A decade of Zoology Summer Course: impressions and impacts of the first university extension course on Zoology in Brazil / Uma década de Curso de Verão em Zoologia: impressões e impactos do primeiro curso de extensão universitária sobre Zoologia no Brasil

Although the diversity of animal groups distributed in Brazil provides countless research opportunities, the current scenario does not follow this demand. The reasons for the disconnections range from inequality in the availability of resources for teaching and research to the focus of researchers on specific groups of animals, while others remain neglected. Training new potential Brazilian researchers interested in Zoology is essential for a greater understanding of this diversity, as well as exposing those potential new researchers to new groups and different work possibilities. Thus, the Summer Course in Zoology (in Portuguese, CVZoo) promoted by the Graduate Program in Zoology at the University of São Paulo, over the last ten years, has been seeking to contribute to this training of new researchers in the field of Zoology, as well as in updating teachers through university extension activities. In order to assess the impacts caused by CVZoo on the academic and professional training of the participants, Google forms were sent to participants in the ten editions of the course, as well as compiled information available on the Lattes Platform. Qualitative and quantitative analyses showed the profile of graduates, their expectations, and perceptions about the course. Based on these data, we demonstrate the CVZoo's efficiency in popularizing Zoology throughout the country in contributing to the decentralization of knowledge as well as in meeting the urgent concerns of making access to knowledge more egalitarian and socially fair.

Embora a diversidade de grupos de animais existentes no Brasil ofereça inúmeras oportunidades de estudo, o cenário atual não acompanha essa demanda. Os motivos para essa desconexão vão desde a desigualdade na disponibilidade de recursos para ensino e pesquisa até o foco de pesquisadores em grupos específicos de animais, enquanto outros permanecem negligenciados. O treinamento de novos pesquisadores interessados em Zoologia é essencial para um maior entendimento da diversidade brasileira, assim como a exposição de tais pesquisadores a novos grupos e diferentes possibilidades de trabalho. O Curso de Verão em Zoologia (CVZoo) promovido pelo Programa de Pós-graduação em Zoologia da Universidade de São Paulo, ao longo de dez anos vem buscando contribuir para a formação de novos(as) pesquisadores(as) na área da Zoologia, bem como na atualização de docentes do Ensino Básico por meio de atividades de extensão universitária. Para avaliar os impactos causados pelo CVZoo na formação acadêmica e profissionalizante dos participantes, foram enviados formulários aos participantes das dez edições do curso, bem como compiladas informações disponíveis na Plataforma Lattes. Análises qualitativas e quantitativas evidenciaram o perfil das pessoas egressas, suas expectativas e percepções acerca do curso oferecido. Com base nesses dados, é apontada a eficiência do CVZoo na popularização da Zoologia por todo o país, contribuindo para a descentralização do conhecimento, bem como atendendo às preocupações prementes de tornar o acesso ao conhecimento mais igualitário e socialmente justo

Competencias sociales, emocionales e interculturales como parte fundamental del perfil integral de estudiantes de pregrado / Social, Emotional, and Intercultural (SEI) Competences as a Fundamental Part of the Integral Profile of Undergraduate Students

Resumen En el perfil profesional de los programas educativos de todas las disciplinas se señala que las competencias de los estudiantes universitarios tendrán que reflejar sus conocimientos, capacidades y habilidades para operar en un mundo más interconectado globalmente. Las competencias Sociales y Emocionales, como parte fundamental del ser y de la memoria social dan a los estudiantes de pregrado un punto de partida para su formación y al mismo tiempo influye en la constitución de la inteligencia Intercultural que le permitirá al futuro profesional desempeñarse en un contexto global, como parte fundamental del perfil integral.

Abstract: In the professional profile of educational programs of all disciplines, it is pointed out that the competences of undergraduate students will have to reflect their knowledge, abilities, and skills to operate in a more globally interconnected world. The Social and Emotional competences, as a fundamental part of the being and of the social memory give undergraduate students a starting point for their formation, and at the same time, influence the constitution of Intercul tural intelligence that will allow the future professional to perform in a global context, as a fundamental part of the integral profile.

A clinical training model for students: intensive treatment of stuttering using prolonged speech

ABSTRACT Purpose This study describes a practical model for improving the quality of Speech-Language Pathology (SLP) education on a clinical setting in a Bulgarian University. During this study, adults who stutter (AWS) received intensive treatment (IT) to increase fluent speech. The intensive treatment was delivered by students trained in the SLP Master's degree program "Logopedics Management in Fluency and Voice Disorders". Methods The La Trobe University intensive program of prolonged speech was implemented. SLP students were trained and delivered the IT for AWS, under supervision in all stages. The treatment followed a clinical modeling pattern. Results The primary outcomes were measured according to (i) percent of syllables stuttered (%SS) within and outside the stuttering research center of the university; (ii) self-reported inventory scores; and (iii) speech naturalness score evaluations from pre-treatment, immediately following treatment, 11 months post-treatment, and 18 months after the intensive treatment using stutter-free speech samples. The outcomes were reported for the overall IT program delivered by the SLP Master students. Conclusion The treatment delivered by students can ensure objective speech outcomes. The evidence-based practice model allowed students to develop and master specific clinical skills in establishing fluent speech by applying a prolonged speech technique. During the IT experience, students began to incorporate elements of evidence-based practice (EBP), clinical expertise, and consider values held by AWS. After four outcome-sessions, the AWS developed self-consciousness about the quality of their prolonged speech during controlled fluent patterns. The participants produced objective speech fluency data and statistically significant differences before and immediately after the IT regarding %SS and overall speech naturalness.

Using Computer-Based Programmed Instruction to Train Goal-Directed Systems Design / Usando Instrucción Programada por Computadora para el Entrenamiento de Diseños de Sistemas Orientados a Metas

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of < .001.

El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p < .001.