Curricularização da extensão: uma proposta para o curso de administração

Com o intuito de aperfeiçoar a gestão universitária, o objetivo principal desta pesquisa é apresentar uma proposição da implantação da curricularização da extensão na matriz curricular para o curso de Administração conforme a Resolução CNE/CES nº 7 de 18 dezembro de 2018. Com a promulgação legislativa, o Ministério da Educação, têm exigido além das obrigações de ensino, a ampliação da oferta da extensão e pesquisa em condicionamento com a comunidade externa. A finalidade principal prevista nesta resolução se baseia na disciplina de atividades práticas curriculares voltadas para as atividades extensionistas além do conteúdo teórico obrigatório de cada curso de graduação. Como forma de condicionar este estudo, será necessária uma compreensão da evolução legislativa baseada em aspectos históricos, a descrição da Resolução CNE/CES nº 7 e a estruturação de uma proposição para matriz curricular do curso de administração. Em reuniões de grupo focal foi planejado a execução de um projeto piloto para oferta em 2021/1 conforme pode ser identificado no estudo a seguir. Como conclusão do estudo é possível identificar que a implantação dessa legislação fortalecerá a formação do acadêmico desenvolvendo novas habilidades técnicas e profissionais, qualificando o aluno para o mercado de trabalho mais competitivo, dinâmico e inovador. In order to improve university management, the main objective of this research is to present a proposal for the implementation of the extension curricularization in the curriculum for the Administration course in accordance with Resolution No. 7 of December 18, 2018 of the National Council of Education. With the enactment of legislation, the Ministry of Education has demanded, in addition to teaching obligations, the expansion of the extension and research offer in connection with the external community. The main purpose provided for in this resolution is based on the discipline of practical curricular activities aimed at extension activities in addition to the mandatory theoretical content of each undergraduate course. As a way of conditioning this study, an understanding of the legislative evolution based on historical aspects, the description of Resolution No. 7/2018 and the structuring of a proposal for the curriculum of the administration course will be necessary. In focus group meetings, it was planned to carry out a pilot project for the offer in 2021/1 as can be identified in the study below. As a conclusion of the study, it is possible to identify that the implementation of this legislation will strengthen academic training by developing new technical and professional skills, qualifying students for the most competitive, dynamic and innovative job market.

ДІАГНОСТИКА ЗА ДОПОМОГОЮ ІНСТРУМЕНТАРІЮ ХАКАТОН-ЕКОСИСТЕМИ ГОТОВНОСТІ СТУДЕНТСЬКОЇ МОЛОДІ ДО НАУКОВО-ДОСЛІДНОЇ ДІЯЛЬНОСТІ

The article seeks to provide insights into the growing role of the research component within the higher education system as a key element in ensuring quality education and boosting student talent and potential. Given that modern society imposes new demands for a more skilled workforce, future professionals must demonstrate not only high-level professional competencies but also display well developed cognitive skills, independence, initiative and creative thinking. In the context of this study, a research competence is viewed as an integral personality trait which translates into the capacity and willingness to resolve research problems independently, mastering of research technology skills, recognition of the value of research and the ability to use it in the professional business settings. The dominant methodology of the study is to build a linear mathematical model that allows evaluating the readiness of student and post-graduates to conduct a research. The developed model provides the minimum, maximum and threshold values as well as diagnostic assessment indicators of the student readiness to perform research. In addition, the study presents a method to assess the readiness of student and post-graduates to research activities which was tested on the basis of the Hackathon Ecosystem of the Kyiv National University of Technologies and Design. The survey held has revealed the structure of a research competence that consists of ten main elements (competencies) of readiness of student and post-graduates to conduct research. Processing the results of the questionnaire has enabled to calculate the weight of each element, their mathematical expectation values, the density of probability distribution, and the average value of all the necessary characteristics for research. The calculation results have verified that the priority competencies of student and post-graduates are motivation to research and the level of academic training. University student and post-graduate engagement into research activities is an integral part of academic training to tackle professional issues. Within the study process, student research practices involve problem-based learning, a professional focus of training through a wide range of problem solving activities, as well as encouraging enhanced creativity. The findings demonstrate that making use of the University Hackathon ecosystem tools will contribute to identifying the students’ and post-graduates’ propensity to research activities, building relevant skills and abilities of research competence.

