Resumen Este trabajo se centra en una construcción en español, censurada por los gramáticos, que combina la morfología de la pasiva perifrástica (ser + participio) con el multifuncional morfema reflexivo se y típicamente sirve para generalizar sobre procesos que afectan a clases de cosas o grupos de individuos (La energía incrementa cuando se es contenida). El interés por la formación de la construcción nos lleva a situar su origen en una estructura regular del idioma, conocida como “impersonal refleja con oración pasiva”, en la que se marca la indeterminación del sujeto paciente (cuando se es amado…). Desde este punto de vista, la “desviación” que manifiesta la construcción en estudio radica en la introducción de un sujeto explícito, con el efecto de que se borra el carácter impersonal del modelo original y se altera a la vez la función de se, que pasa a relacionarse con la llamada pasiva refleja del español. En la segunda parte de nuestra investigación, nos proponemos arrojar luz sobre la productividad de la construcción anómala, que desplegaron nuestras búsquedas en Google, apuntando al papel instrumental que juega el participio en propiciar cambios de perspectiva entre acciones pasivas y estados resultantes. Analizamos algunos ejemplos que ayudan a corroborar nuestra hipótesis, destacamos la expansión de la construcción a contextos no-genéricos y, finalmente, nos damos a la tarea de explicar cómo la pasiva anómala llega a utilizarse con verbos intransitivos inacusativos, según reflejan los datos recopilados para nuestro estudio.

Abstract The present work focuses on a construction in Spanish, censured by grammarians, which combines the morphology of the analytical or periphrastic passive (ser ‘be’ + participle) with the multifunctional reflexive morpheme se and typically serves to generalize over processes affecting classes of things or groups of individuals (La energía incrementa cuando se es contenida ‘Energy increases when (it is) contained’). Our interest in the genesis of the construction leads us to locate its source in a regular structure of the language, known as the “impersonal reflexive with a passive clause”, wherein se marks the unspecified identity of the patient subject (cuando se es amado…‘when one is loved...’). Viewed from this angle, the “deviant” feature of the construction in study thus resides in the introduction of an explicit subject, which has the effect of erasing the impersonal character of the source and of altering the function of se in ways that will impose a reference to the so-called reflexive passive of Spanish. In the second part of our research, we seek to account for the productivity of the anomalous construction, discovered through our perusal in Google, by calling attention to the instrumental role played by the participle in allowing shifts of perspective between passive actions and resulting states. We discuss some examples to corroborate our hypothesis, highlight the expansion of the construction to non-generic contexts and, as our final task, take on the challenge of having to explain how the anomalous passive comes to be used with intransitive unaccusative verbs, as evidenced in the data of our corpus.

Abstract Objectives: Identify potential barriers, delays, and missed opportunities in the prevention and diagnosis of childhood TB. Methods: Scoping review according to the PRISMA extension. The definitions considered for the selection followed the acronym PCC where the population (P) is children under 18years of age with TB disease, the concept (C) refers to missed opportunities for prevention and diagnosis, and context (C) is defined as a diagnosis of TB disease. The authors searched systematically in the databases; VHL/Lilacs, Medline via PubMed, Cochrane, Scopus, and Web of Science, without date or language limitation. Results: Seven studies were included. In developed countries, with low disease burden, the main shortcoming is the delay in diagnosing bacilliferous adults in contact with young children. This problem is concentrated in the portion of the population with socioeconomic vulnerability. In underdeveloped countries, with a high burden of disease, the biggest challenge is tracking children who come into contact with bacilliferous patients. Conclusions: There are still many missed opportunities in the prevention and diagnosis of childhood TB. The positive legacy of the COVID-19 pandemic should be taken advantage of and the encouragement of scientific development in the management of infectious diseases should be taken. Objectives barriers delays Methods extension P (P years C (C databases VHLLilacs VHL Lilacs VHL/Lilacs PubMed Cochrane Scopus Science limitation Results included countries vulnerability patients Conclusions COVID19 COVID 19 COVID-1 COVID1 1 COVID-

SIGNIFICANCE: This Invited Commentary discusses how language-in-education policies and practices that embrace multilingualism and multilingual learning can promote epistemic justice, constructing more equitable, just, and ethical conditions for learning. The findings considered are significant in that they illuminate sustained multilingual knowledge-building among peers, showing how these processes enhanced disciplinary learning, legitimated all learners as producers of knowledge, and simultaneously constructed a decolonial ethics of knowing. In so doing, they challenge persistent, colonial linguistic and epistemic hierarchies of value as well as longstanding assumptions about the difficulties and costs of implementing mother-tongue-based multilingual education across the curriculum.

