Abstract The judicialization of health is a controversial topic. Some authors see it as the source of a series of problems in health policies that span from the disruption of waiting queues to shortages in drugs purchased by public administrations. For others, the recourse to legal action is a path taken to correct asymmetries in access to public services. Based on ethnographic research conducted between 2016 and 2017 in the Health Claims Resolution Chamber (CRLS), I compare these opposing stances and show how the requests for judicial and/or administrative intervention are to some extent incorporated into the ‘normal flow’ of the Unified Health System (SUS) in the context of a healthcare crisis in Rio de Janeiro. My central argument is that in a period of widespread precarity, the right to health is itself managed through the administration of litigation. topic administrations others services 201 CRLS, CRLS , (CRLS) andor or normal flow SUS (SUS Janeiro precarity litigation 20 (CRLS 2

Resumo A judicialização da saúde é questão controversa. Para uns, ela gera uma série de problemas nas políticas de saúde que vão desde a desorganização de filas de atendimento até o desabastecimento de medicamentos adquiridos pelo poder público. Para outros, o apelo ao Judiciário é um caminho para corrigir assimetrias no acesso aos serviços públicos de saúde. Por meio de uma etnografia conduzida entre 2016 e 2017 na Câmara de Resolução de Litígios de Saúde (CRLS), busco relativizar esses posicionamentos dicotômicos e demonstrar como a demanda por intervenção judicial e/ou administrativa é, de certa forma, incorporada ao “fluxo normal” do Sistema Único de Saúde (SUS) em uma conjuntura de crise da saúde no Rio de Janeiro. Meu argumento central é que, em tempos de precariedade generalizada, é através da regulação dos litígios que se opera a gestão do direito à saúde. controversa uns público outros 201 CRLS, CRLS , (CRLS) eou ou forma fluxo normal SUS (SUS Janeiro generalizada 20 (CRLS 2

Resumen La aplicación y los cambios recurrentes de la tecnología digital se imponen a gran velocidad, interpelando a las disciplinas sociales que se ocupan del comportamiento humano. Esta disrupción digital refiere a un cambio de paradigma global, que supone romper con lo establecido y dar lugar a nuevas formas de hacer en las prácticas científicas, provocando que la información se mueva a un ritmo más veloz que el movimiento físico. La arqueología se está adaptando a estos cambios para aplicar las nuevas tecnologías en el ámbito del patrimonio virtual y la ciencia abierta, de manera versátil, flexible y expeditiva. Es así, que este nuevo paradigma digital, nos proporciona herramientas que se reflejan en estrategias que desafían nuestras estructuras del quehacer científico, así como nuestros antepasados homínidos se enfrentaron a los cambios tecnológicos culturales. La propuesta desde el proyecto ArqueoLab-UBA es presentar la implementación de herramientas digitales y virtuales, considerando aspectos teóricos y metodológicos en la práctica profesional. En este camino, es importante reflexionar acerca de la aplicación de las tecnologías en función de qué conocimiento construimos sobre el patrimonio y cuáles serán las estrategias de supervivencia en un mundo virtual futuro.

Abstract The application and recurring changes of digital technology are imposed at great speed, challenging the social disciplines that deal with human behavior. This digital disruption refers to a global paradigm shift, which means breaking with the established and giving rise to new ways in scientific practices, making information move at a faster rate than physical movement. Archeology is adapting to these changes to apply new technologies in the field of virtual heritage and open science, in a versatile, flexible and expeditious manner. Thus, this new digital paradigm provides us with tools that are reflected in strategies that challenge our structures of scientific practice, just as our hominid ancestors faced cultural technological changes. The proposal from the ArqueoLab-UBA project is to present the implementation of digital and virtual tools, considering theoretical and methodological aspects in professional practice. Along this path, it is important to reflect on the application of technologies based on what knowledge we build about heritage and what will be the survival strategies in a future virtual world.

ABSTRACT A design proposal of Virtual Program in Archiving and Business Intelligence is presented for Universidad de La Salle, in Bogotá, Colombia. Said proposal is assumed as a disruptive curricular exercise, since it is intended to generate articulations between typically archival-informational-organizational knowledge and practices with the knowledge, methods and techniques of business intelligence and, with this, training a professional from an approach that enhances the strategic nature of decision-making in all kinds of institutions, in connection with socio-productive needs. The comparison of undergraduate programs, the analysis of conceptual and methodical trends of both fields, the characterization of the academic-professional demand for the virtual modality and the technical-curricular-regulatory criteria of Colombia National Ministry of Education, as well as the guidelines from the Universidad de La Salle were the major methodological elements. The main results are translated into the professional profile by competencies, learning outcomes, study plan and aspects of the curricular management of the proposed program. In conclusion, disruption is emphasized as the transversal element that must guide designing and planning academic programs in Information Sciences, which must offer alternatives that are in tune with social demands, shaped from the transformations produced by the digital technologies, in coordination with analytical processes of high added value in organizations.

