Journal articles on the topic 'Dissertation universitaire'

La production d’un texte écrit en français résulte d’une compétence scripturale qui dépend des ressources internes et externes régies en grande partie par un contexte précis. Dans cette lignée, nous menons une réflexion sur l’évaluation des productions écrites en français et précisément celle de la dissertation en tant que savoir-faire et savoir-agir lors des examens universitaires semestriels. En fait, nous mettrons en exergue les critères d’évaluation sommative adoptés par les enseignants praticiens de l’ENSC, ENSA et ENSO pour évaluer les dissertations rédigées par leurs étudiants. Comme nous présenterons quelques actions innovantes pour remédier aux problèmes du choix et d’unification des grilles d’évaluation critériées.

IntroductionAgitation and violent behaviours are common conditions developed by patients with acute traumatic brain injury (TBI) in intensive care units (ICUs). Healthcare professionals caring for these patients have various tools to manage these behaviours, but lack of a formal protocol to assess and manage them makes caring for these patients a challenge. Moreover, safety may often be compromised for both ICU professionals and patients encountering such situations. The EXperienceS and aTtitudes towards Agitated behaviours in Traumatic brain injury in the Intensive Care unit patients (EXSTATIC) study aims to explore the experiences and attitudes of ICU nurses and other ICU healthcare professionals on the management of agitated behaviours in patients with acute TBI.Methods and analysisEXSTATIC is a multicenter mixed methods convergent study exploring experiences and attitudes of ICU healthcare professionals caring of agitated patients with TBI. The study includes three qualitative methods (observation, semistructured interviews and focus groups) and one quantitative method (retrospective cohort). The integration of the different methods will be done using sequential steps of the research and by the integration of results for each step. Qualitative data will be evaluated following a thematic analysis derived from a grounded theory approach. Quantitative data will be analysed using descriptive statistics. Qualitative and quantitative results will be combined in a convergent interactive interpretative design. Gender and race perspective will be integrated in collection, analysis and interpretation of data.Ethics and disseminationThis study has been approved by the Centre intégré universitaire de santé et de services sociaux du nord de l’île de Montréal (CIUSSS-NÎM) Research Ethics Board. The findings will be disseminated locally with ICU staff and health managers, international peer-reviewed journals, a PhD dissertation, and national and international conferences. The knowledge derived from this study is key in the development of clinical protocols to manage agitation and related behaviours in patients with TBI and designing further interventional studies targeting this specific problematic.Trial registration numberNCT04741399.

Abstract.THE TUTOR OF THE DEGREE DISSERTATION: NEW CHALLENGES FOR THE PROFESSOR OF UNIVERSITY.The purpose of the present article is to present some reflections regarding the professor of university as tutor of the Degree Dissertation. Some ideas are presented in order to improve professors’ performance when helping university students to carry out the Degree Dissertation. First of all, some suggestions are presented regarding the profile of the Degree Dissertation tutor. Following, there are some approaches stemming from activities related to work contexts, such as empowerment, coaching or mentoring, these activities are clearly relevant in the university educational context. Finally, some suggestions are presented regarding the self-regulated learning.Key words: Degree Dissertation, competence, empowerment, coaching, mentoring.Resumen.En este trabajo se presentan algunas de las reflexiones sobre el profesor de universidad como tutor del TFG. Se presentan algunas ideas que pueden mejorar el desempeño de los profesores cuando tienen que ayudar a los estudiantes de universidad en la elaboración del TFG. En primer lugar, se presentan algunas sugerencias en torno al perfil del tutor de TFG. A continuación, aparecen algunas aportaciones procedentes de actividades como el empowerment, el coaching o el mentoring, unas actividades que proceden del contexto laboral pero que cobran una especial relevancia en el contexto educativo universitario. Finalmente, se presentan algunas sugerencias en torno al aprendizaje autorregulado.Palabras clave: Trabajo Fin de Grado, competencia, empowerment, coaching, mentoring.

Abstract.Professional competences of the Degree Dissertation tutor. The present research tries to get two objectives. First, it tries to analyse quantitatively the bibliographic references concerning the competences of the professor as tutor of the Degree Dissertation in European Higher Education Area (EHEA). Second, it tries to determine the competences profile of the professor as tutor in the EHEA by means of content analysis of the bibliographic references. From the screening of a sample of bibliographic references (N=305), it has been assumed a three-dimensional descriptive model: Personal competence, Pedagogical competence and methodological competence. The empirical approach of competences profile of the tutor of the Degree Dissertation would enable to develop a criterion system more unified, which would lead to the construction of assessment instruments and procedures more valid and reliable in teacher training.Keywords: Teaching styles, European Higher Education Area, teaching competences, tutor of the degree dissertationResumen.La presente investigación trata, en primer lugar, de analizar cuantitativamente la bibliografía existente sobe las competencias del profesor de universidad y tutor de Trabajos de Fin de Grado (TFG). En segundo lugar, se determinará el perfil competencial del profesor-tutor del TFG en la Enseñanza Universitaria del Espacio Europeo de Educación Superior (EEES) a parir del análisis de contenido de la bibliografía consultada. Se ha obtenido un total de N=305 referencias bibliográficas, de las cuales se ha analizado una muestra N=32. Del análisis de contenido de la muestra se ha inferido un modelo descriptivo tridimensional compuesto por Competencias personales, Competencias Pedagógicas y Competencias Técnico-Metodológicas. La aproximación empírica del perfil competencial del Tutor de TFG posibilitaría desarrollar un sistema criterial más unificado, que llevaría a la construcción de instrumentos de evaluación y procedimientos de formación docente más válidos y fiables.Palabras Clave: Estilos de enseñanza, EEES, Competencias docentes, Tutor del Trabajo Fin de Grado.

Resumen: La reflexión examina los presupuestos de la educación universitaria en su modalidad virtual, en relación con los de la educación universitaria en su modalidad presencial, en el área de la enseñanza del español para estudiantes chinos en la carrera de Filología Hispánica, a partir del brote del COVID-19. La disertación se sustenta en una experiencia docente en la enseñanza del español en los niveles Medio Superior y Superior del sistema educativo mexicano. La propuesta de mejoramiento de la educación virtual para los estudiantes chinos se propone asimismo como válida para la educación de los estudiantes mexicanos. La mejoría encuentra sus causas en una comprensión humanística de la enseñanza. Palabras clave: China, Soochow University, Universidad Veracruzana, COVID-19, Humanismo. Abstract: The reflection examines the presuppositions of college education in its virtual modality, in contrast to college education in its face-to-face modality, in the area of Spanish teaching for Chinese students enrolled in the bachelor's degree in Hispanic Philology, since the outbreak of COVID-19. The dissertation is based upon a particular Spanish teaching experience at secondary and tertiary education levels of the Mexican educational system. The proposal on strengthening of virtual learning for enhancing the Chinese students' education is therefore here proposed to be valid for Mexican students' education likewise. The strengthening being sourced from a humanistic learning perspective. Keywords: China, Mexico, Soochow University, Universidad Veracruzana, COVID-19, Humanism.

Resumen: La reflexión examina los presupuestos de la educación universitaria en su modalidad virtual, en relación con los de la educación universitaria en su modalidad presencial, en el área de la enseñanza del español para estudiantes chinos en la carrera de Filología Hispánica, a partir del brote del COVID-19. La disertación se sustenta en una experiencia docente en la enseñanza del español en los niveles Medio Superior y Superior del sistema educativo mexicano. La propuesta de mejoramiento de la educación virtual para los estudiantes chinos se propone asimismo como válida para la educación de los estudiantes mexicanos. La mejoría encuentra sus causas en una comprensión humanística de la enseñanza. Palabras clave: China, Soochow University, Universidad Veracruzana, COVID-19, Humanismo. Abstract: The reflection examines the presuppositions of college education in its virtual modality, in contrast to college education in its face-to-face modality, in the area of Spanish teaching for Chinese students enrolled in the bachelor's degree in Hispanic Philology, since the outbreak of COVID-19. The dissertation is based upon a particular Spanish teaching experience at secondary and tertiary education levels of the Mexican educational system. The proposal on strengthening of virtual learning for enhancing the Chinese students' education is therefore here proposed to be valid for Mexican students' education likewise. The strengthening being sourced from a humanistic learning perspective. Keywords: China, Mexico, Soochow University, Universidad Veracruzana, COVID-19, Humanism.