Abstract Faced with the imperative to raise awareness to tackle the climate crisis, this article delves into Instagram manifestations of two young Brazilian activists dedicated to climate justice: Txai Suruí, a member of the indigenous youth movement in Rondônia, and Amanda Costa, founder and executive director of the Instituto Perifa Sustentável, selected for their involvement of the United Nations Global Compact Youth Committee. Following the three stages of narrative analysis adopted (event, organisation and conflict), coupled with the theoretical-methodological framework of intersectionality, the findings show that the young women are breaking new ground and promoting discussions surrounding the environment, human rights, citizenship, social participation and climate justice. Using informal and empathetic language, the activists exert pressure on agents (governments, institutions, companies) while establishing a connection with their audiences. As women from the Global South, activists Txai Suruí and Amanda Costa challenge entrenched power dynamics. The findings of the analysis underscore the pivotal role played by these young women in articulating content on the issues. Through advocacy efforts and active engagement on digital social networks, they exhibit a critical and creative approach. Serving as representatives of historically invisible peoples, Txai and Amanda employ narratives of resistance, drawing upon their ancestral heritage in the pursuit of a future with climate justice.

Resumo Diante da necessidade de sensibilização para o enfrentamento da crise do clima, este artigo analisa as articulações no Instagram de duas jovens ativistas brasileiras sobre justiça climática: Txai Suruí, integrante do movimento da juventude indígena de Rondônia, e Amanda Costa, fundadora e diretora executiva do Instituto Perifa Sustentável, selecionadas por integrarem o Comitê Jovem do Pacto Global da Organização das Nações Unidas. Após as três etapas de análise narrativa adotadas (acontecimento, organização e conflito), vinculadas ao arcabouço teórico-metodológico da interseccionalidade, os resultados apontam que as jovens mulheres fissuram novos espaços e promovem discussões sobre meio ambiente, direitos humanos, cidadania, participação social e justiça climática. Com linguagem informal e empática, as ativistas realizam pressão aos agentes (governantes, instituições, empresas) e estabelecem conexão com seus públicos. Como mulheres do Sul Global, as ativistas Txai Suruí e Amanda Costa desafiam polos de poder. Conforme os resultados da análise, foi possível verificar que as jovens exercem espaço de protagonismo na articulação de conteúdos sobre os temas ao promover advocacy e ocupar as redes sociais digitais com foco educativo, de modo crítico e criativo. Representantes de povos historicamente invisibilizados, Txai e Amanda praticam narrativas de resistência ao invocar a ancestralidade na luta por um futuro com justiça climática.

Resumo A investigação sobre a reflexão na formação inicial de professores é um desafio alinhado aos Objetivos Educacionais de 2030. Isso reflete o seu posicionamento como eixo epistêmico de construção do conhecimento nas Ciências da Educação. No entanto, evidências empíricas corroboram a presença de insuficiências no tratamento didático da reflexão. O objetivo do artigo consiste em: demonstrar o tratamento das situações de aprendizagem apoiadas no modelo de prática reflexiva individual especificado no método R4 de Domingo (2013) e as suas respectivas fases através dos conteúdos da disciplina de Didática da Língua Espanhola no curso de licenciatura em Ensino Primário. A aplicação do registo anedótico e a análise documental permitiram obter evidências sobre a exequibilidade e pertinência da aplicação de situações de aprendizagem. Concluiu-se que a formação de professores em reflexão é prioritária e requer o trabalho metodológico sistemático e intencional de grupos de professores.

Resumo La investigación sobre la reflexión en la formación inicial docente es un desafío congruente con las Metas Educativas 2030. Esto visualiza su posicionamiento como eje epistémico de construcción de conocimientos en las Ciencias de la Educación; sin embargo, la evidencia empírica corrobora la presencia de insuficiencias en el abordaje didáctico de la reflexión. El objetivo del artículo radica en: demostrar el tratamiento de situaciones de aprendizaje sustentadas en el modelo de práctica reflexiva individual concretado en el método R4 de Domingo (2013) y sus respectivas fases mediante contenidos de la asignatura Didáctica de la Lengua Española en la carrera Licenciatura en Educación Primaria. La aplicación del registro anecdótico y el análisis de documentos permitió obtener evidencias sobre la factibilidad y pertinencia de aplicación de situaciones de aprendizaje. Se concluyó que la formación de docentes en reflexión es prioridad y requiere del trabajo metodológico sistémico e intencionado de colectivos de profesores.

