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BACKGROUND@#Research is the act of inquiry to know and is one of the pivotal points and fundamental goals of a university. It is an important part of an academic job and is believed to be the next most valued part of their duty after teaching@*OBJECTIVES@#This study aims to determine the research productivity of Nigerian academics in medicine and allied health sciences disciplines in Nigeria. @*METHODOLOGY@#177 participants completed a 41- items questionnaire that elicits information on sociodemographic, the institution, the program, and research productivity (research papers, conferences attendance and presentation, and book chapters) using a multistage cluster random sampling of Nigerian Universities.@*RESULTS@#Majority of the included participants were male (70.06%), married (79.14%), and below the senior teaching cadre (38.99%). Majority of the academicians do not have any training overseas (67.06%) and have indicated time as a constraint to research productivity (67.06%). Three papers in the past two years is an indication that Nigerian academics in the medical and allied health sciences, on average, may not be deemed to be highly productive. Professors (16.58+27.14) and those in higher ranks (Readers: 11.84+11.22 and senior lectures 12.58+13.53) have published more papers than their counterparts in the junior cadre (lecturer I and II: 4.87+6.58 and 2.69+3.87). Academics in the present study has a median research grant of zero in the past two years. A simple majority of the participants (55.29%) agree on mandating of PhD for promotion and career advancement of academics. There is no difference in the number of papers published (6.04+10.52 and 7.62+13.21) or conferences attended (7.42+19.14 and 4.04 +4.02) between academics in private and public Universities@*CONCLUSION@#Apparently low and dismal productivity by these academics in medicine and allied health sciences affirm the need for capacity building on an ongoing basis.
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Este estudo almeja analisar a pertinência do marxismo como forma de compreensão e atuação na realidade, em especial suas potencialidades na estruturação de uma abordagem pedagógica para a Educação Física Escolar, tendo em vista os avanços frutos da elaboração da abordagem crítico-superadora pelo Coletivo de Autores. Para tanto, entendemos que o materialismo histórica cultura corporal como forma de superação ontológica da dissociação entre teoria e prática nas aulas EF o e dialético, por meio do conceito de práxis, nos fornece as condições de superação da dicotomia teoria e prática, que ainda se encontram presentes no debate epistemológico e ontológico desse campo de conhecimento. Compreendemos que essa dicotomia seja fruto das contradições sociais próprias do capitalismo, logo, sua crítica não pode se limitar ao campo subjetivo, sendo a sua superação produto de uma ação no âmbito objetivo, o que resgata o conceito de práxis como elemento de compreensão da relação entre sujeito e sociedade.
This study aims to analyze the pertinence of the marxism as a way of comprehension and act at the reality, in particular them potentialities in the processos of structuring a Scholastic Physical Education pedagogical approach, owing to the progresso of the "crítico-superadora" approach by the Coletivo de Autores. Therefore, we understand that dialectical and the historical materialism, through concept of praxis, gives us the conditions of overcoming the theory and practice dichotomy, that still remains at the epistemological and ontological discussion existent at this knowledge field. We comprehend that this dichotomy results from the capitalism social contradictions, so, it criticism can't be limited by subjective field, being it overcoming product of an action at objective level, what rescues the praxis concept as an element of comprehension the relationship between the subject and the society.
Este estudio anhela analizar la pertinencia de lo marxismo como camino de comprender y actuar en la realidad, especialmente su posibilidades de organizar uno enfoque pedagógico para la Educación Física en la escuela, teniendo en vista los avances resultados de la elaboración de lo enfoque "crítico-superador" por lo Coletivo de Autores. Para tanto, entendemos que lo materialismo histórico y dialéctico, por medio de lo concepto de praxis, nos proporciona las condiciones de superación de la dicotomía teoría y práctica, que todavia hay no debate epistemológico y ontológico de ese campo de conocimiento. Entendemos que esa dicotomía sea resultado de las contradicciones sociales próprias de lo capitalismo, de modo que su crítica no puede ocurrir solamente en lo campo subjetivo, siendo su superación consecuencia de una acción en la objetividad, qué rescate lo concepto de praxis como elemento de superación de la comprensión de la relación entre sujeto y sociedad.
