ABSTRACT: Based on the data of China’s overseas arable land investment in 47 countries along the “Belt and Road”, the Tobit model is used to analyze the effects of cultural distance and friendship cities on the production rates of contracted arable land in China’s overseas arable land investment. This study provided theoretical basis and empirical support for promoting China’s agricultural “going abroad” and improving the production rates of contracted arable land in China’s overseas arable land investment. The results show that differences in cultural distance, power distance and the degree of uncertainty avoidance have significant positive effects on the production rates of contracted arable land in China’s overseas arable land investment, and differences in individualism have a significant negative effect on the production rates. Friendship city has a positive but insignificant effect on the production rates, meanwhile, it also weaken the positive impact of cultural distance on production rates of contracted arable land in China’s overseas arable land investment. The proportion of joint ventures with host country, the economic level and institutional environment of the host country will all have an impact on the production rates. Finally, recommendations are proposed to promote the production rates of contracted arable land, such as focusing on the positive role of cultural distance, establishing friendship cities, and investing host countries with high potential precisely. ABSTRACT Chinas China s 4 Belt Road, Road , Road” going abroad meanwhile Finally precisely

RESUMO: Com base nos dados do investimento da China em terras aráveis no exterior em 47 países ao longo do “Cinturão e Rota”, o modelo Tobit é utilizado para analisar os efeitos da distância cultural e das cidades amigas nas taxas de produção de terras aráveis contratadas no investimento da China em terras aráveis no exterior. Os resultados mostram que as diferenças na distância cultural, na distância de poder e no grau de prevenção de incertezas têm efeitos positivos significativos sobre as taxas de produção de terras aráveis contratadas no investimento em terras aráveis no exterior da China, e as diferenças no individualismo têm um efeito negativo significativo sobre as taxas de produção. As cidades amigas têm um efeito positivo, mas insignificante, sobre as taxas de produção, enquanto estas podem enfraquecer o impacto positivo da distância cultural sobre as taxas de produção de terras aráveis contratadas no investimento em terras aráveis no exterior da China. A proporção de investimento cooperativo entre a China e o país anfitrião, o nível econômico e o ambiente institucional do país anfitrião terão um impacto sobre as taxas de produção. Por fim, são propostas recomendações para promover as taxas de produção das terras aráveis contratadas, tais como a concentração no papel positivo da distância cultural, a criação de cidades da amizade e o investimento em países de acolhimento com elevado potencial. RESUMO 4 Cinturão Rota, Rota , Rota” insignificante fim potencial

Abstract: The shape of cities has historically been the expression of complex processes of material and energy differentiation. Like any open and self-regulating system, it needs to evolve by exchanging flows of information and matter with its environment based on non-linear interactions made up of hierarchies and complementarities necessary for its adaptation. In order to establish causality with the phenomenon of socio-spatial fragmentation, structural inequality has been analyzed as a stratifying factor of spatialities in urban space. The dialectical hermeneutic method has allowed the modeling of concepts from information theory and thermodynamics to explain the interaction logic of the operating subsystems and their consequences in the hybrid structuring of urban space. The identification of cycles and morphogenetic causality in the production of spatialities forms a theoretical-conceptual contribution to the study of urban dynamics when spatial proximity coexists with social distance as a norm.

Resumen: La forma de las ciudades ha sido históricamente la expresión de complejos procesos de diferenciación material y energética. Como todo sistema abierto y autorregulador, necesita evolucionar intercambiando flujos de información y materia con su entorno a partir de interacciones no lineales conformadas por jerarquías y complementariedades necesarias para su adaptación. Con el fin de establecer una causalidad con el fenómeno de la fragmentación socio- espacial, se ha analizado la desigualdad estructural como factor estratificador de las espacialidades en el espacio urbano. El método hermenéutico dialéctico ha permitido modelar conceptos de la teoría de la información y la termodinámica para explicar las lógicas de interacción de los (sub)sistemas operantes y sus consecuencias en la estructuración híbrida del espacio urbano. La identificación de ciclos y patrones morfogenéticos repetidos de manera sistémica en la producción de espacialidades conforma un aporte teórico- conceptual para el estudio de las dinámicas urbanas cuando conviven como una norma, la proximidad espacial con la distancia social.