Abstract Research on reflection in initial teacher training is a challenge consistent with the 2030 Educational Goals. This visualizes its position as an epistemic axis of knowledge construction in Educational Sciences; however, empirical evidence corroborates the presence of insufficiencies in the didactic approach of reflection. The objective of the article lies in: demonstrating the approach of learning situations based on the model of individual reflective practice specified in the R4 method of Domingo (2013) and its corresponding stages through the contents of the subject Didactics of the Spanish Language in the Bachelor's Degree in Elementary Education. The application of the anecdotal record and the review of documents allowed obtaining evidence on the feasibility and relevance of the application of learning situations. It was concluded that the training of teachers in reflection is a priority and requires the systematic and intentional methodological work of all teachers.

Resumo O uso do inglês é uma necessidade nos dias de hoje. Na educação, desenvolver a competência comunicativa em inglês é um desafio para professores e alunos; mais ainda num ambiente que não seja de sala de aula. O avanço da tecnologia é um aliado neste contexto. Este estudo visa determinar o impacto das ferramentas tecnológicas no domínio da língua inglesa em estudantes universitários. O desenho do projeto foi quase experimental, e a amostra esteve constituída por 62 estudantes: 31 no Grupo de Controle e 31 no Grupo Experimental numa universidade nacional no Peru. Foram aplicados um pré-teste e um pós-teste de competência comunicativa em inglês e um questionário sobre o uso de ferramentas tecnológicas. A média aritmética mostra uma melhoria em pontos 5.13 utilizando as ferramentas tecnológicas, após comparar o pré-teste com o pós-teste. A conclusão é uma melhoria significativa na competência comunicativa em inglês.

Resumen El uso del inglés es una necesidad en la actualidad. En el ámbito educativo, desarrollar la competencia comunicativa en inglés es un reto para docentes y estudiantes; es aún más desafiante en un contexto de educación no presencial. El avance de la tecnología es una aliada en este contexto. Este estudio pretende determinar el impacto de las Herramientas Tecnológicas en la Competencia Comunicativa en inglés en estudiantes universitarios. El diseño fue cuasi-experimental, y la muestra de 62 estudiantes: 31 del Grupo Control y 31 del Grupo Experimental en una universidad nacional del Perú. Se aplicó un pre-test y un post-test respecto a la competencia comunicativa en inglés y un cuestionario sobre el uso de las herramientas tecnológicas. La media aritmética muestra una mejora en 5.13 puntos utilizando las herramientas tecnológicas, tras comparar el pre-test y post-test. Se concluye en una mejora significativa en la competencia comunicativa del inglés.

Abstract The use of English is a necessity today. In education, developing communicative competence in English is a challenge for teachers and students; it is even more challenging in a non-face-to-face education context. The advancement of technology is an ally in this context. This study aims to determine the impact of technological tools on English communicative competence in university students. The design was quasi-experimental, and the sample of 62 students: 31 from the Control Group and 31 from the Experimental Group in a national university in Peru. A pre-test and a post-test on communicative competence in English and a questionnaire on the use of technological tools were applied. The arithmetic mean shows an improvement in 5.13 points using the technological tools, after comparing the pre-test and post-test. It is concluded in a significant improvement in English communicative competence among university students.

