Abstract Jorge Suárez (1927-1985) was an Argentine linguist who devoted himself mainly to the study of indigenous American languages. After the first stage of his career in his country of origin, he settled in Mexico City in 1969, where he continued his academic career. From the perspective of linguistic historiography, this article aims to examine the first stage of his academic biography and his main contributions to the languages of Argentinean Patagonia (Mapuzungun, Aonekko ’a’ien, and Selk’nam), which included field surveys of lexical lists and texts, as well as analyses of genetic linguistics. We consider his role in the dissemination of North American structuralism in Argentina, his insertion in different national universities, his subsequent integration into CONICET, and his links in the American and Latin American spheres.

Resumen: Jorge Suárez (1927-1985) fue un lingüista argentino que se dedicó fundamentalmente al estudio de las lenguas indígenas americanas. Luego de realizar la primera etapa de su carrera en su país de origen, en 1969 se estableció en la Ciudad de México donde continuó su trayectoria académica. Desde la perspectiva de la historiografía lingüística, el presente artículo se propone examinar la primera etapa de su biografía académico-investigativa y sus principales aportes acerca de las lenguas de la Patagonia argentina (mapuzungun, aonekko ’a’ien y selk’nam), entre los que se destacan los relevamientos en terreno de listas léxicas y textos, como así también análisis de lingüística genética. Consideramos su rol en la difusión del estructuralismo norteamericano en Argentina, su inserción en distintas universidades nacionales, su posterior integración al CONICET y sus vínculos en el ámbito estadounidense e hispanoamericano.

En los últimos cincuenta años, la tecnología de la información se ha integrado gradualmente en el sistema educativo brasileño. Esta integración pasó por varias fases y programas, cada uno con sus propios objetivos y desafíos. Desde el Decreto N° 84.067 de 1979, que estableció la Política Nacional de Tecnologías de la Información, hasta la creación de ProInfo en 1997 y la Política de Innovación en Educación Conectada (PIEC) en 2023, ha habido importantes avances, pero también dificultades en la implementación efectiva de estos. políticas. Este estudo busca comprender las políticas públicas enfocadas en tecnologías de la información en un contexto histórico, explorando su evolución dentro de la educación brasileña y destacando iniciativas y programas que moldearon la inserción de las tecnologías digitales en la enseñanza. Para la construcción de este artículo se adoptó un enfoque cualitativo, con investigación bibliográfica. Con esta historia, fue posible construir una línea de tiempo interactiva que presenta las políticas públicas diseñadas en Brasil para la informatización de las escuelas y la formación de profesores, culminando con la enseñanza de la informática, actualmente propuesta para las escuelas de educación básica brasileñas, en el Currículo Base Común Nacional y su Complemento.

Nos últimos cinquenta anos, a informática tem sido gradualmente integrada ao sistema educacional brasileiro. Essa integração passou por várias fases e programas, cada um com suas metas e desafios. Desde o Decreto nº 84.067 em 1979, que instituiu a Política Nacional de Informática, até a criação do ProInfo em 1997 e a Política de Inovação Educação Conectada (PIEC) em 2023, houve progressos significativos, mas também dificuldades na implementação eficaz dessas políticas. Este estudo busca compreender em um contexto histórico as políticas públicas voltadas para a informática, explorando a sua evolução no âmbito da educação brasileira, e destacando iniciativas e programas que moldaram  a inserção de tecnologias digitais no ensino. Para a construção deste artigo, foi adotada uma abordagem qualitativa, com pesquisa bibliográfica. Com esse histórico, foi possível construir uma linha do tempo interativa que apresenta as políticas públicas concebidas no Brasil para a informatização das escolas e formação de professores, culminando no ensino da computação, proposto atualmente para as escolas de educação básica brasileiras, na Base Nacional Comum Curricular e seu Complemento.

