n t and during th a t tim e o u r im a g e h a s g ro w n a n d flourished. W e h a v e im p ro v e d a n d re -o rg a n is e d m a n y aspects of o u r t o ta l im a g e . T h is re p re s e n ts p ro g re s s a n d :hievement o f w h ic h w e a ll a r e p ro u d . ' Nevertheless th e r e is o n e flaw in th is im a g e w hich appears .repeatedly. T h is flaw is b o th su b tle a n d n e b u ­ lous, insidiously b id in g its tim e , sh o w in g its e lf p e r io d i­ cally to re m in d u s o f its existe n ce . The flaw w h ic h is p re s e n t in o u r to ta l im a g e c a n be best expressed by th e w o rd s “T h e T e c h n ic ia n ” a n d “The P ro fe ss io n a l” . These tw o w o rd s, T e c h n ic ia n a n d P ro fe s s io n a l, a re very c o m m o n p lac e in o u r v o c a b u la ry . W h e n o n e re a d s t.irough th e jo u r n a l p u b lic a tio n s o f th e p a s t te n y e a rs, these two w o rd s a p p e a r w ith u n c a n n y re g u la rity . In fact, in th e p a st five y e ars, th e fre q u e n c y o f th e ir occurrence h a s in c re a s e d . The fo llo w in g q u o te s a r e ta k e n fro m a rtic le s w hich have a p p ea red in o u r o w n J o u r n a l o v e r th e p a s t five years. F ro m th e P ro fe s s io n a l C o n s u lta n t’s r e p o rt t o the Annual G e n e ra l M e e tin g , a p p e a rin g in th e S e p te m b e r Journal, 1966: ‘ How can we s tre n g th e n o u r p o s itio n o n th e m e d ic a l team as o n e o f a p r o fe s s io n a l p e rs o n r a th e r th a n a technician?” Also, fro m th e P re s id e n t’s a d d re s s in th e S e p te m b e r 1968 issue: “Is n o t th e r o u tin e tre a tm e n t o f p a tie n ts w ith little regard to su c h m a tte r s as a sse ss in g th e ir n e ed s, r e ­ evaluating tr e a tm e n t p ro g ra m m e s , k e e p in g o f g o o d records a n in d ic a tio n o f o u r w illin g n e ss to b e c o n ­ sidered as te c h n ic ia n s r a th e r t h a n re sp e c te d m e m b e rs of a p ro fe ssio n w ith sk ills b a se d o n scientific k n o w ­ ledge?” This conflict b e tw e e n o u r p ro fe s s io n a l a n d te c h n ic a l role is the flaw w h ic h is p re s e n t in o u r im a g e , a n d i t is a potentially d a n g e ro u s a n d se rio u s flaw . I f w e re a lly are professionals, w h y d o e s th e w o rd te c h n ic ia n c a u se us such c o n ce rn ? W h y m u s t w e b e ‘re m in d e d in a rtic le s that we a re p ro fe s s io n a ls a n d n o t te c h n ic ia n s ? Is it because we a re , in re a lity , p e rfo rm in g a s te c h n ic ia n s ? Does n ot th e to ta l im a g e o f a p h y s io th e ra p is t in c lu d e the v isualisation o f a te c h n ic ia n ? Y e s, it d o e s. A te c h ­ nician is defined a s a p e rs o n sk ille d a n d c o m p e te n t in the practical a p p lic a tio n o f a sc ien c e, o r in th e p e r fo r m ­ ance of a tec h n iq u e , o r to b e e ven m o re specific, in th e performance o f a p h y s io th e ra p y te c h n iq u e . However, o u r to ta l im a g e a lso in c lu d e s th e v is u a lis a ­ tion of a p ro fe s s io n a l. A p r o fe s s io n a l w as o rig in a lly defined as a m e m b e r o f a le a rn e d a r t o r science. Presently th e d e fin itio n h a s c o m e to in c lu d e t h a t in d i­ vidual w