Abstract Purpose: To adapt and validate in Sonora the scale to measure Attitudes towards Transgender People in University Students (EATU), which measures the inclusion of trans people in Higher Education Institutions (HEIS). Methodological design: Quantitative, cross-sectional and non-experimental study. 860 participants were selected among three HEIS, with non-probabilistic and intentional sampling. A 4-point Likert-type scale survey was applied that evaluates transinclusive attitudes. Reliability was obtained with Cronbach's alpha and McDonald's omega. For validity, the sample was randomly divided into two; In subsample 1, an Exploratory Factor Analysis (EFA) was carried out and in subsample 2, the model resulting from the EFA was tested using a Structural Equation Model (SEM). Results: The EFA yielded a final solution EATU of 32 items grouped into 3 dimensions called sensitivity, coexistence and cisexist stigma, with values that demonstrate validity and reliability. The SEM generated a model with indices of fitness in a final solution of 17 items and 3 correlated dimensions with acceptable coefficients. Research limitations: The measurement of transinclusion attitudes in a society where it has been documented that such construct is barely being developing, and the failure to collect demographic data on the sample about their religious beliefs. Findings: A measurement instrument on transinclusive attitudes for key social actors interested in promoting the inclusion of trans people, their human rights and substantive equality.

Resumen Objetivo: Adaptar y validar en el contexto sonorense la Escala para medir Actitudes hacia las Personas Transgénero en Estudiantes Universitarios (EATU) que mide la inclusión de personas trans en Instituciones de Educación Superior (IES). Diseño metodológico: Es un estudio cuantitativo, transversal y no experimental. De tres IES, participaron 860 personas seleccionadas con muestreo no probabilístico e intencional. Se aplicó una escala tipo Likert de 4 puntos que evalúa actitudes transincluyentes. La fiabilidad se obtuvo con alfa de Cronbach y omega de McDonald. Para la validez la muestra se dividió al azar en dos; en la submuestra 1 se llevó a cabo un Análisis Factorial Exploratorio (AFE) y en la submuestra 2 se probó el modelo resultante del AFE mediante un Modelo de Ecuaciones Estructurales (MEE). Resultados: El AFE arrojó una solución final de la EATU de 32 ítems agrupados en 3 dimensiones denominadas sensibilidad, convivencia y estigma cisexista, con valores de fiabilidad superiores a .90 y de cargas factoriales superiores a .36. El MEE generó un modelo con índices de bondad de ajuste en una solución final de 17 ítems y 3 dimensiones correlacionadas con coeficientes superiores a .46. Limitaciones de la investigación: La medición de actitudes de transinclusión en una sociedad donde se ha documentado que tal constructo está en desarrollo y el no recabar datos demográficos en la muestra sobre sus creencias religiosas. Hallazgos: Un instrumento de medida sobre actitudes transincluyentes para actores sociales clave interesados en la promoción de la inclusión de las personas trans, sus derechos humanos y la igualdad sustantiva.

Resumo Este artigo reflete sobre a necessidade urgente de fortalecimento dos valores democráticos e do exercício da cidadania desde a infância frente à crescente implantação do modelo de militarização em escolas públicas brasileiras. Parte-se da análise das diretrizes do Programa Nacional das Escolas Cívico-Militares (PECIM), estabelecido entre 2019 e 2022. Foram realizados estudos bibliográfico e documental, buscando responder às questões: Que tipo de cidadão a escola pública tende a formar por meio da cidadania praticada nos padrões de ensino, valores e comportamentos adotados pelos militares? Que ethos valorativo norteia a defesa dos militares no comando da gestão e dos processos educativos das escolas públicas brasileiras? Em oposição à militarização escolar, defende-se um projeto de educação para a democracia, fundamentado no exercício da cidadania desde a infância, com vistas à efetivação de um com vistas à efetivação de um ethos valorativo mais afinado com a sociedade democrática e com a garantia de direitos e de justiça social. brasileiras Partese Parte se CívicoMilitares Cívico Militares PECIM, PECIM , (PECIM) 201 2022 documental questões ensino escolar defendese defende democracia social (PECIM 20 202 2

Abstract This article reflects on the urgent need to strengthen democratic values and the exercise of citizenship from childhood onwards, in view of the growing implementation of the militarization model in Brazilian public schools today. It starts with the analysis of the guidelines of the National Program of Civic-Military Schools (PECIM) between 2019 and 2022. Bibliographic and documentary studies were carried out seeking to answer the questions: What type of citizen does public school tend to form through citizenship practiced in the teaching standards, values and behaviors adopted by the military? What ethos of values guides the defense of the military in command of the management and educational processes of Brazilian public schools? In opposition to school militarization, an education project for democracy based on the exercise of citizenship since childhood is defended, with a view to implementing an ethos of values more in tune with a democratic society and the guarantee of rights and social justice. onwards today CivicMilitary Civic Military PECIM (PECIM 201 2022 questions standards defended justice 20 202 2

