Overview
This unit introduces you to the fundamental importance of the environment and its influence on occupational participation. You will use your foundation knowledge of occupational therapy ecological models to understand the role of the physical, social, cultural and temporal environment in occupational performance. You will study the theories and evidence-based practice behind the provision of environmental modifications and the application of the occupational therapy process in assessing, prescribing and evaluating environmental modifications. By participating in practical learning experiences, you will examine contemporary occupational therapy practice in this field.
Details
Pre-requisites or Co-requisites
Students must have successfully completed the following prerequisites: OCCT11002OCCT11001ALLH12007ALLH11005ALLH11004
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say
Students requested increased time for lecture content and ensure additional time allowed for practical tasks such as scripting the wheelchair and performing sensation assessments.
Additional time for the lecture component of the lectures/tutorials/workshops will be provided in T1 2019. The overall weekly commitment of face to face time will remain the same, with increased time spent on lecture content.
Feedback from Have Your Say and in-class feedback
Students were overwhelmingly positive about the delivery of content and the teaching team in 2018
The unit design and delivery will remain similar in 2019, and the same sessional academic will be asked to support the teaching with the unit coordinator.
- Describe the role of the environment in understanding occupational performance
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Design and construct a non-commercially available assistive device for a client with specific requirements.
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 40% | |||||
| 2 - Practical Assessment - 20% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 40% | ||||||||||
| 2 - Practical Assessment - 20% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Occupational Therapy: Performance, Participation and Well-Being
4th edition (2015)
Authors: Charles Christiansen, Carolyn M.Baum, & Julie Bass (Eds.)
SLACK Incorporated
London London , United Kingdom
ISBN: 9781617110504
Binding: Hardcover
Additional Textbook Information
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
desley.simpson@cqu.edu.au
Module/Topic
Introduction to Understanding the Environment
Environment factors - culture
Chapter
Reading One
Padilla, R. (2015). Environment Factors: Culture. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 335-358). London: Slack Incorporated.
Reading Two
Baum, C.M., Christiansen, C.H. & Bass, J.D. (2015). The Person-Environment-Occupation-Performance (PEOP) Model. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 47-55). London: Slack Incorporated.
Events and Submissions/Topic
Introduction to the Unit and the teaching team.
Module/Topic
Environment factors - social determinants of health, social capital and social support
Chapter
Reading One
Bass, J.D., Baum, C.M., Christiansen, C.H. & Haugen, K. (2015). Environment Factors: Social determinants of health, social capital and social support. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 359-386). London: Slack Incorporated.
Reading Two
Hoyle, M., Ryan, C. & Gustafsson, L. (2016). Exploring the meaning of community for older Australians. Australian Occupational Therapy Journal, 63, 86-94. doi: 10.1111/1440-1630.12251
Events and Submissions/Topic
Module/Topic
Physical and natural environment in occupational therapy assessment and intervention
Chapter
Reading One
Stark, S., Sanford, J., Keglovits, M. (2015). Environment Factors: Physical and natural environment. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 387-420). London: Slack Incorporated.
Reading Two
Marshall, A., Myers, C. & Pierce, D. (2017). Centennial topics - A century of therapeutic use of the physical environment. American Journal of Occupational Therapy, 71, doi: 10.5014/ajot.2017.023960
Events and Submissions/Topic
Module/Topic
Technology and technology strategies
Chapter
Reading One
Miller Polgar, J. (2015). Environment Factors: Technology . In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 441-464). London: Slack Incorporated.
Reading Two
Chapter 29. Modifying Performance Contexts. pp.364-381. In Schell, B.A., Gillen, G., & Scaffa, M.E. (Eds.). (2014). Willard and Spackman’s Occupational Therapy, 12th Edition. Philadelphia: Lippincott Williams and Wilkins.
Optional readings
Mulry, C. M., Papetti, C., De Martinis, J., & Ravinsky, M. (2017). Facilitating Wellness in Urban-Dwelling, Low-Income Older Adults Through Community Mobility: A Mixed-Methods Study. American Journal Of Occupational Therapy, 71(4), 1-7. doi:10.5014/ajot.2017.025494
Townsend, K., & Unsworth, C.A. (2019). The inter-rater reliability of the Powered Mobility Device Assessment Training Tool. Australian Occupational Therapy Journal, doi: 10.1111/1440-1630.12566
Events and Submissions/Topic
Assistive technology and daily living aids - CQ Mobility and Regional/Rehab Moblility
Wheelchair assessment and selection - an introduction
Module/Topic
Orthotics as a specialist environmental/technology intervention in occupational therapy practice
Chapter
Reading One e-book reading
Chapter 33. Orthotics for occupational outcomes. In Curtin, M., Molineux, M. & Supyk, J-A. (Eds). Occupational Therapy and Physical Dysfunction: Enabling Occupation (6th Edition). St Louis: Churchill Livingstone.