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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains.' Relationship of IQ score and age with their improvement in was noted.Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child's age and not on IQ score.
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Background: Learning Disability (LD) is a frequently neglected entity in our set up, with the affected children being labeled as dull and worthless. The feeling of inadequacy and shame leads to psychological problems in approx. 30% of these children. These include low self-esteem, school phobia, anxiety, depression, oppositional-defiant behavior and conduct disorders. Early recognition of this disability in the primary school children and initiating appropriate remedial measures can significantly reduce morbidity. Authors objective was to study the prevalence and pattern of alphabet problems in children with learning disability.Methods: This was a cross sectional study done in the Child Guidance Clinic of a tertiary care teaching hospital in Chitradurga district, Karnataka, between January 2016 and January 2018. After obtaining informed consent from parents, children between ages 5 to 17 years, diagnosed to have learning disability, were asked to write upper and lower case alphabets in English. Alphabet problem was diagnosed if child had mixing of upper and lower case alphabets, missing of alphabets, reversals and improper sequence. Association of alphabet problems with age and sex was studied.Results: There were 293 children with learning disability, between 5-17 yr of age, attending our Child Guidance Clinic, who were assessed for alphabet problems. Alphabet problems were noted in 83.6% children. Mixing of upper and lower case alphabets was seen in 74.74%, missing of alphabets in 25.94%, reversal of alphabet in 21.50% and errors in sequencing in 12.97%. The prevalence of alphabet problems was higher in the 5-8yr age group. Prevalence of alphabet problems was more in males compared to females.Conclusions: Alphabet problems were present in a significant number of children with learning disability. Presence of alphabet problems could be used as a simple screening tool for children with learning disabilities.
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Background: This study was done to assess the pre-existing knowledge about' Learning Disability (LD) among primary school teachers and the effect of awareness lecture on improving their skills in' early identification and remediation of LD among children having poor scholastic performance.Method: The study was conducted as a part of the IAP state President's action plan 2018-2019 'VIBGYOR'. The study sample consisted of 709' primary school teachers of government schools in Malappuram district in Kerala. The teacher's knowledge level on LD was assessed using a questionnaire following which an awareness class was given. Their knowledge level was assessed again at the end of the class.Results: There is a significant increase in knowledge level about learning disability among the teachers after the awareness lecture (p value<0.001).Conclusion: This study implicates the need for intensive training programmes to primary school teachers on learning disability so as to identify it at an early stage among children with poor scholastic performance.
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Background: Learning disability (LD) is one of the major causes of poor scholastic backwardness. Undetected and unmanaged specific LDs result in chronic scholastic backwardness ensuing school dropouts, emotional and behavioral problems such as depression, substance abuse and social delinquency. Since teachers are the ones who first encounter academic difficulties of children, their knowledge and training on LD is of utmost importance in identifying it at an initial stage and to prevent further mental and social damage. This study is to assess the knowledge level of primary school teachers on learning disability.Methods: This cross-sectional study was conducted among government primary school teachers of Malappuram district, Kerala from April 16, 2018 to May 20, 2018.Convenient sampling method was adopted. The study sample consisted of 709 primary school teachers from 21 schools in Malappuram district of Kerala and the teacher's knowledge level on learning disability was assessed using a questionnaire.Results: Even though majority of the teachers had some knowledge about the outcome and treatment of learning disability, they lack sufficient knowledge about its concepts and causes and it is grossly insufficient for its practical application in the class room.Conclusions: There is a need to improve the knowledge of primary school teachers on LD and to enhance their basic skills in recognizing learning disability at the earliest. This is very important for the management of these children by introducing and applying the appropriate remedial measures on time. This can go a long way in improving the quality of learning among children with poor scholastic performance.
