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Knowledge management focuses on the ability of organizations to store, retrieve and share knowledge in the day by day, which benefits the development of its members. The aim of this review is to identify the psychoeducational variables conditioned by interventions on knowledge management which have been developed in educational organizations in the last decade. We selected 22 studies that researched on the application of a knowledge management model or tool in schools and provide us data about the effect of these interventions on academic results. The analysis shows that knowledge management processes have significant effects on learning, participation, communication and academic performance. Finally, the implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Work that reports the results of the assessment carried out on the school program Game and food give health to your life (Juego y comida dan salud a tu vida, JyC), and reveals the principal successes of its operation in the elementary schools where it iss performed, as well as the areas of opportunity in the improvable aspects of the program. It proposes a model of comprehensive intervention, curricular structure, consistent teacher training, well-designed materials, a special teaching style, effective material design and use of resources, and close relationship between teachers and promoters. These strategies are considered as useful for other types of school-based intervention, on the basis of their actions, which have been effective in changing public elementary school schoolchildren's habits. This way, JyC has been launched as a social initiative to reverse, with the support of the school community, infant obesity and overweight, as well as the incidence of chronic degenerative diseases among children in Mexico. [ABSTRACT FROM AUTHOR]

The objective of this paper was to determine changes in the prevalence of overweight/obesity, dietary habits and physical activity at the beginning and end of the freshman year after an intervention to promote healthy habits. Anthropometric measurements and a questionnaire about healthy eating habits and exercise were applied at the start and end of the freshman year to 304 volunteers ages 14-17. Intervention consisted of lectures, sports classes and social networks such as Facebook and Twitter. There was a significant increase in the intake of portions/day of fruits and vegetables, and a reduction in days/week of sweetened beverages and chips. There was no change in the prevalence of overweight/obesity. The massive intervention through lectures, classes and social networks improved dietary habits but did not change the prevalence of overweight/obesity. Other strategies should be tested. [ABSTRACT FROM AUTHOR]

Work that reports the results of the assessment carried out on the school program Game and food give health to your life (Juego y comida dan salud a tu vida, JyC), and reveals the principal successes of its operation in the elementary schools where it iss performed, as well as the areas of opportunity in the improvable aspects of the program. It proposes a model of comprehensive intervention, curricular structure, consistent teacher training, well-designed materials, a special teaching style, effective material design and use of resources, and close relationship between teachers and promoters. These strategies are considered as useful for other types of school-based intervention, on the basis of their actions, which have been effective in changing public elementary school schoolchildren's habits. This way, JyC has been launched as a social initiative to reverse, with the support of the school community, infant obesity and overweight, as well as the incidence of chronic degenerative diseases among children in Mexico. [ABSTRACT FROM AUTHOR]

This text aims at presenting the systematization of the results gotten in six diagnostic workshops on school conflict and the application of a base-line survey to representatives of the differnet actors which make up the educational communities. This kind of exericse was carried out in the second semester of 2007 and its goal is to collect appropriate information which could make feasible the start of the intervention process in those institutions. In the first place, here is introduced a description of the information obtained and discussed by a representative group in every educational community concerning the most urgent issues they face, identifying the actors and the conflicts which affect the school coexistence the most. Likewise, it is shown the systematization of the answers given by the different strata of the community, which expands the information provided by the group with whom the diagnostic workshops were developed. [ABSTRACT FROM AUTHOR]

The present article has two main objectives. The first one is to analyse the etiology of children abuse after the revision of the models and the scientific theories which have more applicability nowadays. The second one is the intention to give some clues in order to make the school's preventive role more effective. We will not focus on the unicausal models (the psychological--psychiatric model, the socio-cultural model or the child's vulnerability model) but on those which have a stronger capacity to explain, predict and take into consideration the processes of interaction (the ecological model, the transactional model, the information processing model, and the theory of stress and confrontation). [ABSTRACT FROM AUTHOR]