O presente artigo de caráter dissertativo teve como objetivo verificar a importância das cotas raciais como instrumento de igualdade, direito e justiça valida inerentes aos contextos históricos do passado e do presente de discriminação e segregação racial e da empregabilidade das políticas afirmativas no espaço universitário dando autonomia de oportunidade as pessoas que se denominam negras. Investigaram-se as leis regentes e construídas como fator constituído pelos poderes legislativos e judiciários no Brasil, como também outros materiais bibliográficos que discorrem com a questão de ações afirmativas, constituição, cotas raciais, políticas públicas nos educandários de ensino superior, enfatizando as resistências e lutas na promoção de reservas e/ ou vagas para negros. Concluiu-se que oferecer tais oportunidades é fomentar o respeito ao outrem na sustentabilidade de uma sociedade mais justa e mais humana, quitando a ausência de políticas afirmativas do decorrer da história da popularização territorial do Brasil. Vale ressaltar, sobre a questão de cotas raciais e sociais no espaço universitário ainda precisar de uma necessidade de aperfeiçoamento nas suas legislações quer seja na sua execução, quer seja nas suas descrições textual, que provoca certo desconforto aos ingressantes nesta causa ou não e na garantia das cotas a pós a saída da universidade para outros ambientes da sociedade.

<p class="Abstract"><span lang="EN-GB">This paper addresses the reasons why a growing number of students are failing to complete their final master dissertations/thesis. It analyses the final Master's Course Thesis (TFM, Trabajo Fin de Máster) on the Masters in Advanced Business Management Studies course (MUEADE, Máster Universitario en Estudios Avanzados en Dirección de Empresas) at the University of Seville, which has a 100% success rate (the number of passes over students who completed the Master's Thesis). However, the same is not true of the performance rate (the number of students completing the thesis over the number of students enrolled on the course), which means that a large number of students do not receive their Master's Degrees. Using results from a survey of final year TFM students and of their course supervisors, this paper seeks to better understand the reasons why students are dropping out before completing their final thesis with a view to taking corrective actions.</span></p>

O objetivo deste trabalho foi analisar a produção científica em Extensão Universitária proveniente das publicações nacionais de teses, dissertações e periódicos, no período de 2007 a 2016. O estudo investigativo foi orientado pelo desenho metodológico da análise bibliométrica em caráter exploratório. As informações foram extraídas da base de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Após aplicação dos filtros de pesquisa, os resultados mostraram 535 teses e dissertações e 227 artigos completos que foram analisados e classificados para atingir o objetivo proposto. Os resultados encontrados sugerem um crescimento do volume de publicações a partir de 2009, com o delineamento metodológico na modalidade de estudo de caso. Verificou-se uma maior concentração nas áreas temáticas de saúde e educação. Já, em relação aos enfoques das pesquisas, observou-se o predomínio dos seguintes assuntos: saúde coletiva, formação de estudantes, formação docente e institucionalização da extensão. Os achados também indicam que os autores mais produtivos concentram suas pesquisas no enfoque de saúde coletiva e estão vinculados à Universidade de São Paulo – USP.Palavras-chave: Universidade. Extensão universitária. Análise bibliométrica. PRODUCTION OF SCIENTIFIC KNOWLEDGE IN UNIVERSITY EXTENSION PROGRAMS: a bibliometric analysis of the national sceneryAbstractThe objective of this work was to analyze the scientific production in University Extension, from the national publications of theses, dissertations and periodicals, from 2007 to 2016. This investigative research of exploratory nature was guided by the methodological design of bibliometric analysis. Thus, information was extracted from CAPES’ (Coordination of Superior Level Staff Improvement) database. Having conducted a research on CAPES’ website, 535 dissertations and theses were found, along with 227 complete articles. The data was analyzed and classified in order to accomplish our study’s main goal. Our results suggest the increase in the number of publications since 2009, with methodological delineation of case study type. It was observed that most studies were concentrated in Health and Education fields. As for the research studies’ foci, predominance was perceived in the following issues: Collective Health, Formation of Students and Formation of Teachers, as well as Extension Programs Institutionalization. Our findings also indicate that authors, who produce the most, concentrate their studies – in their entirety – in Collective Health, and are also bound by USP (University of São Paulo).Keywords: University. University extension programs. Bibliometric analysis.PRODUCCIÓN DEL CONOCIMIENTO CIENTÍFICO EN EXTENSIÓN UNIVERSITARIA: um análisis bibliométrico del escenario nacionalResumenEl objetivo en este trabajo fue analizar la producción científica en Extensión Universitaria, proveniente de las publicaciones nacionales de tesis, disertaciones y periódicos, en el período de 2007 a 2016. El estudio investigativo fue orientado por el dibujo metodológico del análisis bibliométrico, de carácter exploratorio. Las informaciones fueron extraídas de la base de datos de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Tras los filtros de investigación, los resultados mostraron 535 tesis y disertaciones y 227 artículos completos, que fueron analizados y clasificados para atingir el objetivo de ese estudio. Los resultados encontrados sugieren un crecimiento del volumen de publicaciones a partir de 2009, con el delineamiento metodológico en la modalidad de estudio de caso. Se verificó una más grande concentración de estudios en las áreas temáticas de Salud y de la Educación. Ya, con relación a los enfoques de las investigaciones, se observó el predominio de los siguientes asuntos: Salud Colectiva, Formación de Estudiantes, Formación Docente e Institucionalización de la Extensión. Los hallazgos también indican que los autores más productivos concentran la totalidad de sus investigaciones con enfoques acerca de la Salud Colectiva y están vinculados a la Universidade de São Paulo – USP.Palabras clave: Universidad. Extensión universitaria. Análisis bibliométrico.

The sub-title tells all for this extremely useful work. Included are citations to 884 honors papers, master's theses, and doctoral dissertations emanating from Benin (89 titles), Burkina Faso (119 titles), Congo (50 titles), Côte d'Ivoire (81 titles), Guinée (64 titles), Mali (207 titles), and Sénégal (274 titles), produced from the late 1960s to the mid-1990s. (Gabon is covered in similar fashion by Christopher Gray, History in Africa 21 (1994), 413–33, who lists 87 items for that country.) The entries are arranged by author within each country and each includes all the relevant bibliographical details as well as a set of key words. Only the proper names in the latter, however, are included in the work's two indexes (which might better have been combined, especially since some items – e.g. Nzema – are wrongly placed).

Modelización, usando ecuaciones estructurales, del grado de satisfacción de los profesores universitarios de contabilidad sobre el trabajo fin de grado. La baja satisfacción que el colectivo de profesores universitarios de Contabilidad muestra ante el proceso de tutorización del Trabajo Fin de Grado es lo que ha motivado la realización del trabajo; además, existe mucho interés, por parte del colectivo de profesores, en conocer que factores son los que están influyendo en ese estado de satisfacción. El objetivo del estudio es detectar qué factores explican el citado estado de satisfacción y modelizar dicha relación. Se han identificado y estudiado los elementos que han podido influir en la construcción de dicho estado de opinión y se han extraído, mediante análisis factorial exploratorio, 5 factores: aceptación de la metodología, percepción de competencia, competencias genéricas, importancia de competencias instrumentales, importancia de competencias sistémicas. Los resultados evidencian las relaciones entre los constructos y la satisfacción. En conclusión, si queremos construir una estrategia docente que refuerce el grado de satisfacción del profesor universitario de Contabilidad en la labor de tutela del TFG, esta debería centrarse en potenciar las competencias genéricas del TFG. El desarrollo de las competencias genéricas, directa o indirectamente, repercuten sobre la opinión del tutor sobre la importancia de las competencias instrumentales y sistémicas y, en consecuencia, en su satisfacción. The low satisfaction of university accounting teachers with the mentoring process of the Final Year Dissertation (FYD) has motivated carrying out this study. Moreover, lecturers are very interested in knowing which factors are influencing this satisfaction. The aim of the study is to detect which factors explain this state of satisfaction and model this relation. The elements which have been able to influence this opinion have been identified and studied. Exploratory factor analysis has extracted 5 factors from them: the acceptation of the methodology, the perception of competence, generic competences, the importance of instrumental competences and the importance of systemic competences. The results reveal the relations between the constructs and satisfaction. In conclusion, if we wish to build a teaching strategy which reinforces university accounting teachers’ degree of satisfaction in their work mentoring the FYD, this should be centred on enhancing its generic competences. The development of these generic competences directly or indirectly impacts the mentors’ opinions concerning the importance of the instrumental and systemic competences and, consequently, their satisfaction.