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Background: Looking at the increasing use of internet, it is time to concern about internet addiction(IA) and its consequences. Though researchers have started paying attention to it, it is desired to study IA among adolescents residing in smaller cities and towns of India. Aim and Objectives:To knowthe prevalence of IA among school going adolescents and to find out its risk factors, impact on scholastic performance and presence of anxiety/ depression. Material and Method: A cross-sectional observational study was conducted at Jhalawar city of Rajasthan. A total of 421 students studying in class VIII to XII were recruited after taking complete enumeration sample from two schools. Along with proforma, study tools includedYoung’s Internet Addiction Test 20 (YIAT-20)and Patient Health Questionnaire-Anxiety & Depression Scale (PHQ-ADS). Results: Observed IA prevalence was 14%. IA was found to have deteriorating effect on scholastic performance. 64.4% and 54.2% of internet addicted students suffered from various grades of depression and anxiety respectively, which is quite high. Male gender and use of internet mainly for entertainment were predominant risk factors for IA on logistic regression.Conclusion:IA has adverse impact on adolescents in terms of poor scholastic performance and psychiatric co-morbidities.
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Background and Objectives: Urban adolescents in the Indian society are exposed to numerous-emotionalissues due to changing socio-economic environment evolving in the urban middle class and lower middleclass societies across the country. This is compounded by the severe competitive ferocity to build theirlivelihood on the basis of academic performance. Performance in academic evaluations in the adolescentperiod forms the basis of entry into professional and vocational programs leading to a career choice. Whilesome students cope with the adversities with fortitude, many students do not have the necessary coping skillsto overcome adversities. Academic resilience is the ability to overcome psychological pressure imposed bysocio-economic adversities and yet perform well in the academic evaluations. This variation in academicresilience determines who continue to thrive despite adversities and those who fall be the way side.Accordingly, there is a need not just to enhance the scholastic skills in adolescents but also work on theiracademic resilience through appropriate counselling methodologies. The objective of this study is to analysethe nature of relationship between academic resilient traits and their actual performance in scholastic tests.The study is carried out in a sample of high school students studying in Public school and come from lowsocio-economic background. This profile of students is highly susceptible to stressful conditions coupledwith low societal support mechanisms to overcome them.Methods: The resilience and scholastic performance are measured using appropriate inventories backed bysecondary data on their school marks. The data has been subjected to statistical analysis to understand thenature of relationship between the variables.Results: The study reveals that there is a significant correlation between level of resilience and the scholasticperformance of students after eliminating the outliers. There is no significant difference between girls andboys with respect their scholastic abilities as well as their resilience attributes. The study reveals that earlyadolescents are less resilient compared to late adolescents. A phenomenological study of the outliers revealsthe impact of environmental protective factors and innate scholastic abilities on their scholastic performance.Conclusion: Based on the outcome of the studies, appropriate counselling interventions can be developedto enhance the resilience capabilities & scholastic skills of adolescents so that their academic performancemay be enhanced leading to their ability to pursue the career of their choice and their capabilities.