Education systems are shaped by various internal and external contextual forces (De Beer, 2017). External contextual trends typically include language, demography, geography, technology, politics, and financial and economic trends. Religion represents one of these external contextual trends that can affect an education system (see Van der Walt, Potgieter & Wolhuter, 2010; Wolhuter & Van der Walt, 2018). Making use of established metabletic-comparative methodology, this article seeks to highlight the impact of religion as a formative factor of education in the BRICS countries. Religion is treated significantly differently in the education systems of the BRICS member states. In schools in India and China, no religious activities are allowed in accordance with the respective constitutions, while any religious activities may take place in schools in Brazil, Russia and South Africa, provided that the activities comply with particular guidelines. Broadly considered, any religious activities are conducted in primary schools in Brazil, provided that attendance is voluntary. Religion in Brazilian schools is influenced by the strong position of the Roman Catholic faith in Brazilian society, which could potentially be detrimental to minority groups in Brazil (Senefonte, 2018:440). Learners in Russia, according to Russian law, are free to choose for themselves the religious module in which they wish to receive education. Schools in Russia do not, however, always implement this legislation correctly, since a school's resources actually determine which module the learners should take. The manner in which religion is being dealt with, causes unhappiness among learners and parents as they do not really have freedom of choice regarding the religious module in which they wish to receive instruction (Zöllner, 2016). The legislation in China clearly states that no religious activities may take place in public schools, yet the ruling party of China intends to enshrine tenets of atheism in learners in schools (Vickers, 2022; Wang & Froese, 2020). Compared to the other BRICS member states, China has the most officially, constitutionally recognised ethnic groups. In terms of legislation and policy formulations, the ethnic minority groups obtain various benefits in terms of education. The wide variety of ethnic groupings poses various challenges to the government of China as the views of all these groups in the education system have to be taken into account. Various documents, including the South African Schools Act 76 of 1996, and other education policies provide clear guidelines as to how religion ought to be dealt with in South African schools. In South Africa, learners are taught various major deities worldwide. All learners in South Africa are exposed to the concept of religion through the subject Life Orientation (Grades 7-12). Teachers in South Africaface the challenge of respecting all kinds of religions and not preaching their own views on a religion. This challenge of respecting all religions can result in conflict in schools, as learners may feel that they will be discriminated against if one type of religion is singled out, for example during assembly. This underscores the role and value of South African teachers in inculcating citizenship values (see Wolhuter, Janmaat, Van der Walt & Potgieter, 2020). The Government of India faces opposition from minority groups with regard to religion in schools as the socio-political hegemony religion is especially preferred in terms of the drafting of academic textbooks (Traub, 2018). This preferential treatment of a particular religion is contrary to the Indian constitution, as no single religion may be singled out, nor should any religion be discriminated against (Majumdar, 2018). The preference given to a particular religion in textbooks can result in a negative impact on the education system of India. The analysis and interpretation show that there is still a close relationship between religion and education in the BRICS countries. However, all five BRICS member states face different problems regarding religion and each of the five member states also deals with its problems differently. This conclusion is now unpacked in this summary, and in detail defended in the ensuing full text. In terms of dealing with religion, South Africa appears to be more tolerant than Brazil, Russia, India and China, although this tolerance still causes more problems for the South African government, in the sense of opposition from various adherents of a wide variety of faith groupings who would like schools to play a role in strengthening the religious beliefs of their children. Several court cases have been fought in South Africa as schools struggle to accommodate the wishes of all religious groups in South Africa (see Nthontho, 2020). In contrast to forces in all the BRICS countries trying to separate religion and (public) education, the United Nations Declaration of Human Rights, the proto-charter of Human Rights Charters in the contemporary world, Article 26 states that everyone has the right to education, education should be oriented towards the total development of the child's personality, and that parents have a preferential right to decide on the type of education their children should receive. The BRICS member states can learn from each other how to deal with religion in schools, even though none have yet managed to deal satisfactorily with religion in education. The common factor among all five BRICS countries is that religion is used again and again (consciously or unconsciously) to reinforce political or ideological hegemony. It seems that the shortcoming in all these countries is pointing to a lack of recognition of the place and role of religion in the lives of their citizens and that secular-political objectives, notably the forcing of official ideological hegemony, as well as the achievement of national unity above the full recognition of religious freedom, are also stated in the education system and in citizens 'choice of the kind of religious education of their children. As a result, the role of religion in creating a strong moral fibre for a society therefore never seems to come into its own. Moreover, judging by the United Nations Charter's Human Rights provisions on education, educative education (incl. teaching and learning), in accordance with its full scope of semantic value, does not currently come into its own. The same seems to be the case as regards the human right to parental advocacy with respect to religious education. The experience of the BRICS countries in terms of religion-in-education shows that it is sensible and even necessary, for example, along the path of enlarged parental speech in education and school autonomy, to allow more room for religious freedom in education. The BRICS countries are currently being proposed as the leading grouping of the Global South in a new formative world order. Against this background, current trends regarding religion-in-education in these countries therefore probably represent a bold example. However, it should nonetheless be denounced by the academic community and better examples should subsequently be extracted and presented from other national education systems from future research.

