Discourses and Educational Initiatives for Developing Sustainability Competences of the World Business Council for Sustainable Development

The adoption of the logic of developing sustainable development (SD) competences in the business environment has grown both in the literature in the area and in business initiative programs. One player that emerges with the aim of assuming leadership in this process is the World Business Council for Sustainable Development (WBCSD). This article aims to answer the following research question: Are the WBCSD’s discourses and initiatives for developing sustainability competences spaces of various translations of corporate sustainability or a place for reaffirming logocentric and definitive discourses on the theme? For this, we analyzed the institutional documents (Vision 2050 and Action 2020) and carried out a series of on-site visits at the Brazilian and Portuguese BCSDs. In addition, we conducted a set of in-depth interviews with the managers and participants in the initiatives for developing sustainability competences (DSC). The data were analyzed according to the categories of Derrida’s deconstruction process. The analysis of the educational initiatives of the Brazilian and Portuguese BCSDs showed that they include the various discourses on corporate sustainability in their formative approach; however, logocentric and definitive thinking about the theme is reaffirmed in that the way the Vision 2050 guidelines are carried out is limited to the application of management tools.

Discursos e Iniciativas Educacionais de Desenvolvimento de Competências para a Sustentabilidade do World Business Council for Sustainable Development

The adoption of the logic of developing sustainable development (SD) competences in the business environment has grown both in the literature in the area and in business initiative programs. One player that emerges with the aim of assuming leadership in this process is the World Business Council for Sustainable Development (WBCSD). This article aims to answer the following research question: Are the WBCSD’s discourses and initiatives for developing sustainability competences spaces of various translations of corporate sustainability or a place for reaffirming logocentric and definitive discourses on the theme? For this, we analyzed the institutional documents (Vision 2050 and Action 2020) and carried out a series of on-site visits at the Brazilian and Portuguese BCSDs. In addition, we conducted a set of in-depth interviews with the managers and participants in the initiatives for developing sustainability competences (DSC). The data were analyzed according to the categories of Derrida’s deconstruction process. The analysis of the educational initiatives of the Brazilian and Portuguese BCSDs showed that they include the various discourses on corporate sustainability in their formative approach; however, logocentric and definitive thinking about the theme is reaffirmed in that the way the Vision 2050 guidelines are carried out is limited to the application of management tools.

Recommendations to guide Vice Chairs for Education in serving as effective leaders

Background: Vice Chairs for Education play an increasingly important role in academic medicine. They often serve in supportive roles overseeing educational initiatives and faculty development, ensuring that education remains prioritized. Literature in this area is limited, especially in obstetrics and gynecology. Prior literature has not been sufficiently directive in identifying best practices in role, mission, and scope for Vice Chairs for Education. Methods: We developed and facilitated a workshop at the Association of Professors of Gynecology and Obstetrics - Council on Resident Education in Obstetrics and Gynecology (APGO-CREOG) annual meeting in February 2020. We brought together a national group of medical education faculty to elucidate the role of Vice Chairs and offer recommendations. After utilizing a previously described technique for gathering and reporting group recommendations, notes from small- and large-group discussions were collated, coded, and collapsed. Results: Four broad recommendations resulted. First, role clarity must be ensured, ideally with co-developed guidelines for responsibility. Second, the Vice Chair for Education should be charged with identifying departmental educational initiatives, including faculty development, utilizing best educational practices. Third, Vice Chairs for Education should implement and evaluate educational initiatives to enhance faculty well-being and promote a robust clinical learning environment. Finally, they should integrate with other Vice Chairs for Education within their institution and as part of national organizations to collaborate and develop best practices. Conclusion: These serve as guidelines to establish success and increase impact and suggest the potential for a national body of Vice Chairs for Education leaders to improve local and national educational outcomes.

The educational needs of Canadian homeless shelter workers related to traumatic brain injury

BACKGROUND: Traumatic brain injury (TBI) has a higher prevalence in the homeless population. Caregivers to individuals who have TBIs may require better education surrounding screening, diagnosis and management of this disease to tailor interventions to their clients’ needs. OBJECTIVE: To assess the insight and educational needs of homeless care providers in recognizing and dealing with clients who had experienced a TBI. METHODS: A survey assessing the point of views of homeless care providers across Canada regarding their level of confidence in identifying and managing symptoms of TBI. RESULTS: Eight-eight completed surveys were included. Overall, frontline workers expressed a moderate level of confidence in identifying and managing TBI, stating that educational initiatives in this context would be of high value to themselves and their clients. CONCLUSIONS: Frontline workers to homeless clients rate their educational needs on the identification and management of TBI to be high such that educational initiatives for shelter workers across Canada may be beneficial to increase their knowledge in identifying and managing the TBI-related symptoms. Improved education would not only benefit frontline workers but may also have a positive effect on health outcomes for their clients.

The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice: A Systematic Review of the Literature

This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity and validity. At present, the concept of organizational routines not only holds potential but is also ambiguous. To bolster the potential of the concept, two working definitions of organizational routines are formalized that best allow researchers to investigate initiatives in practice. These working definitions are needed to create clarity regarding the concept and for it to be able to deliver on its promise for providing meaningful and relevant information on how new initiatives actually work and unfold in practice.

Quantum Mechatronics

Mechatronics systems, a macroscopic domain, aim at producing highly efficient engineering platforms, with applications in a variety of industries and situations. On the other hand, quantum technologies, a microscopic domain, are emerging as a promising avenue to speed up computations and perform more efficient sensing. Recently, these two fields have started to merge in a novel area: quantum mechatronics. In this review article, we describe some developments produced so far in this respect, including early steps into quantum robotics, macroscopic actuators via quantum effects, as well as educational initiatives in quantum mechatronics.

Development of a COVID-19 Convalescent Plasma Curriculum Amongst Students: An Initial Pilot Study

Introduction/Objective Since December 2019, the World Health Organization has documented over 145 million COVID-19 infections with more than 3 million deaths worldwide. Considering this unprecedented pandemic, potential treatments including COVID-19 Convalescent Plasma (CP) received an emergency use authorization (EUA) for hospitalized patients from the Food and Drug Administration (FDA) in August 2020. CP is a form of passive immunization in which antibody-rich blood taken from recovered COVID-19 patients is used for transfusion into other patients. CP therapy is a temporary treatment that is meant to help hospitalized COVID-19 patients recover. Although there has been significant interest in CP, the peer-reviewed English literature is sparse on education initiatives on CP and appears absent regarding undergraduates and other students outside the laboratory or blood bank. Therefore, we present a first presentation of a pilot education initiative on CP for students. Methods/Case Report Information for the educational presentation was obtained from AABB guidelines, meta- analyses, and published clinical studies. Presented was a broad overview algorithm of when CP may be considered starting with symptomatic patients hospitalized with moderate to severe disease who have been diagnosed with COVID-19, including a brief review of the gold standard for COVID-19 diagnosis by reverse transcriptase polymerase chain reaction. As part of this pilot study, this presentation was given to a group of high school students. Results (if a Case Study enter NA) In this study, 22 high school students were briefly taught about convalescent plasma, including its use as a therapeutic agent to treat COVID-19. Before the presentation, 0 of the 22 students knew how CP was involved in COVID-19 or even what CP was. After the presentation, a survey was taken in order to learn about knowledge retention and after, all were understood CP’s general use in COVID-19. Therefore, this presentation improved knowledge on CP and was well accepted. Conclusion Educational initiatives on information related to CP have critical potential to improve the knowledge base of students. This presentation represents a pilot study for additional educational initiatives to improve the knowledge of CP amongst students.