Professional Positions Research Articles

News from the European Journal of Therapeutics: A new issue and a new editorial board

News from the European Journal of Therapeutics: A new issue and a new editorial board

Debatability as a principle of teacher education: methodological aspects and practical implementation

Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.

President Biden Chooses Monica M. Bertagnolli, MD, to Lead the NIH

President Biden Chooses Monica M. Bertagnolli, MD, to Lead the NIH

Psychological and pedagogic support for the development of the self-concept of a student in the educational environment of a military training centre

The author of the article refers to the analysis of the possibilities of the educational environment of the military training centre in the development of the self-concept of future military specialists. The author connects the formation of the self-concept of the student's personality with the presence in the educational environment of the centre of professional standards – carriers of mastery, life and professional positions, – with the process of collective formation and the formation of a moral and psychological climate that sets the system of traditions, norms, values of the environment, the boundaries of socially approved behaviour and relations of future military specialists. The author notes the important psychological and pedagogic aspects of formation of the self-concept of future military specialists, including meaningful and productive social interaction, joint activities; creation of situations that consolidate the experience of emotional and volitional self-regulation, perception, empathy, enrichment of organisational skills of students, enrichment of the experience of introspection, reflection of the movement from self-real to ideal self. The author presents the results of his own empirical research, illustrating the influence of the educational environment of a military training centre on the formation of students' self-concept. In particular, the author shows the dynamics of the psychological atmosphere in the student team, the influence of the socio-psychological climate of the community centre, the development of students' ideas about their own self-concept. Empirical materials made it possible to reveal the dynamics in the development of 5 groups of personal qualities included in the structure of the self-concept, among which the author singles out the socio-moral, strong-willed, communicative, organisational and managerial qualities of future military specialists, their professional readiness.

Women in turkish higher education management

This paper examines gender equality in Turkey and Turkish Higher Education Institutions (HEIs). The historical background and an overview of the legislative context for gender equality in Turkey is explained. A series of reforms enacted by the state of the Turkish Republic following its foundation by Mustafa Kemal Atatürk in 1923, were aimed at giving women equal status with men. The secular ideology and Westernizing reforms enabled the rise in women’s education and senior management in Turkey. Since 1993, there has been a significant increase in the number and share of women teaching staff (Özkanlı, 2007). There has also been an increase in research and publications on gender (Arslan, 2014). Historical, social and cultural factors explain the relatively high representation of Turkish women in professorial positions, and the support to advance to senior academia (Özkanlı and White, 2008). However, there are disciplinary differences, with a higher representation of women in language-based studies at almost every level and a lower representation in engineering and technology. The number of academic women varies by discipline. Besides, there is a high representation of women in professoriate in Turkey. On the other hand, women are under-represented in senior management, especially at Rector/Vice-Rector and at Dean Levels in Turkey (Neale and Özkanlı, 2010). Qualitative data analysis from interviews and document analysis using the “Success Case Study Method” (Yin, 2018) were undertaken in this paper. Ethics approval was secured before conducting in-depth interviews. A success case study university is presented because it had made great progress in gender equality in education, research and training. According to the findings of this research, increased support from the university such as mentoring for leadership roles, improved childcare/elderly care facilities, positive segregation and quotas can increase the number of female managers in Turkish Universities.

Interrogating “Marginality” in Bombay Cinema: An Exhaustive Historiography

Interrogating “Marginality” in Bombay Cinema: An Exhaustive Historiography

A New Digital Culture in Architecture and Engineering Design Classes with Technological Advances

This work deals with the approach of information and communication technologies in the classroom activities of the disciplines of architectural projects to propose improvements in the formation of architects and in the teaching models practiced in schools of Architecture and Engineering of Belo Horizonte, Minas Gerais, Brazil. The objective of this work is to discuss the use of technology through the design course. The position of Professors in the adoption of these technologies was analyzed. The work presents an analysis of pedagogical practices to reflect on possible advances, disharmonies and conflicts with the use of technologies in design development. This discussion can contribute to stimulating the qualification of Professors and future professionals. The findings indicate that new pedagogical practices with the use of technology can be gradually adopted. So Professors and students can better interact and develop the teaching/learning relationship with the updated models of teaching architectural projects.

Assessing Resident Well-Being: Ethical Considerations for Researchers When Conducting Qualitative Wellness Research With Resident Populations.

Assessing Resident Well-Being: Ethical Considerations for Researchers When Conducting Qualitative Wellness Research With Resident Populations.

Persecutee in the Third Reich, full professor in the GDR: The communist physician Carl Coutelle (1908-1993) and his post-war career as pathologist.