'n Onderwysstelsel word deur verskeie samelewingskontekstuele kragte gevorm. Hierdie kontekstuele faktore sluit taal, demografie, geografie, tegnologie, politiek en finansiële en ekonomiese tendense in. Godsdiens is een van die laasgenoemde tendense wat 'n onderwys-stelsel kan beïnvloed. Die BRICS-organisasie bestaan uit Brasilië, Rusland, Indië, Sjina en Suid-Afrika en is 'n supra-nasionale blok wat baie aandag in die openbare sowel as akademiese diskoers oor internasionale politiek en maatskaplike kwessies trek (De Beer, 2017). Godsdiens word wyd geag as 'n omstrede en sensitiewe faktor in onderwysstelsels (sien Van der Walt, Potgieter & Wolhuter, 2010). In hierdie artikel word godsdiens as vormgewende faktor van die onderwysstelsels in die BRICS-lande ondersoek, om die waarde daarvan as 'n aanskouingsles vir Suid-Afrika en ander lande te bepaal. Die BRICS-lidlande is doelbewus vir hierdie navorsing gekies weens die besondere waarde van hierdie lande as vertoonvenster van onderwysstelsels se antwoord op samelewingstendense van die een-en-twintigste eeu. Dokumentontleding is uitgevoer ten opsigte van beleidsdokumente, wetgewing, artikels en staatspublikasies, ten einde inligting in te samel. In die verwerking en interpretasie van inligting is die metableties-vergelykende metode gebruik ten einde beste praktyke ten opsigte van die hantering van godsdiens in die onderwysstelsels vanuit die BRICS-lidlande te identifiseer. Die ondersoek het ernstige tekortkominge in al die BRICS-lande se hantering van godsdiens in onderwys aan die lig gebring. Nie een van die lande se beleid of praktyk slaag die toets, soos gemeet aan die Verenigde Nasies se Handves van Menseregte nie. Die noodsaak van voortgesette navorsing oor die plek van godsdiens in die onderwysstelsels van die wêreld word ten slotte verduidelik.

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching - even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance.

Abstract The study analyses the complex employment situation of university graduates in South America, considering factors such as educational quality, labour market demand, specialized skills and technological adaptation. The objective is to analyze the existing literature on the situation of graduates from South American universities between 2019 and 2023. The PRISMA method was used, selecting 30 relevant studies. The criteria included English-language studies focused on the employment situation of South American graduates, excluding other approaches. The search was carried out in ERIC, Scopus and SciELO. The results provided a deeper understanding of graduates’ career paths and promoted skills for their insertion in an ever-changing market. The results of the systematic situation allowed a better understanding of the situation and evolution of professional trajectories, fostering skills in order to benefit the graduates in their insertion into the labour market. It is concluded that the employment situation of graduates is a challenge that needs collaborative action between educational institutions, governments with the establishment of policies that address the changing world of work.

Resumen El estudio analiza la compleja situación laboral de los egresados universitarios en América del Sur, considerando factores como la calidad educativa, la demanda del mercado laboral, habilidades especializadas y adaptación tecnológica. El objetivo es analizar la literatura existente sobre la situación laboral de los egresados de universidades sudamericanas entre 2019 y 2023. Se empleó el método Prisma, seleccionando 30 estudios pertinentes. Los criterios incluyeron estudios en inglés centrados en la situación laboral de egresados sudamericanos, excluyendo otros enfoques. La búsqueda se realizó en Eric, Scopus y Scielo. Los resultados brindaron una comprensión más profunda de las trayectorias profesionales de los egresados y promovieron habilidades para su inserción en un mercado en constante cambio. Los resultados de la situación sistemática permitieron comprender mejor la situación y evolución de las trayectorias profesionales, fomentando habilidades en aras de beneficiar a los egresados en su inserción al mercado laboral. Se concluye que la situación laboral de los egresados fue un desafío que necesitó de una acción colaborativa entre instituciones educativas, gobiernos con el establecimiento de políticas que atendieron el mundo laboral cambiante.

BACKGROUND: Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school. AIM: This study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students' AL proficiency skills in English cross sectionally in 2020. SETTING: The study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period. METHODS: A standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills. RESULTS: The assessment results revealed distinct gaps in students' AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups. CONCLUSION: The university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum. CONTRIBUTION: The study revealed usable evidence about students' AL proficiency, indicating patterns across cohorts.