Over the past fifty years, computer science has been gradually integrated into the Brazilian education system. This integration has gone through several phases and programs, each with its own goals and challenges. Since Decree No. 84,067 in 1979, which established the National Computer Science Policy, to the creation of ProInfo in 1997 and the Connected Education Innovation Policy (PIEC) in 2023, there has been significant progress, but also difficulties in the effective implementation of these policies. This study seeks to understand public policies aimed at computer science in a historical context, exploring their evolution within the scope of Brazilian education, and highlighting initiatives and programs that shaped the insertion of digital technologies in teaching. To construct this article, a qualitative approach was adopted, with bibliographical research. With this history, it was possible to build an interactive timeline that presents the public policies designed in Brazil for the computerization of schools and teacher training, culminating in the teaching of computer science, currently proposed for Brazilian basic education schools, in the National Common Curricular Base and its Complement.

Abstract Chinese migration has been driven by migration policies in Colombia contributing to factors such as the strengthening of diplomacy, economic opportunities, cultural exchange, etc. Due to the cross-border opening, Colombia has been able to attract a significant number of Chinese migrants generating a favorable environment for new opportunities and improving their living conditions. The objective of this research was to analyze the local perspectives of Chinese migration in Colombia and its impact on local development. A descriptive quantitative approach methodology was implemented through a deductive method to deepen the perceptions and impact in the national context. The instrument entitled “PMI Universidad ECCI” was designed and validated corresponding to its centuries: Perspectives of International Migration which inquired in 15 items of three perspectives: economic, social and cultural perspectives evaluated on a Likert scale A sample of 93 professional experts in international trade was used. The findings revealed that Chinese migration has generated a significant impulse in the development of the Colombian national territory, providing employment and cultural diversity, likewise, a permanent cooperation between north and south is suggested, promoting solid foreign and migration policies that promote inclusion. Finally, it is concluded that there are challenges and opportunities in terms of integration and equity in local conditions for the strengthening of international relations between both countries.

Resumen La migración china ha sido impulsada por políticas migratorias en Colombia contribuyendo a factores como el fortalecimiento de la diplomacia, oportunidades económicas, intercambio cultural, etc. Debido a la apertura transfronteriza, Colombia ha logrado atraer a un número significativo de migrantes chinos generando un ambiente propicio para nuevas oportunidades y mejorar sus condiciones de vida. Esta investigación tuvo como objetivo el análisis de las perspectivas locales de la migración china en Colombia y su impacto en el desarrollo local. Se implementó una metodología de enfoque cuantitativo de tipo descriptivo por medio de un método deductivo para profundizar las percepciones e impacto en el contexto nacional. Se diseñó y validó el instrumento titulado “PMI Universidad ECCI” correspondientes a sus siglas: Perspectivas de la Migración Internacional el cual indagó en 15 ítems de tres perspectivas: económica, social y perspectivas culturales evaluadas en una escala Likert. Se utilizó una muestra de 93 profesionales expertos en comercio internacional. Los hallazgos revelaron que la migración china ha generado un impulso significativo en el desarrollo del territorio nacional colombiano, aportando empleo y diversidad cultural, asimismo, se sugiere una cooperación permanente dada entre norte-sur promoviendo políticas exteriores y de migración sólidas que fomenten la inclusión. Finalmente se concluye que existen desafíos y oportunidades en términos de integración y equidad en condiciones locales para el fortalecimiento de las relaciones internacionales entre ambos países.

