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This study aimed to validate a scale for subjectively measuring teaching competencies for innovation in higher education. The scale was developed by creating a set of items that underwent content validity through the Delphi technique and face validity. A survey was then conducted with 523 higher education professors. The resulting scale, called the STW-ICE Scale, consists of four dimensions: continuing education, creativity, digital fluency, and scientificity. We found that the scale has psychometric properties that allow for subjective measurement of the proposed competencies. The SmartPLS and SPSS software were used for data assessment. Additionally, we found high levels of teaching skills in the sample for all dimensions. Based on these findings, this study successfully achieved its goal of developing and validating a scale. We hope that this scale will be used not only for classificatory diagnoses but also to encourage reflection on teaching practices in higher education with a focus on innovation.

Violence is a major public health problem globally, with the highest rates in low- and middle-income countries (LMICs) in the Americas and southern Africa. Parenting programmes in high-income countries can diminish risk for violence, by reducing risk factors such as child aggression and harsh parenting, and increasing protective factors such as child cognitive development and school readiness. However, there is critical need to identify low-cost programmes with replicable benefits that work in real-world LMICs contexts. A three-arm, randomised, single-blind trial evaluated effects of two low-cost, group-based parenting programmes recommended for LMICs (ACT: Raising Safe Kids; DBS: dialogic book-sharing) on child aggression (primary outcome), child development, parenting, maltreatment, and stress. Participants were 369 children with medium-high levels of aggression (mean age 3.1 years at baseline) in poor households. Interventions were implemented in city health and education services in southern Brazil. Maternal reports, filmed observations, child tasks, and hair cortisol were assessed at baseline, 1-month post-intervention, and 8-month follow-up. Intention-to-treat analyses compared each of ACT and DBS with a control group. Three hundred sixty-eight (99.7%) participants completed follow-up assessments 8 months after the interventions. There was no effect of ACT (standardised mean difference, SMD 0.11, 95% CI - 0.05, 0.27) or DBS (SMD 0.05, 95% CI - 0.11, 0.21) on the primary outcome of child aggression. ACT reduced harsh parenting behaviour post-intervention (SMD - 0.23; 95% CI - 0.46, 0.01), but not at follow-up. DBS improved book-sharing practices at both time points (e.g., maternal sensitivity at follow-up SMD 0.33; 95% CI 0.08, 0.57). There were no benefits of either programme for other parenting, child development, or stress outcomes. Two parenting programmes in Brazil had small effects on parenting practices but did not reduce child aggression or several other important risk/protective factors for violence. Effective early interventions that reduce violence in real-world LMIC settings are highly desirable but may be challenging to achieve.

Entrepreneurial Orientation (EO) has become increasingly prominent in the public sector and in educational organizations. A policy for educational management based on EO has dimensions related to innovation, proactiveness, and risk-taking, which are preceded by organizational characteristics such as management support, discretion/autonomy, rewards/recognition, organizational boundaries, and time availability. The objective of this study is to analyze the organizational characteristics that influence EO in Municipal Centers for Early Childhood Education ("Centros Municipais de Educação Infantil--CEMEIs") in Brazil. The study was conducted in a town in the state of Minas Gerais and involved 15 CEMEIs, applying questionnaires to education professionals as coordinators, monitors, and teachers, whose data were processed using descriptive statistics and a structural equation model. The results present a construct for validating organizational characteristics that can influence EO in public early childhood education organizations. However, autonomy and management support were the determinants of EO in the organizations studied. Finally, there are implications and considerations for policies and strategies in public educational organizations, indicating EO as a way to deal with contingencies, resource scarcity, the stimulation of (intra)entrepreneurial culture and even potential early childhood education for entrepreneurship.

In this article we present our findings regarding the challenges of offering a massive university's free-of-charge online course. The online course "Introduction to data science (with R)" was offered by one professor at the Federal University of Sao Paulo, Osasco Campus, Brazil, from 11 to 28 of January of 2022, to 680 students from all over the country. This course had the goal of providing educational opportunities for those who otherwise would not be able to afford one. The course followed a problem-based learning approach. In addition to delivering the course content on data science, we wanted to investigate the challenges involved in structuring and delivering the course. Data was collected by means of questionnaires and from the professor's notes. Our findings were as follows: 1) the process of creating an online extension courses can be complex, time-consuming and laborious; 2) handling multiple social media applications and communication tools in order to publicize the extension courses is challenging; 3) the drop-out rate can be high and the completion rate can be low; 4) obtaining the participation of students living in disadvantaged conditions is challenging; and 5) the use of problem-based learning approach facilitated the learning.