As an avowed communist, Carl Coutelle was one of the few (future) pathologists persecuted for purely political reasons in the Third Reich. Despite this peculiarity, his life has received little attention. The present article takes the existing research desideratum as an opportunity to elaborate on Coutelle's fate during the Nazi era, but also on his academic rise to the position of full professor at the University of Halle (GDR). The analysis is based on extensive files from various German archives. The article pursues a twofold question: On the one hand, it seems necessary to clarify how Coutelle's life between 1933 and 1945 can be characterized and classified, and on the other hand, it is of interest whether he owed his career in the GDR primarily to scientific merit or to state support.It can be shown that Coutelle's career path reflects the prevailing political power relations: With the beginning of the Third Reich, Coutelle was completely disenfranchised because of his political views; he was forced to emigrate, interrupted his nascent scientific career, and became actively involved in the international anti-fascist resistance. After the war, Coutelle became one of the protagonists of the socialist transformation and denazification of the health care system in the Soviet Occupation Zone. Now his career took the opposite course: Although his research performance was below average compared to other pathologists from the GDR, the avowed communist was appointed full professor - due to state intervention and against the declared will of the faculty in Halle.

Guest Editorial: Polymer electrets and ferroelectrets

Guest Editorial: Polymer electrets and ferroelectrets

수업 개선계획서(CQI) 인식 조사를 통한 대학 교육의 질 관리 방안 연구

The purpose of this study is to explore the structure and related guidelines and regulations of the CQI, which is being implemented for quality management of education at S University, and to investigate the perception of professors on the CQI. Based on the results, it provides practical help in managing the quality of education. The subjects of the study were 129 professors working at S University, and a questionnaire was constructed after reviewing theories and previous studies. The research questions were, first, to explore the guidelines and regulations related to CQI, second, to analyze the current status of CQI by college and professor position at S University in the first semester of the 2022 academic year, and third, to analyze the differences between the results of the questionnaire and professor characteristics, resulting in the following research findings. It was confirmed that various measures to induce active participation, such as excellent lecture workshops and reflection of teacher performance evaluations, which are used as external motivations to increase professors' participation rates, are needed.

A profile of students in a university-based distance dementia education program: Implications for policy and practice.

The online program began in 2012 to support aged care workers without a tertiary education or vocational qualification. This paper documents changes in the student profile since initiation of the program, and how the program may support recommendations of the Royal Commission into Aged Care Quality and Safety and engage other educators, providers and policymakers. Four hundred and seventy-one commencing undergraduate students completed a 16-item online survey in 2017 to document demographics and reasons for study. Categorical associations were assessed with univariate logistic regression in R v3.6. Most students (71%; 336) were aged between 41 and 60 years but the program now included younger (<41 years) and older (>80 years) people. Unlike the 2012 students, about 41% had tertiary-level qualifications, and 56% were employed in professional positions, including registered nurse, general practitioner and allied health professional. Professional and practice development was the primary reason for study; significantly so for younger (<41 years) participants in aged and dementia care (χ2 (5) = 18.15, p = 0.003) and for those with previous university experience (χ2 (4) = 22.17, p = 0.001). Older (≥61 years) participants enrolled to gain greater knowledge about dementia (χ2 (4) = 17.60, p = 0.002). Understanding the changed student profile guided program refinement to ensure the provision of effective, evidence-based education in dementia understanding and care. Work now focusses on increasing partnerships with aged care organisations, community and postsecondary training institutions to support a continuum of workforce development options, guided by the recommendations of the Royal Commission.

Analysis of engineering and construction students’ perceptions to explore gender disparity

ABSTRACT Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women’s presence in educational and professional positions.

Guest Editorial: Blockchain and decentralised solutions for social good

Guest Editorial: Blockchain and decentralised solutions for social good

Employees of the banking sector in Guizhou Province in China: prevalence of migraine, symptoms, disability and occupational risk factors

BackgroundAlthough studies have identified a high prevalence of migraine among employees in the banking sector, the symptoms of migraine, related disability and occupational risk factors are not well understood.AimsTo determine migraine prevalence, symptoms and disability among bank employees in Guizhou province in China and to examine occupational risk factors associated with migraine positivity and symptoms.MethodsIn a cross-sectional survey, two-stage probability sampling was used to select bank employees in Guizhou province, China. From May to October 2022, uniformly trained interviewers conducted face-to-face interviews using the HARDSHIP questionnaire. Logistic regression was used to examine factors associated with migraine positivity and symptoms.ResultsOf 1,985 contactable eligible subjects, 1,929 (male 45.4%, female 54.6%) completed the survey. The one-year prevalence of migraine was 27.2% (95% CI 25.2–29.2%). Of migraine-positive individuals, 11.2% had a monthly frequency ≥ 15 days, 11.8% had an attack duration > 72 h, and 14.9% had severe pain intensity. The median of days lost from work, housework and social activities due to migraine during a three-month period was 4, 3 and 2 days, respectively, with more than half (52.8%) patients reporting Grade III or IV disability. In multivariable analyses, positions in data analysis (OR = 1.8 [95% CI 1.2–2.8], p < 0.01) and information technology (OR = 3.8 [95% CI 1.7–8.3], p < 0.01) were occupational risk factors for migraine positivity. It was also found that professional positions were predictive of migraine attacks ≥ 15 days per month, administrative positions were predictive of duration > 72 h and severe pain intensity of migraine attacks, and working in remote branches was predictive of duration > 72 h.ConclusionsMigraine is prevalent among employees in the banking sector in Guizhou province in China, with a large proportion of sufferers carrying a high burden of symptoms and disability. The practical implication of this study is that the risk factors identified here could be translated to the focus of workplace monitoring and interventions to manage and prevent migraine.