Abstract In social foraging situations some organisms tend to search their own resources (producer), while others tend to steal and/or join previously discovered food sources (scrounger). Information gain is a factor that allows for efficient identification of sources of food and other organisms. The aim of the study was to evaluate the effect of information gain on the proportion of producer responses using the experimental Guaymas Foraging Task. The task involved searching for and harvesting food in a virtual habitat (videogame), where participants could control a virtual character's movement. Four conditions were manipulated, varying the camera angle and distance. The results show that the producer index was higher in conditions where the camera distance was far. This finding implies that an increase in the overview of the search areas allows the participant to adjust more quickly to contingencies, increasing the proportion of producer responses. On the other hand, the rate maximization model is capable of predicting changes independently of the information gain. However, integrating individual factors into the model could enhance its quantitative predictions.

Resumen Durante la búsqueda de recursos (forrajeo), algunos organismos tienden a buscar sus propios recursos (producir), mientras que otros tienden a robar y/o acoplarse a las fuentes de alimento previamente descubiertas (parasitar). La ganancia de información es un factor que permite identificar eficientemente las fuentes de alimento y otros organismos. El objetivo del trabajo fue evaluar el efecto de la ganancia de información en la proporción de respuestas productoras mediante la tarea experimental Guaymas Foraging Task. La tarea consistió en la búsqueda y cosecha de alimento en un hábitat virtual (videojuego), donde las participantes podían desplazar un personaje virtual. Se manipularon cuatro condiciones que variaron en el ángulo y distancia de la cámara. Los resultados muestran que el índice productor fue mayor en las condiciones donde la distancia de la cámara era lejana. Este hallazgo implica que el aumento en el panorama de las zonas de búsqueda permite a quien participa ajustarse más rápido a las contingencias, incrementando la proporción de respuestas productoras. Por otra parte, el modelo de maximización de la tasa es capaz de predecir los cambios independientemente de la ganancia de la información. Sin embargo, la integración de factores individuales al modelo podría mejorar sus predicciones cuantitativas.

Abstract The article aims to contribute to the mapping of disputes around the regulation of remote work in contemporary Brazil, in a context in which the social distance caused by the Covid-19 pandemic gave rise to the adoption of this type of work to gain greater importance. We seek to understand what labor claims emerged as a result of the adoption of remote work, the changes promoted within the scope of Labor Law due to social distancing measures during the pandemic and, in particular, how new arrangements were implemented in collective bargaining regarding work remote in the states of Rio de Janeiro and São Paulo. What normativity results from the heteronomous and autonomous rules adopted in the exceptional pandemic period? The research findings and the problematization of the rules arising from provisional measures and collective bargaining on remote work highlight the limits and trends of the regulation that emerges in the context of a health calamity. Brazil Covid19 Covid 19 Covid-1 importance particular Paulo period calamity Covid1 1 Covid-

Resumo O artigo tem por objetivo contribuir para o mapeamento das disputas em torno da regulação do trabalho remoto no Brasil contemporâneo, num contexto em que o distanciamento social provocado pela pandemia de Covid-19 deu ensejo a que a adoção desse tipo de trabalho ganhasse maior vulto. Buscamos compreender que demandas laborais surgiram em decorrência da adoção do trabalho remoto, as mudanças promovidas no âmbito do Direito do Trabalho em virtude das medidas de distanciamento social durante a pandemia e, em especial, como novos arranjos foram implementados nas negociações coletivas a respeito do trabalho remoto nos estados do Rio de Janeiro e de São Paulo. Que normatividade resulta das regras heterônomas e autônomas adotadas no período excepcional pandêmico? Os achados da pesquisa e a problematização das regras provenientes de medidas provisórias e de negociações coletivas sobre trabalho remoto evidenciam os limites e as tendências da normatização que emerge em contexto de calamidade sanitária. contemporâneo Covid19 Covid 19 Covid-1 vulto especial Paulo pandêmico sanitária Covid1 1 Covid-

