O Brasil é um dos países com a maior taxa de imigrantes altamente qualificados vivendo na região da OCDE. Esta migração, mais recentemente chamada de diáspora, pode ter efeitos no desenvolvimento do país. Este trabalho foca em uma parte específica desta diáspora, os talentos na área de Ciência, Tecnologia e Inovação (CT&I) nos Estados Unidos e Reino Unido, e busca analisar seu volume, iniciativas auto-organizadas e políticas de engajamento do governo brasileiro. A utilização do termo diáspora para migração de pessoas altamente qualificadas evoluiu ao longo do tempo, indo da postura de brain drain para a percepção dos efeitos positivos da inserção dos talentos em redes de conhecimento internacionais. Os materiais utilizados foram: revisão da literatura especializada; análise de base de dados secundários (principalmente de censos demográficos); realização de entrevistas semiestruturadas com profissionais do Observatório das Migrações Internacionais e a realização de dois workshops com diasporados nos Estados Unidos e Reino Unido, junto com as Embaixadas em Washington e Londres, respectivamente. Há limitações para estimar o número de talentos da diáspora brasileira de CT&I, agravadas pela exclusão das questões sobre migração internacional do Censo 2020. As políticas mobilizadas pelo governo brasileiro são ainda embrionárias, ainda voltadas para mapeamento e engajamento genérico. As iniciativas da diáspora mapeadas possuem um grau relativo de organização, mas faltam mecanismos concretos para organizar e canalizar esse potencial da diáspora para políticas com um desenho de “alta resolução”, articulando a cooperação e o engajamento em torno de problemas nacionais específicos.

O Plano Nacional de Educação brasileiro - PNE (Lei nº 13.005/2014) determinou que as atividades de extensão universitária devem compor, no mínimo, 10% do total da carga horária curricular dos cursos de graduação. A regulamentação dessa norma ocorreu em 2018, por meio da Resolução CNE/CES nº 7 do Ministério da Educação (MEC). Esse movimento ficou conhecido como “curricularização da extensão”. Entretanto, ao contrário do que ocorre no exterior, especialmente em países desenvolvidos, em que a inter-relação entre ensino e extensão já se encontra em estágio bastante avançado, no Brasil, essa relação não se dá com a mesma intensidade. Além disso, são escassos os estudos sobre indicadores e sistemas de avaliação da curricularização no Brasil. Em decorrência dessas constatações, este artigo tem como objetivo central propor um sistema de avaliação da integração ensino e extensão para as universidades públicas brasileiras. Assim, por meio de um amplo levantamento bibliográfico e documental no Brasil e no mundo, propomos um sistema de avaliação que considera sete passos e quatro conjuntos de indicadores, além de alguns pontos importantes a considerar na análise.

Validation of DVWR for use in nursing clinical practice is supported. Early detection of predictive variables could help to identify DVWR and facilitate the diagnosis in the clinical practice.

The article discusses the challenges of teaching Intellectual Property (IP) in the University of Campinas (Unicamp, Brazil), with reference to the data obtained from a large survey and analysis of the disciplines offered in the undergraduate, graduate and university extension courses, and interviews with professors responsible for these courses and disciplines. The results indicate that although Unicamp has a prominent role in promoting innovation, occupying the second position in the ranking of the largest depositors of patent applications in Brazil, the teaching of the subject in the institution still relies on individual initiatives of the professors themselves, being exclusively dependent on the interest and skills of these individuals rather than a more general orientation of the university. The discussion closes with some observations as to how education and training in IP could be improved, in an attempt to convert them into instruments conducive to the promotion of innovation within nations.Keywords: intellectual property rights; 21st university century; national innovation system; knowledge society. However, the establishment of a culture of intellectual property, either at country level, or at the level of educational institutions depends on the level of awareness of the importance of valuing creative ideas, the importance of respecting property rights of third parties, of the possibility of the economic exploitation of research results, as well as the teaching of IP.Research conducted by Dalmarco et al (2011) points out that although some Brazilian universities are protecting the results of their research through patenting, questions remain which need to be clarified and that relate to higher closer relations with industry, especially in refers to the activities of technology transfer. This is because the authors believe that the offices of technology transfer (OTT) of universities still lack a managerial level able to make the most of all the benefits of the inventive activities performed. Accordingly, Rojas (2007) argues for the need of institutions to make efforts to establish coherent policies related to the implementation of the management of research results, particularly with regard to the actions of technology transfer. The author believes that it is necessary to establish guidelines for seizing the value of what is generated internally.It is clear, therefore, that all issues previously raised are necessarily the culture of IP, including the training of human resources for the confrontation of the issue, both within the university (IP policy management of the institution), as outside (preparation of human resources for the market, for example).Therefore, this article presents the current situation regarding the teaching of intellectual property in one of the most important universities in Brazil, the University of Campinas (Unicamp). This is a research university, given its profile of a university with more graduate than undergraduate courses and students, a fact that suggests a strong...

PURPOSE To validate clinically the diagnosis of dysfunctional ventilatory weaning response (DVWR) in order to determine the incidence and identify the defining characteristics and related factors. METHODS A descriptive, longitudinal, prospective study was carried out over 2 years using a nonprobability quota sample of 80 patients from 3 different university hospitals in Spain divided into two groups: Group A (patients with 24–72 hours of mechanical ventilation) and Group B (patients with >72 hours of mechanical ventilation). Observation, interview, physical examination, and chart review were used for data collection. Researchers designed an instrument to collect patient assessments. It was validated through a pilot study and included all the variables thought to be related with the phenomenon. A maximum of 10 observations per patient was made in a period of 5 days. Each observation took place in a framed time. At least two defining characteristics and a related factor had to be documented for the investigators to determine the existence of DVWR. FINDINGS The mean weaning time was 1.7 days (SD= 1.5). Based on research nurses' judgment, 70% (n= 57) of patients had DVWR. There was no difference in the incidence of DVWR between patients from Groups A and B. The 80 patients provided a total of 267 observations. DVWR occurred in 146 (55%) observations based on researchers' judgment, whereas DVWR was diagnosed in 48 observations (25%) based on clinical nurses' judgment. DVWR at time 1 was indicated by indicators and factors in boldface were presented in more than one time shallow breathing, gasping breaths, adventitious breath sounds, deterioration in blood gases, increase in respiratory rate, blood pressure increase, heart rate increase, slight accessory respiratory muscles, apprehension, diaphoresis, inability to cooperate, hypervigilance, and fatigue. Related factors included a history of ventilatory dependence greater than 1 week, ineffective airway clearance, lack of trust in nurse, adverse environment, and anxiety. DVWR at time 2 was characterized by sleep pattern disturbance, pain, and having had previous DVWR were related factors. DVWR at time 3 included breathing discomfort, increase need for oxygen, agitation, and feeling warm. Related factors were perception of futility regarding own ability to be weaned. Indicators and factors in boldface were presented in more than one time. Adventitious breath sounds (OR= 9.2), adverse environment (OR= 21.9), and anxiety (OR= 43.12) were the variables resulting from logistic regression model. DISCUSSION Nurses do not recognize DVWR as frequently as researchers, who are very familiar with the weaning process but have not been trained to make a nursing diagnosis. It seems nurses associated the dysfunctional response only with the most severe manifestations. DVWR has a high incidence among patients who undergo a weaning process, regardless of the final outcome. History of ventilatory dependence >1 week has a protective effect against DVWR on day 1 of weaning. At time 1, the ...