Propuesta de estrategia académica basada en la deontología profesional para fortalecer las competencias axiológicas

La presente investigación surgió en vista de la necesidad de incorporar en el pensum de estudios de la carrera de Contaduría Pública de la Facultad de Ciencias Económicas y Sociales de la Universidad de Carabobo, una materia sobre Deontología Profesional, con el fin de formar a los estudiantes de manera integral con sólidos conocimientos y valores para afrontar el campo de trabajo con profesionalidad. Se planteó como objetivo primordial diseñar una estrategia académica para fortalecer el dominio de conocimiento en Deontología Profesional a los estudiantes de Contaduría Pública de la Universidad de Carabobo. La investigación asumió el enfoque cuantitativo, enmarcado en un diseño de campo y carácter descriptivo, apoyada con referencias bibliográficas-documentales. Como población objetivo, se enfocó en los estudiantes del décimo semestre de Contaduría Pública de la FACES-UC. A partir de ello se pudo concluir que la mayoría de los estudiantes de la carrera de Contaduría Pública de la FACES - Universidad de Carabobo no manejan ni conocen que es la deontología profesional, así como los códigos deontológicos y su importancia dentro del ejercicio profesional de la Contaduría Pública, lo cual lo limita en la realización de un ejercicio responsable, justo y honesto. ABSTRACT This research arose in view of the need to incorporate in the curriculum of the Public Accounting career of the Faculty of Economic and Social Sciences of the University of Carabobo, a subject on Professional Deontology, in order to train students comprehensively with solid knowledge and values to face the field of work with professionalism. The main objective was to design an academic strategy to strengthen the domain of knowledge in Professional Deontology for students of Public Accounting at the University of Carabobo. The research assumed the quantitative approach, framed in a field design and descriptive character, supported by bibliographic-documentary references. As a target population, it focused on students in the tenth semester of Public Accounting at FACES-UC. From this, it was possible to conclude that most of the students of the Public Accounting career at FACES - University of Carabobo do not handle or know what professional deontology is, as well as the deontological codes and their importance within the professional practice of the Public Accounting, which limits it in carrying.

Development of a Methodology for the Design and Management of Academic Strategy – A Holist Approach using Multi-criteria Analysis Techniques

Aim of the current research paper is to propose an innovative solution for the problematic of the holistic management of an academic strategy. The systematic bibliographic surveys conducted showed that the combination of BSC method together with a multitude of MCDA techniques constitute the most important tools for this issue. Thus, we propose a holistic process-based methodology for the management of an academic strategy which spans from its design and oversight, to interpretation issues of the academic classification of departments of Universities or between Universities where assembly bodies (Quality Assurance Unit, HAHE) are active. We claim that our methodology is of particular importance and that its use will highlight the operational quality of well organised Universities.

How user knowledge of psychotropic drug withdrawal resulted in the development of person-specific tapering medication

Coming off psychotropic drugs can cause physical as well as mental withdrawal, resulting in failed withdrawal attempts and unnecessary long-term drug use. The first reports about withdrawal appeared in the 1950s, but although patients have been complaining about psychotropic withdrawal problems for decades, the first tentative acknowledgement by psychiatry only came in 1997 with the introduction of the ‘antidepressant-discontinuation syndrome’. It was not until 2019 that the UK Royal College of Psychiatrists, for the first time, acknowledged that withdrawal can be severe and persistent. Given the lack of a systematic professional response, over the years, patients who were experiencing withdrawal started to work out practical ways to safely come off medications themselves. This resulted in an experience-based knowledge base about withdrawal which ultimately, in The Netherlands, gave rise to the development of person-specific tapering medication (so-called tapering strips). Tapering medication enables doctors, for the first time, to flexibly prescribe and adapt the medication required for responsible and person-specific tapering, based on shared decision making and in full agreement with recommendations in existing guidelines. Looking back, it is obvious that the simple practical solution of tapering strips could have been introduced much earlier, and that the traditional academic strategy of comparisons from randomised trials is not the logical first step to help individual patients. While randomised controlled trials (RCTs) are the gold standard for evaluating interventions, they are unable to accommodate the heterogeneity of individual responses. Thus, a more individualised approach, building on RCT knowledge, is required. We propose a roadmap for a more productive way forward, in which patients and academic psychiatry work together to improve the recognition and person-specific management of psychotropic drug withdrawal.

CLASSICS ON THE VERGE OF MASS CULTURE: STRATEGIES FOR REPRESENTATION

The article explores the problem of representation of musical classics in modern culture, due to the influences of popular culture and the characteristics of the perception of mass audience. Two main strategies for performing representation of musical classics in the space of popular culture are identified and substantiated: pseudo-academic representation and post-classical representation. Signs of a pseudo-academic strategy, which are uttered emotionality, «commenting» on the expressiveness of facial expressions and plastic, additional visual details and accessories on the verge of shocking – are revealed on the example of such famous musicians as pianist Lan Lan, conductor Valery Gergiev and singer Anna Netrebko. During pseudo-academic representation, the performance of academic music is transformed into the phenomenon of popular culture, while the quality of the performance of a musical work either becomes an element of the show (virtuosity is brought to the forefront of the representation), or the visual and expressive component of the performing act begins to prevail over the musical and technical component and the musical material becomes secondary to the interpretation process. During the implementation of the post-classical strategy, the text of the classical work itself enters the field of popular culture and begins to function as its product, while the interpreter is fully a figure in popular culture, transforming musical classics into the phenomenon of artistic «postculture.» It is proposed to include the phenomenon of classical crossover, a cultural strategy involving the integration of classical music into the field of popular culture. Classical crossover is a commercial product based on musical classics, the creators of which, solving the problem of listening perception (habitually, attractively, in demand), combine classical music with jazz, rock, pop music and other commercial areas, borrow techniques, instruments, methods of visual representation. An example of a postclassical strategy for representing musical classics in the space of modern popular culture, for example, is the implementation of classical crossover in the work of the art group M. Turetsky Choir.

Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme

Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).