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract Qualitative research has traditionally relied on specific methodologies for data collection, with interviews being the predominant and preferred approach. Vast quantities of information have been published regarding traditional mechanisms for collecting qualitative data, but few studies have addressed more unconventional mechanisms such as body mapping. This is a distinctive technique commonly used in health sciences. It offers a versatile alternative that encourages participant creativity, reflexivity, and protagonism. It was adapted for use in an educational study with the aim of eliciting participants' constructivist experiences and emotions related to a particular social phenomenon. It was used as part of a descriptive case study which employed two other triangulation techniques, namely semi-structured virtual interviews, and document collection. After the researchers’ reflective processes, it was concluded that body mapping represented an ideal means to facilitate the data collection process. The primary objective of the study, grounded in qualitative research, was to explore the perceptions of five primary English teachers in the Sarapiquí Regional Directorate of Education in Costa Rica regarding the return to in-person education amid the COVID-19 public health crisis. For the body mapping technique, three participants engaged in a face-to-face session, structured into seven phases: map outlining, reflections on distance education, reflections on combined education, reflections on in-person education, finalization of body maps, testimony giving, and concluding reflections on the technique. Although the focus was on in-person education (2022), the distance and combined modalities (2020-2021) were used to activate participants’ prior knowledge and to provide context for the study. This paper demonstrates the procedure followed in applying the body mapping technique for qualitative data collection in a study on the perspective and experiences of teachers, and highlights the valuable insights gained through its use.

Abstract Introduction: The COVID-19 pandemic has posed challenges to entities responsible for qualifying healthcare professionals worldwide, needing adaptation to offer distance learning courses in the face of implications such as social distancing. However, despite these courses, there are still gaps in understanding their effects. Objective: To analyse the feeling of professional managers on the effects of a distance learning course, implemented for the development of public health competencies during the COVID-19 pandemic. Methodology: Qualitative research based on data collected from the virtual course environment, which included responses to a question posed to manager-professionals one month after completion: "Which tasks do you routinely perform that have undergone any modification due to your participation in the course?" Data analysis used Descending Hierarchical Classification with the aid of the IRAMUTEQ® software, focusing on Simple Segments of Text (SST). SSTs were classified based on their respective vocabularies of higher frequency and words with significant association (p<0.001). Finally, the software produced a dendrogram illustrating the hierarchical class scheme. Results: 256 responses were processed with a utilization rate of 76.3% of SSTs, resulting in a dendrogram with four classes, revealing modifications in (1) Execution of daily work tasks; (2) Expansion of knowledge about work in the Unified Health System; (3) Coordination between areas for the development of actions in Public Health; (4) Support and guidance for health surveillance actions in collaboration with municipalities. Final Considerations: The use of IRAMUTEQ® software eased the processing and analysis of a large amount of qualitative data, yielding findings that showed significant changes in the professional practice of managers and, so, a positive impact on the development of public health competencies even during a pandemic.

Resumo Introdução: a pandemia COVID-19 trouxe desafios às instâncias responsáveis pela qualificação dos profissionais de saúde no mundo todo, que necessitaram se adaptar para oferta de cursos na modalidade à distância, frente às implicações impostas, como o distanciamento social. Entretanto, a despeito desses cursos, ainda persistem lacunas na produção de conhecimentos dos seus efeitos. Objetivo: analisar a percepção de profissionais-gestores sobre os efeitos de um curso na modalidade à distância, implementado para desenvolvimento de competências em saúde pública em tempos de pandemia COVID-19. Metodologia: pesquisa qualitativa realizada a partir de dados coletados do ambiente virtual do curso que, dentre outras informações, possuía respostas de uma pergunta realizada para os profissionais-gestores um mês após a sua conclusão: quais tarefas você executa habitualmente que sofreram algum tipo de modificação em consequência de sua participação no curso? A análise dos dados ocorreu por Classificação Hierárquica Descendente com auxílio do software IRAMUTEQ®, a partir de segmentos simples de texto (SST). Os SST foram classificados em função dos respectivos vocabulários de maior frequência e das palavras com associação significativa (p<0,001). Por fim, o software produziu um dendrograma com a ilustração do esquema hierárquico de classes. . Resultados: foram processadas 256 respostas com aproveitamento de 76,3% dos SST, que resultaram em um dendrograma de quatro classes, sendo possível constatar modificações na/o: (1) Execução de tarefas do cotidiano laboral; (2) Ampliação do conhecimento acerca do trabalho no Sistema Único de Saúde; (3) Articulação entre áreas para desenvolvimento das ações em Saúde Pública; (4) Apoio e orientações de ações de vigilância em saúde junto aos municípios. Considerações Finais: o uso do software IRAMUTEQ® facilitou o processamento e a análise de grande número de dados qualitativos. Destarte, foram obtidos achados que apontaram mudanças significativas na prática profissional dos gestores e, consequentemente, efeito positivo no desenvolvimento de competências.