RESUMEN Se presenta la propuesta de diseño de un Programa Virtual en Archivística e Inteligencia de Negocios para la Universidad de La Salle, de Bogotá-Colombia. Dicha propuesta se asume como un ejercicio curricular disruptivo, debido a que se pretende generar articulaciones entre los conocimientos y las prácticas típicamente archivísticas-informacionales-organizacionales con el conocimiento, métodos y técnicas de la inteligencia de negocios y, con ello, formar un profesional desde un enfoque que potencie el carácter estratégico de la toma de decisiones en todo tipo de instituciones, en conexión con las necesidades socio-productivas. La comparación de programas de pregrado, el análisis de tendencias conceptuales y metódicas de ambos campos, la caracterización de la demanda académico-profesional para la modalidad virtual y los criterios técnico-curriculares-normativos del Ministerio de Educación Nacional de Colombia, así como los lineamientos de la Universidad de La Salle fueron los elementos sustantivos de la metodología. Los principales resultados se traducen en el perfil profesional por competencias, resultados de aprendizaje, plan de estudios y aspectos de la gestión curricular del programa que se propone. Como conclusión se enfatiza en lo disruptivo como el elemento transversal que debe guiar el diseño y planeación de programas académicos en Ciencias de la Información, los cuales deben ofrecer alternativas que estén en sintonía con las demandas sociales, configuradas a partir de las transformaciones producidas por las tecnologías digitales, en articulación con procesos analíticos de alto valor agregado en las organizaciones.

Resumen El La educación virtual es un signo de los tiempos modernos. Como fenómeno social intencional cumple con las características generales de la educación, pero la especificidad de su medio la signa con características propias relacionadas con la virtualidad, la tecnología y la disrupción cada vez más corta en el tiempo. El proceso se ve afectado por factores sociales, técnicos, procedimentales y funcionales en el que el rol docente juega un papel fundamental para el logro de un proceso de enseñanza-aprendizaje significativo, efectivo y de calidad para llevar a cabo las funciones y conseguir los objetivos educativos. La realidad latinoamericana es que los docentes universitarios están en desventaja puesto que en su mayoría son migrantes digitales. Más que desventaja técnica es una debilidad de percepción que se trata muy levemente en la literatura especializada. El objetivo de este artículo es analizar las competencias básicas afectivas y de percepción que debe desarrollar un docente para convertirse en facilitador de comunidades virtuales de aprendizaje. Se realizó una revisión bibliográfica centrada en la educación virtual y el rol necesario del docente universitario actual en el entendido de que aún no estamos en el futuro previsto de una sociedad totalmente nativa digital.

Abstract Virtual education is a sign of modern times. As an intentional social phenomenon, it complies with the general characteristics of education, but the specificity of its medium marks it with its own characteristics related to virtuality, technology and increasingly shorter disruption in time. The process is affected by social, technical, procedural and functional causes for which the teaching role plays a fundamental role in order to achieve a meaningful, effective and quality teaching-learning process to carry out the functions and achieve the educational objectives. The Latin American reality is that university teachers are at a disadvantage since most of them are digital migrants. More than a technical disadvantage, it is a weakness of perception that is only slightly addressed in the specialized literature. The objective of this article is to analyze the basic affective and perceptual competencies that a teacher must develop to become a facilitator of virtual learning communities. A literature review focused on virtual education and the necessary role of today’s university teacher was carried out in the understanding that we are not yet in the foreseen future of a total digital native society.

ABSTRACT Introduction: The current coronavirus pandemic has greatly strained the limited resources that had previously maintained the sustainability of the high-cost cardiothoracic surgeries in low-income countries like Egypt. Methods: Hospital databases and patients’ records were reviewed to evaluate the impact of the pandemic on the workflow and waiting lists. Postoperative patients were contacted by telephone for follow-up, as well as preoperative patients whose operations were cancelled. Regular virtual meetings were held, and residents were asked to discuss the stresses, challenges, and their suggestions for the gradual resumption of services. Residents’ logbooks were evaluated to assess the disruption of the surgical exposure compared to 2019. Results: While thoracic surgeries have continued to thrive, cardiac surgeries have witnessed the worst consequences, including cancellation of all surgeries, expansion of waiting lists, patients’ non-compliance with follow-up, and impaired surgical exposure of junior residents. Conclusion: The gradual recovery of cardiac surgery services in Alexandria (Egypt) is being carefully planned, taking into consideration the backlog of cases and the shortage of screening kits. Careful tiering and triaging of patients by a multidisciplinary team, as well as seeking alternative assessment tools for trainees, are the main lines of our action plan.