The Need to Consider Requiring Trauma Training in Entry-Level Academic Training Programs in Clinical Mental Health Counseling

The COVID-19 pandemic and heightened awareness of racial injustice and discrimination in the United States are likely to have a negative impact on mental health. This is concerning, given the already alarming prevalence rates of trauma exposure and adverse childhood experiences in the U.S. general population prior to the current pandemic, their immediate and long-lasting effects on human development across the life span, and their documented effects on adult chronic health conditions. For clinical mental health counselors (CMHCs) to respond effectively to the needs of the U.S. general population, entry-level counseling programs must provide comprehensive trauma training and education. The purpose of this article is to provide information about clinical competencies and relevant training requirements for CMHCs in trauma prevention and treatment to highlight the need to require comprehensive trauma training in entry-level academic training programs for CMHCs through relevant research and policy.

Formación académica del psicólogo en la atención del adulto mayor: retos

The purpose of this research paper was to carry out a bibliographical revision on the academic training of the psychologistfor the caregiving of elders, in Venezuela. Its relevance relays on providing innovating information in the area, for this subject has been little explored in this country. Therefore, it is important to consider all knowledge and experiences held by the professional psychologist on this stage of human development, from an academic perspective. The access to new knowledge will allow generating programs for appropriate psychological intervention directed to elders, whether these be institutionalized or non-institutionalized; aiming, not only to improve life quality of an old person, but also to address to it from the different areas of its overall functioning. To conclude, we can highlight that it actually exist the imperious need to train academically Venezuelan psychologist, as one of those professionals sufficiently competent with scientific knowledge to provide proper attention to this population.

Moral Judgement along the Academic Training

Moral reasoning and consequent decision making are central in the everyday life of all people, independent of their profession. It is undoubtedly crucial in the so-called “helping professions”, when the professional through his/her decisions can support or not support others. Our study aimed to investigate whether academic training can play an essential role in influencing moral reasoning. We used three different conditions: 20 moral personal, 20 moral impersonal, and 20 nonmoral dilemmas to assessed differences in moral judgement between students of Economics, Medicine, and Psychology at their first year and at the end of university training. We observed a difference between school and year of course: psychology students showing more time when asked to read and answer the proposed questions. Moreover, medical students showed a significant increase in sensitiveness to moral issues as a function of academic ageing, whereas such a moral sense regressed from the first to the fifth year of academic training in other students. Gender was also relevant, with women showing an increased response and reading times compared to than men when asked to cope with moral decisions. This study shows that the main factor driving moral decision making is the faculty to which one is enrolled, significantly modulated by sex and academic seniority.

CARL DIEM – A SIGNIFICANT SPORTS PERSONALITY FOR GERMANY, EUROPE, AND BULGARIA ATTEMPT AT ANALYSIS AND ASSESSMENT

The German Carl Diem is considered one of the most outstanding sports personalities and Olympic promoters of modern times and was not only relevant to sports development in and for Germany but also abroad. His work unfolded especially in the first half of the 20th century but led to highly contradictory assessments of his person and his work due to the circumstances of the time and political developments in Germany and Europe. It becomes apparent that in contrast to Germany, where Diem is now almost forgotten despite an almost incalculable oeuvre and is only known to sports historians, in Bulgaria, where he created the essential basis for the establishment and structure of the “State Higher School for Physical Education”, later “National Sports Academy ‘Vasil Levski’”, and thus the academic training of sports teachers with his “Organizational Plan for Physical Education in Bulgaria”, there was initially no mention of him after 1944 and only from the 1990s of the last century at least some few mentions. This article uses an overview of the academic literature to shed light on Diem’s changed reception in Germany as well as the deficient research situation on him in Bulgaria.