ABSTRACT The COVID-19 pandemic drove the transition to online learning globally. This study evaluated the marketing strategies of IST CENESTUR using a mixed methodological approach that integrated qualitative and quantitative perspectives. A significant correlation was found between information sources and influence on the choice of educational services, highlighting the impact of strategies such as digital marketing and customer testimonials. Although most perceived value for money positively, varied opinions were identified, urging to adjust strategies and improve quality. Flexibility of schedules was crucial for customers, followed by the quality of educational material. In addition, there was a high positive perception of the impact of the services on personal and professional development, with a high recommendation rate. However, the importance of addressing financial concerns to improve accessibility and overall satisfaction was stressed.

RESUMEN La pandemia de COVID-19 impulsó la transición hacia la enseñanza en línea a nivel global. Este estudio evaluó las estrategias de marketing del IST CENESTUR se empleó un enfoque metodológico mixto que integró perspectivas cualitativas como cuantitativas. Se encontró una correlación significativa entre las fuentes de información y la influencia en la elección de servicios educativos, resaltando el impacto de estrategias como el marketing digital y los testimonios de clientes. Aunque la mayoría percibió positivamente la relación calidad-precio, se identificaron opiniones variadas, instando a ajustar estrategias y mejorar la calidad. La flexibilidad de horarios fue crucial para los clientes, seguida de la calidad del material educativo. Además, se observó una alta percepción positiva del impacto de los servicios en el desarrollo personal y profesional, con una elevada tasa de recomendación. No obstante, se subrayó la importancia de abordar las preocupaciones financieras para mejorar la accesibilidad y la satisfacción general.

Resumen El objetivo fue determinar si la presencia de cuernos en carneros define si son de jerarquía alta o baja. Se evaluaron 20 carneros Dorper para determinar su rango social (SR), alto (HSR) o bajo (LSR) en condiciones de manejo intensivo. Al momento de la clasificación del SR, se registraron la presencia (HP) o ausencia (HA) de cuernos y distancia entre los mismos, la altura a la cruz, largo del cuerpo, perímetro torácico, circunferencia escrotal, olor, peso corporal y condición corporal. Posteriormente, se realizó la evaluación seminal, registrando el volumen del eyaculado, la concentración espermática y la motilidad masal. No se presentaron diferencias (p > 0.05) para las variables morfométricas entre los grupos. Sin embargo, la HP así como la calidad seminal, fueron mayores (p < 0.05) en los machos HSR. La presencia de cuernos en los carneros determinó su rango social y los machos dominantes mostraron una mejor calidad seminal que los machos subordinados.

Abstract The aim was to determine if the presence of horns on rams defines whether they are high-ranking or low-ranking. Dorper rams (n = 20) were evaluated to determine their social rank (SR), either high (HSR) or low (LSR), under intensive management conditions. Upon SR classification, the morphometric variables horns presence (HP) or absence (HA) and distance between them, the height at the withers, body length, thoracic perimeter, and scrotal circumference, male odor, body weight, and body condition score were registered. Afterward, semen evaluations were performed, recording the ejaculated volume, sperm concentration, and mass motility. There were no differences (p > 0.05) for the morphometric variables between the groups. However, HP as well as semen quality were higher (p < 0.05) in HSR males. The presence of horns in the rams determined their social rank and the dominant males showed better semen quality than the subordinate males.