RESUMEN Toda comunidad educativa debe estar fortalecida en su ambiente laboral para ser modelo de los escolares a quienes presta servicio, por eso, la presente investigación diseñó y validó la efectividad de un programa psico-axiológico centrado en los valores morales para fortalecer el clima laboral en una institución educativa privada del norte peruano. Se observó y diagnosticó el estado del clima laboral en la institución mediante Escala Clima Laboral de Sonia Palma, luego se diseñó y aplicó en cuatro talleres el programa psico axiológico a la totalidad de los docentes, durante cuatro meses. La investigación fue de tipo cuasi experimental, bajo diseño de pre y postest con un solo grupo. Se concluyó la efectividad del programa psico-axiológico tras el análisis de resultados al mejorarse significativamente los cinco factores de la escala mencionada: Realización Personal, Involucramiento laboral, Supervisión y Comunicación.

ABSTRACT Every educational community should be strengthened in its work environment in order to be a model for the schoolchildren it serves. Therefore, this research designed and validated the effectiveness of a psycho-axiological program focused on moral values to strengthen the work environment in a private educational institution in northern Peru. The state of the work environment in the institution was observed and diagnosed by means of Sonia Palma's Work Environment Scale, then the psycho-axiological program was designed and applied in four workshops to all teachers during four months. The research was of a quasi-experimental type, under a pre- and post-test design with a single group. The effectiveness of the psycho-axiological program was concluded after the analysis of the results by significantly improving the five factors of the mentioned scale: Personal Accomplishment, Work Involvement, Supervision and Communication.

RESUMO Este trabalho objetiva investigar os discursos materializados nos sinais em Libras utilizados para designar pessoas brancas e pessoas negras. Inscrevemos esta pesquisa nos estudos da Análise Dialógica do Discurso. Enquanto recorte metodológico, realizamos a busca dos sinais mencionados em quatro plataformas virtuais: Google, Youtube, Signbank e Dicionário de Libras do Instituto Nacional de Educação de Surdos (Ines). Como resultados, foi possível identificar que, nos sinais de pessoa branca, circulam valores que as colocam enquanto grupo étnico dominante e socialmente valorados, ao passo que os sinais para designar pessoas negras integram a lógica opressora do racismo, construindo-as enquanto grupo social subalterno. Discurso metodológico virtuais Google Youtube Ines. Ines . (Ines) resultados branca valorados racismo construindoas construindo subalterno (Ines

ABSTRACT This work aims to investigate the discourses materialized in signs in Brazilian Sign Language used to designate white people and black people. We inscribed this research in Dialogical Discourse Analysis studies. As a methodological approach, we searched for the aforementioned signs on four virtual platforms: Google, Youtube, Signbank and National Institute of Education for the Deaf (Ines) Libras Dictionary. As results, it was possible to identify that, in the signs of white people, values circulate that place them as a dominant and socially valued ethnic group, while the signs to designate black people integrate the oppressive logic of racism, constructing them as a subordinate social group. studies approach platforms Google Youtube Ines (Ines Dictionary results group racism

Abstract: Introduction: Health care by nursing professionals to people with gender diversity can be negatively affected by the heteronormativity that has historically governed society. It is challenging to safeguard and seek actions to provide inclusive humanized care Objective: To understand the nursing professional’s experiences when providing humanized care to people with gender diversity. Method: Qualitative research with a phenomenological approach. Four nursing professionals were interviewed. The information was collected through semi-structured individual and group interviews; the discourses were analyzed, and central concepts were triangulated.Results: Humanized care is manifested through three dimensions: experiences in providing humanized care, factors that facilitate the delivery of humanized care and factors that hinder it. The categories included in the first dimension are equality, empathy, respect and learning. Factors that facilitate humanized care have the categories of welcoming and continuing education, and factors that hinder it have the categories of social name and suspicion. Conclusion: Humanized care for people with gender diversity requires values of equality and empathy, together with inclusive training from undergraduate level. Deficiency in the development of soft skills hinders the nurse-patient relationship, while suspicion of the gender-diverse person hinders first consultations. The integration of the social name and continuous training are essential to promote an environment of trust and reduce the feeling of vulnerability and discrimination.