Migration, a prevalent global phenomenon, significantly impacts health, particularly in low- to middle-income countries. This article presents a rapid review aimed at mapping projects, lessons and policies concerning sexual and reproductive health (SRH), HIV and migration in southern Africa. Utilising a population-concept-context framework, the review focuses on understanding the scope, nature and extent of interventions, identifying lessons learnt, and assessing existing policies and strategies. A comprehensive search strategy and screening process resulted in 19 studies and reports for inclusion. The review highlighted diverse projects across southern Africa, addressing SRH and HIV among migrants, refugees and asylum seekers. Projects ranged from peer-education interventions to community-based referral systems, aiming to improve knowledge, access and outcomes related to SRH and HIV. The lessons learnt emphasised the importance of community involvement, healthcare worker (HCW) training and inclusive policies to address migrants' diverse needs effectively. Additionally, projects facilitated cross-border collaborations and policy integration, enhancing access to SRH-HIV services and migrant health rights. Despite these efforts, challenges persist, including gender-based violence, financial barriers and xenophobic attitudes among HCWs. Limited access to comprehensive sexuality education and social protection for migrants underscores the need for further policy development and implementation. Nevertheless, existing policies, such as Botswana's inclusive HIV treatment policy and South Africa's National Strategic Plan for HIV, TB and STIs, demonstrate steps towards ensuring migrants' rights to healthcare.

One of the key contemporary needs in education is to promote nationalism and national cohesion. Challenges confronting most developing countries include political instability, violence, voter apathy, and youth disintegration. Many regard the teaching of citizenship as a possible panacea to remedy these problems. Scholars have applauded the role of citizenship education in inculcating crucial values such as active citizenship, tolerance, and social cohesion. The Lesotho curriculum uses social science subjects, especially history, to address these challenges. Pursuant to repeated calls for the integration of history with citizenship in Lesotho schools in order to enhance history's thrust in achieving the task, this qualitative study adopted the case study design to purposively sample six history teachers, two from each of three secondary schools in the Maseru district. Semi-structured interviews and document analysis of the Education Sector Plan 2005-2015 and Education Sector Strategic Plan 2016-2026, Curriculum and Assessment Policy (CAP) 2009, Lesotho General Certificate of Secondary Education (LGCSE), and the Grade 8 Social Science Syllabus were relied upon for the collection of data. Our findings from this study show that teachers believe that the integration of history and citizenship can instil values of active citizenship, patriotism, political stability, and economic development to mention but a few. We therefore concluded that there are possibilities of integrating history with citizenship instead of leaving them as subjects independent from each other. We recommend that the Ministry of Education and Training (MoET) should consider the integration ofhistory and citizenship into the curriculum.

La tecnología ha transformado la forma en que se vive y se aprende, al impulsar la imperativa integración de las Tecnologías del Aprendizaje y el Conocimiento (TAC) de manera efectiva. El objetivo de este estudio fue analizar el uso de las TAC para favorecer el proceso de enseñanza y aprendizaje de los alumnos de la carrera de Pedagogía de las Ciencias Experimentales Química y Biología de la Universidad Nacional de Loja. Mediante un enfoque mixto, con encuestas a estudiantes, entrevistas a docentes y de manera complementaria, entrevistas a expertos en tecnologías educativas. Los resultados destacan que las TAC actúan como herramientas facilitadoras, pues posibilitan un aprendizaje más atractivo y motivador; además, fortalecen la comunicación entre docentes y estudiantes, con el fin de personalizar la enseñanza. Se evidenció que las TAC desempeñan un papel esencial en el contexto educativo al aportar significativamente a las planificaciones mediante la implementación de técnicas y estrategias. No obstante, los expertos en tecnologías educativas enfatizan en la necesidad de socializar y capacitar a todos los docentes para mitigar la resistencia al cambio y fomentar la innovación educativa. Es importante considerar la brecha digital como una limitación que puede obstaculizar la implementación efectiva de estas tecnologías.