Math Teachers' Professionalism After Motivation Training: A Contextual Approach

Professional educators can carry out their primary duties as educators and teachers, including planning lessons, implementing, and evaluating learning outcomes according to their fields. The problem of competence is one of the factors in the development of the educator as a professional position. It is necessary to research the formulation of how professional mathematics educators are after giving motivation training using a contextual approach. The type of research used is descriptive with a qualitative approach. Observation and questionnaires are data collection techniques used to collect data. Observations were made to obtain information about how the implementation of learning was carried out by educators after the motivation training. At the same time, the questionnaire was used to collect data related to the effect of giving motivation training. Analysis of the data used in this study is to examine the results of observations and the questionnaire results. Then the results are described with support and strengthened by the findings during the implementation of activities. The results showed that the analysis of the provision of motivation with a contextual approach carried out had a good impact on the quality of learning.

Operating during pregnancy: A needs assessment among surgical residents in Austria

In Austria, female physicians must immediately disrupt their surgical training as soon as their pregnancy is announced. In Germany, surveys on the topic of “female surgeons performing surgery during pregnancy” led to a reform of the German Maternity Protection Act, which came into force on January 1, 2018, and allows female physicians to perform risk-adapted surgery during pregnancy at their own request. However, in Austria, such reform is still pending. The study aimed i) to assess the current situation of how pregnant female surgeons handle their training under the actual restrictive legislature in Austria, especially in context of operative activity, and ii) to identify needs for improvements. Therefore, a nation-wide online survey, initiated by the Austrian Society for Gynecology and Obstetrics and the Young Forum of the Austrian Society of Gynecology and Obstetrics, was performed from June 1 to December 24, 2021, among employed physicians working in surgical specialties. To conduct a general needs assessment, the questionnaire was made available to both female and male physicians in all positions. In total, 503 physicians participated in the survey, of which 70.4% (n = 354) were women and 29.6% (n = 149) were men. The majority of the women (61.3%) were undergoing residency training at the time of their pregnancy. The announcement of the pregnancy to the supervisor(s) occurred on average in the 13th week of gestation (week 2–40). Before that, pregnant female physicians spent an average of 10 h per trimester (first trimester: 0–120 h; second trimester: 0–100 h) in the operating room. The main reason for women to continue surgical activity despite their (yet unreported) pregnancy was “own request”. 93% (n = 469) of the participants explicitly wished to be able to perform surgical activities in a safe setting during pregnancy. This response was independent of gender (p = 0.217), age (p = 0.083), specialty (p = 0.351), professional position (p = 0.619), and previous pregnancy (p = 0.142). In conclusion, there is an urgent need to offer female surgeons the possibility of continuing surgical activities during pregnancy. This handling would significantly increase the career opportunities for women who want to build up both a successful career and a family life.

Podium Presentation Title: Epidemiology and Impact of Shoulder Injuries in Professional Baseball Position Players and Batters

Podium Presentation Title: Epidemiology and Impact of Shoulder Injuries in Professional Baseball Position Players and Batters

Can Mentorship Shatter the Glass Ceiling in Academic Microsurgery? A National Survey of Microsurgery Fellowship-Trained Women.

The "leaky pipeline" phenomenon has caused women to remain underrepresented at higher levels of academic plastic surgery. No study has considered the availability of mentorship within any subset of academic plastic surgery. The purpose of this study was to evaluate the current representation of women in academic microsurgery and to determine the impact of mentorship on career progression. An electronic survey was designed to determine the availability and quality of mentorship respondents received at different stages of their career (from medical student to attending physician). The survey was distributed to women who completed a microsurgery fellowship and were current faculty at an academic plastic surgery program. Twenty-seven of 48 survey recipients participated (56.3% response rate). Most held an associate professor (20.0%) or assistant professor (40.0%) position. Respondents had an average of 4.1 ± 2.3 mentors throughout their entire training. A minority of mentors were microsurgery trained (28.3%), and only 29.2% of respondents reported female mentorship throughout their training. Attending physicians least often received formative mentorship (52.0%). Fifty percent of respondents sought female mentors, citing that they desired female insight. Of those who did not seek female mentors, 72.7% cited a lack of access to female mentors. Evidenced by female trainees being unable to find female mentors and low rates of mentorship at the attending physician level, there is currently not enough capacity to meet the demand for female mentorship by women pursuing academic microsurgery. Many individual and structural barriers to quality mentorship and sponsorship exist within this field.

Women as a Growing Force in Critical Care Medicine-the Journal, Profession, and Society.

Women as a Growing Force in Critical Care Medicine-the Journal, Profession, and Society.