Resumo: Introdução: O atendimento em saúde prestado pelos profissionais de enfermagem às pessoas com diversidade de gênero pode ser afetado negativamente pela heteronormatividade que historicamente rege a sociedade. Atualmente, é um desafio resguardar e buscar ações para proporcionar um cuidado humanizado e inclusivo. Objetivo: Compreender as vivências do profissional de enfermagem ao prestar o cuidado humanizado a pessoas com diversidade de gênero. Método: Pesquisa qualitativa, com abordagem fenomenológica. Foram entrevistados quatro profissionais de enfermagem. As informações foram coletadas por meio de entrevistas semiestruturadas individuais e em grupo; os discursos foram analisados e foi realizada uma triangulação dos principais conceitos. Resultados: O cuidado humanizado se manifesta por meio de três dimensões: vivências ao fornecer cuidados humanizados, fatores que facilitam a prestação de cuidado humanizado e fatores que a dificultam. As categorias incluídas na primeira dimensão são igualdade, empatia, respeito e aprendizado. Os fatores que facilitam os cuidados humanizados incluem acolhimento e formação contínua, enquanto os fatores que os dificultam incluem o uso do nome social e o receio. Conclusão: O cuidado humanizado a pessoas com diversidade de gênero requer valores de igualdade e empatia, juntamente com formação inclusiva desde o nível de graduação. A deficiência no desenvolvimento de habilidades interpessoais dificulta o relacionamento enfermeiro-paciente, enquanto o receio da pessoa com diversidade de gênero dificulta as primeiras consultas. A integração do nome social e a formação continuada são essenciais para promover um ambiente de confiança e reduzir a sensação de vulnerabilidade e discriminação.

Resumen: Introducción: La atención en salud de los profesionales de enfermería a personas con diversidad de género puede verse afectada negativamente por la heteronormatividad que ha regido históricamente la sociedad. Actualmente es un desafío resguardar y buscar acciones para entregar un cuidado humanizado inclusivo. Objetivo: Comprender las vivencias del profesional de enfermería al brindar el cuidado humanizado a personas con diversidad de género. Método: Investigación cualitativa, con un enfoque fenomenológico. Se entrevistó a cuatro profesionales de enfermería. La información se recopiló a través de entrevistas individuales y grupales semiestructuradas; los discursos fueron analizados y se realizó una triangulación de los conceptos principales. Resultados: El cuidado humanizado se manifiesta a través de tres dimensiones: vivencias al brindar cuidados humanizados, factores que facilitan la entrega del cuidado humanizado y factores que lo dificultan. Las categorías incluidas en la primera dimensión son igualdad, empatía, respeto y aprendizaje. Los factores que facilitan los cuidados humanizados tienen como categorías la acogida y la formación continua, y los factores que lo dificultan tienen las categorías de nombre social y recelo. Conclusión: El cuidado humanizado a personas con diversidad de género requiere valores de igualdad y empatía, junto con una formación inclusiva desde pregrado. La deficiencia en el desarrollo de habilidades blandas dificulta la relación enfermero-paciente, mientras que el recelo de la persona con diversidad de género obstaculiza las primeras consultas. La integración del nombre social y la formación continua son esenciales para promover un ambiente de confianza y reducir la sensación de vulnerabilidad y discriminación.

Resumo: Introdução: A warfarina é um dos medicamentos mais prescritos para o tratamento e prevenção de doenças tromboembólicas. O benefício na prevenção de eventos trombóticos e na redução da mortalidade está amplamente documentado. No entanto, problemas de segurança limitaram seu uso. O acompanhamento dos pacientes, com atenção especial à informação e educação sobre suas patologias, hábitos saudáveis, adesão ao tratamento e compreensão dos riscos, é fundamental para o alcance de bons resultados, reduzindo a morbimortalidade e internações. Informações sobre o perfil de segurança e a qualidade da anticoagulação em um programa de intervenção educacional são escassas no Uruguai. O objetivo deste estudo é analisar o efeito de um plano de intervenção educacional aprimorado com assistência farmacêutica (IEPAF) , na qualidade da anticoagulação com warfarina em pacientes ambulatoriais na unidade multidisciplinar de insuficiência cardíaca (UMIC), e comparar a eficácia e segurança de tratamento e avaliar a utilidade do escore SAMeTT2R2. Metodologia: Ensaio clínico randomizado. Pacientes em acompanhamento em UMIC em tratamento com warfarina foram recrutados e randomizados para controle médico usual versus controle médico com ajustes de dose de acordo com protocolo estabelecido, além IEPAF. Resultados: Após 24 meses de seguimento, ambos os grupos mantiveram um bom nível de anticoagulação, com tempo na faixa terapêutica (TTR) de 83,15% e 83,80% para os grupos controle e intervenção, respectivamente. A intervenção educacional aprimorada e o protocolo de ajuste de dose de warfarina forneceram resultados comparáveis ao monitoramento de anticoagulação convencional. Conclusões: O IEPAF com assistência farmacêutica promoveu resultado comparável em segurança, eficácia e adesão em relação ao acompanhamento convencional. Ambos os grupos alcançaram um excelente nível de anticoagulação avaliado pela TTR. Da análise post hoc emerge uma associação estatisticamente significativa dos valores 4 e 6 do SAMeTT2R2 com a ocorrência de eventos, com risco relativo 5 vezes maior para o sexo feminino.