The university is considered an environment that favors the initiation and use of substances, especially those that are legal, such as alcohol. This consumption can be differentiated in university students, which makes it necessary to better understand this behavior. Taking into account these aspects, we analyzed the abusive consumption of alcoholic beverages in university students and its association with socioeconomic and behavioral factors. We conducted a cross-sectional study with regularly enrolled students. We assessed the abusive consumption of alcoholic beverages using the binge drinking pattern. We collected socioeconomic and behavioral data using a questionnaire. The association between the variables was verified using logistic regression. Abusive consumption of alcoholic beverages was high, with a high weekly frequency. The association with sociodemographic and behavioral factors can increase the health risk. Education campaigns within institutions with students in the classroom and with all those who can influence these students are important. As there are few studies that consider other health risk factors that have not been analyzed yet, such as those treated in our study, with the abusive consumption of alcoholic beverages, this study seeks to contribute to the knowledge of the relationships between these variables and in the elaboration of actions aimed at improving the lifestyle and health of university students.

This research shares the collaborative practices through information and communication technologies (ICT) of a comprehensive cross-cultural "internationalization at home" Virtual Exchange (VE) of students preparing to be teachers enrolled in second language acquisition-related courses at Pennsylvania State University (US) and in the State University of Maringá (Brazil). This qualitative case study generated data from pre-service language teacher interactions in 2022 during projects with digital platforms such as VoiceThread, Canvas, Zoom, Google Meet; Google classroom; and WhatsApp. A survey focusing on preservice teachers' ICT utilization was analyzed as well as the professors' perspectives on the tasks. Investigating this experience provided an understanding of student perspectives (challenges & benefits) on ICT that instructors required as well as technologies students chose to utilize to collaborate on projects. Findings indicated that while the benefits stood out, facing and learning how to deal with the challenges was important for preservice teachers to develop certain attitudes in their professional lives, such as agency, leadership, and autonomy. Instructors also found they need to attend to important considerations for Internet availability, adequate time for collaboration in synchronous and asynchronous formats, targeted scaffolding to learn new technologies, and to continue the preferred and motivating option for preservice teachers to choose technologies.

Product design pedagogical approaches require a specific mix of competences that demand multiplicity of perspectives, hybrid knowledge that exceeds professional field silos, and continuous problem reformulations. To do this, design studio education follows many traditions, among which is design critique. Design critique is believed to provide students with the ability to reframe design problems, but it can also lead to misunderstandings. The necessity of this approach is put into question by assessing the experiences of a group of students in an intensive course structured for interdisciplinary work, intercultural teams, and projects based on challenges from practice, where the critique was not part of the pedagogical program. The course was conducted over four consecutive weeks and supported a hands-on approach based on an interdisciplinary work between the areas of product design and occupational therapy, with the participation of Brazilian and Norwegian bachelor students and professors. Students responded to questionnaires prior to and at the end of the course that addressed their expectations of and experiences in the course. A qualitative analysis of the students' responses was carried out based on content analysis. The joint work with occupational therapy students and professionals, as well as the opportunity to develop projects that targeted demands from people with disabilities, were shown to be factors that contributed to students' engagement in the course and overall gain of knowledge. The experiences reported here indicate that the phenomenological approach to the design studio, which focuses on providing an immersive environment, deserves more attention from educators, and that design critique is not necessarily a crucial ingredient in design education.

Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings.

The study investigates the effects of bilingualism and biliteracy on thought organisation, and syntactic complexity in the written production in a group of fifty 11-year-old children (M = 10.7) enrolled in 5th and 6th grades in a bilingual school in the south of Brazil. The children's home and community language is Portuguese, and they have been exposed to English at school for 10 hours a week for at least five years. Participants were asked to create a narrative based on a sequence of five images (Cambridge Assessment, 2018), being one in English and one in Portuguese, in a counterbalanced order. Thought organisation (connectivity) was measured through the analysis of graph trajectories performed with the computational tool Speech Graphs (Mota et al., 2014, 2016, 2019) and the analysis of syntactic complexity involved the assessment of T-Units (Hunt, 1965). Results indicated a moderate positive correlation in the attributes of thought connectivity and the levels of syntactic complexity in both languages, demonstrating that, as children advance in the development of more complex writing strategies in Portuguese, they progress in their written production in English to the same extent.

Purpose: This study aims to present the environmental management system implemented at UNISINOS and demonstrate some of the main results obtained in more than 15 years carrying out the environmental management of the campuses in São Leopoldo and Porto Alegre. The focus is on the main environmental impacts: electricity consumption, water consumption and solid waste management. Design/methodology/approach: Sustainable development of universities has gradually become a common practice, as the knowledge shared in the higher education institutions reflects in the behavior of society. In a university, an environmental management system is used to plan, implement and manage processes referring to the environmental, social and economic aspects, so as to improve their performance and comply with legal requirements. For this, national or international standards and/or methodologies can be followed, which serve as a guide for the institution to reach sustainability in a staggered manner, according to the availability of data and resources for environmental management. Findings: After 16 years of certification, based on the monitoring performed, positive performance was observed, reflecting a better and attentive university, with an environmental policy that goes beyond the borders of the campuses and transmits solid concepts of environmental education to the academic community, under the rigid control of the ISO 14001 tool. Originality/value: In 2004, UNISINOS became the first Latin American university with an ISO 14001 certification. In 2018, the certification was extended to the UNISINOS Campus in Porto Alegre, capital of the state of Rio Grande do Sul. All the support activities conducted and implemented in the campuses (São Leopoldo and Porto Alegre) follow the same rules implemented by the UNISINOS environmental management system. After the experience of implementing the ISO 14001 requirements, UNISINOS included other normative requirements in 2013, adopting an integrated management system.

