Educational priorities in a post pandemic world

This article attempts to bring together the most important educational priorities which should be taken into consideration when planning education in a world recovering from a pandemic. Some of the priorities discussed here should have already been taken into account during the 20th century, whilst others are completely new and result from changes that have come about in the 21st century, such as increased arrogance, ignorance, authoritarianism, educational insecurity, contempt for nature, confusion and the promotion of the lies under the name of post-truth . The authors propose a holistic approach to the education process, focused on priorities. In turn, the definition of those priorities should result from the most important problems that affect humanity.

Educational Need Assessment of Occupational Health Inspectors in Tehran province

Introduction: Today, improvement of a labor inspectorate is an indicator of a country's economic and social growth development. So, inspectors need to perform a level of competence, professional knowledge, and skills. Training should meet these particular needs. Methods: This cross-sectional study was conducted to assess the educational priorities over 80 occupational health inspectors in Tehran province. The study tools included an attitude questionnaire and a knowledge test in occupational health based on the instructions provided by Ministry of Health inspection. The reliability and validity of these tools were evaluated and confirmed by quantitative and qualitative (Delphi) methods by experts in each field. Results: The attitude of inspectors was in the desirable range (total score of 4.669). Knowledge status was low in all fields (in the 70% threshold) and very low in some cases. Regarding the educational priorities, chemical agents with an average of 4.121 and the lowest percentage of correct response were placed at the first priority of education. The sound and vibration with an average of 1.325 were laced at the seventh priority of education. Moreover, ergonomics, thermal stress, biological, and radiation were placed from the second to sixth levels of priority. Conclusion: Due to the low knowledge level of the studied participants and their abilities, these workers should be trained as inspectors in the realm of sound. To this end, continuous educational planning is required based on needs assessment studies.

Bridging Educational Priorities with Developmental Priorities: Towards a Developmental Theory of Instruction

This paper summarizes a theory of cognitive development and discusses its educational implications. The paper first outlines a set of principles that might allow tuning developmental priorities with educational priorities. It postulates, in contrast to several classic developmental theories, that developmental priorities change with development. It outlines the cognitive profile of four successive developmental cycles and presents evidence showing that developmental priorities change from interaction control in infancy to representational control in preschool to inferential control in primary school to logical truth control in adolescence. Studies are then summarized showing that the cognitive priorities of each cycle are the best predictors of school achievement in this or later cycles. Finally, we outline developmental changes in general problem-solving skills and show that learning in different domains, such as language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the symbol systems associated with this domain. If command of any of these systems is deficient, specific learning deficiencies may emerge, as in dyslexia and dyscalculia. Principles for ameliorating these conditions are outlined.

P100 Factors associated with educational needs in patients with inflammatory arthritis

Background With an overarching aim to inform person-centred patient-education, this study had two objectives: (i) to identify factors that may be associated with educational needs in patients with inflammatory arthritis (IA) (ii) to assess whether educational needs and priorities differ between subtypes of inflammatory arthritis i.e. rheumatoid arthritis (RA), psoriatic arthritis (PsA) and ankylosing spondylitis (AS). Methods Secondary analysis of cross-sectional survey data originally used to validate the Educational Needs Assessment Tool (ENAT) was conducted. The outcome variable was educational needs, summarised as ENAT domain scores. The explanatory variables were: Age, gender, IA subtype, school leaving age and disease duration. ENAT scores were Rasch-transformed prior to analysis. Univariable analyses were conducted to explore differences between groups and multivariable analyses (multiple regression) to determine factors associated with educational needs. All explanatory factors were entered into a preliminary multivariable model. Factors that achieved statistical significance at the 10% level were entered into the final multivariable model. Those that achieved a statistical significance at the 5% level were associated with educational needs. To determine educational priorities, percentage contribution of each domain score to the total score was calculated and compared between factors with one-way analysis of variance. Results The evaluable population comprised 388 patients, 125 with RA, 133 with AS and 130 with PsA. Their mean (SD) age was 48 (13.95) years and male/female ratio 177/210. Those with early arthritis (disease duration <2 years) were 36 (9.2%), RA = 15, AS = 3 and PsA=18, and 116 (29.7%) left school before the age of 16. Table 1 presents the final multi-variable models. The proportion of variance explained by the model varied across ENAT domains, the highest being movement (25%). Female gender was found to be an independent predictor of educational needs across all ENAT domains. Significant differences in educational priorities were observed between disease groups in all domains except disease process and support. Conclusion Female gender is independently associated with educational needs across all three sub-types of IA. Results of this secondary analysis are inconclusive due to limitations in the available data. Further research should include factors such as disease severity, treatments, disability and self-efficacy. Disclosures A.R. Johnston Other; Work conducted as part of Nurse and Allied Health Professional Internship Programme funded by versus Arthritis (Grant number 20867). M. Ndosi None.

History of the Department of economic sociology and management — a life-long reorganization

The units that formed the basis for the creation of the nowadays Department of Economic Sociology and Management have undergone many reorganizations. They were accompanied by a change of leaders, changes in personnel, changes of scientific and educational priorities, and in many cases of names. The Department of Sociology of Labor and Labor Collectives, the Department of Sociology of Organizations, the Department of Economic Sociology and Sociology of Labor, the Department of Economic Sociology and Marketing, the Department of Sociology of Organizations and Management — all these divisions were predecessors of the Department of Economic Sociology and Management, existing in the structure of the sociological faculty since 2017 year.The authors of the article analyze in detail the objective and subjective reasons for the transformations, as well as the consequences to which they led. Particular attention is paid to the change of words, terms and concepts used in the names of the structural units and courses that were assigned to them. Changes in language in a specific way reflected the transformations that took place in the economy and society. Words appeared and disappeared, acquired a positive and negative meaning, excited various emotions in all those involved in the educational process.The authors concluded that multiple changes, often complicating the work of professors, simultaneously increased their cohesion and contributed to the mastery in many disciplines. These features allow them today to implement innovative projects in the scientific and educational spheres.