Review of the Volume ”O scurtă istorie a bibliotecilor bizantine” [A Brief History of Byzantine Libraries], Author: Silviu – Constantin Nedelcu, Lumen Publishing House, 2020

The volume, “A brief history of Byzantine libraries”, published by Lumen Publishing House, from Iași, Romania, in 2020, is authored by Silviu-Constantin Nedelcu, a librarian at the Library of the Romanian Academy within the National Bibliography Service. He has two bachelor degrees, one issued by the Faculty of Orthodox Theology "Justinian Patriarch" from Bucharest, specializing in Orthodox Pastoral Theology (2011), followed by a master's degree at the same faculty, and another issued by the University of Bucharest, specializing in Information and Documentation Sciences (2015). The author also has a PhD degree awarded by the Faculty of Letters of the University of Bucharest (2013-2018) with the thesis "The journal" The Churce's Voive": A critical study and bibliographic index". The book is prefaced by Protos. Assist. Prof. PhD. Maxim Vlad from the Faculty of Orthodox Theology, covers 128 pages (including bibliography), representing in fact the re-edition of the author's bachelor's thesis, based on a seminar paper regarding the Librarian in the Byzantine Empire (330-1453), defended by the author in 2013 at the Faculty of Letters of the University of Bucharest.

Las competencias transversales en titulos de ingeniería y edificación: El caso de la Universidad Politécnica de Cartagena (UPCT) = Transverse competences in engineering and building degrees: The case of the Technical University of Cartagena (UPCT)

ResumenLos títulos españoles de Grado y Máster desarrollan 4 tipos de competencias: básicas, específicas, generales y transversales. Las competencias básicas figuran en el RD 861/2010, son comunes para todos los títulos del mismo nivel (Grado/Máster) y son de tipo genérico. Las competencias específicas y las generales, en títulos que habiliten para el ejercicio de profesiones reguladas, vienen marcadas en las correspondientes Órdenes Ministeriales; ese es el caso de la mayoría de los títulos de edificación y de ingeniería. Además, las competencias del RD 1027/2011 del MECES son obligatorias, aunque no se recojan en las memorias de verificación de los títulos; estas competencias son similares a las básicas y también son comunes para todos los títulos del mismo nivel. Finalmente, los títulos que se evalúen según el programa de Sellos Internacionales de Calidad (SIC) de ANECA, para la obtención de sellos como el EUR-ACE®, tendrán que demostrar que integran también las competencias propias del sello solicitado.Las competencias transversales no están definidas en la legislación y, de hecho, es posible verificar un título que no incluya competencias de este tipo. Sin embargo, las competencias básicas y del MECES sí son obligatorias y, al igual que las transversales, son de tipo genérico. Para facilitar el reparto de competencias de estos tipos entre las asignaturas de un título y graduar su adquisición a lo largo de cada plan de estudios, la Universidad Politécnica de Cartagena (UPCT) diseñó un conjunto de 7 competencias transversales, cada una con tres niveles sucesivos para los títulos de Grado y un cuarto para los de Máster. Estas competencias se relacionan directamente con las básicas y las del MECES, además de integrar los resultados del aprendizaje de tipo genérico del sello EUR-ACE®. Para elegirlas se consultaron también documentos de distintas instituciones y los rankings de competencias más demandadas por las empresas.Las 7 competencias transversales se reparten entre las asignaturas del título de forma centralizada, con el fin de que todas estén suficientemente representadas y adecuadamente distribuidas. Cada asignatura solo tiene que hacerse cargo de uno de los niveles de una competencia, que dependerá de las características de la asignatura y del curso en que se sitúe. La UPCT ha desarrollado materiales didácticos para facilitar al profesorado la integración de las competencias en la docencia.En esta comunicación se presenta el modelo de 7 competencias transversales UPCT, con sus definiciones y niveles, y se muestran ejemplos de distribución en distintos planes de estudios. Las competencias y los niveles están expresados en forma de resultados del aprendizaje, siguiendo las recomendaciones de ANECA. Se explican, además, las relaciones de las competencias transversales y básicas, y cómo ambos tipos de competencias van ligados a la hora de distribuirlas entre las asignaturas del plan, de manera que este sea coherente y realizable.AbstractThe competences acquired in the Spanish degrees for Master and Bachelor levels are classified into four types: basic, specific, general and transverse [1]. The basic competences are described in the royal decree RD 861/2010 [2]. These are the same for all the Spanish degrees of the same level. The specific and general competences are defined in the corresponding ministerial orders, to be acquired in degrees that qualify for the practice of regulated professions, as it is the case for most building and engineering degrees. In addition, the competences described in RD 1027/2011 of the MECES [3] are mandatory, although they are not included in the verification reports of the studies; these competences are similar to the basic ones and are also common for all degrees of the same level. Finally, the studies that are evaluated according to the program of International Quality Seals of ANECA, for obtaining the quality signature EUR-ACE®, must prove they also integrate the competences of the requested sealThe transverse competences are not defined in the legislation and, in fact, it is possible to verify a degree without including competences of this type. However, the basic and MECES competences are mandatory and, as the transverse skills, are generic. To facilitate the distribution of basic, MECES and transverse competences among the syllabus of their different degrees, the Technical University of Cartagena (UPCT) designed a set of seven transverse competences, each with three successive levels for Bachelor degrees, and an additional level for Master studies. These competences are directly related to the basic ones and those of the MECES. They also integrate the learning outcomes of the generic type of the EUR-ACE® seal. In order to define these competences, documents from different institutions [5] and the rankings of most demanded competences by companies were analyzed.The seven transverse competences are distributed among each syllabus in a centralized manner, so that all of them are sufficiently represented and evenly distributed. Every course in a syllabus develops a single transverse competence at a given level, in accordance with its best adequacy [6]. UPCT has developed educational materials to facilitate the integration of competences to teachers [7]. The competences and levels are defined in the form of learning outcomes, following recommendations from ANECA [8].This paper presents the model of seven UPCT transverse competences, with their definitions and levels, and shows examples of distribution in different degrees. It also explains the relationships between transverse and basic competences, and how both types of competences are time-wise linked along a syllabus, so that their integration is coherent and feasible.