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Objective To explore the relationships among academic self-efficacy, interpersonal re-lationship and scholastic attainment of students in a health vocational college. Methods By means of the platform named "Wenjuanxing", an online questionnaire survey was conducted in May and June 2016 among students of a health vocational college in Sichuan using a survey consisting of two questionnaires, i.e. the academic self-efficacy questionnaire compiled by Yusong Liang & Zongkui Zhou and the comprehen-sive diagnostic scale for interpersonal relationships compiled by Richang Zheng . The data from 1070 students were collected and 1034 of them (i.e. 96.636％) were valid. SPSS software (release 21.0) was utilized for the statistical analysis. The scores of academic self-efficacy, its two dimensionalities and scholastic attainment were statistically analyzed using one-way ANOVA with the factor "interpersonal distress" with three levels. Pearson correlation analysis was used to determine the correlations among academic self-efficacy, interpersonal relationship and scholastic attainment. Results The detection rate of interpersonal distress was 49.613％; for academic self-efficacy, learning ability self-efficacy and scholastic attainment of students, there were significantly differences among the groups with interpersonal distress free, some interpersonal distress and more interpersonal distress (F values were 8.397, 25.005 and 4.462 while P values were 0.000, 0.000 and 0.012 for the three type of scores respectively). There were significantly negative correlations between academic self-efficacy or learning ability self-efficacy and interpersonal relationship or its four dimensionalities (r=-0.106 to -0.226, P=0.000 to 0.001); there was a significantly positive correlation between academic self-efficacy or learning ability self-efficacy and scholastic attainment (r=0.181, P=0.000 and r=0.225, P=0.000);while there was a significantly negative correlation between scholastic attainment and each of interpersonal relationship, the way of getting along with people and talking (r=-0.079 to-0.117, P=0.000 to 0.012). Conclusion The academic self-efficacy of students in the Health Vocational College is at medium level, and that many students have interpersonal problems. Since academic self-efficacy, interper-sonal relationship and scholastic attainment influence and promote each other, we need to pay attention to improving students' academic self-efficacy and conditions of interpersonal distress in order to promote the establishment of harmonious interpersonal relationships and improve students' self-confidence and scholastic attainment in the daily teaching activities by systematic design and comprehensive training.
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Se ha propuesto que laregulación de la emoción (RE) constituye un factor con capacidad predictiva sobre el desempeño académico. Sin embargo, los estudios empíricos son escasos y aún se conoce relativamente poco sobre la relación específica de las estrategias y habilidades de RE con diferentes indicadores del desempeño académico. El objetivo de este trabajo fue identificar el estado del arte de la relación de la regulación emocional (RE) con el desempeño académico. Se realizó una búsqueda sistemática de artículos en las bases Google Scholar, ERIC y PsyArticles combinando los términos regulación de la emoción y autorregulación de la emoción con: habilidades, competencia, logro, éxito, desempeño, aprendizaje (académico), escolar/escuela, alfabetización, aula/aúlico, educación, lectura, matemáticas. Se seleccionaron 17 artículos. El análisis permitió conformar dos grupos. En el primer grupo, fueron consideraron los artículos que evaluaron estrategias de RE. Entre estos estudios predominaron los diseños experimentales y los indicadores comportamentales como medidas de RE. En el segundo grupo, fueron considerados los estudios que evaluaron habilidades de RE. En este grupo, predominaron los estudios con diseños transversales y medidas de autoinforme o de informes de terceros para evaluarRE. Se concluye señalando recomendaciones para futuros trabajos.
Foi proposto que a regulação da emoção (ER) é um fator com uma capacidade preditiva de desempenho acadêmico. No entanto, estudos empíricos são escassos e ainda relativamente pouco se sabe sobre a relação específica das estratégias e habilidades RE com diferentes indicadores de desempenho acadêmico. O objetivo deste estudo foi identificar o estado da arte sobre a relação entre regulação emocional e desempenho acadêmico. Uma pesquisa sistemática de artigos empíricos foi realizada nas bases de dados Google Scholar, ERIC e PsycArticles combinando os termos regulação de emoção ou auto-regulação emocional com: (acadêmico) habilidades, competência, realização, sucesso, desempenho, aprendizagem, escola, alfabetização, sala de aula, educação, leitura, matemática. Foram selecionados 17itens. Análise possível formar dois grupos. No primeiro grupo, foram considerados os artigos que avaliaram estratégias de RE. Nestes estudos predominaram projetos experimentais e indicadores comportamentais como medidas de RE. No segundo grupo, foram considerados estudos que avaliam habilidades RE. Neste grupo predominaram estudos com projetos transversais e medidas de auto-relato ou de relatórios de terceiros para avaliar RE. Concluiu-se apontando algumas recomendações para trabalhos futuros.