PURPOSE OF THE STUDY: The outbreak of COVID-19 has brought disruption in the supply chain (SC) and crippled the South African economy. The economic and business disruption brought about by COVID-19 restrictions has negatively impacted all business growth and sustainability, from which small and medium-sized enterprises (SMEs) are not exempted. The research focus is based on SMEs COVID-19 supply chain (SC) resilient strategies DESIGN/METHODOLOGY/APPROACH: This quantitative study employed a SMART PLS 3.0 to assess the significance of the hypothesised relationships FINDINGS: The findings revealed that SMEs whose main business strategy and goals are based on trust, commitment and product quality might be in a better position for success in the COVID-19 era if strategic communication systems are integrated and implemented effectively. Recommendations/value: Furthermore, based on the research findings, it is recommended that SMEs should rather focus more on improving their relationship communication strategies to enhance relationship trust and commitment to both consumers and suppliers. By so doing, product quality may gain all-around business chain appreciation. SMEs whose main business strategy and goals are based on trust, commitment, communication, and product quality might be in a better position for success in the COVID-19 era if strategic means of communication systems are integrated and implemented effectively RECOMMENDATIONS/VALUE: To aid communication between buying and supplying organisations and customer relationships during COVID-19 lockdown restrictions, it is recommended that SMEs adopt social media usage, virtual meetings through an online communication platform as well as the connection of softphones on laptops MANAGERIAL IMPLICATIONS: The facilitation of appropriate training for these SMEs is necessary for developing new business strategies to deliver enhanced product and service quality and business performance through digital technology and a higher level of commitment to product and service. Consequently, product quality may gain all-around business chain appreciation. Also, this research discovered that there are limited studies about SC resilience strategies in South African SMEs. Therefore, this study is one of the first empirical studies in SA to explore and design approaches for COVID-19 restrictions SC resilience strategies for SMEs JEL CLASSIFICATION: E3

Abstract COVID-19 (SARS-CoV-2) pandemic is raising many questions about the future of face-to-face interactions. The possible changes on healthcare delivery may provoke a long term disruption on pharmaceutical assistance requiring new approaches to provide pharmaceutical services. The proposal of pharmaceutical care is patient oriented, and its activities include different forms of interaction. The emergence of COVID-19 puts to the test all the efforts to reposition pharmaceutical care in the set of clinical activities. Now, the pharmaceutical consultations and group activities, which played a fundamental role in the reformulation of pharmacy practices, must be revised in order to reduce the risk of patient agglomeration and contamination. Several researchers suggest technology use to intermediate health care assistance. However, few studies had rigorously analyzed the effectiveness of virtual health care on the pharmaceutical field. Innovating the pharmacy workflow, during the course of a crisis like COVID-19, is the current challenge addressed to all pharmacists. This unforeseen situation requires us to reconsider our plans and actions. It will be necessary resilience, courage and creativity to achieve a consistent attitude, which provides a quick response to the health care needs in this time of crisis.

RESUMO Neste texto, propomos uma reflexão teórico-prática acerca dos desafios impostos pelo ensino remoto online num mundo em pandemia, a partir do que identificamos como rupturas tecnológica, espaciotemporal e epistemológica que surgem quando transpomos o universo físico da sala de aula para o ambiente virtual. Nosso intuito, partindo desta reflexão, é pensar caminhos para a construção de um inédito viável no campo da educação linguística que aponte para uma outra e alternativa escola.

ABSTRACT In this paper, we propose a theoretical-practical reflection on the challenges imposed by online remote education in a pandemic world, from what we identify as technological, spatiotemporal and epistemological disruptions that arise when we transpose the physical universe of the classroom to the virtual environment. Based on this reflection, our goal is to think of ways of building an unknown viable in the field of language education that points to an alternative school.