ABSTRACT The number of renal transplants in small children (infants or under 15 kg) has risen amid improved prenatal diagnosis, earlier referral to specialized centers, and advances in care of kidney failure patients. Most of these patients have congenital anomalies of the kidney and urinary tract, which need correcting prior to transplantation. In order to meet this challenge, the presence of a pediatric urologist working together with an experienced multidisciplinary team is paramount. This study provides a narrative review compiling details on the urological management of the urinary tract of low-weight patients with chronic kidney disease and congenital anomalies of kidney and urinary tract (CAKUT) referred for renal transplantation (RT). Objectives: Conduct a narrative review about urologic correction in small children before RT. Methods: Articles published in English language over a 20-year period were reviewed. The keywords considered for the research and article selection were pediatric RT or pediatric kidney transplantation and children or small children or small infants or young children or young infants and urinary tract reconstruction and CAKUT. Some articles that are reference to elucidate the urological aspects of the review were also included. 1 kg diagnosis centers challenge paramount lowweight low weight CAKUT (CAKUT . (RT) Objectives Methods 20year year 20 reviewed included (RT 2

RESUMO O número de transplantes renais em crianças pequenas (bebês ou com menos de 15 kg) aumentou devido à melhoria do diagnóstico pré-natal, ao encaminhamento mais precoce para centros especializados e aos avanços no tratamento de pacientes com insuficiência renal. A maioria desses pacientes tem anomalias congênitas do rim e do trato urinário, que precisam ser corrigidas antes do transplante. Para enfrentar esse desafio, a presença de um urologista pediátrico trabalhando em conjunto com uma equipe multidisciplinar experiente é fundamental. Este estudo fornece uma revisão narrativa compilando detalhes sobre o manejo urológico do trato urinário de pacientes de baixo peso com doença renal crônica e anomalias congênitas do rim e do trato urinário (CAKUT) encaminhados para transplante renal (TR). Objetivos: Realizar uma revisão narrativa sobre a correção urológica em crianças pequenas antes do TR. Métodos: Foram revisados artigos publicados em língua inglesa nos últimos 20 anos. As palavras-chave consideradas para a pesquisa e seleção de artigos foram TR pediátrico ou transplante de rins e crianças, ou crianças pequenas, ou lactentes pequenos, ou crianças jovens, ou lactentes jovens e reconstrução do trato urinário e CAKUT. Alguns artigos referenciados para elucidar os aspectos urológicos da revisão também foram incluídos. bebês 1 kg prénatal, prénatal pré natal, natal pré-natal desafio fundamental CAKUT (CAKUT . (TR) Objetivos Métodos 2 anos palavraschave palavras chave pequenos incluídos (TR

RESUMEN Objetivo. Documentar las estrategias de la industria tabacalera para influir en la regulación de los productos de tabaco y nicotina novedosos y emergentes (PTNNE) en América Latina y el Caribe. Métodos. Se analizaron los sitios web de la industria, los informes de defensa de la salud, los medios de información y los documentos gubernamentales relacionados con los PTNNE, prestando especial atención a los cigarrillos electrónicos y los productos de tabaco calentado. También se realizó una encuesta a líderes de la promoción de la salud. Aplicamos el modelo de distopía política para analizar las estrategias de acción y argumentación de la industria en relación con la regulación de los PTNNE. Resultados. Las partes interesadas de la industria recurrieron a cuatro estrategias instrumentales para influir en la regulación de los PTNNE: gestión de coaliciones, gestión de la información, participación directa y acceso al proceso de formulación de políticas, y litigios. Sus acciones incluyeron: trabajar con los principales responsables de la formulación de políticas, académicos y asociaciones de vapeo; conceder subvenciones a grupos de medios de comunicación para que difundan información favorable a los PTNNE; participar en consultas públicas; realizar presentaciones en audiencias públicas; introducir un lenguaje inspirado por la industria en la legislación sobre los PTNNE; y presentar demandas judiciales para dificultar las prohibiciones de los PTNNE. La industria difundió su argumentación, denominada de reducción de daños, en países grandes e influyentes como, por ejemplo, Argentina, Brasil y México. Las estrategias discursivas de la industria afirmaban que los PTNNE eran menos nocivos, proporcionaban alternativas más seguras y debían regularse del mismo modo que los denominados productos de reducción de daños o tener menos restricciones que las vigentes en la actualidad para su venta y consumo. Conclusión. Este análisis permite comprender mejor las estrategias de la industria para socavar el control del tabaco y la nicotina. Para contribuir a contrarrestar los esfuerzos de la industria, los defensores de la salud deberían fortalecer activamente las capacidades gubernamentales y alertar a los responsables políticos de los intentos de la industria de crear nuevas categorías reglamentarias (los denominados productos de riesgo reducido), proporcionar información engañosa sobre las autorizaciones gubernamentales de los PTNNE y apropiarse de los denominados mensajes de reducción de daños que responden a la agenda de la industria.

