Occupational Therapy - 2015

5 and practitioners to live an implicit curriculum of professional behavior, accountability, and scholarly collaboration, and translating it into the printed medium. It is a legacy delivered and con- tinued to celebrate purposeful engagement that will continue celebrating lifelong learning. References Aristotle (340 BC). Aristotle: Nicomachean ethics (T. Irwin, Trans, 2nd Ed.). In dianapolis, IN: Hackett Publishing. Dutton, L. L. & Sellheim, D. O. (2014). The informal and hidden curriculum in physical therapist education. Journal of Physical Therapy Educa tion. 28: 3. 50-63 Fidler G.S. & Fidler J. W. (1978). Doing and becoming: Purposeful action and self- actualization.American Journal of Oc cupational Therapy, 32 (5), 305–310. Garrison, D. R. & Vaughan, N. D. (2008) Blended learning in higher education: Framework, principles and guidelines. San Francisco: John Wiley & Sons. Hase, S & Kenyon C. (Eds.). (2013). Self- determined learning: Heutagogy in action. New York: Bloomsbury Publishing. Hitch, D, Pepin, G. & Stagnitii (2014). In the footsteps of Wilcock, Part I: The evolution of doing, being, be- coming and belonging. Occupational Therapy in Healthcare.28:3 231-246 http://dx /doi.org/10.3109/ 0730577.2014.898114 Quinn A.& Bath A. M. (2014). Operationaliz ing the implicit curriculum in MSW distance education programs., Journal of Social Work Education. 50. 34-47 doi:10.1080/10437797.2014.856229 Wilcock A. (1999). Reflections on doing, being and becoming. Australian Oc cupational Therapy Journal, 46(1), 1–11. Wren, D. J. (1999). School culture: Explor ing the hidden curriculum. Adoles cence. 34. (35). 593-596.