This was a cross-sectional study that aimed to evaluate the association between breastfeeding and motor development of infants at 3-4 months of age in the city of Pelotas, Rio Grande do Sul. The outcome, infant motor development, was evaluated through the Bayley Scale of Infant Development (Bayley III). The prevalence of infants that stopped breastfeeding before reaching 3-4 months of age was 16.6%. The most prevalent reason for early weaning was 'insufficient milk flow' (50.4%). The general mean of motor development was 104.9 (±13.2) points, and the lowest means were attributed to babies who never breastfed (101.5; SD ±14.6), followed by those stopped breastfeeding (102.5; SD ±14.1). The results revealed that infants who never breastfed and those who had stopped at 3-4 months of age presented -1.9 (CI 95% -3.8;-0.2) points in the motor development scale means when compared with infants who were still breastfeeding.

The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= 0.22, p< 0.001), global abilities score (r= 0.26, p< 0.001) and with the global behavioral score (r= 0.38, p< 0.001). The students' performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors.

Developing human resources and matching job profiles are essential tasks to promote economic and social growth. The technology-related job market has undergone significant changes over recent years, mainly due to technological advances that have pushed industry toward new demands for skilled professionals. This change in required skills and competencies has led to a gap between what companies need and the professional profiles that are available in the job market. Technology companies are often unable to find an employee who meets the required profile, resulting in financial loss and extra training expenses. It is therefore essential that higher education in technology is reconsidered to address job market demands. Thus the goal of this work is to evaluate the relationship between the professional profile required by information technology (IT) companies and what students are taught on IT-related programs in higher education institutions (HEIs). The authors adopt a systemic perspective in three different qualitative approaches. They cross-check and link data on educational curricula acquired from interviews with IT human resource managers (HRMs) and student focus groups. The analysis reveals that HEIs must go beyond the transfer of knowledge and technical qualification in IT, promoting a comprehensive education that incorporates personal development goals, with a focus on developing social and emotional skills. The study focuses on the emerging economy of Brazil and presents findings from which other developing countries can learn. The results reveal the critical role of soft skills in the professional development and employability of students and the associated challenge for technical education. In conclusion, the authors also highlight the importance of partnerships between HEIs and HRMs as a fundamental strategy to fulfill the current skills gap.

This study aimed to verify the course of maternal anxiety disorders and its impact on child development of toddlers. This is a cohort study that followed 497 pregnant adolescents who received antenatal care in the public health service in a southern city in Brazil. We assessed maternal anxiety disorders during gestation, postpartum, and when children were 2-3 years old and we evaluated child development in toddlerhood. We performed a structured modelling approach to compare the effect of three different hypothesized life course models (accumulation, critical period, and mobility) of maternal anxiety on child development. The course of maternal anxiety manifests in different ways in each dimension of child development. However, only child cognitive development was directly impacted by maternal anxiety disorders (B -4.05; 95%CI -7.16; -0.93). Research on the impact of life course models of anxiety disorders is needed to help the implementation of interventions to prevent future negative outcomes.

Purpose: Smart campuses can be seen as the future of higher education efforts, especially for their contributions to sustainability and to encourage innovation. This paper aims to present the benefits of smart practices in a Higher Education Institutions and highlights its connections to the sustainable development goals (SDGs). Design/methodology/approach: The methodology is divided into three steps: first, an international search and assessment of smart practices at universities; second, the identification of smart practices in a university campus in southern Brazil; and third, the presentation of the benefits of smart practices and their relationship with the SDGs. Findings: The results showed that globally, the area most covered by smart practices in universities is the environment and, specifically, focused on waste reduction. in the context of this case study, the benefits of implementing smart practices mainly reach SDGs 4 and SDG 9, especially due to aspects of teaching technologies for the new classroom models and the optimization of campus infrastructure management. Practical implications: The study encourages other universities to implement smart practices in their campuses, to becoming smart campuses while they also collaborate in achieving the SDGs while raising the discussion on the importance of committed actions taken on a university campus with the UN SDGs, to leverage synergies on campus operations at universities. Originality/value: This paper presents a set of smart practices that universities are applying both globally and locally (in southern Brazil). In addition, it contributes to sustainability research by showing how smart practices have the potential to promote SDGs in universities, especially through campus operations.

Purpose: The purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching. Design/methodology/approach: This study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions. Findings: The results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process. Research limitations/implications: The study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course "Scientific Methodology" during 1 academic year. Practical implications: Two levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses. Originality/value: The course of "Scientific Methodology" is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way.