Com objetivo de analisar o que apontam as dissertações elaboradas no Programa de Pós-Graduação – Mestrado Profissional em Educação e Novas Tecnologias (PPGENT) do Centro Universitário Internacional UNINTER sobre a temática formação de professores e novas tecnologias na interface com a Educação básica, realizou-se uma pesquisa de abordagem qualitativa e quantitativa, de natureza básica, com objetivo descritivo-exploratório e procedimento bibliográfico do tipo estado do conhecimento referendada em Romanowski e ENS (2006). Das 74 dissertações encontradas no período de 2014 – 2016, disponíveis no acervo digital do referido PPG, 34 constituíram o corpus de análise deste artigo. Os resultados revelam as dimensões que integram as pesquisas e intervenções realizadas: a dimensão do conhecimento e a dimensão da atuação profissional. Palavras-chave: Mestrado Profissional em Educação; Formação docente; Novas Tecnologias; Educação Básica; Estado do Conhecimento. ABSTRACT With the aim of analyzing what the dissertations elaborated in the Postgraduate Program – Professional Master's in Education and New Technologies (PPGENT) of the Centro Universitário Internacional UNINTER on the theme of teacher training and new technologies in the interface with Basic Education point out. a research with a qualitative and quantitative approach, of a basic nature, with a descriptive-exploratory objective and bibliographic procedure of the state of knowledge type referenced in Romanowski and ENS (2006). Of the 74 dissertations found in the period 2014 – 2016, available in the digital collection of the mentioned PPG, 34 constituted the corpus of analysis of this article. The results reveal the dimensions that integrate the research and interventions carried out: the dimension of knowledge and the dimension of professional performance. Keywords: Professional Master's in Education; Teacher training; New technologies; Basic education; State of Knowledge RESUMEN Con el objetivo de analizar qué son las disertaciones elaboradas en el Programa de Posgrado – Maestría Profesional en Educación y Nuevas Tecnologías (PPGENT) del Centro Universitario Internacional UNINTER en el tema de formación docente y nuevas tecnologías en la interfaz con la Educación Básica, se llevó a cabo este es una investigación con enfoque cualitativo y cuantitativo, de carácter básico, con objetivo descriptivo-exploratorio y procedimiento bibliográfico del tipo estado del conocimiento referenciado en Romanowski y ENS (2006). De las 74 disertaciones encontradas en el período 2014 – 2016, disponibles en la colección digital del mencionado PPG, 34 constituyeron el corpus de análisis de este artículo. Los resultados revelan las dimensiones que integran las investigaciones e intervenciones realizadas: la dimensión del conocimiento y la dimensión del desempeño profesional. Palabras clave: Maestría Profesional en Educación; Formación de profesores; Nuevas tecnologías; Educación básica; Estado del conocimiento

El objeto de estudio del Trabajo Social ha sido elaborado tradicionalmente desde una matriz de profesión de intervención social, y sólo en la última década del siglo XX se comenzó a construir a través de una matriz basada en investigación. Así, este artículo procura profundizar en la construcción teórica del su objeto de estudio utilizando como metodología un análisis de frecuencia y contingencia de las palabras clave de 132 TFM en Trabajo Social de ISCTE-Instituto Universitario de Lisboa entre 2009 y 2017, sistematizándolas bajo categorías creadas ad hoc. Los resultados muestran que en la actualidad el objeto de estudio del Trabajo Social asume nuevos indicadores tales como la práctica reflexiva, ética y deontología o derechos humanos, aunque existe una continuidad en el estudio de las categorías clásicas (infancia, familia, vejez, etc.). El artículo discute las implicaciones de estos elementos para la construcción del objeto de estudio de Trabajo Social. Social Work’ object of study has traditionally been elaborated from a social intervention profesión matrix, being that only in the last decade of the twentieth century began to be built through a research-based knowledge matrix. Thus, this article seeks to deepen the theoretical construction of the object of study of Social Work using as a methodology a frequency and contingency keywords analysis of 132 Social Work Dissertations of ISCTE-University Institute of Lisbon between 2009 and 2017, systematizing them into ad hoc categories that were created. The results show that currently the object of study of Social Work assumes new indicators such as reflective practice, ethics and deontology or human rights, although there is continuity in the study of the classic categories (childhood, family, old age, etc.). The article discusses the implications of these elements for the construction of the Social Work study object.