Resumen: Introducción: La warfarina es uno de los medicamentos más prescritos en el tratamiento y prevención de enfermedades tromboembólicas. El beneficio en la prevención de eventos trombóticos y en la reducción de la mortalidad está ampliamente documentado. Sin embargo, los aspectos relacionados con la seguridad han limitado su uso. El acompañamiento de pacientes, con especial atención en la información y educación sobre sus patologías, hábitos saludables, cumplimiento de tratamientos y comprensión de riesgos, es fundamental para conseguir buenos resultados, disminuyendo la morbi-mortalidad y las internaciones. La información respecto al perfil de seguridad y la calidad de la anticoagulación bajo un programa de intervención educativa es escasa en Uruguay. El objetivo de este estudio es analizar el efecto de un plan de intervención educativa potenciada con atención farmacéutica (IEPAF), sobre la calidad de anticoagulación con warfarina de pacientes ambulatorios de la unidad multidisciplinaria de insuficiencia cardíaca (UMIC), comparar la efectividad y seguridad del tratamiento, y evaluar la utilidad del score SAMeTT2R2. Metodología: Ensayo clínico randomizado. Se reclutaron pacientes en seguimiento en la UMIC tratados con warfarina y se randomizaron a control médico habitual vs control médico con ajustes de dosis según un protocolo establecido, más IEPAF. Resultados: Luego de 24 meses de seguimiento, ambos grupos mantuvieron buen nivel de anticoagulación, con tiempo en rango terapéutico (TTR) de 83,15% y 83,80% para grupo control e intervención respectivamente. La intervención educativa potenciada y el protocolo de ajuste de dosis de warfarina, aportó un resultado equiparable al seguimiento convencional de la anticoagulación. Conclusiones: La IEPAF promovió un resultado equiparable en seguridad, efectividad y adherencia con respecto al seguimiento convencional. Ambos grupos lograron un excelente nivel de anticoagulación evaluado por TTR. Del análisis post hoc surge una asociación estadísticamente significativa de los valores de SAMeTT2R2 4 y 6, con la aparición de eventos, con un riesgo relativo 5 veces mayor para el sexo femenino.

Abstract: Introduction: Warfarin is one of the most prescribed drugs for the treatment and prevention of thromboembolic diseases. The benefit of the prevention of thrombotic events and the reduction of mortality is widely documented. However, security issues have limited its use. Monitoring patients, with special attention to information and education about their pathologies, healthy habits, compliance with treatment, and understanding of risks, is essential to achieve good results, reducing morbidity, mortality and hospitalizations. Information regarding anticoagulation’s safety profile and quality under an educational intervention program is scarce in Uruguay. The objective of this study is to analyze the effect of an enhanced educational intervention plan with pharmaceutical care (IEPAF), on the quality of anticoagulation with warfarin in outpatients in the multidisciplinary heart failure unit (UMIC), and to compare the effectiveness and safety of treatment, and to evaluate the usefulness of the SAMeTT2R2 score. Methodology: Randomized clinical trial. Patients under follow-up in UMIC treated with warfarin were recruited and randomized to usual medical control vs medical control with dose adjustments according to an established protocol, plus enhanced educational intervention IEPAF. Results: After 24 months of follow-up, both groups maintained a good level of anticoagulation, with time in therapeutic range (TTR) of 83,15% and 83,80% for the control and intervention groups, respectively. The enhanced educational intervention and the warfarin dose adjustment protocol provided results comparable to conventional anticoagulation monitoring. Conclusions: The IEPAF with pharmaceutical care promoted a comparable result in safety, effectiveness, and adherence concerning conventional follow-up. Both groups achieved an excellent level of anticoagulation as assessed by TTR. From the post hoc analysis, a statistically significant association of SAMeTT2R2 values 4 and 6 emerges with events, with a relative risk 5 times greater for the female sex.

Livestock farms in Kenya face pressure to increase productivity amid rising global population. Cattle farming dominates, but small to medium-sized farms struggle with cattle insemination. Currently, visual observation is used for heat detection, with farmers maintaining farm journals. Modern methods utilizing sensors to improve estrus prediction are time-consuming, costly and need constant internet connection. This research proposes a novel approach-the use of an on-controller machine learning algorithm- for estrus prediction in cattle. Motion and temperature data was collected from two zero-grazed multiparous Holstein Friesian cows in Kiambu County, Kenya for 11 months. The data was cleaned and stored. Movement intensity profiles were derived by root-mean-squaring directional accelerometer values and averaging this over time. Validation was performed by observing cow behavior for indicators such as restlessness, mounting, and vulva swelling, with farmer predictions documented in their records. The collected data was then used to train a machine learning algorithm, with several models tested, and a neural network emerged as the best fit. The TensorFlow library facilitated the implementation of the algorithm on a microcontroller, allowing for the development of an animal tag featuring the ML algorithm. Results demonstrated 83.9% sensitivity, 89.0% specificity and 89.5% accuracy in detecting estrus, compared to farmer's visual observation, which had only 37% sensitivity. These findings underscore the potential to integrate machine learning into Precision Livestock Farming for estrus prediction, with prediction occurring directly on the animal tag offline. This integration holds promise for farmers, notably heightened insemination success rates, without necessitating significant financial investment.