Active learning activities offer opportunities for medical students to facilitate the retention of knowledge and develop soft skills. We aimed to create a guide for an interdisciplinary mock trial learning activity within the medical curriculum of the College of Medicine, Anhembi Morumbi University--Laureate International Universities, Sao Paulo, Brazil. We designed an "Animal Experimentation Mock Trial" in which students are coached to search for scientific, legal, and ethical arguments pro and contra animal experimentation in medical research. The mock trial is prepared and staged with student teams to play the 1) presiding judge, 2) the plaintiff's attorney and expert witnesses contra animal research, 3) the defense attorney and expert witnesses pro animal research, and 4) the jury. The plaintiff and defense teams made presentations, and between each presentation the jury put questions to presenters (cross-examination). The jury team gave two evaluation scores after the plaintiff's presentation and then after the defense presentation. The formal feedback for this active learning activity indicated that students expressed satisfaction with the teaching strategies employed in the course. The mock trial with the lesson plan provides a learning mean to exemplify the complex relationship between animal experimentation, medical evidence, ethics, and law/regulations. This mock trial helps medical students to develop their soft skills, such as the ability to collaborate and also to recognize the limits of their own knowledge, important for professional development. The importance of interdisciplinary discussions is demonstrated by increasing the awareness of the multidisciplinary aspect of animal research.

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Motherhood has been associated with reduced leisure-time physical activity (LTPA) levels. We aim to assess maternal LTPA patterns from preconception to 4 years postpartum. Methods: The study was developed with mothers from the Pelotas 2015 Birth Cohort, Southern Brazil (n = 4273). LTPA data were self-reported for preconception, antenatal, and 3, 12, 24, and 48 months postpartum. Information on LTPA referring to preconception (3 mo before pregnancy) and each gestational trimester was retrospectively collected in perinatal. The prevalence of active mothers was calculated according to recommendations (≥150 min/wk). We described changes in LTPA between follow-ups and estimated the probability of mothers being active according to previous LTPA. We used group-based trajectory analysis to identify patterns of LTPA throughout the follow-ups. Results: The prevalence of active mothers during leisure time decreased in pregnancy and postpartum compared with preconception. At 12 months postpartum, LTPA levels rose again, but at 48 months, the rates of active mothers still had not returned to preconception levels. Prior LTPA engagement was an important determinant of the maintenance of LTPA. Trajectory analysis identified 4 patterns of maternal LTPA, and ∼80% of mothers were allocated to the "always inactive" group. Higher education and income, working outside the home, multiple births, and participating in the PAMELA study intervention were associated with a higher probability of mothers not being included in this predominantly inactive group. Conclusions: Motherhood is associated with declining rates of women meeting physical activity recommendations during pregnancy and early postpartum. [ABSTRACT FROM AUTHOR]

Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students' experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching.

Although the teaching of African-Brazilian and Indigenous history and culture is mandatory in primary and secondary schools, there has been a lack of proper contextualizing in PETE programs [Corsino, L. N., & Conceição, W. L. (Eds.). (2016). "Educação física escolar e relações étnico-raciais: Subsídios para a implementação das leis 10.639-03 e 11.645-08" ["School physical education and ethnic-racial relations: Subsidies for the implementation of laws 10.639-03 and 11.645-08"]. CRV, v. 11]. There is also a need to study how the recognition of African-Brazilian and Indigenous ethnic-racial issues in primary and secondary physical education is mandated by the law. The purpose of this research -- framed as a pilot study -- is to address the invisibility of African-Brazilian and Indigenous history and culture in schools. The objective is to analyze both the teachers' knowledge and the law application in physical education classes concerning African and Indigenous games and activities. We have addressed the invisibility of Black and Indigenous people in Brazil, connections to the African diasporas and Indigenous cultures, ethnic-racial inequalities in physical education, and the African-Brazilian and Indigenous complexities as challenges for PETE. The research method is qualitatively oriented and descriptive. Data was generated from an online questionnaire responded to by physical education teachers who work in primary schools. Findings suggest that there is a lack of discussion on ethnic-racial issues in PETE or in permanent teacher education programs. Despite the law, there is a discrepancy in its application in Brazilian education. Physical education opens space to reflect upon the African-Brazilian and Indigenous cultures in the schools. Even teachers who do not teach ethnic-racial issues at their schools affirm the importance to teach. In conclusion, it is necessary to decolonize the curriculum, emphasizing the ethnic-racial complexity in PETE. Transform pedagogies and prompt the construction of new paths for social justice practices do require a more culturally diverse physical education curriculum.

This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (WaldX[superscript 2] = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (WaldX[superscript 2] = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both.