En la actualidad el tratamiento de aguas residuales es importante en la salud pública, y como un gran fortín es la experimentación a nivel de laboratorio enfocado a las características hidráulicas aplicadas a las operaciones unitarias de la remediación hídrica. La investigación estuvo dirigida a la simulación dinámica computacional del sistema depurador de aguas residuales domésticas del CAMPUS Salache, analizando el diseño de remoción de contaminantes como DQO y sólidos sedimentables, a través de la ecuación de Navier Stokes y la matriz ASM1 en la aplicación de biocinética en el funcionamiento de la línea de trabajo del sistema. Las pruebas piloto de las depuradoras hídricas son muy útiles para el análisis del desempeño en la baja de los contaminantes; actualmente se está llevando estás pruebas por el lado de la simulación computacional, como beneficio para la investigación es una amalgama extensa de variables y pruebas que permiten optimizar las líneas de tratamiento. El método utilizado fue generar una malla de alta definición para la simulación de un tanque homogeneizador y ecualizador con un volumen de 29.81 m3, un sedimentador con un volumen de 12.8 m3, un reactor secundario de 4 m de altura con una eficiencia de remoción del 99% de materia orgánica y un tanque de mezclado con un volumen de 0.4 m 3 para la cloración, a través del análisis de la ecuación de Navier Stokes para fluidos Newtonianos. Los resultados revelaron un correcto flujo de transición de 0.4 m/s de velocidad de paso en la parte baja de los deflectores del sedimentador generando un régimen de flujo laminar que cumple las condiciones idóneas para la precipitación de los sólidos sedimentables. Las mejoras en el tanque de cloración, en los sedimentadores y filtro percolador permitieron aprovechar el principio Venturi para la mezcla rápida del desinfectante en el clorador. Palabras claves: Depuradora Anaeróbica, Aguas Residuales, Dinámica Computacional de Fluidos, Flujo Laminar, Tratamientos Convencionales de agua Cita Agencia Europea de Medio Ambiente. (2023). ¿Cuáles son las principales fuentes de la contaminación del agua? HELPCENTER FAQ de la AEMA. https://www.eea.europa.eu/es/help/preguntas-frecuentes/cuales-son-las-principales-fuentes Aguilar, C., Ramirez, C., & Mattos, E. (2021). Uso de CFD como herramienta para la modelación y predicción numérica de los fluidos: Aplicaciones en estructuras hidráulicas y agricultura. CONGRESO NACIONAL COMEII 2021. Aguirre-López, M. A., Cantú-González, J. R., & Hueyotl-Zahuantitla, F. (2022). Diseño de cuerpos sólidos con FreeCAD y su uso en dinámica de fluidos computacional. Revista Electrónica sobre Tecnología, Educación y Sociedad, 9(17), Article 17. https://ctes.org.mx/index.php/ctes/article/view/770 Alférez Rivas, L. E., & Nieves Pimiento, N. (2019). Plantas de tratamiento de aguas residuales (PTAR): Impacto ambiental esperado e impacto ambiental provocado. Caribeña de Ciencias Sociales, junio. https://www.eumed.net/rev/caribe/2019/06/tratamiento-aguas-residuales.html Álvarez, Javier, Smeltekop, Hugh, Cuba, Nicanor, & Loza-Murguia, Manuel. (2019). Evaluación de un sistema de tratamiento de aguas residuales del prebeneficiado de café (Coffea arabica) implementado en la comunidad Carmen Pampa provincia Nor Yungas del Departamento de La Paz. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2072-92942011000100005&lng=es&tlng=es. Alcívar, D. G., & Gutiérrez, Y. D. L. M. Á. (2023). Relación entre Calidad del Agua y la Salud de los Habitantes del Río Portoviejo, Manabí. 593 Digital Publisher CEIT, 8(5), 545-553. Bo, Y., Li, Y., & Gao, W. (2024). Exploring the effects of turbulent field on propagation behaviors in confined hydrogen-air explosion using OpenFOAM. International Journal of Hydrogen Energy, 50, 912-927. 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e4912046This scoping exploratory review was aimed at analyzing the challenges that the so-called post-truth world represents for teaching in Ibero-Latin American higher education. With the increased access to online information media and social networks, netizens are increasingly exposed and may be more vulnerable to false or misleading information that seeks to generate action from emotions rather than reason (GOSWAMI, 2017, Chronicle of Higher Education). The reference search was carried out in the databases of SciELO and La Referencia, from which 26 titles out of 196 were selected. Combinations of terms such as social media, post-truth, fake news, fact-checking, education, higher education, university, teaching, critical thinking, and freedom of expression were used, with the Boolean “Y” connector. The analysis of the references resulted in six thematic categories: main concepts; realms of fake news; news verification initiatives and methods; theoretical analysis and its relationship with education; studies on the factors, perception and credibility of fake news; and addressing misinformation in higher education. The discussion presents the draft of a proposed pedagogical model to be used in higher education and to address misinformation. Includes: critical thinking habits, democratic dialogue, intellectual skepticism, research skills, use of reliable sources of information, and analysis from multiple perspectives.ResumoEsta revisão exploratória de escopo teve como objetivo analisar os desafios que o chamado mundo pós-verdade representa para o ensino na educação superior ibero-americana. Com o aumento do acesso às mídias de informação online e redes sociais, os internautas estão cada vez mais expostos e podem ficar mais vulneráveis a informações falsas ou enganosas que buscam gerar ações a partir de emoções ao invés da razão (GOSWAMI, 2017, Chronicle of Higher Education). A busca das referências foi realizada nas bases de dados SciELO e La Referencia, das quais foram selecionados 26 títulos em 196. Combinações de termos como mídia social, pós-verdade, notícias falsas, checagem de fatos, educação, ensino superior, universidade, ensino, pensamento crítico e liberdade de expressão foram usadas, com o conector booleano “Y”. A análise das referências resultou em seis categorias temáticas: conceitos principais; escopos de notícias falsas; iniciativas e métodos de verificação de notícias; análise teórica e sua relação com a educação; estudos sobre os fatores, percepção e credibilidade das notícias falsas; e aproximação a desinformação no ensino superior. A discussão apresenta o esboço de uma proposta de modelo pedagógico para ser usado no ensino superior e para lidar com a desinformação. Inclui: hábitos de pensamento crítico, diálogo democrático, ceticismo intelectual, habilidades de pesquisa, uso de fontes confiáveis de informação e análise de múltiplas perspectivas.ResumenEsta revisión exploratoria de alcance tuvo como fin analizar los desafíos que para la enseñanza en la educación superior iberoamericana representa lo que se denomina el mundo posfactual (post-truth). Con el incrementado acceso a medios de información en línea y las redes sociales, los cibernautas están cada vez más expuestos y pueden ser más vulnerables a información falsa o engañosa que busca generar acción a partir de las emociones antes que la razón (GOSWAMI, 2017, Chronicle of Higher Education). La búsqueda de referencias se efectuó en las bases de datos de SciELO y La Referencia, de la cual se seleccionaron 26 títulos de 196. Se usaron combinaciones de términos como redes sociales, posverdad, noticias falsas, verificación de hechos, educación, educación superior, universidad, enseñanza, pensamiento crítico y libertad de expresión, con el conector booleano “Y”. El análisis de las referencias dio como resultado seis categorías temáticas: conceptos principales; ámbitos de las noticias falsas; iniciativas y métodos de verificación de noticias; análisis teóricos y su relación con la educación; estudios sobre factores, percepción y credibilidad de las noticias falsas; y abordaje de la desinformación en la educación superior. En la discusión se presenta el borrador de un modelo pedagógico propuesto para ser utilizado en la educación superior y abordar la desinformación. 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This review examines research from 1991 to the present regarding college student-athlete gambling addiction and disorder issues, with an emphasis on prevalence rates, motivations, and comorbid disorders, as well as National Collegiate Athletic Association (NCAA) national studies and derivative research. Subsets of the college student-athlete population, specifically minority athletes, are also examined. Databases PsycINFO, PsycARTICLES, ERIC, SPORTDiscus, MEDLINE, and Dissertation Abstracts International (ProQuest), were searched for possible contributions to this review. It was determined that student-athletes, and male student-athletes in particular, are vulnerable to disordered gambling problems, which, if university administration and athletic departments do not address, may result in severe negative consequences for the student-athlete. The research suggests that, for the most part, student-athletes have a higher rate of pathological gambling than non-athletes, though the rate of “normal” gambling behavior is about the same. Additionally, it appears that athletes in certain high profile team sports (football, basketball, etc.), as well as athletes belonging to a minority group, are more likely to report problems with gambling than their counterparts. Recommendations for working with student-athletes with a gambling disorder, as well as directions for future research in this burgeoning area, are offered. These proposals include screening for the disorder by mental health professionals and counsellors, as well as training for coaches and financial aid personnel.Résumé Cette étude fait l’examen de la recherche effectuée de 1991 à nos jours sur les problèmes de dépendance et de désordre chez les étudiants-athlètes, en mettant l’accent sur les taux de prévalence, les motivations et les troubles concomitants, ainsi que les études nationales de la National Collegiate Athletic Association et des travaux de recherche dérivés. Des sous-ensembles de la population d’étudiants-athlètes universitaires, en particulier des athlètes faisant partie de minorités, sont également sousmis à l’étude. Des recherches ont été faites dans les bases de données PsycINFO, PsycARTICLES, ERIC, SPORTDiscus, MEDLINE et Dissertation Abstracts International (ProQuest) pour trouver d’éventuelles contributions à la présente étude. On a établi que les étudiants-athlètes, masculins en particulier, sont vulnérables aux problèmes de jeu compulsifs, et s’ils ne sont pas pris en main par l’administration universitaire et les départements sportifs, ces troubles peuvent avoir de graves conséquences pour eux. La recherche laisse entendre que, pour la plupart, les étudiants-athlètes ont un taux de jeu pathologique plus élevé que les non-athlètes, bien que le taux de jeu « normal » soit à peu près le même. De plus, il semble que les athlètes de certains sports d’équipe de haut niveau (football, basketball, etc.), ainsi que les athlètes appartenant à un groupe minoritaire, sont plus susceptibles de montrer des problèmes de jeu que leurs homologues. Des recommandations sont faites pour travailler avec des étudiants-athlètes ayant un trouble du jeu, ainsi que des orientations pour de futures recherches dans ce domaine en progression. Ces propositions comprennent le dépistage du trouble par des professionnels de la santé mentale et des conseillers, ainsi que la formation des entraîneurs et du personnel de l’aide financière.