SUMMARY OBJECTIVE: The aim of this study was to demonstrate the effect of coronavirus disease 2019 on the cardiovascular autonomic system using heart rate variability in young individuals. METHODS: The study was designed retrospectively by scanning the 24-h Holter electrocardiography records of patients who applied to the Ankara Abdurrahman Yurtaslan Oncology Education and Research Hospital Cardiology outpatient clinic. The study group consisted of 492 patients under the age of 40 years, who did not have additional comorbidities or medication use and had prolonged symptoms after coronavirus disease 2019 during the pandemic. The control group, including 401 patients, was determined during the pre-pandemic period (before December 2019). Heart rate variability parameters were evaluated by scanning the 24-h Holter electrocardiography records of the patients and compared with the non-coronavirus disease 2019 group. RESULTS: The median age of participants was 30 years. Standard deviation of normal RR intervals (SDNN) ≤100 ms was more prevalent in the study group (27 (6.7%) vs 73 (14.8%), p<0.001). In univariate logistic regression analysis, the presence of coronavirus disease 2019 [(OR 2.41, 95%CI 1.52–3.83), p<0.001] and age [(OR 1.04, 95%CI 1.01–1.07), p=0.016] had a significant effect on the probability of SDNN≤100. In multivariate logistic regression analysis, the presence of coronavirus disease 2019 [(OR 2.42, 95%CI 1.52–3.85), p<0.001] and age [(OR 2.42, 95%CI 1.52–3.85), p=0.016] had a significant effect on the probability of SDNN≤100. Frequency domain measures such as, high-frequency values were significantly higher in the study group (p=0.029). The study group’s low-frequency/high frequency ratio was significantly lower (p=0.019). The low-frequency/high-frequency ratio’s cut-off value was ≤2.77. for determining the differentiation between coronavirus disease 2019 positive and negative cases in the receiver operating characteristic analysis. The sensitivity rate was 80.7%. The area under the curve value is 0.546 (p=0.019). CONCLUSION: This study showed that coronavirus disease 2019 causes reduced heart rate variability and increased parasympathetic activity in young patients. This may explain the prolonged symptoms after coronavirus disease 2019 infection. OBJECTIVE 201 individuals METHODS 24h h 24 clinic 49 4 years pandemic prepandemic pre before 2019. . 2019) noncoronavirus non RESULTS 3 SDNN (SDNN 100 ≤10 27 (2 6.7% 67 6 7 (6.7% 14.8%, 148 14.8% , 14 8 (14.8%) p<0.001. p0001 p p<0.001 0 001 p<0.001) analysis OR 241 2 41 2.41 95CI CI 95 1.52–3.83, 152383 1.52–3.83 1 52 83 1.52–3.83) 104 04 1.04 1.01–1.07, 101107 1.01–1.07 01 07 1.01–1.07) p=0.016 p0016 016 SDNN100 SDNN≤100 242 42 2.42 1.52–3.85, 152385 1.52–3.85 85 1.52–3.85) as highfrequency high p=0.029. p0029 p=0.029 029 (p=0.029) groups s lowfrequency/high lowfrequencyhigh low frequency/high p=0.019. p0019 p=0.019 019 (p=0.019) lowfrequency/highfrequency lowfrequencyhighfrequency ratios cutoff cut off 277 77 ≤2.77 807 80 80.7% 0546 546 0.54 CONCLUSION infection 20 10 ≤1 ( 6.7 (6.7 14.8 (14.8% p000 p<0.00 00 2.4 9 15238 1.52–3.8 5 1.0 10110 1.01–1.0 p=0.01 p001 SDNN10 SDNN≤10 p002 p=0.02 02 (p=0.029 lowfrequency frequencyhigh (p=0.019 ≤2.7 80.7 054 54 0.5 ≤ 6. (6. 14. (14.8 p00 p<0.0 2. 1523 1.52–3. 1. 1011 1.01–1. p=0.0 SDNN1 SDNN≤1 (p=0.02 (p=0.01 ≤2. 80. 05 0. (6 (14. p0 p<0. 152 1.52–3 101 1.01–1 p=0. SDNN≤ (p=0.0 ≤2 (14 p<0 15 1.52– 1.01– p=0 (p=0. (1 p< 1.52 1.01 p= (p=0 1.5 (p= (p

RESUMEN Es necesario desarrollar trabajos que centren su interés en el tema de los valores inherentes al proceso de generación del conocimiento, con el fin de fortalecer la formación de los académicos en el postgrado. El artículo forma parte del proyecto en desarrollo “Éticas Aplicadas y Educación” y como instrumento se diseñó un cuestionario administrado a una muestra de 291 profesores e investigadores de una universidad pública mexicana, que laboran en diversas áreas de conocimiento. El análisis se realizó a través de una lectura minuciosa que permitió reconocer y clasificar valores y otros elementos axiológicos, organizados según el porcentaje obtenido. Los resultados evidencian un núcleo estable de valores: Honestidad, Responsabilidad, Integridad Científica, Compromiso y Respeto. Se enfatiza la preocupación por el desarrollo del pensamiento crítico, la visión del trabajo de los académicos como bien social y la necesidad de continuar estudiando para conocer los principios éticos especiales relacionados con los marcos disciplinares.

ABSTRACT We consider that it is necessary to develop work that focuses on the values inherent to the process of creating knowledge, in order to strengthen the training of postgraduate studies scholars. This article arises from an ongoing project called “Applied Ethics and Education”. As a data collection instrument, a questionnaire was applied to a sample of 291 professors and researchers from a Mexican public university, who work in different areas of knowledge. The analysis was carried out through exhaustive reading that allowed values and other axiological elements to be recognized and classified, organized according to the percentage obtained. The results show a stable core of values: Honesty, Responsibility, Scientific Integrity, Commitment and Respect. We highlight the concern with the development of critical thinking, the view of the work of teachers and researchers as a social good and the need to continue investigating the specific ethical principles related to different disciplinary frameworks.

RESUMO É necessário desenvolver trabalhos que se foquem no valores inerentes ao processo de criação de conhecimento, a fim de fortalecer a formação de professores e investigadores de estudos pós-graduados. Este artigo decorre de um projeto em curso denominado “Ética Aplicada e Educação”. Como instrumento de recolha de dados aplicou-se um questionário a uma amostra de 291 professores e investigadores de uma universidade pública mexicana, que atuam em diversas áreas do conhecimento. A análise foi realizada através de uma leitura exaustiva que permitiu reconhecer e classificar valores e outros elementos axiológicos, organizados de acordo com a percentagem obtida. Os resultados mostram um núcleo estável de valores: Honestidade, Responsabilidade, Integridade Científica, Compromisso e Respeito. Destaca-se a preocupação com o desenvolvimento do pensamento crítico, a visão do trabalho dos professores e investigadores como um bem social e a necessidade de continuar a investigar os princípios éticos específicos de cada contexto disciplinar.

Abstract: The objective of this research is to describe the meanings and practices from the values and principles that emerge during the humanized care provided by the surgical team to the geriatric patient scheduled for surgery. Through the qualitative and interpretive paradigm, and from an objectivist and methodological epistemic framework, the perception existing among surgeons on how humanized care should be towards the elderly is reflected. Ten surgeons were interviewed through semi-structured sessions, and the analysis was carried out using the matrix of categories with the support of the ATLAS Ti 8.0 ® program. The perception of surgeons regarding humanized care considers that care is strengthened during the higher education they receive at the university and is fortified through the norms that govern the profession, in the sense of always aiming for the well-being and respect for the dignity of patients, especially the most vulnerable.

Resumen: El objetivo de esta investigación es describir los significados y prácticas desde los valores y principios emergentes durante el trato humanizado brindado por el equipo quirúrgico hacia al paciente geriátrico programado para cirugía. A través del paradigma cualitativo e interpretativo, y desde un marco epistémico objetivista y metodológico, se refleja la percepción existente entre los cirujanos sobre cómo debería ser el trato humanizado hacia el adulto mayor. Se entrevistó a diez cirujanos mediante sesiones semiestructuradas, y el análisis se realizó utilizando la matriz de categorías por medio del apoyo del programa ATLAS Ti 8.0 ®. La percepción de los cirujanos respecto del cuidado humanizado considera que el cuidado se fortalece durante la formación superior que reciben en la universidad y se fortifica por medio de las normas que rigen la profesión, en el sentido de siempre apuntar al bienestar y el respeto hacia la dignidad de los pacientes, sobre todo los más vulnerables.

Resumo: O objetivo desta investigação é descrever os significados e práticas desde os valores e princípios emergentes durante o tratamento humanizado oferecido pela equipe cirúrgica ao paciente geriátrico programado para cirurgia. Através do paradigma qualitativo e interpretativo, e desde um marco epistêmico objetivista e metodológico, reflete-se a percepção existente entre os cirurgiões sobre como deveria ser o tratamento humanizado ao idoso. Entrevistaram-se dez cirurgiões mediante sessões semiestruturadas, e realizou-se a análise utilizando-se a matriz de categorias por meio do apoio do programa ATLAS Ti 8.0®. A percepção dos cirurgiões a respeito do cuidado humanizado considera que o cuidado se fortalece durante a formação superior que recebem na universidade e se fortifica por meio das normas que regem a profissão, no sentido de sempre visar o bemestar e o respeito à dignidade dos pacientes, sobretudo dos mais vulneráveis.

Studies offering curriculum framework for institutional internalisation of criminology and forensics studies and Work-Integrated Learning (WIL) within the Criminal Justice System (CJS) are scarce. This article gives a scoping review of these concepts, which are currently presented separately, as they are from distant study fields. As a result, the objective of this article is to establish the current link between criminology and forensic studies to enhance the South African CJS and Higher Education Institutions (HEIs) curriculum frameworks, while integrating theory and practice. This qualitative scoping review was supported by the adapted version of methodology framework by Arksey, Hilary and O'Malley, Lisa of 2005 to search for approximately 9 031 relevant studies from fundamental databases and 139 000 internet sources focusing on South African context and other international countries. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used for data analysis, coupled with the inductive Thematic Content Analysis (TCA). This article confirmed that combining forensic criminology features could transform the South African CJS and HEIs offerings. For recommendations, the Qualifications Board should expedite the registration of forensic criminology as a profession consisting of professional qualification, guided by ethical and disciplinary rules. Overall, limited prioritisations, slow registration process to a "Scientific Board" and advancement of this discipline negatively affect immediate responses to achieve the WIL. The knowledge, attitudes, skills and values gained during participating in the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023 offered contributions to the field of professorship thereof.

In 2023, we had a 110 million people living as forcibly displaced persons in the world (United Nations Refugee Agency, 2023). Of these, 43.3 million were children under the age of 18 years. Migration (both forced and other) has resulted in an influx of "foreign" children into school classrooms across the globe, presenting many educators with a new task-that of teaching the Other. Now, more than ever before, there is a need to assist people to cultivate an understanding of the self in relation to the Other in a manner that upholds the values of dignity, equality, and freedom for all people (Republic of South Africa, 1996; United Nations, 1973). This article presents a living theory for educators. It constructs a new lens through which educators can view the world, analyse their own teaching practice, and take individual action towards dismantling the canon of inequality that exists within their classrooms. The new lens beckons a deep and meaningful engagement with the question: "How can I create experiences of dignity for the Other in my classroom?"

Abstract: The microeconomic research about private expenditures on educational goods and services shows that the variation in investment levels reflects differences in income, socio-demographic characteristics, and the average number of household members. There are few studies in Latin America, however, that also explore the income elasticity of educational demand. This article addresses this important gap in Mexico, using data from the 2020 National Survey of Household Income and Expenditures. By means of Engel curves and tobit regression analysis, this article outlines the values assigned to education according to family traits. In particular, the results show that, as we focus on economically wealthier households, education is no longer a superior good, without becoming a necessity good. In addition, the data show evidence of gender differences that are opposite to those pointed out in the peer-reviewed literature.

Resumen: La investigación microeconómica sobre el gasto privado en bienes y servicios educativos muestra que la variación en los niveles de inversión corresponde a diferencias en el ingreso, características sociodemográficas y al número de miembros de los hogares. Sin embargo, son escasos los estudios al respecto en América Latina, en los que además se explore la elasticidad del ingreso en la demanda educativa. Este trabajo aborda esta brecha en México, utilizando datos de la Encuesta Nacional de Ingresos y Gastos de los Hogares de 2020. A través de curvas de Engel y análisis de regresión tobit, el trabajo expone los valores asignados a la educación según rasgos familiares. Concretamente, los resultados muestran que, al acercarnos a hogares económicamente más ricos, la educación deja de ser un bien superior, sin llegar a ser un bien de necesidad. Adicionalmente, los resultados muestran evidencia de sesgos de género opuestos a aquellos apuntados en la literatura especializada.

The recent introduction of artificial intelligence (AI) tools into university education, especially ChatGPT, has raised concerns among teachers and educational managers in two major areas. One is the mishandling of these technologies by students, leading to plagiarism and academic dishonesty; the other is the depth of their learning, along with the potential replacement of teachers by AI. In this context, a qualitative investigation was carried out to analyze the use of ChatGPT in university education, formulating ethical considerations about its use. A phenomenological design was used to describe, from a hermeneutical approach, the experiences and opinions of authors regarding the use of this AI tool at the university, as well as their ethical positions. ChatGPT responses to questions about the topics studied were also analyzed. It is concluded that the use of AI technologies, particularly ChatGPT, in university education will continue to rise. Based on the potential dangers detected, a more complex conception of teaching tasks is considered necessary, requiring a creative effort still inaccessible to AI, and a reinforcement of ethical values to counter the misuse of these technologies by consumers.

La reciente introducción en la educación universitaria de herramientas de Inteligencia Artificial (IA), en especial el ChatGPT, motiva preocupaciones de docentes y gestores educativos en dos grandes campos: uno de ellos es el mal manejo de estas tecnologías por los estudiantes, conducente al plagio y la deshonestidad académica; el otro es la profundidad de su aprendizaje, junto al posible reemplazo del docente por la IA. En este contexto se realizó una investigación cualitativa, para analizar el uso del ChatGPT en la educación universitaria, mediante formulaciones sobre consideraciones éticas de su empleo. Se utilizó un diseño fenomenológico para describir desde el enfoque hermenéutico las experiencias y opiniones de autores sobre el uso de esta herramienta de IA en la universidad, así como sus posiciones éticas. También se analizaron las respuestas de ChatGPT a preguntas sobre los temas estudiados. Se concluye que el uso de las tecnologías de IA, y en particular ChatGPT, en la educación universitaria continuará en ascenso. A partir de los peligros potenciales detectados, se considera necesaria una concepción más compleja de las tareas docentes, que demanden un esfuerzo creativo aún inaccesible a la IA, y un reforzamiento de los valores éticos contra el mal uso de los consumidores de estas tecnologías.

A recente introdução de ferramentas de Inteligência Artificial (IA) no ensino universitário, especialmente o ChatGPT, suscita preocupações entre professores e gestores educacionais em dois grandes campos: um deles é a má gestão destas tecnologias por parte dos estudantes, levando ao plágio e à desonestidade académica; a outra é a profundidade da sua aprendizagem, juntamente com a possível substituição do professor pela IA. Neste contexto, foi realizada uma investigação qualitativa para analisar a utilização do ChatGPT no ensino universitário, através de formulações sobre considerações éticas da sua utilização. Utilizou-se um desenho fenomenológico para descrever, a partir de uma abordagem hermenêutica, as experiências e opiniões dos autores quanto ao uso desta ferramenta de IA na universidade, bem como seus posicionamentos éticos. Também foram analisadas as respostas do ChatGPT às dúvidas sobre os temas estudados. Conclui-se que a utilização de tecnologias de IA, e em particular ChatGPT, no ensino universitário continuará a aumentar. Com base nos potenciais perigos detectados, considera-se necessária uma concepção mais complexa das tarefas docentes, exigindo um esforço criativo ainda inacessível à IA, e um reforço dos valores éticos contra a utilização indevida destas tecnologias pelos consumidores.

Abstract: A great diversity of living beings and human values are invisible to the prevailing global culture, which associates the word biodiversity with large organisms such as trees and mammals. Paradoxically, most biodiversity is made up of small organisms that remain invisible to global society and are under-represented in philosophy, science, and education. To help resolve this “biocultural blindness” about biological and value diversity, in this article we present concepts and practices of field environmental philosophy. We focus on the activity “ecotourism with a hand-lens” to illustrate “conceptual lenses” that amplify the appreciation of biological and cultural diversity. This activity integrates philosophy, sciences, and arts to appreciate the beauty and relevance of small organisms and the multiplicity of languages, forms of knowledge, and values that different cultural traditions give to biodiversity. Participants practice forms of analogical thinking to co-create knowledge and biocultural expressions of their own, instead of being passive recipients of information. Finally, this field environmental philosophy activity combines bodily and sensory activities with theoretical readings that provide conceptual foundations for cultivating a biocultural ethic that guides forms of co-inhabitation with small and large co-inhabitants (humans and others-than-humans) with whom we share both our local habitats and the global biosphere.

Resumen: Una gran diversidad de seres vivos y valores humanos son invisibles a la cultura global prevaleciente, que asocia la palabra biodiversidad con grandes organismos tales como mamíferos y árboles. Paradójicamente, la mayoría de la biodiversidad está compuesta por pequeños organismos que permanecen invisibles para la sociedad global y son subrepresentados en la filosofía, la ciencia y la educación. Para contribuir a resolver esta “ceguera biocultural” sobre la diversidad biológica y de valores, en este artículo presentamos conceptos y prácticas de la filosofía ambiental de campo. Nos enfocamos en la actividad “ecoturismo con lupa” para ilustrar “lentes conceptuales” que amplifican la apreciación de la diversidad biológica y cultural. Esta actividad integra las ciencias, artes, humanidades y ética para apreciar la belleza y relevancia de los pequeños organismos y los múltiples lenguajes, formas de conocimientos y valores que diferentes tradiciones culturales otorgan a la biodiversidad. Los participantes practican formas de pensamiento analógico para co-crear conocimiento y expresiones bioculturales propias, en vez de ser receptores pasivos de información. Finalmente, la práctica de la filosofía ambiental de campo combina actividades corporales y sensoriales con lecturas teóricas que proveen fundamentos conceptuales para cultivar una ética biocultural que orienta formas de co-habitación con pequeños y grandes co-habitantes, humanos y otros-que-humanos, con quienes compartirnos tanto nuestros hábitats locales como la biosfera global.