ABSTRACT Objective. To document tobacco industry strategies to influence regulation of new and emerging tobacco and nicotine products (NETNPs) in Latin America and the Caribbean. Methods. We analyzed industry websites, advocacy reports, news media and government documents related to NETNPs, focusing on electronic cigarettes and heated tobacco products. We also conducted a survey of leading health advocates. We applied the policy dystopia model to analyze industry action and argument-based strategies on NETNP regulations. Results. Industry actors engaged in four instrumental strategies to influence NETNP regulation – coalition management, information management, direct involvement in and access to the policy process, and litigation. Their actions included: lobbying key policy-makers, academics and vaping associations; providing grants to media groups to disseminate favorable NETNP information; participating in public consultations; presenting at public hearings; inserting industry-inspired language into draft NETNP legislation; and filing lawsuits to challenge NETNP bans. The industry disseminated its so-called harm reduction argument through large/influential countries (e.g., Argentina, Brazil, and Mexico). Industry discursive strategies claimed NETNPs were less harmful, provided safer alternatives, and should be regulated as so-called harm reduction products or have fewer restrictions on their sale and use than those currently in place. Conclusion. Our analysis provides a better understanding of industry strategies to undermine tobacco and nicotine control. To help counter industry efforts, health advocates should proactively strengthen government capacities and alert policy-makers to industry attempts to create new regulatory categories (so-called reduced-risk products), provide misleading information of government authorizations of NETNPs, and co-opt so-called harm-reduction messages that serve the industry’s agenda.

RESUMO Objetivo. Documentar as estratégias usadas pela indústria do tabaco para influenciar a regulamentação de produtos novos e emergentes de tabaco e nicotina (NETNPs, sigla em inglês) na América Latina e no Caribe. Métodos. Foram analisados sites do setor, relatórios de ativistas, notícias em meios de comunicação e documentos governamentais relacionados aos NETNPs, com foco em cigarros eletrônicos e produtos de tabaco aquecido. Também foi realizada uma pesquisa com ativistas importantes na área da saúde. O modelo de distopia política foi utilizado para analisar as ações e as estratégias baseadas em argumentos do setor para a regulamentação de NETNPs. Resultados. Os agentes do setor utilizaram quatro estratégias instrumentais para influenciar a regulamentação de NETNPs: gestão de coalizões; gestão de informações; envolvimento direto e acesso ao processo de formulação de políticas; e ações legais. As ações dos agentes incluíram: trabalhar com os principais formuladores de políticas, acadêmicos e associações de cigarros eletrônicos; conceder subsídios a grupos de comunicação para disseminar informações favoráveis aos NETNPs; participar de consultas públicas; fazer apresentações em audiências públicas; inserir linguagem gerada pela indústria na legislação de NETNPs; e entrar com ações judiciais para contestar proibições de NETNPs. O setor disseminou seu argumento de “redução de danos” em países grandes e influentes (por exemplo, Argentina, Brasil e México). As estratégias discursivas do setor afirmavam que os NETNPs eram menos prejudiciais, ofereciam alternativas mais seguras e deveriam ser regulamentados como “produtos de redução de danos” ou ter menos restrições à venda e ao uso do que as atualmente em vigor. Conclusão. Nossa análise oferece uma melhor compreensão das estratégias usadas pelo setor para enfraquecer o controle do tabaco e da nicotina. Para ajudar a combater os esforços do setor, os ativistas em saúde devem fortalecer de forma proativa a capacidade dos governos e alertar os formuladores de políticas sobre as tentativas da indústria de criar novas categorias regulatórias (os chamados “produtos de risco reduzido”), fornecer informações enganosas sobre as autorizações governamentais de comercialização dos NETNPs e cooptar mensagens de “redução de danos” para atender aos interesses do setor.