Introducción: los modelos neuroeconómicos explican la toma de decisiones a partir de procesos neurofisiológicos, cognitivos y emocionales. La toma de decisiones se estudia a partir de otros subprocesos como la aversión al riesgo. La relación entre aversión al riesgo, impulsividad y/o interocepción es importante para determinar el rol de la conducta y cognición humanas en el mantenimiento de problemas de salud. Esto se ha estudiado en población universitaria, en la que se presentan factores de riesgo para la salud. Objetivo: sintetizar los modelos neuroeconómicos descritos en la literatura para establecer la relación entre la aversión al riesgo, impulsividad y/o la cardiocepción en estudiantes universitarios. Metodología: revisión tipo alcance realizada del 01 de junio al 30 de septiembre de 2021 en los recursos; PubMed, PsyInfo, Google Scholar, Sciencedirect, Scopus, Open dissertations y OpenGrey. Como criterio de inclusión se estableció que se tratara de investigaciones experimentales y observacionales en inglés o español en estudiantes universitarios que evaluaran la relación entre toma de decisiones, impulsividad y/o interocepción. No se filtró por fecha ni por tipo de acceso. Resultados: se rastrearon 1035 documentos, 14 cumplieron con los criterios de inclusión. Se identificaron cuatro modelos: neuroeconómico conductual, paradigma de descuento temporal, teoría biopsicológica de Gray y diferencias individuales. Se hallaron correlaciones positivas y negativas entre impulsividad, aversión al riesgo e interocepción. Conclusiones: según los estudios existe una relación entre impulsividad y aversión al riesgo, que dependiendo del modelo implementado será positiva o negativa. Las asociaciones con interocepción son poco concluyentes y requieren mayor investigación.

<p><strong>Resumo</strong></p><p>O artigo apresenta um recorte da dissertação Curricularização da extensão universitária: possibilidades em um curso de Matemática Licenciatura, realizada com o objetivo de investigar possibilidades de inserção de atividades extensionistas no currículo de um curso de Matemática Licenciatura, tendo como premissa a deliberação do Ministério de Educação de que a extensão seja incorporada em, no mínimo, 10% do total de créditos de formação acadêmica. A pesquisa configurou-se como um estudo de natureza qualitativa, na qual foi desenvolvido um projeto de extensão com a participação de sete acadêmicos do curso de Matemática da Ulbra e 270 participantes da comunidade externa. Os resultados obtidos e as reflexões realizadas levam a considerar que uma das possibilidades viáveis para a inserção de atividades extensionistas no currículo de um curso de Licenciatura em Matemática é a modalidade de projetos de extensão. </p><p><strong>Palavras-chave</strong></p><p>Extensão universitária. Formação inicial de professores. Projetos extensionistas.</p><p> </p><p><strong>The Curricularization of Education and Public Outreach at a Mathematics Teacher Education Course </strong></p><p><strong>Abstract</strong></p><p>This article presents a selected topic of the dissertation titled Curricularização da extensão universitária: possibilidades em um curso de Matemática Licenciatura [Curricularization of Education and Public Outreach: Possibilities in a Mathematics Licensure Program], which investigated the possibilities of incorporating outreach activities to the curriculum of an undergraduate mathematics licensure program, based on a decision by the Ministry of Education that education and public outreach be incorporated in at least 10% of total undergraduate credits. The research consisted of a qualitative study in which we developed an outreach project with seven undergraduate students at the ULBRA’s undergraduate mathematics program. The project was attended by 270 people from the local community. According to our results and reflections thereof, we found that a viable way to incorporate education and public outreach activities to the curriculum of an undergraduate mathematics licensure program is through the outreach project modality.</p><p><strong>Keywords</strong></p><p>Education and public outreach. Initial teacher education. Outreach projects.</p><p> </p><p><strong>La curricularización de la extensión universitaria en un curso de formación de profesores de matemáticas </strong></p><p><strong>Resumen</strong></p><p>El artículo presenta un recorte de la disertación Curricularização da extensão universitária: possibilidades em um curso de Matemática Licenciatura [Curricularización de la extensión universitaria: posibilidades en un curso de grado de Profesorado en Matemáticas], realizada con el objetivo de investigar las posibilidades de introducir actividades extensionistas en el currículo de un curso de grado de Profesorado en Matemáticas, teniendo como premisa la decisión del Ministerio de Educación de Brasil de que la extensión se incorpore en, al menos, el 10 % de los créditos de formación académica. La investigación se configuró como un estudio de naturaleza cualitativa, en la cual se desarrolló un proyecto de extensión con la participación de siete académicos del curso de Matemáticas de la Universidad Luterana de Brasil (Ulbra) y 270 participantes de la comunidad externa. Los resultados obtenidos y las reflexiones hechas llevan a considerar que una de las posibilidades viables para introducir actividades extensionistas en el currículo de un curso de grado de Profesorado en Matemáticas es la modalidad de proyectos de extensión.</p><p><strong>Palabras clave</strong></p><p>Extensión universitaria. Formación inicial de profesores. Proyectos extensionistas.</p>

A temática de investigação versa sobre formação de professores situada como parte central dos debates acerca do desenvolvimento profissional e do trabalho docente. Este artigo teve como objetivo analisar as contribuições das pesquisas sobre formação, saberes e práticas de ensino dos professores da disciplina de Didática nos cursos de licenciatura. Teve como objeto de estudo formação, saberes e práticas de ensino dos professores de Didática na docência universitária. Como metodologia, utilizou-se a pesquisa qualitativa por meio de levantamento bibliográfico, realizado em diferentes instrumentos de busca do tipo Estado da Questão com coleta de dados realizada no Banco de Teses da CAPES, Biblioteca Digital Brasileira de Dissertações e Teses (BDTD), periódicos, anais de eventos científicos e dissertações do Programa de Pós-Graduação em Educação (PPGE) da UECE. O aporte teórico ancorou-se em Gauthier et al (2013), Nóbrega-Therrien e Therrien (2010), Tardif (2010), Sacristán (1999) dentre outros. Conclui-se sobre a necessidade formativa dos professores da disciplina de Didática para o fortalecimento dos saberes pedagógicos tecida no diálogo compartilhado com outros pesquisadores que possibilitarão novas descobertas acerca da formação, dos saberes e da prática dos professores no campo da Didática.Palavras-chave: Formação. Saberes. Práticas de Ensino. Didática.TRAINING, KNOWLEDGE AND PRACTICE OF TEACHING TEACHERS OF THE DIDACTIC DISCIPLINE: state of questionAbstractThe research theme is about teacher training as the central part of the debates about professional development and teaching work. This article aimed to analyze the contributions of research on training, knowledge and teaching practices of teachers of the didactics course in undergraduate courses. The object of study was training, knowledge and teaching practices of didactic teachers in university teaching. As a methodology, qualitative research was used by means of a bibliographical survey, carried out in different search tools of the State of the Question type, with data collection carried out at the Bank of Theses of CAPES, Brazilian Digital Library of Dissertations and Theses (BDTD), periodicals , annals of scientific events and dissertations of the Graduate Program in Education (PPGE) of UECE. The theoretical contribution was anchored in Gauthier et al (2013), Nóbrega-Therrien and Therrien (2010), Tardif (2010), Sacristán (1999) among others. We conclude on the formative need of the teachers of the didactic discipline to strengthen the pedagogical knowledge woven in the shared dialogue with other researchers that will make possible new discoveries about the formation, the knowledge and the practice of the teachers in the field of Didactics.Key-words: Formation. Knowledge. Teaching Practices. Didactics.FORMACIÓN, SABERES Y PRÁCTICAS DE ENSEÑANZA DE LOS PROFESORES DE LA DISCIPLINA DE DIDÁCTICA: estado de la questiónResumenLa temática de investigación versa sobre formación de profesores situada como parte central de los debates acerca del desarrollo profesional y del trabajo docente. Este artículo tuvo como objetivo analizar las contribuciones de las investigaciones sobre formación, saberes y prácticas de enseñanza de los profesores de la disciplina de Didáctica en los cursos de licenciatura. En el caso de los profesores de Didáctica en la docencia universitaria, tuvo como objeto de estudio formación, saberes y prácticas de enseñanza de los profesores de Didáctica. Como metodología, se utilizó la investigación cualitativa por medio de levantamiento bibliográfico, realizado en diferentes instrumentos de búsqueda del tipo Estado de la Cuestión con recolección de datos realizada en el Banco de Tesis de la CAPES, Biblioteca Digital Brasileña de Disertaciones y Tesis (BDTD), periódicas , anales de eventos científicos y disertaciones del Programa de Postgrado en Educación (PPGE) de la UECE. El aporte teórico se ancló en Gauthier et al (2013), Nóbrega-Therrien y Therrien (2010), Tardif (2010), Sacristán (1999) entre otros. Se concluye sobre la necesidad formativa de los profesores de la disciplina de Didáctica para el fortalecimiento de los saberes pedagógicos tejida en el diálogo compartido con otros investigadores que posibilitará nuevos descubrimientos acerca de la formación, de los saberes y de la práctica de los profesores en el campo de la Didáctica.Palabras clave: Formación. Conocimiento. Prácticas de Enseñanza. Didáctica.