Technology has transformed the way of living and learning by effectively promoting the imperative integration of Learning and Knowledge Technologies (LKT). This study aimed to analyze the use of ICT to enhance the teaching and learning process for students in the Pedagogy of Experimental Sciences, Chemistry, and Biology at the National University of Loja. To this end, a mixed-method approach was used. This approach involved student surveys, teacher interviews, and supplementary interviews with educational technology experts. The results show that ICTs act as facilitating tools which make learning more engaging and motivating. They also strengthen communication between teachers and students in order to personalize teaching. It was shown that ICTs play an essential role in the educational context by significantly contributing to planning through the implementation of techniques and strategies. However, experts in educational technologies emphasize the need to socialize and train all teachers to mitigate resistance to change and encourage educational innovation. It is important to consider the digital divide as a limitation that may hinder the effective implementation of these technologies.

A tecnologia transformou a forma como vivemos e aprendemos, ao promover a integração imperativa das Tecnologias de Aprendizagem e Conhecimento (CAT) de forma eficaz. O objetivo deste estudo foi analisar a utilização do TAC para promover o processo de ensino e aprendizagem dos alunos dos cursos de Pedagogia das Ciências Experimentais, Química e Biologia da Universidade Nacional de Loja. Através de uma abordagem mista, com inquéritos aos alunos, entrevistas com professores e, de forma complementar, entrevistas com especialistas em tecnologias educativas. Os resultados destacam que os TAC atuam como ferramentas facilitadoras, pois permitem uma aprendizagem mais atrativa e motivadora; Além disso, fortalecem a comunicação entre professores e alunos, de forma a personalizar o ensino. Ficou evidente que os TAC desempenham um papel essencial no contexto educacional, contribuindo significativamente para o planeamento através da implementação de técnicas e estratégias. No entanto, os especialistas em tecnologia educativa enfatizam a necessidade de socializar e formar todos os professores para mitigar a resistência à mudança e promover a inovação educativa. É importante considerar a exclusão digital como uma limitação que pode dificultar a implementação eficaz destas tecnologias.

Abstract: In the last decade, Chile has experienced sustained growth in informal settlements, especially in the Valparaíso Region, which concentrates 22 % nationwide. To address it, the State has prioritized the relocation strategy by delivering housing subsidies and moving families from the camps to different places, with little evidence of the impacts on Urban Social Integration (ISU), the guiding principle of the National Development Policy. Urban. This article visualizes the geographical displacement of families in Greater Valparaíso between 2011 and 2022 and analyzes their perceptions and experiences from a sociocultural, political, economic, and spatial sphere. The results indicate that families perceive improvements in living conditions in the home. However, they present difficulties in reconstructing the social identity that existed in the informal settlement, their links with the labor market and income, and essential urban services have been weakened. They do not have availability and adequate coverage, and they perceive abandonment by institutions in the process of adaptation and integration into the neighborhood. This highlights the urgency of incorporating comprehensive material and symbolic strategies that address ISU from the multidimensionality that a family's vital situation implies.

Resumen: En la última década, Chile ha experimentado un crecimiento sostenido de los campamentos, especialmente en la Región de Valparaíso, que concentra el 22 % de estos a nivel nacional. Para su abordaje, el Estado ha priorizado la estrategia de relocalización mediante la entrega de subsidios habitacionales, trasladando familias desde los campamentos a diferentes lugares, con escasas evidencias de los impactos en integración social urbana (ISU), principio rector de la Política Nacional de Desarrollo Urbano. Este artículo visualiza el desplazamiento geográfico de las familias en el Gran Valparaíso entre 2011 y 2022, y analiza sus percepciones y experiencias desde una esfera sociocultural, política, económica y espacial. Los resultados indican que estas perciben mejoras en las condiciones de habitabilidad en la vivienda, sin embargo, presentan dificultades para reconstruir la identidad social que existía en el campamento, se han debilitado sus vínculos con el mercado laboral y los ingresos, los servicios urbanos esenciales no tienen disponibilidad y cobertura adecuada, y perciben abandono por parte de las instituciones públicas en el proceso de adaptación e integración al barrio. Esto resalta la urgencia de incorporar estrategias integrales de orden material y simbólico que aborden la ISU desde la multidimensionalidad que implica la situación vital de una familia.