Reading Two
Roll, S. C., & Hardison, M. E. (2017). Effectiveness of occupational therapy interventions for adults with musculoskeletal conditions of the forearm, wrist, and hand: A systematic review. American Journal of Occupational Therapy, 71, doi.org/10.5014/ajot.2017.023234
Reading Three
Robinson, L., Brown, T., & O'Brien, L. (2016). Embracing an occupational perspective: Occupation-based interventions in hand therapy practice. Australian Occupational Therapy Journal, 63, 293-296. doi: 10.1111/1440-1630/12268
Events and Submissions/Topic
Hand therapist guest tutorial on understanding thermoplastics and the splinting process
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Anzac Day Public Holiday
Preparation for final written assessment
Chapter
CRO
pp.11-22 in Siebert, C., Smallfield, S., & Stark, S. (2014). The AOTA Practice Guidelines Series: Occupational Therapy Practice Guidelines for Home Modifications. Bethesda, MD: AOTA Press
Events and Submissions/Topic
Students are not required to attend the scheduled 6 hours of contact time as it is a public holiday in week 6. However, it is expected that the week 6 reading will occur in preparation for the week 7 & 8 lectures and tutorials.
There will be some Moodle General Discussion Threads established for week 6 where the teaching team will expect you to share your knowledge and understanding in response to our questions.
Module/Topic
The home environment - occupational therapy home assessment process
Chapter
Reading One
CRO Chapter 8. Measuring the Person and the Home Environment. (pp.139-169). In Ainsworth, E., & De Jonge, D. (2011). An occupational therapist's guide to home modification practice. Thorofare, NJ: Slack.
Reading Two
Sim, S., Barr, C.J., & George, S. (2015). Comparison of equipment prescriptions in the toilet/bathroom by occupational therapists using home visits and digital photos, for patients in rehabilitation. Australian Occupational Therapy Journal, 62, 132-140. doi: 10.1111/1440-1630.12121
Events and Submissions/Topic
Module/Topic
The home environment - occupational therapy interventions to adapt a person's home environment
Chapter
Reading One
CRO
pp.174-179 of Chapter 9. Drawing the Built Environment. In Ainsworth, E., & De Jonge, D. (2011). An occupational therapist's guide to home modification practice. Thorofare, NJ: Slack.
Reading Two
Aplin, T., de Jonge, D., & Gustafsson, L. (2013). Understanding the dimensions of home that impact on home modification decision-making. Australian Occupational Therapy Journal, 60, 101-109. doi:. 10.1111/144-1630.12022
Events and Submissions/Topic
Module/Topic
The environment factors of health, education, social and public policies
Population-centred strategies - public and community health and the occupational therapy role
Chapter
Reading One
Smith, D.L., & Hudson, S.A.. (2015). Environment factors: Health, education, social and public policies. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 421-440). London: Slack Incorporated.
Reading Two
Stone, G.V.M. (2015). A population-centred strategy: Public and community health. In Christiansen, C.H., Baum, C.M., & Bass, J.D. Occupational therapy performance, participation and well-being. (pp. 4527-545). London: Slack Incorporated.
Events and Submissions/Topic
Presentation assessments will occur during the scheduled tutorial time
Presentation Assessment Due: Week 9 Thursday (16 May 2019) 8:00 am AEST
Module/Topic
Environmental considerations for those with chronic disease or specific functional impairments
Chapter
Reading One
Blaylock, S.E., Barstow, B.A., Vogtle, L.K., & Bennett, D.K. (2015). Understanding the occupational performance experiences of individuals with low vision. British Journal of Occupational Therapy, 78(7), 412-421. doi: 10.1177/0308022615577641
Reading Two
Siegel, P., Tencza, M., Apodaca, B. & Poole, J.L. (2017). Effectiveness of occupational therapy interventions for adults with rheumatoid arthritis: a systematic review. American Journal of Occupational Therapy, 71(1), 7101180050.