ABSTRACT The institutions of higher health education have faced a major challenge with the emergence of the COVID-19 pandemic. This situation caused a rupture of the traditional training models, characterized by the presence in the classroom, forcing to move towards distance education, known in this situation as remote emergency education. This process of academic disruption determined actions to achieve, even under these conditions, the continuity of the school year, structuring them in two successive stages: the first, with predominance of the principle of non-interaction deposit (shelving or repository), and the second with predominance of the principle of interaction (true virtual space of exchange).

RESUMEN Las instituciones de educación superior de Salud han afrontado un gran reto con la aparición de la pandemia de COVID-19. Esta situación generó una ruptura de los tradicionales modelos de formación, caracterizados por la presencialidad en el aula, obligando a pasar hacia la educación a distancia, conocida en esta situación como educación remota de emergencia. Este proceso de disrupción académica, determinó acciones para lograr, aun en estas condiciones, la continuidad del curso escolar, estructurándose las mismas en dos etapas sucesivas: la primera, con predominio del principio de depósito sin interacción (estantería o repositorio), y la segunda con predominio del principio de interacción (verdadero espacio virtual de intercambio).

Resumen Este artículo de reflexión pretende exponer las consecuencias, en términos teóricos, de la presencia de alumnos trans en las escuelas. El supuesto es que la nueva situación es el resultado de nuevas posiciones de niños y adultos y de una consecuente transformación en la relación de autoridad y poder que media entre ambos, y se busca particularmente comprender el virtual impacto en la tecnología escolar de los altos niveles de autonomía infantil decurrentes de una decisión tan radical como la de modificar la identidad de género. Se parte del concepto de infancia de Ariés (1960), de tecnología escolar de Narodowski (1994) y de performatividad del género de Butler Se argumenta que la escuela conforma y es conformada por el concepto moderno de infancia a la vez que tiene un rol protagónico en la construcción de género de sus estudiantes. El estudio concluye que el alumnado trans se presenta como disruptivo para la tecnología escolar dado que su sola presencia atenta contra el concepto de infancia heterónoma y vulnerable y contra el concepto biologicista e inmutable de género que la escolarización había integrado a su devenir histórico

Abstract This article attempts to illustrate the theoretical consequences of the presence of trans students in schools. It's assumed that this new situation arises from the new roles played by adults and children, and from the resulting transformation in the authority and power relation that mediates between them. It seeks to comprehend the virtual impact this situation has in school technology insofar making such a radical decision as changing their gender identity gives children high levels of autonomy. This article argues that school both makes up and is made up by childhood while it also plays a key role in their students' gender subjectivity. The study concludes that trans students are disruptive for school technology since their mere presence contradicts the school notion of childhood as heteronomous and vulnerable, and gender as biologically determined and thus, unalterable.

Resumo Este artigo de reflexão tem como objetivo expor as consequências, em termos teóricos, da presença de alunos trans nas escolas. O pressuposto é que a nova situação é o resultado de novas posições de crianças e adultos e de uma consequente transformação na relação de autoridade e poder que os medeia, sendo particularmente procurado compreender o impacto virtual na tecnologia escolar de alto nível de autonomia infantil resultante de uma decisão tão radical como a de modificar a identidade de gênero. Parte-se do conceito de infância de Ariés (1960), da tecnologia escolar de Narodowski (1994) e da performatividade de gênero de Butler Argumenta-se que a escola se conforma e é moldada pela concepção moderna de infância ao mesmo tempo em que ocupa um lugar de destaque na construção do gênero de seus alunos. O estudo conclui que os alunos trans são apresentados como perturbadores da tecnologia escolar, pois sua mera presença ameaça o conceito de infância heterônoma e vulnerável e contra o conceito biologicista e imutável de gênero que a escolarização integrou à sua evolução histórica.

For the first time in the history of the Disaster Management Act, 57 of 2002, South Africa declared COVID-19 an epidemiological disaster. Section 3 and 27(1) of this Act activated the responsible Minister in consultation with other Ministers to issue regulations in response to the disaster. The declaration exposed the already criticised Act to scrutiny by the public. Therefore, this study investigated the Metropolitan Disaster Management Centres that coordinate local events and support the provincial and national disaster management centres, their perceptions concerning the disaster management legislation that mandates them. The study recognised a gap in this regard and saw it imperative to give the disaster managers a voice and a platform to express their opinion concerning the heavily criticised legislation. A model of the policy implementation process guided the study investigation. This model argues that implementation of policies tends to generate tensions, which result in a disruption of the policy formulators' expectations. The research uses some of the model's variables to measure the perceptions of disaster managers. Using an interview guide, the researchers conducted virtual interviews with the disaster managers. Scholarly and media articles review concerning the Act formed part of the data collection. The study finds that the disaster managers perceive the disaster management legislation as a very useful guide, an excellent piece of legislation and trust it regardless of the criticism it received. The gaps the critics identified in the legislation became evident and had negative effects on the COVID-19 disaster response.