Abstract: While the Internet has brought convenience and speed to human life, it has also led to frequent privacy violations. In the context of epidemiological investigations and information disclosure regarding confirmed Covid-19 patients, many individuals have utilized the Internet as a means to disseminate information and engage in cyber manhunts, resulting in breaches of privacy for those involved. This phenomenon is particularly prevalent within the realm of the Internet, where the boundaries of privacy invasion become blurred. Various types of privacy infringements, both active and passive negligence, are evident on social networking platforms. The juxtaposition of the virtual world of the Internet with real-life scenarios presents novel challenges in the realm of privacy violations. The Internet era, coupled with the widespread use and integration of big data, has diminished the absolute right to privacy on the Internet. This paper examines the challenge of safeguarding the identity information of infectious patients through the lens of two theoretical frameworks -Kantianism and Utilitarianism- in an effort to address this ethical dilemma.

Resumo: Enquanto a Internet trouxe conveniência e velocidade à vida humana, ela também levou a frequentes violações da privacidade. No contexto de investigações epidemiológicas e divulgação de informações em relação a pacientes confirmados de Covid-19, muitos indivíduos utilizaram a Internet como um meio para disseminar informação e participar de uma caçada cibernética, resultando em violações da privacidade para aqueles envolvidos. Esse fenômeno é particularmente prevalente no âmbito da Internet, onde os limites de invasão da privacidade se tornaram borrados. Vários tipos de infrações da privacidade, tanto negligências ativa como passiva, são evidentes em plataformas de redes sociais. A justaposição do mundo virtual da Internet com cenários da vida real apresenta novos desafios no âmbito das violações da privacidade. A era da Internet, juntamente com o amplo uso e integração de megadados (big data), diminuiu o direito absoluto à privacidade na Internet. Esse artigo examina o desafio de proteger a informação de identidade de pacientes infectantes através das lentes de dois enquadres teóricos -Kantianismo e Utilitarismo- em um esforço para abordar esse dilema ético.

Resumen: Aunque Internet ha aportado comodidad y rapidez a la vida humana, también ha dado lugar a frecuentes violaciones de la intimidad. En el contexto de las investigaciones epidemiológicas y la divulgación de información relativa a pacientes confirmados de covid-19, muchas personas han utilizado Internet como medio para difundir información y participar en cibercacerías, lo que ha dado lugar a violaciones en la intimidad de los implicados. Este fenómeno prevalece en el ámbito de Internet, donde los límites de la invasión de la intimidad se vuelven vagos. En las redes sociales, se manifiestan diversos tipos de violaciones de la intimidad, tanto por negligencia activa como pasiva. La yuxtaposición entre el mundo virtual de Internet con escenarios de la vida real plantea nuevos retos en el ámbito de las violaciones de la intimidad. La era de Internet, junto con el uso generalizado y la integración del bigdata, han mermado el derecho absoluto a la privacidad. Este artículo examina el reto de salvaguardar la información sobre la identidad de los pacientes infecciosos a través de la lente de dos marcos teóricos -el kantianismo y el utilitarismo- en un esfuerzo por abordar este dilema ético.

Resumen: En 2009 se formuló el macroproyecto San José en Manizales (Colombia) para renovar 111 hectáreas de tejido urbano en el área central de la ciudad. Se buscaba entregar, dentro del plazo de una década, más de 3500 viviendas de interés social y a la vez desarrollar una zona de usos mixtos. Catorce años después, solo el 6% del proyecto se ha desarrollado y los recursos públicos comprometidos fueron agotados. Este artículo evalúa dicho proyecto a partir del análisis trialéctico de producción del espacio que sugieren Bourdieu y otros autores, adaptados a las realidades de la política de vivienda social en Colombia. Se definieron tres variables de análisis: normas, espacio y derechos. La integración de ellas permitió develar el habitus de los tomadores de decisiones en la planeación-gestión del proyecto. El análisis hermenéutico de las transformaciones producidas en el espacio-tiempo permite demostrar que la operación urbana se orienta a desmantelar los instrumentos democráticos de financiación de la vivienda social a través de un giro normativo que prioriza las medidas de excepción para eludir el reparto equitativo de cargas y beneficios. Se presenta una tensión entre las actuaciones urbanas integrales previstas en el ordenamiento territorial nacional y el proyecto urbano general rescatado de las prácticas del urbanismo decimonónico.