Purpose: This paper aimed to describe and analyze the contents and methodologies of entrepreneurship education in undergraduate courses in higher education institutions in Brazil. Design/methodology/approach: The teaching plans of 113 undergraduate entrepreneurship courses were surveyed and reviewed. Data were subjected to descriptive and content analyses. Findings: Courses are offered by public and private universities in Brazil in 56 undergraduate programs in several fields. Lectures are among the main teaching methodologies employed, being mentioned in 98% of the teaching plans analyzed. There is a broad use of active methodologies. About 75% of the contents covered in the courses refer to declarative knowledge of basic concepts and theories and enterprises creation and management skills. The survey showed that 50% of the teaching plans addressed content related to business modeling, and only 18% of these mentioned the use of business model canvas. In addition, contents such as prototyping, minimum viable product, design thinking and pitch are mentioned in less than 20% of the teaching plans analyzed. Originality/value: The article contributes to the advancement of the entrepreneurship education theory as it presents a new way to classify the contents of entrepreneurship courses, in light of educational theories, using learning taxonomies. It identifies the main contents, resources, methodologies, evaluation methods and bibliographies used in undergraduate entrepreneurship courses in Brazil. Moreover, it is the very first article that analyzes this number of teaching plans in Brazil with these categories of analysis. In practical terms, the article contributes to improve the entrepreneurship courses offered.

Purpose: Looking at the planet as our main and unique asset, the authors encounter fragile zones needing special attention more than others, such as emerging countries. One of their most urgent problems is the qualification gap of the workforce and the consequent increasing poverty and social exclusion. Their backward education system is partially responsible for this disparity, especially in technology-related sectors. In this sense, higher education institutions (HEIs) play a fundamental role in shortening this gap and solving this dichotomy. The purpose of this study is to conduct a systemic study to address the qualification gap of emerging countries, offering a framework to minimize this grand societal challenge, taking Brazilian economy as example. Design/methodology/approach: Using the soft system methodology (SSM), the authors propose systemic solutions to the qualification gap in Brazil by analyzing different stakeholder perceptions and developing a feasible-change framework to transition to an enhanced higher education (HE) model in Brazil. Findings: Results show three main aspects that draw the framework--the education of social and emotional skills, internship support during the first experience in the job market and a closer relationship with employer companies. Research limitations/implications: As a future direction, the framework proposes positive changes focused on soft skills-based education and the partnership between companies and HEIs. Originality/value: The contribution relies on an original application of a system methodology to propose solutions to the qualification gap, involving different stakeholders, their salience and perceptions. The use of SSM to analyze complex problems from stakeholders' perspectives demonstrated how a system approach could empower the stakeholder theory in addressing grand societal challenges.

BACKGROUND: Psychiatric disorders are the conditions that most contribute to incapacity worldwide. While many healthcare professionals adapt in dealing with various demands, others do not. How much of these conditions is associated with affective experience needs to be studied. OBJECTIVE: Assess the prevalence of anxiety, depression, and stress while investigating the relationship between the presence of positive and negative affect in healthcare professionals. METHODS: This study's convenience sample consisted of 975 providers (including nursing, physicians, and multidisciplinary team) and administrative professionals (service and supervision teams) working at a general private hospital in Brazil. Data were collected in 2019 through a socio-demographic questionnaire, the Depression Anxiety and Stress Scale (DASS-21), and the Positive and Negative Affect Schedule (PANAS-X). The results are shown through multinomial regression with odds ratio, 95% confidence interval, and P-value. RESULTS: The prevalence of depression, anxiety, and stress was 49.4%, 46.1%, and 49.8%, respectively, showing high prevalence. It was observed that a high presence of negative affect is associated with a greater likelihood of developing anxiety, depression, and stress, while a high presence of positive affect is associated with a lower likelihood of depression and stress prevalence. CONCLUSIONS: The high prevalence of anxiety, depression and stress in healthcare professionals is associated with the presence of negative affects. Mental disorders should be measured, and practices adopted to ensure well-being and job performance. [ABSTRACT FROM AUTHOR]

In Brazilian higher education institutions, English as a Medium of Instruction (EMI) courses and workshops play a key role in helping professors to rethink their methodology and their concepts of language, especially regarding English conceived as a lingua franca. In an attempt to bring a local perspective for EMI, this paper examines university professors' representations on an online EMI course for professors from nine public universities in Paraná. It is grounded on the concept of representation from critical discourse analysis. The results reveal the beliefs and motivations of the participants concerning EMI in Brazil. The motivations for EMI were related to language use/practice; the status of English in the world and in the scientific scenario or field of study; and internationalization reasons. On the other hand, the challenges were associated with language aspects and students' participation. In relation to the online course, results indicated that there were more potentialities than limitations and that the course had an impact on the resignification of concepts, especially related to English as a Lingua Franca as this perspective has the potential to transform professors' views on language conception and use of Portuguese in the classes. [ABSTRACT FROM AUTHOR]