Abstract This document focuses on urban dispersion and accessibility in the Metropolitan Zone of the Valley of Mexico and its influence on the university student population. This is achieved through the analysis of three groups of data: mobility surveys of the student community, school performance monitoring data provided by the University, and data from Instituto Nacional de Estadística y Geografía (INEGI) on the location of main transportation in the city. The research provides results on the geographical dispersion of students, their dependence on the public transportation system, and how this situation is related to accessibility and academic performance, particularly in the case of students with greater lag. Finally, the importance of implementing these studies in businesses and schools that will contribute to the development of transportation and urban planning policies that reduce social disparities and improve mobility in the urban environment is highlighted.

Resumen Este documento aborda la relación entre dispersión urbana y accesibilidad en la zona metropolitana del Valle de México, junto a su influencia en la población estudiantil universitaria. Esto se logra a partir del análisis de tres grupos de datos: encuestas de movilidad a la comunidad estudiantil; datos de seguimiento del desempeño escolar aportados por la Universidad Autónoma Metropolitana; y datos del Instituto Nacional de Estadística y Geografía (INEGI) sobre la ubicación de los principales transportes de la ciudad. La investigación aporta resultados sobre la dispersión geográfica de los estudiantes, su dependencia al sistema de transporte público y sobre cómo esta situación se relaciona con la accesibilidad y el rendimiento académico, particularmente en el caso de los estudiantes con más rezago. Finalmente, se subraya la importancia de implementar estos estudios en empresas y escuelas que trabajen en la elaboración de políticas de transporte y planificación urbana para reducir las disparidades sociales y mejorar la movilidad en el entorno urbano.

Abstract The COVID 19 pandemic generated consequences for children, reflecting the social and psychological impact worldwide due to changes such as the absence of face-to-face classes and the transfer of education to homes. This not only represented a challenge for children, but also for families and educational institutions, who are in charge of the development of children's emotional regulation. This qualitative research based on grounded theory, aims to analyze the role of protective and risk factors related to the development of emotional regulation in children aged 4 and 5 years that were present during the context of remote education due to the COVID-19 pandemic. in 2020. For this, 5 interviews were conducted virtually with staff from an educational institution, as well as with 2 mothers of students who were in preschool in 2020, and a focus group with 5 mothers. In addition, an in-person activity was carried out with two groups of children, lasting approximately 40 minutes with each group, who were taught the story of the “Color Monster” to talk and identify emotions, as well as a space to paint and develop a dialogue, which allowed us to know their perspective of the pandemic, and the labeling of emotions they have. Protective and risk factors were also identified, such as listening to and discussing emotions, communication between family and school, support in the educational process, among others. It is concluded that, similar to international studies, this situation caused changes in daily routines, eating, sleeping, socialization with peers, and childhood emotions. For families it meant assuming a new role as educators for which they were not prepared. Both teachers and families highlighted the overload experienced. Protective and risk factors were identified such as listening to and discussing emotions, communication between family and school, support in the educational process, among others.

Resumen La pandemia por COVID 19 generó consecuencias en la niñez. La afectación a nivel social y psicológico se reflejó mundialmente debido a cambios como la ausencia de clases presenciales y el traslado de la educación a los hogares. Esto no solo significó un reto para la niñez, sino también para las familias y para las instituciones educativas a cargo del desarrollo de la regulación emocional de esta. Esta investigación, de corte cualitativo y abordada según la teoría fundamentada, analiza el papel de los factores protectores y riesgosos relacionados con el desarrollo de la regulación emocional en niñez de 4 y 5 años, que estuvo presente durante el contexto de la educación remota por motivo de la pandemia por COVID-19 en el año 2020. Para esto se realizaron 5 entrevistas virtuales con personal de una institución educativa, con 2 madres de estudiantes que estuvieron en preescolar en el año 2020, y con un grupo focal de 5 madres. Además, se realizó una actividad presencial de aproximadamente 40 minutos con dos grupos de estudiantes, a quienes se les enseñó el cuento “Monstruo de colores” para conversar e identificar emociones. Asimismo, se abrió un espacio para pintar y desarrollar un diálogo con el fin de conocer la perspectiva de la pandemia y el etiquetamiento de emociones que poseían. Se concluyó que, de manera similar a estudios internacionales, esta situación desencadenó cambios en rutinas cotidianas, alimentación, sueño, socialización con pares y cambios en las emociones de la niñez. A su vez, para las familias, supuso asumir un nuevo rol como personas educadoras para el cual no estaban preparadas. Se identificaron factores protectores y riesgosos como la escucha y el diálogo de las emociones, la comunicación entre familia y escuela, el apoyo en el proceso educativo, entre otros.