It has been proposed that emotion regulation (ER) is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performance. The aim of this study was to identify the state of the art regarding the relationship of emotional regulation with academic performance. A systematic search of empirical articles was conducted in the databases Google Scholar, ERIC and PsyArticles combining the terms emotion regulation or emotion self-regulation with: (academic) abilities, competency, achievement, success, performance, learning, school, literacy, classroom, education, reading, math. There were selected 17 items. The analysis allowed two groups to be formed. In the first group, articles evaluating ER strategies were considered. Among these studies, experimental designs and behavioral indicators predominated as ER measures. In the second group, studies evaluating ER skills were considered. In this group, studies with cross-sectional designs and measures of self-report or other reports to evaluate ER were predominant. It concludes with recommendations for future work
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Humanos , Masculino , Femenino , Rendimiento Académico/psicología , Regulación Emocional , Instituciones Académicas/organización & administración , Estrategias de Salud , Educación , Emociones , AprendizajeRESUMEN
Objective To compare the difference of the spinal cord injury rehabilitation physician training systems between Harvard Uni-versity and Capital Medical University. Methods The spinal cord injury rehabilitation physician training systems of Capital Medical Univer-sity and Harvard University were investigated, including the degree training time, residence training time, training fee and institution. Re-sults Degree education time was more in the basic science in Harvard University than in Capital Medical University. The residence training time was 7 years and 5 years for Harvard University and Capital Medical University, respectively, and the ratio of specialties and sub-spe-cialties was not significantly different. There was a total of 26 spinal cord injury community rehabilitation clinics in Harvard University sys-tem, and none in Capital Medical University. Conclusion Some light can be drawn from the spinal cord injury rehabilitation physician train-ing system of Harvard University, to improve the scholastic building of Capital Medical University.
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Background: In India, adolescents (10-19 years) constitute one fifth of the total population providing promising pillar for our nation‟s future. Being a sensitive and key transitional period of life adolescents living environment (Family, school, Peers etc.) can present new challenges for these adolescents and symptoms of dysfunction may occur. Schooling constitutes major part of adolescent‟s life, moulding them for bright future but problem like scholastic dropout deprive them & can play as major factor determining their future perspective with regard to personal and social achievements. With this background, the present study was conducted to assess the prevalence of Scholastic dropout problems in adolescents, and its determinants in Raipur city (C.G.) India Methods: Cross-sectional community based study was done, using multi stage simple random sampling 32 study (urban & slum) areas was selected. 643 adolescents were interviewed with prior consent by house to house survey. Results: Problem of scholastic dropout was 10.89%. Major determinants contributing were socioeconomic status, mother‟s education, family violence, poor academic performance, Substance abuse. Conclusions: Scholastic dropout seems to be small yet a prevalent problem in our society inspite of many government initiatives and as found in the study problem is multipronged indicating adoption of a holistic approach to alleviate whole environment in which adolescents live in.
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Cognitive deficits resulting in poor scholastic performance are common among children with specific learning disabilities. Current study was carried out to identify areas of deficits leading to poor academic performance followed by a home based remediation program for rehabilitation of impaired skills. Single case study method was opted and assessment of academic skills was done using NIMHANS Index for Specific Learning Disability (SLD). Assessment findings revealed significant impairment in scholastic skills and attention processes. Management of identified deficits was planned and weekly sittings of remediation were provided for six months. Monitoring of the rehabilitation package was done on every visit using charting method. Improvement in academic skills/ performance was seen in later sessions.
