Transdisciplinary Clinical Practice between Physiotherapists and Traumatologists in Orthopaedic Medicine

Introduction: The transdisciplinary scope is conceived as an emerging practice and corpus of knowledge since it comes from the interactions between different disciplines. Transdisciplinarity emerges to solve in a more efficient way health problems of humanity that overcome the traditional biomedical interdisciplinary attention model. In this article, the transdisciplinary physiotherapist is exposed as the beginning of an authentic dialogue between the physiotherapist and the traumatologist in the care of the orthopedic patient that includes all treatment phases of integral rehabilitation, as well as its factors to consider the possible advantages and dares that this scope may present to the health services. Objective: This paper aims to propose to the scientific community the context of transdisciplinary clinical practice between traumatologists and physical therapists. Methods: It is performed a grounded theory approach to develop a thesis based on our observations and a reflection of literature that intends to explain transdisciplinary clinical practice phenomenon between traumatologists and physical therapists and pose the potential outcomes of this interactions and its implications. Conclusion: Exist theoretical and practical background to support the clinical practice of transdisciplinary care in Orthopedic and Physical Therapy attention; which make possible professionals to develop transdisciplinary clinical skills, and team shared decision making. Transdisciplinary clinical practice, as with any educational process, should ideally foster specific shared competencies in healthcare professionals, including teamwork, leadership, consensus building, the ability to identify and achieve common patient care goals and variable shared practical skills that may even include other specialization areas.

On the taming the space of dialogue by deaf people during the COVID-19 pandemic

The article is empirical. The aim of the research was to diagnose the specificity of subjective experiences related to the impact of a pandemic situation on the shaping of the dialogical space. The focus was on the following problem: how do deaf people perceive their experiences of creating a space where authentic dialogue takes place? The research used the method of individual cases. The analysis of empirical material obtained on the basis of a narrative interview with deaf students allowed us to learn about their experiences and personal experiences related to the creation of a space in which dialogue takes place in a pandemic situation. Qualitative analysis showed three areas discussed by the respondents, these were reflections on: dialogue as a form of communication, the subject of dialogue and the value of dialogue. The collected narratives revealed emotional experiences that influenced the interpretation of events by deaf students.

From Debate to Dialogue: Authentic Interfaith Friendship from The Perspective of Christian Theology

This study is qualitative which employs literature reviews of materials discussing multifaith dialogues from the Christian perspectives. It believes that multifaith debate is already out-of-date and rather counterproductive. This study is to demonstrate the importance of dialogues among different faiths to foster interfaith brotherhood. It found that Christian theological attitudes towards other religions can be categorized into three major types known as tripolar typologies: exclusivism, inclusivism, and pluralism which was developed by Alan Race. This paper proposes an interfaith friendship dialogue based on mutual understanding as the essence of Christian existence. Truly authentic dialogue is only possible if it is established in friendly relationships between faiths. Metode penelitian dalam tulisan ini ialah kualitatif. Secara khusus, penelitian ini menggunakan studi pustaka dengan memanfaatkan sejumlah literatur yang mengulas tentang dialog antariman dan teori persahabatan dari perspektif Kristen. Perdebatan antaragama adalah sesuatu yang usang karena hanya akan semakin menumbuhkan benih-benih kebencian dan bersifat kontraproduktif. Signifikansi dari penelitian ini ialah guna memperlihatkan pentingnya dialog untuk menjembatani perbedaan dan memupuk persaudaraan antariman. Penelitian ini memperlihatkan bahwa sikap teologis Kristen terhadap agama lain dikelompokkan ke dalam tiga bagian besar yang dikenal dengan tipologi tripolar, yaitu eksklusivisme, inklusivisme, dan pluralisme. Teori tipologi tripolar ini dikembangkan oleh Alan Race. Tulisan ini juga menunjukkan bahwa diperlukan pendekatan dialog yang melampaui tipologi tripolar tersebut. Tulisan ini mengusulkan dialog persahabatan antariman dengan dasar pemahaman bahwa dialog antariman merupakan hakikat keberadaan Kristen. Dialog yang benar-benar autentik hanya mungkin terjadi jika terbangun dalam relasi persahabatan antariman.

LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE

The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.