Abstract The work seeks to evaluate the geographical accessibility to family doctors by older adults in Argentina affiliated with the National Institute of Social Services for Retirees and Pensioners (INSSJyP) in an intermediate city. Geographical accessibility measures between affiliates and physicians, and coverage areas were calculated. Affiliates are, on average, 1,000 meters from the nearest GP and there are areas where members are far from the offer. Likewise, the average distance to the nearest doctor is greater for affiliates who live in census radio of lower socio-economic level.

Resumen El trabajo busca evaluar la accesibilidad geográfica a los médicos de cabecera por parte de las personas mayores en la Argentina afiliados al Instituto Nacional de Servicios Sociales para Jubilados y Pensionados (INSSJyP) en una ciudad intermedia de la Provincia de Buenos Aires (Bahía Blanca). Se calcularon medidas de accesibilidad geográfica entre afiliados y médicos, y, áreas de cobertura. Los afiliados se encuentran, en promedio, a 1000 metros del médico de cabecera más cercano y se evidencian áreas en las cuales los afiliados quedan muy alejados de la oferta. Asimismo, la distancia promedio al médico más próximo es mayor para los afiliados que viven en radios censales de menor nivel socioeconómico.

Abstract In March 1913, Armando de Almeida won the "Semana Desportiva" (Sports Week) marathon organised by the newspaper O Mundo. In May of the same year, he repeated the feat by winning the marathon at the National Olympic Games, then the most important athletics competition in the country. For these victories, he is considered the national marathon champion for 1913 by the Federação Portuguesa de Atletismo (Portuguese Athletics Federation). It is worth noting that the Federação Portuguesa de Atletismo only formally existed in 1921. Against the backdrop of significant political and social upheaval and within an elitist and largely unstructured ecosystem, Armando de Almeida stood out among the core group of athletes participating in these new forms of leisure and mass cultural demonstrations - long-distance pedestrian races. His active involvement in the running culture of the metropolis coincided with the emergence and growth of the Black movement (1911-1933) - which pioneered political activism against racism in Portugal. This text delves into the recovery of photographs and narratives from the early days of Portuguese athletics, aiming to biograph Armando de Almeida. Through an exercise of empathy and activism, it contributes to the debate, counteracting historical oversights and invisibilities. Additionally, it attempts to reconstruct the connections between the athlete's emancipatory endeavours and the organisation of political and social movements during the turbulent period of the First Republic. Set in the capital of a colonial empire with a notable presence of people of African descent, it explores this centuries-old historical phenomenon.

Resumo Em março de 1913, Armando de Almeida venceu a maratona da “Semana Desportiva” do jornal O Mundo. Em maio do mesmo ano repetiu a proeza ao vencer a maratona dos Jogos Olímpicos Nacionais, na altura, a mais importante competição de atletismo no país. Por essas vitórias, é considerado o campeão nacional da maratona para o ano de 1913 pela Federação Portuguesa de Atletismo. Recordemos que a Federação Portuguesa de Atletismo só existe formalmente desde 1921. É, conjuntamente, num contexto de grande perturbação político-social e num ecossistema elitista, programaticamente desestruturado, que Armando de Almeida se destaca do grupo matricial de atletas que tomavam parte nestas novas formas de lazer e demonstrações de cultura de massas - as corridas pedestres de longa distância. A sua presença ativa na cultura de corrida da metrópole é contemporânea com a origem e constituição do movimento negro (1911-1933) - pioneiro no combate político antirracista em Portugal. Neste texto, que tem como ponto de partida o resgate de fotografias e narrativas dos primórdios da história e da memória do atletismo português, procuramos biografar Armando de Almeida, num exercício simultâneo de empatia e militância como contributo para o debate, contrariando invisibilidades consequentes de negligências historiográficas. Tentamos, também, reconstituir a possibilidade de articulação entre os percursos emancipatórios do atleta com a organização de movimentos políticos e sociais no tumultuoso momento histórico da Primeira República, numa capital de império colonial, com expressiva presença de pessoas afrodescendentes, esse fenómeno histórico plurissecular.