Abstract: With the increasing cultural exchanges between China and the West, English has increasingly become a compulsory course. Although a large proportion of Chinese students have good English proficiency, their communicative abilities are very poor. They may struggle with expressing themselves effectively in English due to cultural differences between China and Western countries. Because the Chinese people’s living environment is greatly different from the Western countries’ one, Chinese students often follow their own culture while learning English, ignoring the understanding and research of other countries’ cultures. As a result, so-called Chinglish has emerged in English learning. Overcoming these difficulties and learning more accurate English have become a significant challenge in today’s English learning. Therefore, this article provided a detailed analysis of the traditional moral and cultural disparities between China and the Western world, and explored their respective influences, both positive and negative ones, on English language acquisition. Additionally, the article concluded by suggesting appropriate measures to enhance the positive impact of both Chinese and Western cultures on English learning. Abstract West course proficiency poor countries peoples people s one result socalled so called todays today Therefore world influences ones acquisition Additionally

Resumo: Com o aumento do intercâmbio cultural entre a China e o Ocidente, o inglês tem se tornado cada vez mais um curso obrigatório. Embora uma grande proporção de estudantes chineses tenha boa proficiência em inglês, suas habilidades comunicativas são muito pobres. Eles podem lutar para expressar-se efetivamente em inglês, devido às diferenças culturais entre a China e os países ocidentais. Como o ambiente de vida dos chineses é muito diferente do ambiente dos países ocidentais, os estudantes chineses geralmente seguem sua própria cultura, enquanto aprendem inglês, ignorando a compreensão e a pesquisa das culturas de outros países. Como resultado, surgiu o chamado chinglês, no aprendizado do inglês. Superar essas dificuldades e aprender inglês mais preciso tornaram-se um desafio significativo na aprendizagem do inglês de hoje. Portanto, este artigo fornece uma análise detalhada das disparidades morais e culturais tradicionais entre a China e o mundo ocidental, explorando suas respectivas influências, positivas e negativas, na aquisição da língua inglesa. Além disso, o artigo conclui, sugerindo medidas adequadas para aumentar o impacto positivo das culturas chinesa e ocidental na aprendizagem de inglês. Resumo Ocidente obrigatório pobres expressarse expressar ocidentais cultura resultado chinglês tornaramse tornaram hoje Portanto influências negativas inglesa disso conclui

abstRact: What are the opportunities and tensions that arise from the use of multilingual pedagogies in linguistically and culturally diverse contexts of higher education? We consider this question through the case of a multilingual (in Spanish and three Indigenous languages) teaching experience in an intercultural bilingual education teacher program in Peru drawing on critical, decolonial and Southern perspectives. Based on practitioner research, we describe how students’ appropriation of multilingual pedagogies provided opportunities to reclaim individual and collective voices, ways of languaging and knowledges, develop intercultural stances towards difference, support collective paths of language reclamation, while also reproduced dominant ideologies which questioned the communicative and epistemic capacity of all students. We offer reflections on how multilingual pedagogies can support broader efforts to identify, challenge and transform the coloniality of language in higher education. abstRact languages critical perspectives research students voices knowledges difference reclamation identify

Resumen: ¿Cuáles son las oportunidades y tensiones que surgen cuando se implementan pedagogías multilingües en contextos de diversidad lingüística y cultural en la educación superior? Abordamos esta pregunta, desde perspectivas críticas y decoloniales del sur, a través de una experiencia de enseñanza multilingüe (en castellano y tres lenguas originarias) en un programa de formación de maestros de educación intercultural bilingüe en el Perú. A partir de una sistematización educativa, describimos cómo la apropiación de parte de los estudiantes de las pedagogías multilingües les proporciona oportunidades para reclamar voces individuales y colectivas, prácticas comunicativas y conocimientos, desarrollar posturas interculturales hacia la diferencia y apoyar formas colectivas de reclamación lingüística. Asimismo, encontramos que estas oportunidades coexisten con la reproducción de ideologías dominantes que aún cuestionan la capacidad comunicativa y epistémica de todos los estudiantes. Finalmente, ofrecemos reflexiones sobre cómo las pedagogías multilingües pueden apoyar esfuerzos más amplios para identificar, desafiar y transformar la colonialidad del lenguaje en la educación superior. Resumen Cuáles superior pregunta sur originarias Perú educativa conocimientos Asimismo Finalmente identificar

Abstract: What were the guidelines that the ancient atomists followed when coining new terms to name their principles? To what extent the difficulty of apprehension and understanding of the nature of their principles would justify the use of more than one term for naming the same thing? Some modern scholars tend to reduce the “indivisible” to a mere formal principle, while other scholars insist in considering the “indivisible” as a material principle. Can anyone find in the ancient texts sufficient elements to evaluate these claims without losing sight of the particular horizon of inquiry and conceptual universe of Presocratic philosophy? I intend to map the problem of the names assigned to the principles in the atomists’ thought in order to formulate a few hypotheses concerning some issues that seem to underlie the transmission and the reception of their thought in antiquity. Abstract thing indivisible “indivisible principle philosophy antiquity