Reading Three
De-Rosende Celeiro, I., Simón Sanjuán, L., Santos-del-Riego, S. (2017). Activities of daily living in people with lower limb amputation: outcomes of an intervention to reduce dependence in pre-prosthetic phase. Disability and Rehabilitation, 39 (18), pp. 1799-1806. DOI: 10.1080/09638288.2016.1211757
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Splinting intensive for Bundaberg Tuesday 28th May
Splinting intensive for Rockhampton Friday 31st May
Splinting practical assessment Due: Week 11 Tuesday (28 May 2019) 9:00 am AEST
Module/Topic
No scheduled lectures
Chapter
Events and Submissions/Topic
Module/Topic
No lectures
Chapter
Events and Submissions/Topic
Finalise and edit written assessments
Written Assessment Due: Review/Exam Week Wednesday (12 June 2019) 12:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Readings:
- All sources listed in the weekly schedule are the essential prescribed readings you will be expected to complete prior to class. Where a reading is optional, it has been identified as such within the schedule.
- Students who do not complete pre-readings may find class information more difficult to follow.
Purchase of goniometer
Students have the option to purchase a goniometer, available from the CQUniversity Bookshop, but it is not a compulsory requirement. Students may purchase either the Prestige Medical 6 inch goniometer for $13.95 or the Prestige Medical 8 inch goniometer for $16.95. These will be utilised for practical workshops throughout term. The university will have a supply of goniometers in each classroom for students who do not have their own. Students may locate the required goniometer by following this link: http://bookshop.cqu.edu.au/grep.asp?STYPE=KW&SMETA=search&SPAGE=1&STEXT=+goniometer&BOGUS=&x=0&y=0.
The goniometer may also be used in 3rd year studies within OCCT13001, and then again on professional fieldwork block placements.
1 Presentation
This presentation assessment further develops your knowledge of the way in which environmental adaptations and assistive technology support occupational performance and participation. It builds on the knowledge you have obtained in your first year of studies, and requires you to deeply explore barriers and facilitators in a person's environment, and ways in which we can adapt that environment through equipment, modifications, and assistive technology. You will prepare and deliver a 15-minute presentation to your peers. Group numbers for this assessment are dependent upon enrolment numbers and will be determined in week 1.
Student groups will receive a random allocation to research one of eight functional impairments as follows:
- complete C6 spinal cord injury sustained in the mid-20s during a motorbike accident - male now mid 40s and working professionally as a solicitor in a conveyancing firm
- bilateral lower limb above knee amputations due to diabetes complications - woman in late 30s with other (comorbid) health conditions
- long-term rheumatoid arthritis with increased pain and joint deformities in the hands - woman in her early 60s who volunteers with meals on wheels, plays social card games and works part-time at a gardening centre
- multiple sclerosis - married woman in her thirties with two school-aged children
- Parkinson's disease- elderly widower living on his own in the community
- right-sided CVA (stroke) - an active woman in her mid-50s who is a homemaker and regular carer for her three grandchildren (aged 5, 8 and 12)
- macular degeneration- a retired policeman in his 70s who is an avid reader and actively socialises in his community by driving to see his many friends
- post-acute total joint replacement (dominant side total hip replacement)- active male in the early 60s age group; lecturer who is not planning to retire for another decade
You will research the functional impairment and develop a presentation which will cover the following elements:
Background
- a detailed description of the functional impairment (you may build a patient case study to help illustrate your points)
- an analysis of the impact of that specific functional impairment on ADLs and IADLs (self care, productivity, leisure occupations, community access....)
Focus
- an analysis of how the environment would need to be modified to support occupational performance - equipment, access, doorways, daily living aids.....must all be considered
- detail the interventions to the environment you would prescribe (consider design aspects, place - social/physical/cultural, assistive technologies including hard and soft technologies, low and high-tech) with a rationale for interventions
- ensure your description, analysis and intervention is supported by evidence, which is clearly referenced within the presentation and on reference slides at the conclusion
Note: Presentations must be comprehensive yet concise and fall within +\- 2 minutes of the allowable 20 minutes. Penalties will be applied for presentations falling outside of those limits.