Abstract: In 2009 the San José macro-project was formulated in Manizales (Colombia) to renew 111 hectares of urban fabric in the central area of the city. In a decade it was intended to provide more than 3,500 social housing units and develop a mixed-use area. Fourteen years later, only 6% of the project has been developed and the public resources committed have been exhausted. This article evaluates this project based on the trialectic analysis of the production of space suggested by Bourdieu and other authors, adapted to the realities of social housing policy in Colombia. Three variables of analysis were defined: Norms, Space and Rights. The integration of these variables made it possible to unveil the habitus of the decision makers in the planning-management of the project. The hermeneutic analysis of the transformations produced in space-time makes it possible to demonstrate that the urban operation is oriented towards dismantling the democratic instruments of social housing financing through a normative turn that prioritizes the measures of exception to avoid the equitable distribution of burdens and benefits. There is a tension between the integral urban actions foreseen in the national territorial planning and the general urban project rescued from the practices of nineteenth-century urbanism.

Resumen La política de internacionalización de la provincia de Córdoba ha sido un eje clave en el proyecto político gubernamental de Unión por Córdoba y Hacemos por Córdoba. Fundamentalmente, se ha centrado en dos esferas de acción: por una parte, en cierto modelo de inserción en la economía mundial propiciado por un modo de relacionamiento entre el Estado cordobés, su aparato de poder gubernamental y los agentes económicos ligados al comercio exterior provincial; y por otro, su participación en procesos de integración subregionales nacionales y suramericanos. Este artículo analiza los procesos de formulación e implementación de esta política pública de internacionalización del Estado cordobés durante el período 2000-2020. Para ello, se toma como marco de referencia los aportes de la Teoría del Estado de Robert Jessop, el enfoque neoinstitucional de la Ciencia Política y la Economía Política Internacional.

Abstract The internationalization policy of the province of Córdoba has been a key axis in the government political project of Unión por Córdoba and Hacemos por Córdoba. Fundamentally, it has focused on two spheres of action: on the one hand, on a certain model of insertion in the world economy fostered by a way of relating between the Cordovan State, its governmental power apparatus and the economic agents linked to provincial foreign trade; and on the other, their participation in national and South American subregional integration processes. This article analyzes the processes of formulation and implementation of this public policy of internationalization of the Cordovan State during the period 2000-2020. For this, the contributions of Robert Jessop's Theory of the State, the neo-institutional approach of Political Science and International Political Economy are taken as a frame of reference.

Abstract Against the backdrop of the circulation of development ideas and practices in Africa in the post-Second World War period, the article focuses on the experimental establishment of Casas do Povo (Houses for the People) in Angola in the mid-1960s, an attempt to reconfigure a corporative institution of the metropole. This case reveals a power dispute between two higher public administration bodies created as part of the political response to the beginning of the anti-colonial struggle and different views about the means to achieve social promotion of Angolan populations. Such controversy, however, does not compromise convergence on the purpose of social development: national defence and integration.

Resumo Tendo como pano de fundo a circulação de ideias e de práticas de desenvolvimento em África, no período pós-Segunda Guerra Mundial, o artigo debruça-se sobre o estabelecimento experimental de Casas do Povo em Angola, em meados da década de 1960, uma tentativa de reconfiguração de uma instituição corporativa da metrópole. Este caso revela uma disputa de poder entre dois órgãos superiores da administração pública criados no âmbito da resposta política ao início da luta anticolonial, para além de diferentes visões sobre os meios para alcançar a promoção social das populações angolanas. Esta controvérsia, porém, não compromete a convergência sobre a finalidade do desenvolvimento social: a defesa e integração nacionais.