Abstract Objective. This work was conducted to determine the effectiveness of a nursing intervention, based on the motivational interview, to diminish preoperative anxiety in patients programmed for knee replacement surgery.Methods. Preventive type controlled and randomized clinical trial, on a sample of 56 patients programmed for knee replacement surgery in a clinic in Girardot (Colombia). Random assignment was made: an intervention group (n=28) and a control group (n=28). The six-question Amsterdam Preoperative Anxiety and Information Scale was applied before and after the intervention. The scale has a total score ranging from 5 to 30; the higher the score, the greater the preoperative anxiety. The nursing intervention was conducted in three sessions of motivational interview each lasting 40 min, during the six weeks prior to the surgical procedure; the control group received conventional management of education in the health institution.Results. The mean score of preoperative anxiety was equal in the pre-intervention evaluation in both groups (19.76 in the experimental versus 22.02 in the control =22.02; p<0.226), while during the post-intervention, the anxiety score was lower in the intervention group compared with the control group (15.56 and 20.30, respectively; p<0.013).Conclusion. Nursing intervention based on the motivational interview was effective in diminishing preoperative anxiety in patients programmed for knee replacement surgery.Descriptors: anxiety; arthroplasty, replacement, knee; control groups; motivational interview; orthopedics; perioperative nursing.How to cite this article: Cómo citar este artículo: Medina-Garzón M. Medina-Garzón M. Effectiveness of a Nursing Intervention to Diminish Preoperative Anxiety in Patients Programmed for Knee Replacement Surgery: Preventive Controlled and Randomized Clinical Trial. Invest. Educ. 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Dear Colleagues, In the previous editorial paper published by Balat et al. [1] as an Early View Article a few months ago, it was reported that there were changes in the Editorial Team of the European Journal of Therapeutics (Eur J Ther). During these few months, while the preparations for the new issue (June 2023, volume 29, Issue 2) continued, the editorial board also was revised. We would like to inform you that the Editorial Board has been strengthened by academics who are competent in their fields from many countries of the world and will continue to be strengthened in the future. As it is known, Eur J Ther started broadcasting in 1990 as a Journal of the Faculty of Medicine University of Gaziantep (In Turkish: Gaziantep Üniversitesi Tıp Fakültesi Dergisi). In the first paper titled “While Starting” (In Turkish: Başlarken) of the first issue, Prof. Sabri Güngör, who was the first Editor-in-Chief, stated that the aim of the journal is to have an influential place in the field of science [2]. Over the past three decades, the journal has continued to advance. At the present time, it is inevitable to reorganise the editorial board of the journal and enrich it with leading international editors in order to move the journal to better places. This editorial will explain essential developments in the journal in the last few months, and the new Editorial Board Members of the Eur J Ther will be introduced. Changes are inevitable, and we are delighted to announce that this issue marks several significant improvements. Specifically, we bolstered our editorial team with esteemed international academics and expanded our pool of referees. Consequently, the evaluation period for the submitted articles was significantly reduced. In the last two months, the journal metrics are as follows: Acceptance rate: %29 Average time until the final decision: 24.4 days Average time to publish as Accepted/Early View Article, after acceptance: 4.8 days. Thanks to these improvements, as you will notice, there are 25 articles in this issue. In this way, this issue has been the issue in which most articles have been published so far. In addition, applications were made to DOAJ (Directory of Open Access Journals) and BASE (Bielefeld Academic Search Engine), among the most essential open-access databases in the world, in May 2023. Moreover, cited references to the previous and/or alternative names of the journal (Gaziantep Medical Journal, Gaziantep Med J, Gaziantep Tıp Dergisi and Gaziantep Üniversitesi Tıp Fakültesi Dergisi) in Web of Science that were not reflected in the journal metrics were identified and reported to the Web of Science. Some of these correction requests have been finalized and corrected, and thus the total number of citations and the H-index of the journal increased [3]. After all these data are updated, it will be seen that the citation values of the Eur J Ther will increase even more. We will also update the guidelines for the authors and reviewers with respect to the ICMJE [4] and EQUATOR Network [5], which will enhance the quality of research in the medical fraternity. Additionally, the use of DOI for articles published in the journal started in 2011 (2011, volume 17, Issue 2). In order to facilitate the recognition and access of the articles, DOIs have also been defined for all articles published in previous issues. Editors Ayşe Balat, MD, became the new Editor-in-Chief of Eur J Ther for the second time, the first between 2007-2010. She is a Professor in Pediatrics and a specialist in Pediatric Nephrology and Rheumatology. She has been working as Vice President of Gaziantep University since October 2020. She was the Dean of Gaziantep University Medical Faculty (2007-2010), President of the Mediterranean Kidney Society (MKS) between 2015 to 2018, and Secretary beginning in 2018. She is also President of the International Association for the History of Nephrology (IAHN) since 2022. In Gaziantep, she first established Pediatric Nephrology and Pediatric Rheumatology Units, and the first peritoneal dialysis was performed by her. She has several studies published in international and national peer-reviewed scientific journals (H-Index: 26, i10-index: 59 and approximately 2500 citations). She was the Guest Editor of the International Journal of Nephrology in 2012 (special issue titled “Devil’s Triangle in Kidney Diseases: Oxidative Stress, Mediators, and Inflammation”). She is a member of many national and international associations related to her field, including membership in the Turkish Pediatric Nephrology Association board in the past. She has several scientific presentation awards at national and international congresses. She has been joined as an “invited speaker” at 20 International Meetings. As of 2007, she organizes World Kidney Day activities within the scope of the “Survival is not Enough” program (in the first rank among European pediatric nephrologists as an organizer of those activities). Recently, she was elected as a “lifelong member of the Academy of Medicine and Surgical Sciences” of the University of Naples, which is one of the four important academies in Naples. Şevki Hakan Eren, MD, is the new Deputy Editor-in-Chief of the Eur J Ther. Dr Eren graduated from the Medical School, University of Gaziantep, Turkey and completed Emergency training at Cumhuriyet University. He has been working as a Professor at Gaziantep University, Department of Emergency Medicine, Gaziantep, Turkey. He is interested in traumatology, and toxicology. Mehmet Sait Menzilcioğlu, MD, is the new Deputy Editor-in-Chief of the Eur J Ther. Dr. Menzilcioğlu graduated from the Medical School, University of Gaziantep, Turkey and completed Radiology training at the same University. He has been working as an Associate Professor at Gaziantep University, Department of Radiology, Gaziantep, Turkey. He is interested in neuroradiology, ultrasonography, doppler Ultrasonography, Computerized Tomography, Magnetic Resonance Imaging, interventional radiology, and obstetric sonography. İlhan Bahşi, MD, PhD, is the new Deputy Editor-in-Chief of the Eur J Ther. Dr Bahşi is also on the Editorial Board of the Journal of Craniofacial Surgery, Frontiers in Neuroanatomy, and Mersin University School of Medicine Lokman Hekim Journal of History of Medicine and Folk Medicine. In addition, he has published more than 80 articles (H-index: 12 and i10-index: 15) and has been a referee for more than 600 academic papers in many internationally indexed journals. Dr Bahşi, who has been working in the Department of Anatomy at the Gaziantep University Faculty of Medicine since 2012, completed his doctorate education in 2017 and obtained the title of PhD. Besides anatomy, he is particularly interested in the history of medicine, medical ethics, and education. İlkay Doğan, PhD, is the new Editorial Board member of the Eur J Ther for Statistics and Methodology. He is in the Department of Biostatistics at the Gaziantep University Faculty of Medicine. His professional focus lies in research about Structural Equation Modeling, Multivariate Analysis. With a wealth of experience spanning over 15 years across multiple disciplines, including veterinary, nursing, sport