From School to University: An Overview on STEM (Science, Technology, Engineering and Mathematics) Gender in Brazil

Since centuries ago, women have been seeking gender equity’s guarantee and even with the right to poll, divorce, work and education, it didn’t mean an equality of place in universities. Even though they are majority in Brazilian universities, this doesn't reflect itself in what relates to the permanence and career’s ascension in Exact Sciences field. A minimum number of women graduating in licentiate and bachelor degrees, though when they become researchers few ones achieve a productivity fellowship. Moreover black women’s situation is even more vulnerable. In basics education, a little number of women teaches disciplines related to Physics or Mathematics, making that students don’t fell represented. In this work is brought about a survey on ethnic/gender representativeness in database and together with students from middle/high school. The results of our study demonstrate that affirmative policies are needed to gender and ethnic equity in exact sciences yet. Not only in what refers to representativeness in researches and universities, but also aiming basics education’s schools. Encouraging the deconstruction of stereotypes and that more women, especially the black ones, can ingress on those graduation courses related to this scientific knowledge’s field.

Healthcare vs social sciences students: who identifies the most?

Purpose The purpose of this paper is to analyse and compare the level of professional identity strength between healthcare and social sciences students. Design/methodology/approach Based on a sample of 339 students, the authors conduct an ANOVA analysis in order to compare students’ professional identity strength across the abovementioned groups. Findings The authors’ results show that there are significant differences in professional identity strength between healthcare and social sciences students. In particular, healthcare sciences students show stronger professional identity than social sciences students. Originality/value This study contributes to the existing literature on professional identity in higher education by being the first study comparing student’s professional identity between bachelor degrees from different professional fields of study and by showing the relevance of discipline as a contextual variable in the study of students’ professional identity.