ho p ossesses a sp e c ia lise d b o d y o f k n o w le d g e within som e b ra n c h o f le a rn in g . T h e p h y s io th e ra p is t possesses a spe c ia lised b o d y • o f k n o w le d g e a n d th u s w o u ld be in c lu d e d in th is d e fin itio n . O u r im a g e m u s t th e re fo re e n c o m p a s s b o th th e p r o ­ fe ssio n a l a n d th e te c h n ic ia n . I f th is is tru e , w h y do we e x p e rie n c e su c h c o n flic t b e tw ee n th ese ro le s? W e are in c o n flic t b e c a u se w e h a v e fa ile d to re c o g n ise o u r ow n id e n tity . T h is c o n flic t o f ro le s is o n ly a s y m p to m o f a m o re in trin s ic p ro b le m . T h e p ro b le m is n o t to define w h e th e r we a re p ro fe s s io n a ls o r te c h n ic ia n s . W e are b o th . W h a t we m u st d e c id e is w h ic h c o m p o n e n ts of e a c h a re re q u ire d to m a k e a p h y s io th e ra p is t. C o n s id e r th e E n g in e e r, a n d th e E n g in e e rin g p r o f e s ­ sio n . T h e s e p e o p le a re g ra d u a te s o f sc ien c e a s a p p lie d to E n g in e e rin g . T h e E n g in e e r is a p ro fe s s io n a l b e c a u se he is a m e m b e r o f a le a rn e d science. H e a ls o p ossesses th e ta le n ts o f a te c h n ic ia n b e c a u se h e is sk ille d a n d c o m p e te n t in th e p ra c tic a l a p p lic a tio n o f th e le a rn e d science. A p h y s io th e r a p is t is a g ra d u a te o f a c o u rs e in A p p lie d S cience, m e d ic a l sc ien c e as a p p lie d to p h y s io ­ th e ra p y . T h e tw o m a jo r scien ces th a t fo rm th e basis f o r a p h y s io th e r a p is t’s k n o w le d g e a re A n a to m y a n d P h y s io lo g y . T h e s e tw o c o u rse s d e m a n d a la rg e p e rc e n t­ age o f th e to ta l h o u r s o f tra in in g o f a p h y s io th e ra p is t. T h e y give u s th e k n o w le d g e a n d u n d e rs ta n d in g re q u ire d to p e rfo rm . T h e y in fa c t e n a b le u s to th in k , re a s o n a n d so lv e th e p ro b le m s p re s e n te d b y e a c h a n d e v e ry p a tie n t. T h e y a re th e b a c k b o n e o f o u r tra in in g fo r, w ith o u t th e m , o u r te c h n iq u e s a re m ea n in g le ss. A n a to m y , to th e A n a to m is t, is a p u r e science — science f o r its o w n - sa k e ; b u t to th e p h y s io th e ra p is t, A n a to m y is a n a p p lie d science — science stu d ie d f o r a p ra c tic a l p u rp o s e . T h e p h y s io th e r a p is t c o u ld w ell b e d e sc rib e d a s a n A p p lie d A n a to m is t, a p p ly in g sta tic a n d d y n a m ic A n a to m y to m o v e m e n t w h e th e r n o rm a l or a b n o r m a l. S im ila rly s h e is a ls o a n A p p lie d P h y s io lo g ist, a p p ly in g th is k n o w le d g e to e x erc ise u n d e r n o r m a l a n d a b n o r m a l c o n d itio n s. B u t d o e s th e p h y s io th e r a p is t u tilise this k n o w le d g e? 1. D o w e re m e m b e r o u r A n a to m y a n d P h y s io lo g y a f te r g ra d u a tio n ? 2. D o w e find w ith e a c h successive y e a r t h a t th is k n o w le d g e b e co m es d e p le te d ? 3. D o w e lo o k a t th e p a tie n t a n d v isu a lise th e s tr u c ­ tu re s u n d e rly in g th e su rfa c e ? 