and medicine, Dr Doğan has held various notable articles. He is a member of the Turkish Biostatistics Association. Ahmet Acıduman, MD, PhD, graduated from Ege University Faculty of Medicine in 1987 and later specialized in Neurosurgery in 1997. Dr Acıduman further expanded his academic credentials by completing a PhD in the History of Medicine and Ethics in 2005. Currently, he is a Professor in the Department of History of Medicine and Ethics at Ankara University Faculty of Medicine. With a notable record of over 200 academic publications, Dr Acıduman’s contributions to the field continue. Bilal Çiğ, PhD, is a new Editorial board member of the Eur J Ther. Associate Prof Bilal Çiğ is a Postdoctoral researcher at King's College London Wolfson Card. He has been investigating the roles of ion channels in neurological diseases using the patch clamp technique for nearly 15 years. For the past few years, he has focused on the interactions of TRPA1 and Kir 4.1 channels in demyelination. He has 40 SCI-E and international publications, with about 1300 citations. Tsvetoslav Georgiev, MD, PhD, holds an esteemed position as an associate professor at the First Department of Internal Medicine in Varna, Bulgaria, while also working as a clinician at the University Hospital St. Marina. He has successfully defended his doctoral dissertation in 2018 at the Medical University in Sofia. Having obtained a specialization in rheumatology that same year, Dr Georgiev has extensive expertise in this intricate field of medicine. He further expanded his knowledge and skills by attending comprehensive courses on imaging diagnostics and musculoskeletal ultrasound in rheumatology held in various locations. Dr Georgiev has been involved in formulating the Bulgarian consensus on osteoarthritis and EULAR recommendations for the non-pharmacological core management of osteoarthritis. Notably, Dr Georgiev has received recognition for his outstanding contributions as a reviewer, earning awards in 2019 and 2021 from the Korean Academy of Medical Sciences. Davut Sinan Kaplan, PhD, is a new Editorial Board Member of the Eur J Ther. Dr Kaplan is an Associate Professor in the Department of Physiology at Gaziantep University Faculty of Medicine. He is also the Graduate School of Health Sciences’ Director. He has taken involved in a wide variety of research with animal models. His research generally focuses on Endocrinology, Metabolism, Physical Activity, and Breast Milk. He has mentored a large group of master’s and PhD students. He has served for many years as a member of the local animal experiments ethics committee. Mehmet Karadağ, MD, is a new Editorial Board Member of the Eur J Ther for Psychiatry. Dr. Karadag is an Associate Professor of Child and Adolescent Psychiatry. He is in the Department of Child and Adolescent Psychiatry at the Gaziantep University School of Medicine. He has experience on Posttraumatic Stress, Attention Deficit Hyperactivity, Autism Spectrum, Anxiety, Depressive Disorders and EMDR Therapy. He is also EMDRIA accredited EMDR Consultant. Murat Karaoglan, MD, is a new Editorial Board Member of the Eur J Ther for Endocrinology. Dr. Karaoglan is an Associate Professor of Pediatric Endocrinology. He is in the Department of Pediatric Endocrinology at the Gaziantep University School of Medicine. He has experience on growth disorder, diabetology and disorder of sexual development. Waqar M. Naqvi, PhD, is a faculty in the Department of Physiotherapy at the College of Health Sciences, Gulf Medical University, Ajman, UAE. His professional focus lies in the development of the research ecosystem within healthcare education, with a particular interest in AI, AR, VR, Sensors, and innovation in health sciences. With a wealth of experience spanning over 14 years across multiple countries, including India, Canada, Cameroon, Hong Kong, and Saudi Arabia, Dr Naqvi has held various notable positions. These include his roles as the Associate Director of Research at the NKP Salve Institute of Medical Sciences, Acting Dean and Vice Dean of the Physiotherapy College, Convener for the International Admission Office, International Accreditation and Quality Assurance Wing, Staff Selection Committee, and Coordinator for a Staff-Student Exchange Program. In recognition of his outstanding contributions, Dr Naqvi was honored with the Distinguished Service Award and Young Achiever Award from the Indian Association of Physiotherapy. Dr Naqvi is widely recognized for his expertise in conducting seminars and workshops on research, publications, and intellectual property rights. Specializing as a research trainer in the fields of medicine, dentistry, physiotherapy, and health sciences, Dr Naqvi's unwavering commitment to research excellence and his genuine passion for mentoring aspiring researchers are instrumental in shaping the future of healthcare. He firmly believes in the power of evidence-based practice and actively advocates for its implementation. Ali Nasimi is a neuroscientist in the field of central regulation of the cardiovascular system. Victor Nedzvetsky, PhD, DrSc is a full professor of Physiology, Biochemistry and Lab Diagnostics, where coordinates courses on Neurochemistry, Molecular and Cell Biology. Additionally, he is a vice-director of “The Biosafety Center” research and development company (Ukraine). He obtained PhD in biochemistry at Dnipropetrovsk University, Ukraine (1990). After postdoctoral training, he received a degree of Doctor Science at Kyiv National University (2006). Since 2015 he was involved as an invited professor of Bingol University, Turkey as a supervisor of PhD projects on genetic and molecular biology. He has participated in both the education and research work of the Dept. Art and Science of Bingol University from 2015 to 2021. His current research interests are focused on intestinal barrier function, brain blood barrier, astrocytes, cognitive deficits, bioactive compounds as anticancer agents, nanomaterials, and neuroprotection. He is the author of over 230 research publications and ten patents. He is a member of the editorial board of the journal “Regulatory Mechanisms of Biosystems”. Raphael Olszewski, DDS, MD, PhD, DrSc is a full professor of oral surgery and dentomaxillofacial radiology at the Université Catholique de Louvain (UCLouvain), Brussels, Belgium. Professor Olszewski is an oral surgeon and member of the Department of Oral and Maxillofacial Surgery at Cliniques Universitaires Saint Luc, UCLouvan, Brussels, Belgium. Prof Olszewski is the Editor-in-Chief of NEMESIS: Negative effects in medical sciences: oral and maxillofacial surgery. Janusz Ostrowski, MD, PhD. Internal medicine, nephrology, and public health specialist. Former Head of the Department of Internal Medicine and Nephrology at the Provincial Hospital in Wloclawek, Poland. Director for Peritoneal Dialysis in Diaverum Company Poland. Secretary of the Historical Section of the Polish Society of Nephrology. Former President of the International Association for the History of Nephrology. Professor, Vice Dean of the School of Public Health and Head of the Department of the History of Medicine in the Centre of Postgraduate Medical Education in Warsaw, Poland. Ayşe Aysima Özçelik, MD, is a new Editorial Board member of Eur J Ther for Neurology. She is the head of the pediatric neurology department and works at Gaziantep University Faculty of Medicine. She is the regional manager for the treatment of spinal muscular atrophy disease. She is an experienced physician in the treatment and follow-up of genetic neurological disorders, epilepsy, and neuromuscular diseases. Maria Piagkou, DDS, MD, MSc, PhD is a new Editorial Board member of Eur J Ther for Neurology. She is an associate professor at the Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens. She is a Deputy Vice-President of the Hellenic Association of Public Health in Greece and a President of the printed material handling committee of the National Organization for Medicines. She has twenty-one years of teaching activity in the field of anatomy, focused on head and neck, oral and maxillofacial area, as well as on skull base anatomy and anatomical variants. Her main areas of interest are head and neck anatomy and surgery, skull base anatomy, oral surgery, maxillofacial and dental trauma, rehabilitation, intraoral fixation after condylar fractures, and teeth replantation. She is an associate editor in 2 journals of Anatomy and acts as Editorial Board Member in six other journals. She authored six chapters in neuroanatomy and oral and maxillofacial surgery and thoracic surgery books, two monographs, and edited the translation of 9 books. She is a reviewer in 30 international scientific journals. She authored 156 publications in PubMed, 91 abstracts in 26 international congresses, and 318 abstracts in Greek scientific meetings. She is General Secretary of the Sports Medicine Association of Greece and treasurer of the Hellenic Association of Anatomy. Halima Resić, MD, PhD is a Professor of Internal medicine – nephrology in Sarajevo. Professor Resić studied medicine