Background A high intake of sugar-sweetened beverages (SSBs) is associated with the risk of several chronic diseases, including ischemic heart disease (IHD) and stroke. This study aimed to model the impact of a 20% tax on all SSBs for IHD and stroke among Brazilian adults. Methods This was an ex-ante risk comparative study. The model applied a 20% tax on SSBs and projected the incidence, prevalence and mortality of IHD and stroke over a 20-year period (2019–39). Using data on consumption, previously published cross- and own-price elasticities of SSBs, and relative risk, we estimated changes in IHD and stroke burden. Results Our model predicts that a 20% SSB tax may reduce new cases of IHD by ~13%, especially among women, and avert ~8% of the deaths attributable to IHD over 20 years. These results represent a decrease of 19 543 new cases and 8466 and 7274 fewer deaths in the period for men and women, respectively. Estimates of reduction in incidence, prevalence and deaths from stroke were not significant over 20 years. Conclusions Even under conservative assumptions, our study found that a small reduction in SSB consumption led to a substantial decrease in IHD incidence and mortality in Brazil. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Few studies have evaluated the effects of structured early mobilization (EM) protocols on the level of mobilization in critical care patients. Objective: To evaluate the impact of a structured EM protocol on the level of mobilization, muscle strength, and the level of activities of daily living (LADL) after intensive care unit (ICU) and hospital discharge. Methods: This randomized clinical trial (U1111-1245-4840) included adults patients who were randomized into two groups: intervention (n = 40) and control (n = 45). The intervention group underwent conventional physiotherapy and structured EM protocols, and the control group underwent conventional physiotherapy. The level of mobilization from 0 (no mobilization) to 5 (walking), muscle strength (Medical Research Council scale), LADL (Katz Index), and incidence of complications were evaluated. Results: The level of mobilization from day 1 to day 7 increased in the intervention group compared with the control group (p <.05). Muscle strength did not change during the protocol in the intervention and control groups {day 1 [effect size (r) = 0.15, p =.161], at ICU discharge [r = 0.16, p =.145], and after ICU discharge [r = 0.16, p =.191]}. The LADL did not differ between the intervention and control groups after ICU discharge [4 (1–6) vs. 3 (1–5), p =.702] or 30 days after hospital discharge [6 (5–6) vs. 6 (5–6), p =.945]. The structured EM protocol was safe, and no severe complications were observed during the protocol. Conclusion: A structured EM protocol increased the level of mobilization without improving muscle strength and the LADL compared with conventional physiotherapy. [ABSTRACT FROM AUTHOR]

This article explores the relationship between institutional funding for research and community-based or co-enquiry research practice. It examines the implementation of co-enquiry research in the COMBIOSERVE project, which was funded by the European Commission's Seventh Framework Programme for research and innovation, between the years 2012 and 2015. Research partnerships between Latin American and European civil society organisations, research institutions, and Latin American rural communities are analysed. Challenges for effective collaboration in co-enquiry and lessons learned for research policy and practice are outlined. Based on our case study we suggest that: (1) the established values and practices of academia seem largely unfavourable towards alternative forms of research, such as co-enquiry; (2) the policies and administrative practices of this European Commission funding are unsuitable for adopting participatory forms of enquiry; and (3) the approach to research funding supports short engagements with communities whereas long-term collaborations are more desirable. Based on our case study, we propose more flexible funding models that support face-to-face meetings between researchers and communities from the time of proposal drafting, adaptation of research processes to local dynamics, adaptation of administrative processes to the capacities of all participants, and potential for long-term collaborations. Large-scale funding bodies such as European Commission research programmes are leaders in the evolution of research policy and practice. They have the power and the opportunity to publicly acknowledge the value of partnerships with civil society organisations and communities, actively support co-enquiry, and foment interest in innovative forms of research.

The aim of this article is to present a case study of an innovative school and illustrate how social aspects, in their subjective dimension, participate in educational innovation. According to the theoretical propositions from González Rey's cultural-historical theory of subjectivity, social aspects in the life of groups, institutions, communities, and social spheres in general, are expressed as subjective production, constituting what is called social subjectivity. We will focus on this category for our study of educational innovation, which is understood as the implementations of changes in the school setting. We carry out research in an innovative Brazilian school using Qualitative Epistemology for the study of subjectivity, and research tools such as documents, conversational dynamics, and questionnaires with directors, teachers, parents, and students as well as observations and informal chats by the researcher in the school's daily life. The creation of indicators and hypotheses allowed us to demonstrate a set of representations, values, beliefs, and emotions which are subjectified in different ways by individuals and groups, and which permeate their actions and interactive exchanges and contribute to understanding the innovation process that characterises the school.

This study aimed to examine the validity of the Brazilian-Portuguese version of the Parental Burnout Assessment (PBA), the current gold-standard measure of parental burnout (PB). We surveyed parents in Portugal (N = 407) and Brazil (N = 301). We (a) compared the factor structure of the Brazilian-Portuguese version with the original structure of the PBA, (b) tested the adequacy of a second-order factor structure, (c) evaluated invariance across gender and countries, (d) examined reliability, and (e) evaluated whether PB levels are related to gender, satisfaction with life, and parental self-efficacy (PSE). Results provided evidence for the validity of the Brazilian-Portuguese PBA and its four facets. Factor models supported the use of both individual facet scores and a global PB score. The structures tested were invariant across countries and gender, and all factors had good reliability. Relations with PSE, life satisfaction, and gender provided initial evidence for validity, and suggested a possible influence of intensive motherhood models.