4. D o we o b se rv e a p a tie n t’s g a it a n d a n a ly s e it as m o v in g A n a to m y ? 5. D o w e in fa c t th in k in te rm s o f A n a to m y a n d P h y s io lo g y w h e n a n ex erc ise is p e rfo rm e d ? I f th e a n sw e rs a re p o sitiv e , th e n w e a r e in d e e d g ra d u a te s o f a p p lie d science. I f th e a n sw e rs a re n e g a ­ tive, th is c o u ld w ell e x p la in th e u n c e rta in tie s in o u r ro le a s a p ro fe s s io n a l a n d te c h n ic ia n . I f th e a n sw e rs a re n e g a tiv e , th e n w e m u s t a sk o u r ­ selves w hy? W h y is th is k n o w le d g e n o t b e in g re ta in e d ? R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) Page 18 T h e a n s w e r w o u ld seem to be disuse, fo r it is only th ro u g h d isuse th a t kno w le d g e is fo rg o tte n o r discarded. In d isc u ssin g th e p ro b lem -so lv in g related to the ‘p ro ­ fe ssio n a l” a n d “ te c h n ic ia n ” roles, tw o steps em erged. F irs t: W e rec o g n ised th e p ro b le m — a flaw, w hich p re se n te d its e lf a s a conflict betw een the roles o f a p ro fe s s io n a l a nd a technician. S e c o n d : W e d e fin e d th e p ro b le m — the term s p ro fe s­ sio n a l a n d te c h n ic ia n w ere m erely sym ptom s of a n u n d e rly in g p ro b le m . T h e p ro b lem itself was defined as a difficulty in applying science when p e rfo rm in g p h y sio th era p y . N e x t, th e th ird ste p is to so lv e th e p ro b le m . W e m ust le a rn to a p p ly th e science o f A n a to m y a n d Physiology to th e p ro b le m p re se n te d . T h e w h o le k e y to th e flaw in o u r im age m ay well be the in a b ility to a p p ly science, the science o f A n a to m y or P h y s io lo g y , to the p ro b le m s presented by the pa tie n t; o r to be m o re e x ac t, to a p p ly science to th e signs and s y m p to m s w h ic h th e p a tie n t presents. U s in g the scientific a p p ro a c h in treating p a tie n ts we m u st — l. R e cogn ise the problem : Perform a physical e x am i­ n a tio n o n th e p a tie n t. Exam ine is a w ord th a t we a v o id fo r it h a s b e en claim ed th a t p h y sio th era p ists d o n o t e x a m in e , th e y assess. By definition “ assess” m e a n s to “ fix, im p o se, estim ate, o r v a lu e ,” “ E x a m in e ” is defined as “ investigate, in q u ire in to th e n a tu r e o r c o n d itio n , a s k question of, o r test p ro ficien c y o f.” B y definition, we exam ine a n d we assess. W e a re given a pa tie n t w ith a diagnosis. T h is im m e d ia te ly gives u s info rm a tio n a b o u t the p ro b le m in v o lv e d b u t w e will require fu rth e r k n o w ­ ledge re g a rd in g th e a c tu a l structures involved and th e d e g ree o f th e ir inv o lv e m en t in o rd e r to p lan the re q u ire d tre a tm e n t p ro g ram m e. T h e re fo re we m u st in q u ire a n d in v estig a te . W e d o in a c tu a l fact e x a m in e ; b u t w e a ls o assess. W e estim ate, to e s ta b ­ lish a b a se line, a n d th e n we re-estim ate a nd re v alu e to d e te rm in e if th e tre a tm e n t p ro g ram m e is solving th e p ro b le m . T h e re fo re we assess the pro g ram m e a n d its effect o n th e p a tie n t. Step o ne then is to re c o g n ise th e p ro b le m , investigate, study, estim ate, e v a lu a te , d e te rm in e w hich sym ptom s a re being p re se n te d . 