Week 9 Thursday (16 May 2019) 8:00 am AEST
Presentations are due via Moodle by 8am on the morning of the timetabled presentation day
Week 10 Thursday (23 May 2019)
Grades and feedback will be uploaded to Moodle
- complete and correct description of the assigned functional impairment (10 marks)
- analysis of the relationship between the functional impairment and the environmental barriers and facilitators to occupational performance (20 marks)
- generation of appropriate intervention solutions to optimise occupational performance and participation (20 marks)
- professional verbal and non verbal communication (10 marks)
- effective use of multimedia and skilled organisation of content (10 marks)
- use of evidence-based literature to support presentation content, inclusive of correct APA 6th in-slide citations and reference list (10 marks)
- Describe the role of the environment in understanding occupational performance
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Practical Assessment
This assessment requires you to design and construct a static thermoplastic splint. This assessment piece is designed to facilitate your understanding of how a custom-made assistive technology is an environmental intervention supporting occupational performance. The assigned splint this term is a wrist extension cock up splint. You will have an opportunity to work with thermoplastic materials in the week 2 practical, and you will be taught the theory about splinting for upper limb pathology. On the day of the splinting intensives, you will be supported to fabricate some key splints e.g. thumb spica, resting pan splint and the wrist extension cock up splint. The practice fabrications will occur throughout the morning of the intensives. In the afternoon, you will be scheduled, two students at a time, to fabricate your assessment splint.
Prior to the assessment intensive, you are required to research the type of conditions that may necessitate the fabrication of a wrist extension cock-up splint. Following the fabrication of your splint, you will undergo a brief viva, in which you verbally tell the examiners the following:
- what presenting conditions benefit from this splint?
- how does the pathology of such conditions affect a person's occupational performance?
- why is the splint you are fabricating the best option for this clinical condition?
- what evidence can you cite to support your argument?
Week 11 Tuesday (28 May 2019) 9:00 am AEST
All students must attend the entire day of intensives on Tuesday 28th May (BDG) and Friday 31st May (ROK)
Week 12 Friday (7 June 2019)
Marks for this assessment piece will be uploaded to Moodle
The full rubric will be made available to you in week 1 of term and discussed during week 1.
A summary of the assessment criteria is as follows:
- technical design of the splint (10 marks)
- construction and fabrication skills (10 marks)
- thermoplastic material handling and safety (10 marks)
- knowledge of the rationale for the splint (5 marks)
- reflection on splint design and fabrication (5 marks)
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Design and construct a non-commercially available assistive device for a client with specific requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
3 Written Assessment
This assessment requires you to synthesise the concepts you have learned throughout term. You will present a written assessment to demonstrate your understanding of the range of environmental interventions that occupational therapists would provide, following client-centred assessment and goal-setting. In week one, you will have a comprehensive case study made available to you on Moodle. This case study will inform your written assessment which must be not less than 1800 words and not more than 2200 words. If you go outside these specified word limits, you will receive a penalty off your overall mark. The word count does include tables, but not appendices or references.The questions below will provide a guide for you in structuring your written assessment. The case study provides a basis for you to develop a comprehensive assessment and intervention plan for your client.
Your written assessment will be guided by the following questions and statements. It is acceptable for you to use these questions/statements to create section headings, which will give structure to your written assessment. The guiding questions/statements are as follows:
1) What is your analysis of the likely issues with body function/structure on this person's activity and participation? Consider all ADLs, IADLs, community and leisure occupations
2) Optimum knowledge and information about your client will be obtained via a combination of client factor assessments and occupation-focused assessments - what are the suitable assessments or outcomes measures and why?
3) Consider all relevant home modifications options for this client, consider their unique circumstances, then prioritise the home modifications you will be implementing. Compile the basic technical drawings of the recommended home modifications.
4) What additional assistive technology and education/training would you prescribe to optimise this client's ongoing occupational participation and engagement
5) explain your professional reasoning utilising the PEOP model as your guideline and framework for explanation
6) Ensure APA 6th referencing throughout your written assessment and an evidence-based reference list is supplied
Review/Exam Week Wednesday (12 June 2019) 12:00 pm AEST
Students are to submit via Moodle
Exam Week Friday (21 June 2019)
Marks for this assessment will be supplied on Moodle
- analysis of the impact of both the condition and the client's environment on occupational performance and participation (10 marks)
- selection of appropriate assessments and outcome measures, justified with evidence-based references (10 marks)
- selection of appropriate interventions to the client's environment, justified with evidence-based references (20 marks)
- technical home modifications drawings reflect the goals of occupational therapy intervention (25 marks)
- application of PEOP as articulated in professional reasoning (10 marks)
- written assessment skills (5 marks)
- Describe the role of the environment in understanding occupational performance
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