The 12 women who won the Nobel Prize in Medicine or Physiology

Introduction: the Nobel Prize is one of the highest academic honors in the world. Since its first edition, in 1901, until 2021, there have been hundreds of winners. In the Medicine or Physiology category, chosen by the Karolinska Institute in Stockholm, Sweden, 112 awards have been given to 224 laureates, among them, only 12 (5.4%) women.Aims and source of data: with the aim of reviewing the biographies, characteristics, and peculiarities of each woman awarded the Nobel Prize for Medicine or Physiology. Data were analyzed from the following sources: the Award page, websites of the institutions to which some of them have been or are affiliated, books with biographies of Nobel laureates in Medicine or Physiology, and articles in the PubMed database.Summary of findings: the average age when receiving the award was 63.4 years. The most recurrent country of origin was the United States of America, also responsible for the largest number of institutions to which the laureates were affiliated at the time of the award. The academic training of the laureates was quite diverse, ranging among medicine, chemistry, physics, biology, pharmacy, psychology and natural sciences. Five of the 12 laureates did not have children.Comments: the origins and trajectories, although plural, have points in common, such as a fascination with science since childhood and the need to overcome additional barriers throughout their education, because of their sex.Conclusion: investments on a global scale are necessary to increase equity between sexes.

Effect of Resident and Fellow Involvement on Outcomes of Sarcoma Surgery: A NSQIP Database Cross-Sectional Study

Background. The complexity of sarcoma surgery often justifies surgical assistants of higher levels of academic training: senior residents, fellows, or co-surgeons. The association between the level of training of assistants and outcomes of these procedures has yet to be studied. Methods. The Current Procedural Terminology (CPT) codes comprising the “core” procedures for musculoskeletal oncology fellowships were gathered. After CPTs primarily capturing nononcologic procedures were excluded, the National Surgical Quality Improvement Program (NSQIP) database was used to find procedures with these CPTs. The severity of complications was assessed using the Severity Weighting of Postoperative Adverse Events in Orthopedic Surgery (SWORD) score. Resident/fellow presence was analyzed both as a binary variable and stratified by level of training. Results. In 159 cases meeting inclusion criteria, higher-level assistants were associated with increased rate of any complication ( p = 0.006 ) and greater need for transfusion ( p = 0.001 ) but also tended to be used in cases of longer duration ( p = 0.001 ) and with higher total work relative value units (wRVUs) ( p = 0.001 ). Multivariate analysis showed that while higher-wRVU procedures persisted as an independent predictor of increased complications (OR 1.028 per RVU unit, p = 0.002 ), neither the presence nor level of training of assistants had an independent effect on complication rates. Other independent predictors of 30-day complications were treatment comorbidity (OR 3.433, p = 0.010 ) and lower extremity location of the tumor (OR 4.393, p = 0.006 ). Severity of complications did not differ between any of the groups on either univariate or multivariate analysis. Conclusions. Trainees of higher levels of academic training tend to be present for longer, higher-complexity musculoskeletal oncology cases, but the overall severity of complications from these do not significantly differ from lower-risk cases without trainees. Orthopedic oncologists may reassure patients that the presence of trainees and co-surgeons is not only safe but it may also help reduce the severity of complications in more complex procedures.

QUALITY ASSURANCE OF HIGHER EDUCATION IN THE CONTEXT OF REGIONAL AND INTERNATIONAL INTEGRATION IN VIETNAM CURRENTLY

Quality assurance plays a significant role in enhancing the quality of higher education nowadays. Resolution No. 29-NQ/TW dated November 4, 2013, the Central Executive Committee (Session XI), on “fundamental and complete reform in education and training, serving industrialization and modernization in a socialist-oriented market economy and international integration” identified quality analyses as one of the tasks and solutions to radically and considerably renovate education and training. The paper provides a broad overview of some issues on quality control in advanced education and then suggests some measures to strengthen the quality of academic training in Vietnam ahead of the current regional and international integration trend.