2 . D efin e the problem : Assess and-, in te rp re t the re ­ su lts o f th e e x a m in a tio n . C orrelate a n a to m ic a l stru c tu re s a n d p h y sio lo g ic a l facts w ith the sy m p ­ to m s p re se n te d . A sk w h y a nd w hat? W h a t specific s tru c tu r e is re s p o n s ib le fo r th e d efect? Is it m u s­ c u la r, lig a m e n to u s, b o n y ? W hy is it defective? Is it w e a k , sp a stic, sh o rte n e d , scarred? T h e sy m p to m s a re o n ly clues, th e y in dicate th e g eneral a rea in ­ v o lv ed . T o d isc o v er th e a ctu al site a n d cause o f the d is tu rb a n c e , th e p h y sio th e ra p ist m ust in te rp re t or tra n s la te th e s y m p to m s in to defined scientific facts: H a v in g re co g n ise d th e p roblem we m ust then define it. 3. S o lv e the problem , or problems, so defined: E ac h a lte re d a n a to m ic a l s tru c tu re or physiological fa c to r w ill re p re s e n t a p ro b le m which m ay be solved by th e a p p lic a tio n o f o n e o r m ore techniques. T h u s, o u r te c h n ic a l skill is applied to an a b n o rm a l o r d e fe c tiv e s tr u c tu r e , n o t to a diagnosis o r to a sy m p to m . It is n o t sufficient m e re ly to recognise. W e m u st also define. T h e s o lu tio n m u st b e applied to the defined s tru c tu re s , n o t to th e sy m p to m s which a re being pre- sented. It is on ly th ro u g h a c o m p le te u n d e r s t a n d s a p ro b le m th a t a valid s o lu tio n c a n be fo rm u la te d p h y sio th e ra p ist will gain c o m p le te u n d e rs ta n d in g if ?e defines a p ro b le m w ith in th e b o u n d a rie s o f her k n ow ledge, th a t kno w le d g e b e ing science as a n n lic J"''1’ p h y sio th e ra p y . to T h e se th re e steps — re c o g n itio n , d e fin itio n a n d sol tion — c a n be p e rfo rm e d sa tis fa c to rily if th e phvs' th e ra p is t is b o th a p ro fe s sio n a l a n d a tec h n ician Ho ever, if th e p h y sio th e ra p ist a p p lie s a te c h n iq u e to * sy m p to m , th en she has de cre ased th e n u m b e r o f ste 8 involved to ju st tw o — re c o g n itio n a n d so lu tio n . In th'S case, th e p h y sio th e ra p ist is a te c h n ic ia n . S h e has di c a rd e d th e p ro fe s sio n a l c o m p o n e n t. T o define a proh lem we m u st possess scientific k n o w le d g e . T h e physio th e ra p is t w ho is c a p a b le o f d e fining w ill re ta in he kno w le d g e of A n a to m y a n d P h y s io lo g y , b u t th e physi0r th e ra p is t w h o does n o t define w ill f o rg e t th ese science th ro u g h disuse. s If, fo llow ing g ra d u a tio n , o u r scientific know ledge js fo rg o tte n a n d , a t th e sa m e tim e, o u r m a n u a l skills fk p e rfo rm in g tec h n iq u es im p ro v e w ith p ra c tic e , the ei» p ro d u c t will be a hig h ly sk illed te c h n ic ia n or, to be m o re explicit, a sk illed la b o u re r. T h e tim e h a s c om e w h en w e m u s t lo o k critically at w h a t w e a re, a nd w h a t w e p ro fe s s to be. W e claim to be re sp o n sib le p e rso n s w ith h igh p ro fe s s io n a l values a n d sta n d a rd s . W e a re seeking re c o g n itio n , sta tu s, pres­ tig e , a n