Creating collaboration for contentious projects on managed aquifer recharge: two cases from Finland

In Finland, community water supply has increasingly relied on natural groundwater and artificially recharged groundwater as the raw water source. Several managed aquifer recharge (MAR) projects have been co-created with involved parties and have proceeded well, while some cases have raised considerable resistance among the stakeholders. It seems that success or failure in MAR cooperation is related to management cultures and the ways in which various interests are taken into account, from the very beginning and throughout the process. Empirically, this paper builds on comparison between two conflictual case studies in Finland: one in the Tampere region and the other in the Turku region. The study analyses the major constraints of these projects through the lens of collaborative rationality, also drawing upon discourse analysis and negotiation theory. The material is gathered through thematic interviews of stakeholders, newspaper articles and a stakeholder workshop. The results indicate that conventional management approaches, drawing from expert-based instrumental rationality, were insufficient in both cases. The collaborative rationality framework suggests that legitimacy for the groundwater projects should be gained through joint knowledge production and inclusive multiparty interaction for creating options for collaboration. Both cases lacked the tools and know-how for authentic dialogue and collaboration. The emerging paradigm emphasizes more collaborative approaches for natural resources management and urban planning. While MAR projects operate inside these areas and are highly complex in nature, it is essential to embrace the emerging paradigm in order to promote MAR systems along with their huge potential.

THE ROLE OF DIALOGUE IN PREVENTING AGGRESSION AT SCHOOL

Authentic dialogue is one of the most mature forms of interpersonal contacts, and at the same time it grows only on the ground of proper interpersonal relations. The role of dialogue in the field of education is more and more frequently recognized as a way of regulating contradictions and limiting aggressive behaviour directed against others or oneself. Dialogue, as a consequence of the meeting of entities (including educational ones), is a form of contact that brings certain values connecting these entities. We can learn the dialogical form of contact mainly by experiencing it. In the case of educational dialogue, it requires defined competencies on the part of teachers who are to educate to dialogue, respecting the rules of social relations. Therefore, conducting an educational dialogue may be treated as a specific prophylactic action preventing pathological phenomena, including aggression among children and adolescents. The notion of aggression, its typologies and reasons, as well as the relation to the lack of dialogue at school have been described in the article below.

Simone Weil’s ‘Reflections on the Right Use of School Studies with a View to the Love of God’: A Comment

The purpose of this article is to provide a comment on Simone Weil’s brief but seminal essay ‘Reflections on the Right Use of School Studies with a View to the Love of God.’ It complements an earlier one on Weil’s Lectures on Philosophy . The essay was sent via a letter to her friend and mentor, the Catholic priest, and Dominican friar, Father Joseph-Marie Perrin O.P. It set out her belief that school studies should provide the individual pupil or student with an education in the value and acquisition of attention. This, Weil believed, would be of fundamental value when reaching out to God through prayer. Such a capacity for attention would also enhance the student’s general academic and social learning providing a basis for authentic dialogue with others, and not only teachers and schoolfellows. The article introduces her as a religious philosopher, explains the origins of the essay, and Weil’s friendship with Father Perrin, who was her Christian religious mentor, examines the text itself, considers some critical commentaries, and assesses its relevance to the philosophy and practice of education today.

Storytelling and Arts to Facilitate Community Capacity Building for Urban Planning and Social Work

Creating social connections and fostering engagement in communities is a growing challenge for community work. Planners, social workers, and community activists are starting to look towards the arts and storytelling as a way to promote community capacity. A community in Lopez Island, Washington, facing sustainable housing and agricultural issues brought in a two-day storytelling and theatre program to build capacity for their ecosocial work. This research describes facilitator engagement methodology and pilots a community capacity survey to evaluate the experience of workshop participants. Preliminary results show that the storytelling program makes strides in deepening connections to others and generating authentic dialogue. Participants reported both positive experiences of building trust and negative feelings of vulnerability. As funding can be a major barrier for community groups to incorporate arts programs, this research introduces a preliminary survey that communities can adapt and improve upon to help them start gathering evidence-based data for assessing measures of community capacity. Though the facilitators brought unique theatrical and choreographic skills to the programming, planners and social workers can take away for practice a simple storytelling exercise that participants enthusiastically expressed fostered listening, trust, and connection.

„Język jest domostwem bycia” (M. Heidegger). System rodziny jako przestrzeń dialogicznej relacji

The article presents the family system as a space for dialogue. The text focuses both on the reality of the family, as a special community of persons in multiple interactions, and on linguistic structures and means of expression that contain potential, dialogical and communicative application. It is essential to reflect on the conditions which will ensure that the interpersonal relationships of the members of the family system are reflected in a genuine, authentic dialogue.