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Background: In spite of having average or above average intelligence, emergence of poor academic performance can be catastrophic, both to the children and their families. Aim: To find out the etiological factors behind the scholastic backwardness which are prevailing in different sexes and in different socio-economic background of the children attending normal school. Method: 125 children of both sexes in the age range of 12 to 16 years were taken for this study. They were brought to rule out the suspected causes of mental retardation. Assessment were done on the measures of the class teacher rating on the functioning of the child in the school including general activity in the class, relationship with students and teachers, academic functioning, play and extracurricular activities. Qualitative analysis of the data was done. Results: Result revealed that intelligence is not the single criteria that determine the academic performance of students. Several cognitive and non – cognitive factors which are found within the child and outside of the child i.e. family, school and society are solely responsible to determine the scholastic performance of the students.
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Aim: To identify the risk factors for scholastic backwardness in children. Participants: Children in the 6-12 year age group attending regular schools and referred to the child guidance clinic for scholastic backwardness. Setting: Tertiary care hospital in South India. Methods: Participants were compared with an age-and sexmatched group of children with good academic performance, to ascertain risk factors for scholastic backwardness. Results: There were 75 boys and 35 girls in the study group. Among them 30 (27%) children had mental retardation, 39 (36%) had borderline intelligence and 12 (11%) had microcephaly. Undernutrition was noted in 36 (33%) children and 31 (28%) had stunted growth. 28 (26%) children had a history of chronic medical problems like epilepsy, bronchial asthma and congenital heart diseases. Visual, hearing and speech defects were present in 6 (6%), 5 (5%) and 12 (11%) children, respectively. Statistically significant differences were noted in the educational level and employment status of parents of children with scholastic backwardness and those with good academic performance. Conclusion: Social and family factors have a significant influence on the academic functioning of children.
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The purpose of this study was to verify the difference of middle school students' eating disorder behavior and scholastic adjustment according to the gender and weight group and evaluate correlations between their eating disorder behavior and scholastic adjustment. A survey was conducted in middle school second graders attending five schools located in Seoul. Results from 355 questionnaire sheets were utilized for statistical analysis, and the results were gained as below: With regard to eating disorder behavior by gender, female students showed more eating disorder behavior than male students (p < 0.01); however, scholastic adjustment did not indicate significant differences by gender. According to the result of analyzing scholastic adjustment according to the weight group, the obese group showed lower scholastic adjustment (p < 0.05) and adjustment to studying (p < 0.01) than other groups; however, the eating disorder behavior, attachment to school, and adjustment to school did not indicate significant differences. According to the results of analyzing scholastic adjustment by eating disorder group, the normal group showed higher adjustment to studying than the risky group (p < 0.01). And scholastic adjustment, attachment to school, and adjustment to school did not indicate significant differences. The eating disorder behavior showed negative relationship with adjustment to studying. They showed more eating disorder behavior, their adjustment to studying became lower. Therefore, it is necessary to provide nutritional education at home and at school for them to have appropriate dietary habits as well as health education for them to maintain normal weight.
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Femenino , Humanos , Masculino , Ingestión de Alimentos , Trastornos de Alimentación y de la Ingestión de Alimentos , Conducta Alimentaria , Educación en Salud , Encuestas y CuestionariosRESUMEN
Aim: The aim of the present research was to study the impact of hypnotherapy as treatment intervention in overcoming examination anxiety and improving scholastic achievement. Method: A 10 item anxiety test developed by Nist and Diehl (1990) was administered on 10 school children of 13 and 14 years of age. Following pre and post test design, anxiety and scholastic achievement scores were obtained both before and after hypnotherapy intervention. The children were given 2 sessions each week in a month just before the exams and before each exam day. The hypnosis techniques used were relaxation exercises, anxiety management about taking and giving exams and positive suggestions given to the subconscious mind. Results: Pre test anxiety scores ranged from 80-92% among all the children while post test anxiety scores dropped to a range of 60-68 %. The pre test academic scores ranged 50-57% while post intervention scores increased by 10-15%. Further, anxiety symptoms of forgetting before the exam, excessive nervousness, sweating during and before the exam, going blank after seeing the paper were all controlled/eliminated after hypnotherapy and these were observed by the teachers, parents and the children themselves. Conclusion: These results indicated that hypnotherapy as treatment intervention proved to be effective in reducing exam anxiety and improving scholastic performance among children.