d a high sa la ry f o r we c la im t h a t we deserve th ese rew ards. W e have been given o p p o rtu n itie s f a r e x ceeding many o h te r in dividuals. W e h a v e a sp e c ia lised tra in in g which h a s g iven us e d u ca te d m inds. I f w e use th ese m in d s we w ill gain th e reco g n itio n a n d re s p e c t w hich we are seeking. B ut if we fo rg e t th is k n o w le d g e th e n we are p e rfo rm in g a serious in ju stic e, a n d w e a re a c tu a lly guilty of gross negligence. A t p re se n t th ere is a g re a t d e a l o f e m p h a sis on edu­ c a tio n , b o th at th e u n d e rg ra d u a te a n d g ra d u a te levels. D e g re e p ro g ra m m e s a re b e ing in stitu te d a t m a n y univer­ sities a c ro ss the c o u n try . T h is is v e ry im p o r ta n t if it is tru ly a q u e s t fo r fu rth e r k n o w le d g e, b u t it d o e s seem slig h tly iro n ic a l to b e u p -g ra d in g e d u c a tio n , w h en we a re hav in g difficulty re ta in in g a n d u tilisin g th e know­ ledge ob tain e d fro m o u r basic e d u c a tio n . I t w as sta te d e a rlie r in th is p a p e r t h a t A n a to m y and P h y sio lo g y co n su m e a la rg e n u m b e r o f th e to ta l hour> o f a p h y sio th e ra p ist’s tra in in g . N e v e rth e le ss , th e ^ seem s t o be a larg e p e rc e n ta g e o f this k n o w le d g e that is lo st fo llow ing g ra d u a tio n . A lth o u g h we do spend a g re a t d e a l o f tim e le a rn in g th e m e d ic a l sciences, there m u st still be a deficiency in th e te a c h in g p rocess, or this k n ow ledge w o uld n o t be d isc ard e d . A n a to m y is the science th a t re q u ire s the m o st teach­ ing h o u rs a n d yet it is th e su b je c t m a tte r w h ic h is very o fte n fo rg o tte n . T h e deficiency is n o t in th e tea c h in g o f sta tic o r dead A n a to m y b u t we a re d e finitely d e fic ie n t in a c q u irin g the kno w le d g e o f dy n a m ic , living A n a to m y . W e a re well versed in A n a to m y a t re st, b u t we a re q u ite ignorant o f A n a to m y in m o tio n . I f we c o n sid e r th a t a ll the p ro b le m s p re sen te d to us b y th e p a tie n ts in v o lv e move­ m e n t, th is is a g ra v e deficiency. T h e A n a to m ic a l posi­ tio n m ay be s a tis fa c to ry f o r th e A n a to m is t, b u t it is ce rta in ly n o t sufficient fo r th e p h y s io th e ra p is t. H o w can th e p h y sio th e ra p ist be ex p ec te d to d efine a d e q u a te ly the p a tie n t’s p ro b le m s w hen sh e h as n o t b e e n e q u ip p e d with a sufficient u n d e rsta n d in g o f d y n a m ic A n a to m y ? I t h as been said by a n A n a to m is t th a t th e physio­ th e ra p is t could becom e a spe c ia list in th e know ledge m a r c h . 1973P H Y S I O T H E R A P Y R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) MARCH, 1973 P H Y S I O T H E R A P Y Page 19 , m u sc u lo -s k e le ta l sy ste m . T h is is v e ry tru e , b u t of ^ r t a i n l y w ill n o t b e if sh e is n o t e q u ip p e d w ith she ce ct 0 f it s m e c h a n ism s, th e m a jo r a s p e c t b e in g every asp ' ^ f ' w e d e m a n d p ro fe s s io n a l s ta tu s , th e n we m u s t be a re d to a c c e p t its re sp o n sib ilitie s. I f w e a re to be Vr bers