This article explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach's effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government's National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student's simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz's four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55).

BACKGROUND. Education about planetary health (PH) and sustainable healthcare (SH), or education for sustainable healthcare (ESH), enables health professionals to help protect public health and healthcare from climate change and environmental degradation. The Association for Medical Education in Europe Consensus (AMEE Consensus) Statement on Planetary Health and Education for Sustainable Healthcare has proposed a set of ESH learning objectives, activities and assessments for adaptation to different health professions education (HPE) contexts. The national audit phase of a mixed methods study in South Africa (SA) found that awareness of ESH and its curriculum development is emerging. The African Medical Education Directives for Specialists (AfriMEDS) is a competency framework for undergraduate medical students in SA that defines key competencies and enabling competencies related to seven roles of a health professional. OBJECTIVES. To recruit a national Delphi panel of health professions educators to assess the applicability of the AMEE Consensus learning objectives, activities and assessments to HPE in SA; to elicit panellists' perceptions of the main barriers and opportunities for ESH in faculties; and to compare learning objectives recommended by AMEE and the panel for key competencies and enabling competencies within the AfriMEDS framework. METHODS. Nine educators from three different disciplines and six national faculties of health sciences participated in two rounds of a Delphi process and in follow-up discussions. In round 1, they rated the AMEE Consensus learning objectives, activities and assessments, and proposed additional ones. In round 2, they rated the score-ranked AMEE lists, as well as relevant additions from round 1. All panellists participated in further discussions regarding applicability, and highlighted the potential barriers and opportunities for integrating ESH into their faculties. The lead author then matched the panel's learning objectives with enabling competencies related to all seven health professional roles described by AfriMEDS. RESULTS. All panellists recognised the importance of ESH in SA and the need for eco-ethical leadership by health professionals. All 13 AMEE Consensus learning objectives, as well as three additional objectives from the panel, were matched most frequently with AfriMEDS-enabling competencies related to the roles of leader and manager (n=9), communicator (n=8) and healthcare practitioner (n=7). Panellists highly ranked learning activities and assessments that are authentic, multiprofessional and require systems thinking. They perceived the lack of capable educators and curriculum overload to be the main barriers to integration of ESH, as well as the need for strong leaders, disciplinary champions and trained educators. CONCLUSIONS. Situating the selected learning objectives within the AfriMEDS competency framework provides a good basis for developing aligned learning activities and assessments of ESH. Strong leadership, capable educators and multidisciplinary collaboration are important enablers of integrating ESH into HPE in SA.

ABSTRACT In this article, we place the critical perspective of educational technology through two examples developed at the National University of Luján (UNLu) of the Argentine Republic: a case of research and one of teaching. The analytical integration of these two activities constitutes a kind of testimony of how university actions were developed in the atypical context of the pandemic, with its lights, shadows, and possible legacy.

RESUMEN En este artículo situamos la perspectiva crítica de la Tecnología Educativa a través de dos ejemplos desarrollados en la Universidad Nacional de Luján (UNLu) de la República Argentina: un caso de investigación y uno de docencia. La integración analítica de estas dos actividades constituye una suerte de testimonio de cómo se desarrollaron las acciones universitarias en el contexto atípico de la pandemia, con sus luces, sombras y posibles legados.

RESUMO Neste artigo situamos a perspectiva crítica da Tecnologia Educacional através de dois exemplos desenvolvidos na Universidade Nacional de Luján (UNLu) da República Argentina: um caso de pesquisa e um de docência. A integração analítica destas duas atividades constitui uma espécie de testemunho de como se desenvolveram as ações universitárias no contexto atípico da pandemia, com suas luzes, sombras e possíveis legados.