Purpose: Higher education institutions are widely known both for their promotion to education for sustainable development (ESD) and for their contribution as living labs to urban management strategies. As for strategies, smart and learning campuses have recently gained significant attention. This paper aims to report an air quality monitoring experience with focus on the smart and learning campus and discuss its implications for the university context with regard to ESD and sustainable development goal (SDG) integration. Design/methodology/approach: The air quality monitoring was held at the main campus of University of Passo Fundo and focused on three pollutants directly related to vehicle emissions. The air quality index (AQI) was presented on a website, along with information regarding health problems caused by air pollution, main sources of emissions and strategies to reduce it. Findings: The results showed how the decrease in air quality is related to the traffic emissions and the fact that exposing students to a smart and learning environment could teach them about sustainability education. Practical implications: This case study demonstrated how monitoring air quality in a smart environment could highlight and communicate the impact of urban mobility on air quality and alerted to the need for more sustainable choices, including transports. Originality/value: This paper contributes to the literature by showing the potential of a smart-learning campus integration and its contribution towards the ESD and the UN SDGs.

Purpose: Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach: Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings: The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value: Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

Purpose: The purpose of this paper is to present an experience of inclusion of the theme "climate change" in a Brazilian public school through training conducted with teachers. Design/methodology/approach: The methodology was based on three specific phases: reflection, focusing on the application of a pretest with 45 questions directed to three domains (knowledge, attitude and behavior); climate change education (CCE) training; and application of a post-test and action, regarding the insertion in the school space. Findings: The survey results highlight the difficulty teachers have in understanding and applying CCE in the classroom and it underscores the importance of this approach. Research limitations/implications: The research approach is related to a specific case in a school located in south of Brazil. Although the school has its own context, the reported experience can be considered elsewhere. Practical implications: This case study reinforces that CCE presents broad challenges for the scientific community. For the reason that the understanding of the topic (CCE) is complex, considering the global context and the divergent opinions on the subject. Social implications: The paper reinforces that for today's society, sustainable development is no longer a choice but a necessity, underpinned by global Agenda 2030 discussions. In this context, teachers are essential to the transformation toward a better future. Originality/value: The difficulties and facilities encountered during the experience serve to enhance new actions at national or even global level, respecting each new context of study and insertion of research directed to the theme -- CCE.

The aim of this study is to better understand how teachers use various embodied semiotic modes -- speech, gestures, gaze, and proxemics -- when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse the video data and to describe the productions of two teachers from selected short episodes. The results show several similar elements of these teachers' practices. In particular, their use of several coordinated modes to make a coherent meaning to complex aspects of scientific knowledge such as three- dimensional representations of chemical structures or the relation between an experiment and its model of light diffraction. Both teachers create signs by taking everyday things from their environment to re-signify them in a scientific way. Simultaneously they maintain contact with their students through their gaze and their position. In this way, they create or strengthen the classroom habits related to the explanation of knowledge.

Evaluating the diversity of multiple taxa is fundamental to understand community assembly and to assess the integrity and functionality of tropical secondary forests. In this study, we analyzed the natural regeneration of tropical dry forests (TDFs) in three regions of Brazil using Hill–Simpson diversity, abundance and β‐diversity of trees and five groups of insects (herbivores, fruit‐feeding butterflies, ants, culicid mosquitoes and dung beetles). Sampling was conducted in 39 0.1 ha plots using a chronosequence approach (13 plots in early, intermediate and old‐growth forests). We evaluated the contribution of three different levels to γ‐diversity: α (within plots), β1 (among plots) and β2 (among successional stages), and further determined the relative importance of turnover (species replacement) and nestedness (differences in species number among sites) to β2. Our results showed that, unexpectedly, the Hill–Simpson diversity was consistently higher in early than old‐growth stages for all regions, but varied more widely in the intermediate stages. For each group separately, the same trend was observed for butterflies, ants, dung beetles and herbivores and did not differ among stages for mosquitoes. Successional differences in abundance were only detected for trees (increasing along the gradient) and for mosquitoes (decreasing). According to our expectations, the additive partitioning analysis showed that β2‐diversity contributed more to γ‐diversity than β1‐diversity, when all taxa were considered together and for most of them separately (except for butterflies and dung beetles). Most of the β2‐diversity was due to species turnover, but this contribution varied among groups and regions, with the highest turnover for herbivores and the lowest for dung beetles. Our results suggest that the Hill–Simpson diversity and changes in species composition (as given by β2‐diversity) are better indicators of forest natural regeneration than raw species richness, corroborating previous studies with plants and animals. [ABSTRACT FROM AUTHOR]

The development of implicit and explicit racial attitudes were investigated in 542 White, Pardo, and Black Brazilian children and adolescents (aged 6 to 14) from 2 different regional contexts that vary dramatically in their racial diversity, Bahia (BA) and Rio Grande do Sul (RS). Results revealed the pervasive presence of race biases favoring higher status groups across multiple measures of implicit and explicit attitude. Contextual differences were also apparent, particularly in measures of group identification: Children from the more diverse context (BA), including Black children, identified themselves more strongly with lighter skin tones, particularly with Whites. Implicit attitudes were stable with age, whereas explicit attitudes generally showed less bias as a function of age. Implicit and explicit racial preference were related in younger but not older children, providing evidence of increasing divergence across early development. Differences between our findings and those reported from other regions underscores the need for greater diversity in our research efforts.