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Adolescente , Ansiedad/etiología , Ansiedad/psicología , Ansiedad/estadística & datos numéricos , Ansiedad/terapia , Evaluación Educacional , Humanos , Hipnosis , Instituciones Académicas , Estudiantes , Escala de Ansiedad ante PruebasRESUMEN
Trata-se de um estudo sobre a análise da atividade de uma professora de Educação Física em sua primeira experiência como docente em uma escola pública polivalente da rede estadual do Espírito Santo. Busca compreender como são engendradas as estratégias no cotidiano escolar que permitiram à professora produzir saúde e escapar ao adoecimento. A metodologia adotada se construiu com as ferramentas conceituais-metodológicas formuladas pela ergologia, combinando técnicas de produção de dados, como diários, entrevistas e autoconfrontação das mesmas. A análise da atividade docente constata a incessante luta da professora em meio aos usos de si por si e aos usos de si pelos outros.
The paper is about an analysis of the activity of a physical education teacher in her first experience as a teacher in a polyvalent public school of the state net of teaching in Espírito Santo state. It aims at understanding how engendered the strategies in the school daily life that enabled Physical Education teachers to work with health and escape from sickening are. The methodology used is constituted through the conceptual-methodological tools formulated by ergology, combining techniques of data production, like journals, interviews and their self confrontation. The teaching activity analysis finds the incessant struggle of the teachers amid the uses of themselves and the uses of themselves by others.
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Docentes , Educación y Entrenamiento Físico , Salud , Salud LaboralRESUMEN
Objective. To evaluate the impact of co-occurring attention-deficit/hyperactivity disorder (ADHD) on the health-related quality of life (HRQOL) of children with newly diagnosed specific learning disability (SpLD). Methods. From September 2005 to March 2006, 150 parents (either mother or father) of children consecutively diagnosed as having SpLD were enrolled. The Child Health Questionnaire-Parent Form 50® (CHQ-PF50®) was used to measure parent-reported HRQOL. CHQ-PF50® mean domain and summary scores computed for “SpLD/ADHD” and “SpLD only” children groups were compared using Independent Samples t-test. Results. HRQOL of “SpLD/ADHD” children was significantly poorer in four domains: emotional impact on parents (mean difference: -11.0 ; 95% CI: -18.75 – -3.25; P = 0.006), general behavior (-9.61; 95% CI: -15.44 – -3.78; P = 0.002), time impact on parents (-9.51; 95% CI: -18.42 – -0.60; P = 0.038), and, self esteem (-7.62; 95% CI: -13.98 – -1.26; P = 0.020); and in overall psychosocial functioning (-5.34; 95% CI: -8.49 – -2.19; P = 0.001). Conclusion. Co-occurring ADHD adversely impacts the HRQOL of children with newly diagnosed SpLD especially in domains related to their psychosocial functioning.
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Objective. Recognizing the social influence, study habits and health factors affecting scholastic performances of adolescents and to compare these factors among the adolescents between two categories of school. Methods. A total of 1230 adolescents (13-18 yrs) were screened. Data was collected by personal interview, using the teenage screening questionnaire (Trivandrum). Results. A total 615 students from corporation and private schools were studied. 39.76% (489) were high achievers, 13.5% (166) were low achievers with p < 0.001. In the low achievers, 12.03% were from the corporation schools and 1.46% from private schools. The incidence of poor study habits and social factors were increased in low achievers of corporation schools. On multivariate analysis, the predictor variables for poor scholastic performance were adolescent having refractory error, not having help for study at home, not doing home work regularly, not solving question bank papers and reading only before examinations. Conclusion. It is feasible and worthwhile to identify the determinants of scholastic performance and plan intervention strategies at each school. The results highlight the importance of implementing newer strategies, focusing on strict study patterns and creating the conducive school and home environment for study, so as to achive better scholastic performances.