Abstract Background: Primary cutaneous CD4+ small/medium-sized pleomorphic T-Cell lymphoproliferative disorder (PC-SMTLD) has been considered as a controversial dermatological disease that has been included in cutaneous T-cell lymphoma group, presenting most commonly as a solitary nodule and/or plaque with a specific and characteristic head and neck predilection. Due to the considerable overlap between PC-SMTLD and pseudolymphoma (PL), the differential diagnosis is often challenging. Methylation of DNA at position 5 of cytosine, and the subsequent reduction in intracellular 5-hydroxymethylcytosine (5-hmC) levels, is a key epigenetic event in several cancers, including systemic lymphomas. However, it has rarely been studied in cutaneous lymphomas. Objectives: The authors aimed to explore the role of differential 5-hmC immunostaining as a useful marker to distinguish PC-SMTLD from PL. Methods: Retrospective case series study with immunohistochemical and immunofluorescence analysis of 5-hmC was performed in PL and PC-SMTLD. Results: Significant decrease of 5-hmC nuclear staining was observed in PC-SMTLD when compared with PL (p<0.0001). By semi-quantitative grade integration, there were statistical differences in the final 5-hmC scores in the two study groups. The IF co-staining of 5-hmC with CD4 revealed a decrease of 5-hmC in CD4+ lymphocytes of PC-SMTLD. Study limitations: The small clinical sample size of the study. Conclusions: The immunorreactivity of 5-hmC in CD4+ lymphocytes was highly suggestive of a benign process as PL. Furthermore, the decrease of 5-hmC nuclear staining in PC-SMTLD indicated its lymphoproliferative status and helped to make the differential diagnosis with PL. © 2023 Sociedade Brasileira de Dermatologia. Published by Elsevier España, S.L.U. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). Background CD small/mediumsized smallmediumsized small/medium sized medium TCell T Cell PCSMTLD PC SMTLD (PC-SMTLD Tcell cell group andor or predilection PL, , (PL) challenging cytosine 5hydroxymethylcytosine hydroxymethylcytosine 5hmC hmC (5-hmC levels cancers lymphomas However Objectives Methods PCSMTLD. SMTLD. Results p<0.0001. p00001 p p<0.0001 . 0 0001 (p<0.0001) semiquantitative semi quantitative integration groups costaining co limitations Conclusions Furthermore 202 Dermatologia España SLU S L U S.L.U https//creativecommons.org/licenses/by/4.0/. httpscreativecommonsorglicensesby40 httpscreativecommonsorglicensesby https //creativecommons.org/licenses/by/4.0/ creativecommons org licenses 4 (https://creativecommons.org/licenses/by/4.0/) mediumsized smallmedium (PL p0000 p<0.000 000 (p<0.0001 20 https//creativecommons.org/licenses/by/4.0/ httpscreativecommonsorglicensesby4 creativecommonsorglicensesby40 creativecommonsorglicensesby //creativecommons.org/licenses/by/4.0 (https://creativecommons.org/licenses/by/4.0/ p000 p<0.00 00 (p<0.000 2 https//creativecommons.org/licenses/by/4.0 creativecommonsorglicensesby4 //creativecommons.org/licenses/by/4. (https://creativecommons.org/licenses/by/4.0 p00 p<0.0 (p<0.00 https//creativecommons.org/licenses/by/4. //creativecommons.org/licenses/by/4 (https://creativecommons.org/licenses/by/4. p0 p<0. (p<0.0 https//creativecommons.org/licenses/by/4 //creativecommons.org/licenses/by/ (https://creativecommons.org/licenses/by/4 p<0 (p<0. https//creativecommons.org/licenses/by/ //creativecommons.org/licenses/by (https://creativecommons.org/licenses/by/ p< (p<0 https//creativecommons.org/licenses/by (https://creativecommons.org/licenses/by (p< (p