Historically, Brazilian higher education teachers' pedagogical training has not been a concern. Even today, a graduate degree is the main requirement to be a faculty member. However, a set of competencies is necessary to teach: pedagogical competency, political competency, and knowledge of specific content. Most graduate training covers only knowledge of specific content. Therefore, this work aimed to outline the profile of basic health sciences faculty members teaching in biomedical and related fields regarding their undergraduate and graduate training, as well as the initial and continued pedagogical training in Brazilian public and private higher education institutions (HEIs). An electronic questionnaire was sent to these professionals, and a total of 763 responses were analyzed (66.4% from public and 33.6% from private HEIs). Compared with private HEI faculty, faculty from public HEIs were more experienced in teaching, and more time had passed since they finished their graduate training. On the other hand, faculty from private HEIs had a more intense undergraduate teaching workload than faculty from public HEIs. Additionally, faculty from private HEIs attended more extensive and more frequent pedagogical training activities (PTAs). Both groups expressed that activities closely related to their classroom practice and recognition for good pedagogical performance were incentives for their participation in PTAs. In conclusion, differences between the faculty from public and private HEIs may be due to the characteristics of HEIs themselves. Hypothetically, private HEIs focus on teaching, which may explain why faculty from these institutions seek improvement in this area, whereas public HEIs focus on research.

Background: The dynamics between risk and promotive factors within ecological contexts of development in emerging adulthood may influence the self-concepts and involvement in problem behaviors of young individuals. Objective: To investigate associations of risk (exposure to domestic and community violence; prejudice) and promotive factors (family, college, and community connectedness) with self-concepts (self-esteem, self-efficacy) and problem behaviors (licit drug use, sex risk behavior, and antisocial behavior). Methods: A total of 547 socioeconomically diverse emerging adults from a Brazilian urban context (64% female) aged 18-29 years filled in the Brazilian Youth Questionnaire (Dell'Aglio et al. 2011) as part of a national investigation developed by the group "Youth and Resilience" of the National Association of Post-Graduation in Psychology. Results: Structural equation modeling analysis indicated that family connectedness was associated with increased self-esteem, and college connectedness with self-esteem and self-efficacy, whereas community connectedness was associated with decreased levels of antisocial behavior. Conclusion: A combination of programs and policies that engage schools, families and communities are the most promising to yield long-term beneficial effects in interventions towards positive development of emerging adults in Brazil.

Purpose: The purpose of this paper is to analyse recent actions of energy efficiency implemented by University of Passo Fundo, a higher education institution located in the south of Brazil, and their contributions to Goal 7. Design/methodology/approach: The analysis is based on collected energy data and information of energy efficiency actions applied at the university. Findings: The paper shows the progress related to the energy practices and discusses opportunities, threats, strengths and weaknesses of applying energy efficiency at universities and its contributions towards sustainable development goal (SDG) 7. Practical implications: The findings of this study can inform readers about University of Passo Fundo's initiatives towards energy efficiency focussed in lightening, photovoltaic solar power generation and free energy market. Readers are able to improve their knowledge with the discussion of internal and external factors related to the initiatives. Originality/value: The originality of this paper is connected to the idea of sharing the experiences from University of Passo Fundo, connecting energy efficiency practices at universities to SDG 7 and also exploring opportunities, threats, strengths and weaknesses of applying these practices in the context of a higher education institution.

Purpose: This paper aims to highlight the contribution of ecological fairs to the promotion of sustainability in university campuses, based on a case study carried out at the University of Passo Fundo, located in Southern Brazil. Design/methodology/approach: Producers and consumers of the ecological fairs were interviewed to analyse how the social, economic and environmental spheres of sustainable development are impacted by these fairs. In total, 24 interviews were conducted. Findings: The results showed how fairs positively impact the academic and local community while bringing sustainability into university campuses. Research limitations/implications: The main limitations of this study were the number of interviews and the short period during when the study was conducted. Practical implications This case study demonstrated how the promotion of ecological fairs on a university campus plays an important role in the implementation and practice of sustainability and can serve as an example for other institutions that intend to work on similar projects. Originality/value: This paper contributes to the literature by providing a discussion on how ecological fairs represent a good addition in the process of universities to become more sustainable and which aspects of each sustainability sphere are involved.