o f a le a rn e d science th e n w e m u s t b e e d u c a te d |Tielthese sciences. W e m u st se rio u sly q u e s tio n w h e th e r 'n being e d u c a te d to be p ro fe s sio n a ls o r to be only technicians. Physiotherapy is a v ery c h a lle n g in g a n d d e m a n d in g ation c o m p o s e d o f b o th scientific k n o w le d g e a n d v° c tical* te c h n iq u e . T h is is a difficult b a la n c e to a chieve p -?hout b eco m in g o v e r-w e ig h te d o n e ith e r e n d . A t p re- t o u r im age seem s t o in d ic a te th a t w e a r e o v e r­ n ig h te d by p ra c tic a l te c h n iq u e . T h is im b a la n c e r e ­ t i r e s u rg e n t a tte n tio n b e c a u se th is v o c a tio n is a t a V o ss-road in its d e v e lo p m e n t. T h e r e a re tw o c le a rly Hefined a v en u e s o p e n . In o n e d ire c tio n th e r e lie s a d e a d j If we c a rry o n , leaving th e im b a la n c e u n c h a n g e d , e will q u ic k ly find th a t th is v o c a tio n will sta g n a te . 0t only w ill it g rin d to a h a lt, b u t o th e r v o c a tio n s, cuch as p h y sic al e d u c a tio n , w ill q u ic k ly e x p a n d to ta k e in m any a sp e c ts o f th is field w ith in its o w n re a lm s o f knowledge. A lre a d y th e p h y sic a l e d u c a to r is be co m in g exceedingly well e d u c a te d in th e fields o f a p p lie d p h y s io ­ logy and a p p lie d a n a to m y . The a lte rn a tiv e is to a c c e p t th e c h a lle n g e . E sta b lish the required b a la n c e b e tw ee n te c h n iq u e a n d th e v ita l k n o w le d g e o f th e a p p lie d sciences. A ll m e m b e rs o f th is v o c a tio n — sta ff th e ra p is ts , su p e rv iso rs a n d e d u c a to rs — m u s t re c o g n ise , d efine a n d solve. F in a lly , th e fo llo w in g th re e q u e stio n s a re p u t f o r ­ w a rd : F irst — I t h a s b e en sta te d t h a t tw o o f th e p rim a ry fu n c tio n s o f a u n iv e rs ity p ro fe s s io n a l sc h o o l a re: 1. T h e tra n s m iss io n o f t h a t sp e c ia lised b o d y o f k n o w ­ ledge th a t is th e b a sis o f p e rfo rm a n c e ; 2. T h e c re a tio n o f n e w a n d b e tte r k n o w le d g e o n w hich p ro fe s s io n a l p ra c tis e c a n be based. A re w e fulfilling th e s e fu n c tio n s? S e c o n d ly — A d m in is tra tiv e a n d s u p e rv is o ry p e rso n n e l a re re sp o n sib le f o r p ro v id in g o p p o rtu n itie s a n d stim u lu s f o r th e ir staff w h ic h w ill e n a b le th e staff to desire a n d peek f u r th e r d e v e lo p m e n t a n d a d v a n c e m e n t. A re w e fu lfillin g th ese re sp o n sib ilitie s? T h ir d ly — I t is th e d u ty o f th e p h y s io th e ra p is t to utilise a n d fu r th e r in c re a s e th e spe c ia lised k n o w le d g e o f h e r v o c a tio n to p ro v id e th e b e st p o ssib le s ta n d a rd o f p a tie n t c are . A re w e fulfilling th is d u ty ? I f th e a n sw e r to th e s e th re e q u e stio n s a re p ositive, th en we h a v e in d e e d c h o se n th e c o rre c t p a th . “P r o f e s ­ s io n a l” a n d “T e c h n ic ia n ” w ill b e c o m e o b s o le te te rm s f o r u s b e ca u se we w ill tru ly b e re sp e c te d a n d re co g n ise d “G r a d u a te s o f S cience a s a p p lie d to P h y s io th