Resumen: La pandemia del Covid-19 trajo una serie de implicaciones para la sociedad, afectando directamente a la educación en la medida en que se paralizaron las actividades presenciales como forma de contener la transmisión del nuevo coronavirus. En este sentido, para paliar los problemas derivados de la paralización de las clases, se adoptó lo que, a pesar de algunas variaciones terminológicas, se denomina convencionalmente Enseñanza Remota (ER), en contraposición a la Educación a Distancia (EaD). En este ensayo, nuestro objetivo es evaluar las aparentes distinciones, problematizándolas. Para ello, retomamos debates y discusiones recientes, presentando algunas antítesis a ciertas tesis sostenidas hasta entonces. Concluimos que los esfuerzos encaminados a separar diametralmente las dos realidades son, en muchos sentidos, erróneos, pues no logran delimitar lo que sólo puede ser aprehendido a través de la materialización en un contexto histórico-social. Defendemos, desde este punto de vista, que la ER, si se quiere conservar su dimensión de emergencia, no es más que una configuración posible de todo lo que llamamos EaD, ya que comprende fundamentalmente la separación en el espacio y/o en el tiempo entre los sujetos, así como el uso de tecnologías que posibiliten la mediación pedagógica.

Resumo: A pandemia de Covid-19 trouxe uma série de implicações para a sociedade, incidindo diretamente sobre a educação na medida em que foram paralisadas as atividades presenciais como forma de conter a transmissão do novo coronavírus. Nesse sentido, visando mitigar os problemas decorrentes da paralisação das aulas, adotou-se aquilo que, apesar de algumas variações terminológicas, se convencionou chamar de Ensino Remoto (ER), opondo-o à Educação a Distância (EaD). Neste ensaio, temos como objetivo avaliar as aparentes distinções, problematizando-as. Para tanto, retomamos debates e discussões recentes, apresentando algumas antíteses para certas teses até então sustentadas. Concluímos que os esforços voltados a separar diametralmente as duas realidades são, em muitos sentidos, equivocados, porquanto não dão conta de balizar aquilo que só pode ser apreendido por meio da materialização num contexto histórico-social. Defendemos, sob esse prisma, que o ER, se se quer preservar sua dimensão emergencial, nada mais é do que uma configuração possível para tudo aquilo que chamamos de EaD, pois compreende, fundamentalmente, a separação no espaço e/ou no tempo entre os sujeitos, bem como o uso de tecnologias que viabilizam a mediação pedagógica.

Abstract: The Covid-19 pandemic brought a series of implications for society, directly affecting education insofar as face-to-face activities were paralyzed as a way to contain the transmission of the new coronavirus. In this sense, in order to mitigate the problems arising from the stoppage of face-to-face classes, what, despite some terminological variations, is conventionally called Remote Teaching (RE) was adopted, opposing it to Distance Education (DE). In this essay, we aim to evaluate the apparent distinctions, problematizing them. To do so, we resume recent debates and discussions, presenting some antitheses to certain theses held until then. We conclude that the efforts aimed at diametrically separating the two realities are, in many senses, wrong, as they are not able to mark out what can only be apprehended through materialization in a historical-social context. We defend, from this point of view, that RE, if one wants to preserve its emergency dimension, is nothing more than a possible configuration for everything we call DE, since it fundamentally comprises the separation in space and/or time between the subjects, as well as the use of technologies that enable pedagogical mediation.

RESUMEN El artículo aborda la incidencia de la plataformización social en universidades públicas de Córdoba, Argentina, posterior al período de excepcionalidad pedagógica que tuvo lugar entre 2020 y 2022. