Política de formación de investigadores: un análisis comparativo (Portugal-Brasil) en el contexto de programas de postgrado

O texto analisa, comparativamente, os marcos referenciais das políticas de formação de pesquisadores em contextos de PPGEd em Portugal e no Brasil sobre políticas de formação de pesquisadores. Utiliza o método histórico-crítico para compreender as questões que emergem do uso da comparação apresentando dados e sínteses conceituais que subsidiem novas políticas públicas. Parte do pressuposto da importância do conhecimento científico como instrumento potencial para a compreensão deste empreendimento histórico, pois, se a educação é incapaz de mudar a sociedade desigual hodierna, ela é fonte relevante para compreensão dos fundamentos da desigualdade e para a geração de uma nova institucionalidade no mundo globalizado.Urge demandar um novo ordenamento social em que a regulação seja elemento propulsor de novas políticas intencionais e operacionais que fomentem pesquisas de ponta nestes países e no mundo globalizado.This article comes from two researches about researchers and professionals in higher education in the Postgraduate Education training policy in two countries, Portugal and Brazil. From the methodological point of view, we analyze the differences and similarities. We use the comparative historical-critical method to detect the discrepancies in the two countries and, in particular, within the Program of Postgraduate Stricto Sensu in Education. It seeks to understand some issues that emerge from the comparison and presents a comparative methodological view on the subject of the researchers training policies . In Brazil, the productivity, which is a principle category in business logic, invaded the academic and educational fields as a whole, developing an unprecedented need for production in the history of Brazilian education. In Portugal, and what can be analyzed from the changes in the parameters of the Bologna Process, the research at the postgraduate level has been primarily influenced by the national agency called Science and Technology Foundation. Thence come the conceptual syntheses presented.Este artículo proviene de dos investigaciones sobre la política de formación de los investigadores y los profesionales de la educación superior en los programas de postgrado en Educación en dos países, Portugal y Brasil. Desde el punto de vista metodológico, se analizan las diferencias y similitudes.Usamos el método comparativo histórico-crítico para detectar las discrepancias en los dos países y, en particular, dentro del Programa de Postgrado stricto sensu en Educación. Se trata de entender algunas cuestiones que surgen de la comparación y presenta una visión metodológica comparativa sobre el tema de las políticas de formación de los investigadores. En Brasil, la productividad, que es una categoría de principio en la lógica de negocio, invadió el ámbito académico y educativo en su conjunto, desarrollando la necesidad sin precedentes de la producción en la historia de la educación brasileña. En Portugal, y lo que puede ser analizado en el cambio de los parámetros del proceso de Bolonia, la investigación a nivel de postgrado ha sido influenciada principalmente por el organismo nacional llamado Fundación para la Ciencia y la Tecnología. De allí viene la síntesis conceptual presentada.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPQ

Noção de tempo curricular: abordagem histórica das mudanças curriculares para a compreensão das políticas de ensino

O texto objetiva explicitar a abordagem histórica das mudanças curriculares para subsidirar as políticas de ensino a partir da noção de noção de tempo curricular. Para isto, utilizou-se do método de investigação como primeiro momento e após utilizar o método de exposição, como explicita Marx. Ao perquirir as determinações do objetto, capata-se a realidade que deve ser exposta. Realizou-se pesquisa bilbiográfica em documental em Portugal e no Brasil. Os dados apresentados são significativos e expostos para o debate. Assim, na busca da justificação das disciplinas em contexto escolar, Goodson aborda o conceito de tempo histórico para explicar as mudanças curriculares a longo, médio e curto prazo. Trata do conceito de tempo curricular com referência às mudanças na organização dos planos de sistematização das disciplinas e nos seus conteúdos. A análise estruturalista de Bourdieu permite responder a interrogação - o que é uma disciplina? - a partir da noção de campo, cuja formulação inclui “uma teoria global do espaço científico” e uma teoria dos conflitos, pois “o campo científico, tal como outros campos, é um campo dotado de uma estrutura e também um espaço de conflitos pela manutenção ou transformação desse campo de forças”, criando um sentido de pertença, conforme. A visão sociológica de Bourdieu faz com que a noção de campo epistemológico seja entendido como campo científico, no interior do qual as “diferentes disciplinas ocupam uma posição no espaço (hierarquizado) das disciplinas e que aquilo que nele sucede depende em parte desta posição”. As medidas políticas, apresentadas como reformas, ou como inovações, inscrevem-se no tempo político de uma dada governação, pois a necessidade de produzir normativos tem sido uma das constantes dos ministérios da educação.O problema agrava-se quando as políticas curriculares, quase sempre enquadradas por modelos de racionalidades técnicas e determinadas pela lógica do Estado, tendem a criar uma distância enorme entre o que é o discurso da mudança e o que realmente acontece ao nível das práticas escolares.CAPES, Brasi

Proficiency Testing of Viral Marker Screening in African Blood Centers - Seven African Countries, 2017.

A 2014 report evaluating accuracy of serologic testing for transfusion-transmissible viruses at African blood center laboratories found sensitivities of 92%, 87%, and 90% for detecting infections with human immunodeficiency virus (HIV), hepatitis B virus (HBV), and hepatitis C virus (HCV), respectively (1). Following substantial investments in national blood transfusion service (NBTS) laboratories, in 2017 investigators tested proficiency at 84 blood center laboratories (29 NBTS and 55 non-NBTS) in seven African countries. A blinded panel of 25 plasma samples was shipped to each participating laboratory for testing with their usual protocols based on rapid diagnostic tests (RDTs) (2) and third and fourth generation enzyme immunoassays (EIA-3 and EIA-4). Sensitivity and specificity were estimated using separate regression models that clustered assays by laboratory and adjusted for assay type and NBTS laboratory status. Mean specificities were ≥95% for all three viruses; however, mean sensitivities were 97% for HIV-positive, 76% for HBV-positive, and 80% for HCV-positive samples. Testing sensitivities for all viruses were high when EIA-3 assays were used (≥97%). Lower sensitivities for HBV-positive samples and HCV-positive samples were associated with assay types other than EIA-3, used primarily by non-NBTS laboratories. Proficiency for HIV testing has improved following international investments, but proficiency remains suboptimal for HBV and HCV testing. In sub-Saharan African blood centers, the quality of rapid tests used for HBV and HCV screening needs to be improved or their use discouraged in favor of EIA-3 tests

LiGa(OTf)(sub 4) as an Electrolyte Salt for Li-Ion Cells

Lithium tetrakis(trifluoromethane sulfo - nato)gallate [abbreviated "LiGa(OTf)4" (wherein "OTf" signifies trifluoro - methanesulfonate)] has been found to be promising as an electrolyte salt for incorporation into both liquid and polymer electrolytes in both rechargeable and non-rechargeable lithium-ion electrochemical cells. This and other ingredients have been investigated in continuing research oriented toward im proving the performances of rechargeable lithium-ion electrochemical cells, especially at low temperatures. This research at earlier stages, and the underlying physical and chemical principles, were reported in numerous previous NASA Tech Briefs articles. As described in more detail in those articles, lithiumion cells most commonly contain nonaqueous electrolyte solutions consisting of lithium hexafluorophosphate (LiPF6) dissolved in mixtures of cyclic and linear alkyl carbonates, including ethylene carbonate (EC), propylene carbonate (PC), dimethyl carbonate (DMC), diethyl carbonate (DEC), and ethyl methyl carbonate (EMC). Although such LiPF6-based electrolyte solutions are generally highly ionically conductive and electrochemically stable, as needed for good cell performance, there is interest in identifying alternate lithium electrolyte salts that, relative to LiPF6, are more resilient at high temperature and are less expensive. Experiments have been performed on LiGa(OTf)4 as well as on several other candidate lithium salts in pursuit of this interest. As part of these experiments, LiGa(OTf)4 was synthesized by the reaction of Ga(OTf)3 with an equimolar portion of LiOTf in a solvent consisting of anhydrous acetonitrile. Evaporation of the solvent yielded LiGa(OTf)4 as a colorless crystalline solid. The LiGa(OTf)4 and the other salts were incorporated into solutions with PC and DMC. The resulting electrolyte solutions exhibited reasonably high ionic conductivities over a relatively wide temperature range down to 40 C (see figure). In cyclic voltammetry measurements, LiGa(OTf)4 and the other salts exhibited acceptably high electrochemical stability over the relatively wide potential window of 0 to 5 V versus Li+/Li. 13C nuclear-magneticresonance measurements yielded results that suggested that in comparison with the other candidate salts, LiGa(OTf)4 exhibits less ion pairing. Planned further development will include optimization of the salt and solvent contents of such electrolyte solutions and incorporation of LiGa(OTf)4 into gel and solid-state polymer electrolytes. Of the salts, LiGa(OTf)4 is expected to be especially desirable for incorporation into lithium polymer electrolytes, wherein decreased ion pairing is advantageous and the large delocalized anions can exert a plasticizing effect

Transformation of ENSO-related rainwater to dripwater δ^(18)O variability by vadose water mixing

Speleothem oxygen isotopes (δ^(18)O) are often used to reconstruct past rainfall δ^(18)O variability, and thereby hydroclimate changes, in many regions of the world. However, poor constraints on the karst hydrological processes that transform rainfall signals into cave dripwater add significant uncertainty to interpretations of speleothem-based reconstructions. Here we present several 6.5 year, biweekly dripwater δ^(18)O time series from northern Borneo and compare them to local rainfall δ^(18)O variability. We demonstrate that vadose water mixing is the primary rainfall-to-dripwater transformation process at our site, where dripwater δ^(18)O reflects amount-weighted rainfall δ^(18)O integrated over the previous 3–10 months. We document large interannual dripwater δ^(18)O variability related to the El Niño–Southern Oscillation (ENSO), with amplitudes inversely correlated to dripwater residence times. According to a simple stalagmite forward model, asymmetrical ENSO extremes produce significant offsets in stalagmite δ^(18)O time series given different dripwater residence times. Our study highlights the utility of generating multiyear, paired time series of rainfall and dripwater δ^(18)O to aid interpretations of stalagmite δ^(18)O reconstructions

Varied Response of Western Pacific Hydrology to Climate Forcings over the Last Glacial Period

Atmospheric deep convection in the west Pacific plays a key role in the global heat and moisture budgets, yet its response to orbital and abrupt climate change events is poorly resolved. Here, we present four absolutely dated, overlapping stalagmite oxygen isotopic records from northern Borneo that span most of the last glacial cycle. The records suggest that northern Borneo’s hydroclimate shifted in phase with precessional forcing but was only weakly affected by glacial-interglacial changes in global climate boundary conditions. Regional convection likely decreased during Heinrich events, but other Northern Hemisphere abrupt climate change events are notably absent. The new records suggest that the deep tropical Pacific hydroclimate variability may have played an important role in shaping the global response to the largest abrupt climate change events

Summary of Publications and Research Relevant to the Post-Earthquake Context

The high level of destruction and subsequent needs in the wake of the catastrophic earthquake that hit Southern Turkey and Syria on the 6 February 2023 have brought several important questions about Syria-related polices to the surface. These include questions relating to early recovery in both government controlled areas and North West Syria, the politics of reconstruction, sanctions, and the role of the private sector and civil society. The Syria research group based at LSE IDEAS has produced several policy papers over recent years, many of which can speak to issues being discussed in the post-earthquake context and offer answers to important questions that are being posed on all levels. The team are currently redrafting a future research agenda for the post-earthquake era. This digest points to the most relevant policy papers offering insights into questions on political, economic and social responses and implications of the earthquake. References signpost the reader towards relevant sections of each publication, and provide context for its linkage to the current situation

Another Brick in the Wall: An Exploratory Analysis of Digital Forensics Programs in the United States

We present a comprehensive review of digital forensics programs offered by universities across the United States (U.S.). While numerous studies on digital forensics standards and curriculum exist, few, if any, have examined digital forensics courses offered across the nation. Since digital forensics courses vary from university to university, online course catalogs for academic institutions were evaluated to curate a dataset. Universities were selected based on online searches, similar to those that would be made by prospective students. Ninety-seven (n = 97) degree programs in the U.S. were evaluated. Overall, results showed that advanced technical courses are missing from curricula. We conclude that most degree programs evaluated offer legal/cyber law & ethics, investigative processes, and lab & forensic operations courses. The courses offered the least were memory forensics, Internet of Things (IoT) forensics, and program & software forensics. The data shows that some universities with the Forensic Science Education Programs Accreditation Commission (FEPAC) accreditation are lacking instruction in timely digital forensics topics such as memory forensics (0%), hardware security (0%), program & software forensics (0%), and ethical hacking (0%). Investigative processes (100%), network forensics (100%), lab & forensic operations (100%), and a senior design/capstone project (100%) are offered at all FEPAC accredited universities in digital forensics and digital evidence. Undergraduate degree programs with the National Centers of Digital Forensics Academic Excellence (CDFAE) designation had over a 50% offering rate for 11 out of the 22 courses we evaluated. However, memory forensics (0%) and IoT forensics (12.5%) were largely underrepresented. Our work provides an overview of the current state of digital forensics programs and discusses the importance of these courses to educate the next digital forensics workforce

Programa de intervención en autoestima a través de un escape room

El desarrollo humano es un proceso complejo, adaptativo y multifactorial que transcurre e implica cambios en la persona a lo largo de la vida, con el fin de alcanzar las potencialidades del ser humano para lograr la plenitud e integridad vital. Uno de los indicadores de desarrollo personal y bienestar psicológico que influye en este proceso es la autoestima, definida como el aspecto valorativo y afectivo de uno mismo, que incluye las propias características cognitivas, psicológicas y físicas. La autoestima adquiere gran relevancia en el periodo evolutivo perteneciente a la niñez media, puesto que supone el inicio del desarrollo de la misma, siendo fundamental el entorno familiar y escolar. El juego, es uno de los recursos que resultan fundamentales para el desarrollo humano y el ámbito de la educación, puesto que facilita la adquisición de conocimientos y contribuye al aprendizaje significativo. El objetivo de este trabajo es diseñar un programa de intervención en autoestima a través del juego, que ofrezca una perspectiva atractiva e innovadora para la enseñanza y genere interés entre alumnos y alumnas, es por ello, que teniendo en cuenta las modalidades de juego actuales, el eje principal del programa es el diseño de un escape room, que sumerge a los participantes en el proceso de enseñanza y aprendizaje, favoreciendo el aprendizaje activo, donde la motivación y la autoestima adquieren un papel relevante.Human development is a complex, adaptive and multifactorial process that takes place and implies changes throughout a person's life, with the aim of reaching the potential of the human being to achieve personal fulfilment and vital integrity. Self-esteem is one of the indicators of personal development and psychological well-being that influences this process, defined as the evaluative and affective aspect of oneself, which includes one’s cognitive, psychological and physical characteristics. Self-esteem acquires great relevance in the evolutionary period belonging to middle childhood, since it represents the beginning of the self-esteem development, being the family and the school context fundamental in this process. In the field of education, games are one of the fundamental resources for human development as they facilitate the acquisition of knowledge and contribute to meaningful learning. The aim of this master’s dissertation is to design an intervention programme on self-esteem through the use of game, which offers an attractive and innovative perspective for teaching that generates interest among students. Considering the current game modalities, the main focus of this programme is the design of an escape room, which immerses the participants in the teaching and learning process, stimulating active learning, and where motivation and self-esteem acquire a relevant role.Psicologí