e ra p y ” . ( W ith a ck n o w le d g e m e n ts to C ana d ia n P h y siotherapy Journal) BRANCH NEWS SOUTHERN TRANSVAAL BRANCH Lectures N ovem ber: F ilm e v en in g — “ G ro w th a n d D e v e lo p ­ ment o f C h ild re n ” . “C o n g e n ita l F ra g ility o f B o n e ” . January: L e c tu re o n “S o ft T is s u e In ju rie s ” by M iss Sutcliffe. February: F ilm a n d s h o r t ta lk s on “ C e rv ic a l S y n ­ drome” . ist G ra d u a te C o u rse ^ J a n u a ry 22, 23, 24, M iss Sutcliffe le c tu rin g on: 1. M a n a g e m e n t o f p e r ip h e r a l n e rv e a n d h a n d injuries. 2. M a n a g e m e n t o f rh e u m a to id a n d o s te o -a rth ritic pa tie n ts. 3. U se o f h e a t a n d c o ld th e ra p y . Soft tissu e in ju rie s a n d u l tra s o u n d tec h n iq u es. 4. H a n d lin g o f g e ria tric p a tie n ts . Volunteers urgently required To h e lp a t M a n d e v ille S p o rts C e n tre fo r P a ra p le g ic s. Please c o n ta c t M r. W e n h a m , 42-3469. News o f M e m b e rs M arion M a in a n d T e s sa S k in sta d a re b o th leaving Baragwanath in F e b r u a ry , a s th e y a re e x p e c tin g b abies. We say g o o d b y e t o S u e H in d w h o flies o ff to E u ro p e soon. We a re s o rry to lose G a il B ell fro m th e T ra n s v a a l when she tra n s fe rs to C a p e T o w n . New M e m b e rs We w elcom e se v e ra l n ew m e m b e rs th is q u a r te r : M iss Lenore D a v id s, M iss H a rk e n , M iss Isra e l, M rs. G e rd e n e r (w h o tra n s fe rre d fro m N a ta l C o a s ta l B ra n c h ), M rs. B. B loom , M iss M . T h in g . M iss M e lo d e n e M u r p h y is re sig n in g fro m th e office o f C h a ir m a n o f th e B ra n c h E x e c u tiv e C o m m itte e as fro m th e e n d o f J a n u a r y a s she is t o be m a rrie d e a rly in F e b r u a ry . S h e th en e x p e c ts to be living in th e G o ld - fields a re a . T h e B ra n c h w o u ld like to ta k e th is o p p o r tu n ity o f w ishing M e l a n d h e r fianc6 a ll th e v ery b e st o n th e o c c a sio n o f th e ir m a rria g e , a n d to th a n k h e r fo r a ll th e h a rd w o r k she h a s p u t in fo r th e B ra n c h d u rin g her" y e a rs in office a n d b e fo re w h en she w as a n E x e c u tiv e C o m m itte e m em b e r. NOORD TRANSVAAL-TAK L esin g s en V e rg a d e rin g s J a n u a rie: ’n A lg e m e n e V e rg a d e rin g is g e h o u om die p ro g ra m v a n die v o lg e n d e ja a r t e b e sp ree k . F eb ru a rie: ’n B aie in te re s s a n te lesin g is gegee d e u r d r. T . J. de J a g e r o o r k o n g e n ita le d e fo rm ite ite . S o s ia a l ’n B aie su k sesv o lle B ra a iv le is is by m ev. D o w n e r se h u is g e h o u in N o v e m b e r ve rle d e ja a r. O n s fo n d se is n a dese o o k h e elw a t v e rsterk . L e d e G e lu k a a n die 14 finale ja a r stu d e n te v a n 1972 w a t 'n 100 % sla ag sy fe r b e h a a l h e t. W e lk o m a a n die v o lg en d e n u w e led e m ejj. H . v a n Z yl, Y. H ic k le y , C . E a le s, R . F a w e ll, C . E k ste e n , S. F e r r e ir a en m ev. V . C ra n k e . O o k ’n w e lk o m a a n m ej. M . F e r r e ir a (S. T v l.), m ev. la G ra n g e (W .P .) en m ej. E. K o tz e (N o o rd K .P .). R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. )