The First and Second Industrial Revolutions created significant disruptions in the social life and economic activities of human societies globally. Traditionally, social work practice has had a strong "face-to-face" foundation. Emerging technologies in the Third and Fourth Industrial Revolutions such as computers, mobile technologies, big data, internet of things, artificial intelligence and virtual reality are now creating a potential disruption in the traditional practice of social work. The emergence of e-social work and social work informatics broadens the scope of practice of social work in the 21st century. This article will examine the implications for social work education.

This is a case study reflecting on the impact of the coronavirus disease 2019 (COVID-19) disruptions on InnerCHANGE South Africa (ICSA hereafter), an incarnational ministry. Incarnation ministry is understood as an intentional effort to join God in the world, especially a community of poverty, live among the residents of that community, affirm their dignity and compassionately love them. This understanding is based on the values of justice activism, merciful love, and discipleship found in Micah 6:8. This article uses an interpretive framework based on the latter biblical passage to reflect on how the disruptions of COVID-19 has shaped the ICSA team. This reflection is guided by the question: how have the disruptions caused by COVID-19 challenged the relevance of incarnational ministry? This article found that in the case of ICSA, the disruptions have not only broadened its justice activism, but they have also taught it the importance of relief actions in its approach. They have also deepened its understanding of sabbath in connection with environmental care. They have exposed its local leadership development model bias against women. They have finally challenged it to adopt a hybrid model of virtual and face-to-face meetings in its discipleship efforts. The article concludes that disruptions are very challenging. However, they could be an opportunity to revisit and sharpen the existing priorities of an incarnational ministry. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This is a missiological research that is enriched by insights from ecology, other fields of theology and journalism to imagine the relevance of an incarnational ministry in exceptional seasons.

Resumen: Producto de la pandemia de COVID-19, la práctica educativa en los distintos niveles del sistema se vio alterada y sometida a una situación de contingencia que obligó a los docentes a usar herramientas tecnológicas y estrategias para la enseñanza en un contexto de virtualidad. El presente estudio tiene como finalidad describir el paso de una docencia presencial a una educación remota de emergencia y las dificultades que presentó esto para los académicos de la Universidad Arturo Prat (UNAP) de Chile, en cuanto al uso de las tecnologías disponibles para el desarrollo de las actividades lectivas en el contexto de la pandemia. Se desarrolla una investigación de carácter cualitativo, para caracterizar la disposición y problemáticas que evidenciaron los académicos frente a la enseñanza remota, a través de las percepciones de los directores de docencia. Los resultados muestran que los académicos han trasladado el formato de sus clases presenciales a la virtualidad, generando con ello la aplicación de un nuevo formato docente en modalidad remota. Asimismo, se demuestra un uso diferenciado de las tecnologías digitales disponibles según los tramos de edad de los docentes.

Abstract: As a result of the COVID-19 pandemic, educational practice at different levels of the system was altered and subjected to a contingency situation that forced teachers to use technological tools and strategies for teaching in a virtual context. The purpose of this study is to describe the transition from face-to-face teaching to remote emergency education and the difficulties this presented for academics at the Universidad Arturo Prat (UNAP) in Chile, in terms of the use of available technologies for the development of teaching activities in the context of the pandemic. Qualitative research is developed to characterize the disposition and problems that the academics evidenced regarding remote teaching, through the perceptions of the teaching directors. The results show that academics have transferred the format of their face-to-face classes to virtuality, thus generating the application of a new teaching format in remote modality. Likewise, there is a differentiated use of the available digital technologies according to the age groups of the teachers.

Resumen Se discute la estrategia de educación en casa en la virtualidad, en términos de la desigualdad imperante y el enfoque transmisivo adoptado. Asimismo, se habla de algunos caminos de innovación disruptiva en el campo del currículo escolar.

Resumo A estratégia de educação escolar em casa virtual é discutida em termos da desigualdade prevalecente e da abordagem transmissiva adotada. Da mesma forma, fala sobre alguns caminhos de inovação disruptiva no campo do currículo escolar.

Abstract The virtual homeschooling strategy is discussed in terms of prevailing inequality and the transmissive approach adopted. Likewise, it talks about some paths of disruptive innovation in the field of the school curriculum.