at the University of Belgrade where she also undertook a clinical fellowship in nephrology. She finished her postgraduate studies also at the University of Belgrade in 1987. Professor Resić worked at the Clinical Centre of Belgrade from 1972. to 1992. In 1993. She worked at the Marmara University of Istanbul. Also, in the period from 1994. to 1996. she took part in projects for refugees in Munich with the support of the Ministry of Health of the city of Munich. From 1996. till 2019. professor Resić worked at the Clinical Center University of Sarajevo, where she was head of the Clinic of Hemodialysis. In 2001. She obtained her PhD degree in Nephrology. She became a professor at the Medical Faculty of the University of Sarajevo in 2013. Professor Resić published about 180 professional and scientific papers in relevant journals. She has been a president of organizations of a few national congress and nephrology schools, and also an active participant of ERA congress and WCN congress. She has also been invited lecturer in over 60 different international and national congresses. Professor Resić was President of the BANTAO Society (2017-2019), and President of the Mediterian Kidney Society. She has been President of the Society of Nephrology, Dialysis and Kidney Transplantation in Bosnia and Herzegovina (2010-2020) and also, she is President of Donor’s network of Bosnia and Herzegovina. She is a member of ERA EDTA and ISN, and also a member of the Committee of SRC by ISN. She is a member of the Council of EAPE (European Association of Professor Emerita). She is also vice president of IANUBIH (International Academy of Science and Arts in Bosnia and Herzegovina) and a member of the board of South Eastern Europe by ISN. In her carrier, she obtains many international awards for her work in the field of Nephrology. Aldo Rogelis Aquiles Rodrigues is a new Editorial Board member of Eur J Ther for Neurology. Currently, he is an associate professor in physiology at the Federal University of Triângulo Mineiro, MG, Brazil since 2006. Before that, he worked as a research associate at the Department of Neurophysiology, Madison, USA from 2002 to 2005. He has experience in auditory neurons electrophysiology, enteric neurons and ion channels in general. Domenico Santoro is a Full Professor of Nephrology, Director of the Division of Nephrology and Coordinator of the Nephrology Fellowship Program University of Messina, AOU G. Martino – Messina. He is s a clinical expert in glomerular disorders with a scientific formation at the section of renal Pathology of the CSMC UCLA Los Angeles. He collaborated in genetic studies in glomerular disease. He coordinates as principal investigators several studies in glomerular disease both in clinical/therapeutical as well genetic aspects. He is the Associate Editor of the Journal of Nephrology and MBC Nephrology. Author of more than 270 scientific publications indexed on Scopus, H-index in Scopus: 38; H-index in Google Scholar: 46. Onur Taydaş, MD, is a new Editorial Board Member of the Eur J Ther for Radiology. Dr Taydas is an Associate Professor in the Department of Radiology at the Sakarya University School of Medicine. He has a Turkish Society of Radiology Proficiency Certificate, a European Diploma in Radiology, and a Turkish Interventional Radiology Diploma. He has experience in neuroradiology, musculoskeletal radiology, and interventional radiology. Gregory Tsoucalas (or Tsoukalas), born in 1974 and originated from the Island of Skopelos in the center of the Aegean Sea, he had studied Medicine in the University of Saint Kliment Ohridski in Sofia Bulgaria. He had then continued his studies in Lyon France and Athens Greece. He had been a Nuclear Medicine-Oncology-End stage physician in Saint Savvas Anticancer Hospital of Athens. He had after that moved to the city of Volos where he had been a physician in the Saint George Clinic for Alzheimer and Related Dementia Syndromes-End stage. He had finally moved to the General Clinic Anassa of Volos in the Internal Pathology Department. He currently holds the position of the Assistant professor of the History of Medicine, and head of the Department of History of Medicine and Medical Deontology, Medical School, University of Crete, Heraklion, Greece. Specialized in Nuclear Medicine, MSc in Palliative Medicine and PhD in the History of Medicine from National and Kapodistrian University of Athens, History of Medicine Diploma from Claude Bernard Lyon 1 University, post-doc in Anatomy from Democritus University of Thrace, Anthropology Course Diploma from Leiden University. He holds diplomas in Mastology and Clinical Nutrition for the related European Societies. He is the General Secretary of the Hellenic Branch of the Balkan Medical Union. Interested in the fields of History of Medicine, Deontology, Bioethics, Anatomy and Humanities, he is the writer of more than 200 articles in the PubMed database and more than 200 in other bases. He loves books and had published 10, while he had participated with chapters in various publications. Member of the International Society of the History of Medicine he had presented more than 130 speeches and 50 lectures in international level. Member of DELTOS (Hellenic Society) he had presented more than 400 speeches in local level. He enjoys more than 2500 citations, H-index: 17, and i10-index: 41. Hamit Yıldız, MD, PhD, is the new editorial Board member for Internal Medicine. Dr Yildiz is an internal medicine specialist and practices in Gaziantep University Hospital. He is Board Certified in Internal Medicine. He completed his internship at Gaziantep University in Gaziantep and also graduated with a PhD in molecular biology. He has more than ten years of experience as a specialist who focuses on patients with diabetes, hypertension and thyroid diseases. His special interest is recombinant DNA technologies and the development of biotechnological drugs. Betül Yılmaz Furtun, MD, FASE, FAAP, is a new Editorial Board Member for the Eur J Ther. She is an Associate Professor of Pediatrics at the Texas Children's Hospital, Baylor College of Medicine and Associate Medical Director of the Fetal Cardiology/Fetal Cardiac Intervention Program at Texas Children's Hospital. Dr Yilmaz Furtun is also a Course Director of Fetal Cardiology Education/Curriculum Development for advanced and categorical cardiology fellows and an Associate Director of the Fetal Care Center Steering Committee for fetal cardiology at Texas Children's Hospital. Dr Yilmaz Furtun is a pediatric cardiologist with expertise in advanced imaging modalities including fetal echocardiography, transthoracic and transesophageal echocardiography. Dr Yilmaz Furtun completed her pediatrics training at Washington University in St. Louis, pediatric cardiology training at Columbia University Medical Center, New York Presbyterian Hospital, and fetal cardiology/advanced imaging training at Cincinnati Children's Hospital. Dr Yilmaz Furtun actively participates in fetal and pediatric echocardiography laboratory protocol development and fetal and echocardiography lab and Fetal Care Center quality and improvement initiatives. Dr Yilmaz Furtun has been a member of the American Society of Echocardiography, the International Society of Ultrasound in Obstetrics and Gynecology, the Fetal Heart Society as well as American College of Cardiology. Dr Yilmaz Furtun’s clinical and research focus relates to cardiac imaging by echocardiography and fetal echocardiography. She utilizes her experience in these areas to study how we can use non-invasive imaging modalities for investigating normal and abnormal cardiac function in patients with congenital heart disease and in fetuses with cardiac compromise. Her primary research interests focus on fetal cardiovascular assessment and cardiac dysfunction in patients with congenital heart disease, in fetuses with congenital abnormalities, and in multiple gestation pregnancies complicated by twin-twin transfusion syndrome. Matthew Zdilla, DC, is a new Editorial Board Member for the Eur J Ther. Dr Zdilla was educated at the University of Pittsburgh and Northeast College of Health Sciences. He serves as an Associate Professor at the West Virginia University School of Medicine in the United States of America. He is an award-winning, internationally recognized clinical anatomist who has published scores of high-impact research papers regarding human diversity and the impact of anatomical variation on clinical procedures. In addition to his experience as an accomplished researcher, Zdilla brings his experience as an ad hoc reviewer for nearly 40 journals to the European Journal of Therapeutics. Joseph Schmidt, MFA has taught academic writing for the University of Louisville and various campuses of The City University of New York (CUNY). An accomplished poet, he has contributed content to, and edited a number of small literary journals. At Gaziantep University, he has lent his editorial and native English language talents to some of his Turkish colleagues in the sciences. He teaches in the university’s School of Foreign Languages (YDO).