Rol del fisioterapeuta en el entorno escolar Hoyos-Quintero, Angela Maria; Sandoval, Daniel; Palacios, Felipe ...
Iatreia (Medellín, Colombia),
04/2022, Volume:
35, Issue:
2
Journal Article
Peer reviewed
Open access
Introducción: el rol del fisioterapeuta en el entorno escolar, como profesional partícipe en el desarrollo neuromotor del niño y su proceso de aprendizaje, se observa como un campo profesional desde ...un enfoque no clínico, convirtiéndose en una oportunidad de generación de nuevas alternativas laborales y conocimientos disciplinares. Esta investigación se orienta con el objetivo de analizar el rol del fisio-terapeuta en el entorno escolar. Metodología: se realizó una búsqueda sistemática en las bases de datos PubMed, Scopus, PEDro, Lilacs y Google Scholar, desde el inicio de las bases de datos hasta octubre del 2019. Los criterios de selección fueron previamente definidos según la edad de la población y el tema del artículo. Resultados: de los 9 artículos incluidos, las principales actividades encontradas se refieren a la promoción de la actividad física, psico-motricidad, inclusión escolar, rehabilitación en la escuela y asesoría a los docentes. De los roles encontrados, el de mayor frecuencia es el de facilitador de la inclusión escolar, dado que es la actividad más visibilizada. Conclusiones: de las 5 actividades identificadas del fisioterapeuta en la escuela, se destaca, principalmente, la inclusión escolar y la asesoría al docente. Sin embargo, la labor como promotor de la actividad física cobra importancia en la intervención del fisioterapeuta en la salud pública. REGISTRO PROSPERO CRD42020160617. Role of the physiotherapist in the school environment. Systematic review Introduction: The role of the physiotherapist in the school environment as a professional participates in the neuromotor development of the child and their learning process, it is observed as a professional field from a non-clinical approach, becoming an opportunity to generate new work alternatives and disciplinary knowledge. This research is oriented with the objective of analyzing the role of the physiotherapist in the school environment. Methodology: A systematic search was carried out in the databases PUBMED, Scopus, PeDRO, Lylacs and google scholar, from the beginning until October 2019. The selection criteria were previously defined regarding the age of the population and the subject of the article. Results: Of the 9 articles included, the main activities found refer to the promotion of physical activity, psychomotor skills, school inclusion, rehabilitation at school and advice to teachers. Of the roles found, the one with the highest frequency is that of facilitator of school inclusion, since it is the most visible activity. Conclusions: Of the 5 activities identified by the physiotherapist in the school, school inclusion and teacher counseling stand out mainly. However, the work as a promoter of physical activity becomes important in the intervention of the physiotherapist in public health. REGISTER PROSPERO CRD42020160617.
This paper contributes to the controversial literature on the nature, perceptions, causes, social contexts and consequences of school violence in Cameroon. This study adopts the process tracing ...method that is valuably instrumental in qualitative studies. On the causes of school violence, this study reveals that lack of parental guidance, abusive use of social media, sociocultural factors, poor working conditions of teachers, inadequate number of guidance counsellors in schools, lack of trained discipline masters/mistresses in security-related issues, and rigidity of the educational system to technological advancements constitute the main causes of school violence in Cameroon. On the consequences of school violence, the study reveals that school violence results to: (i) the disruption of the teaching-learning process, which impacts negatively on both the student and teacher’s output, thereby leading to falling educational attainment rates, (ii) psychological, emotional and mental trauma, depression, frustration, perpetual disability and death of the victimized individual (learners, teachers, and school administrators), and this negatively impacts on the educational life of students, (iii) destruction of school property, thereby leading to huge financial burdens on the educational stakeholders, which inevitably weakens existing social ties among students, teachers, parents and the school administration, thereby making it difficult to foster peace within the school environment, (iv) social unrest, high crime wave, school dropout, and loss of lives, which generally constitute an impediment to socioeconomic development of the country. Contingent on these findings, it is apparent that fostering peaceful school environments through the eradication of school violence requires the joint efforts of all education stakeholders (parents, teachers, students, school administrators and educational policymakers). Consequently, there is need for the creation of a National Violence Prevention Council (NVPC) in Cameroon. Besides, several preventive measures for practical policy implications are discussed in the context of this study.
•Exploring the nature, causes and consequences of school-based violence.•Need to create a national violence prevention council.•The process tracing methodology is adopted.•Violence is observed to result from direct, cultural and structural sources.•Violence negatively impact academic performance, increasing financial burden on stakeholders.
Conversational user interfaces, aka chatbots, offer new ways of interaction that can be used not only for task-led applications, but also for learning itself. Still, most conversational learning ...applications offer a predominantly one-directional dialog – either bot-led, with the user only confirming, or user-led, with the bot answering questions, but not going beyond. In contrast to these common approaches, learnbot Kim by time4you 1 not only conveys information, but wraps it in an equally entertaining and instructive chat, combining pre-defined dialog turns with a flexible dialog management. This article explains the design decisions made during the dialog development process and the underlying reasons. After having read this text, you will have a better idea of how dialog in conversational learning can be modeled to allow for a more natural conversational experience.
The Arcade Learning Environment (ALE) is an evaluation platform that poses the challenge of building AI agents with general competency across dozens of Atari 2600 games. It supports a variety of ...different problem settings and it has been receiving increasing attention from the scientific community, leading to some high-profile success stories such as the much publicized Deep Q-Networks (DQN). In this article we take a big picture look at how the ALE is being used by the research community. We show how diverse the evaluation methodologies in the ALE have become with time, and highlight some key concerns when evaluating agents in the ALE. We use this discussion to present some methodological best practices and provide new benchmark results using these best practices. To further the progress in the field, we introduce a new version of the ALE that supports multiple game modes and provides a form of stochasticity we call sticky actions. We conclude this big picture look by revisiting challenges posed when the ALE was introduced, summarizing the state-of-the-art in various problems and highlighting problems that remain open.
Several research have studied how school management impacts cognitive and non-cognitive components of students’ lives. However, less is known about what district level administrators do when dealing ...with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students’ but also of teachers’ wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.
Background: The schools physical environment refers to all school buildings, indoors and outdoors. A healthy school environment can directly improve children’s health and effective learning. ...Understanding the variations in the physical infrastructure of schools becomes crucial for educators, parents and policy makers. Objective: To assess health promoting physical environment in schools of Raipur City. Methodology: This descriptive cross-sectional study was conducted in schools of Raipur City to assess health promoting physical school environment. Total 132 schools, 66 each from government and private were selected using stratified random sampling. Observation checklist was used for assessing based on the standards set for health promoting schools. Results: Majority, 98% of government and 74% of private schools had play area. Adequate lighting & separate toilets for boys and girls were present in majority schools. Clean drinking water was available only in 30% of government schools and 62% of private schools. Dustbins were provided in 30% of government and 60% of private schools. Toilets were clean only in 38% of government schools and 71% of private schools. Unhealthy food was available to purchase nearby in 45% government and 39% private schools and Outlets for tobacco/ alcohol were present nearby in 4% government schools and 1.5% private schools. Posters against Alcohol/Tobacco were displayed in 7.6% of government schools and none of the private schools. Conclusion: A score of 0-5 was achieved by 61% of government and 39% of private schools, 6-11 score was achieved by only 39% of government and 61% of private schools. Thus the physical school environment score of private schools was found to be higher as compared to that of government schools. However study findings recommended schools to improve their physical environment in order to achieve better health and effective learning among children.
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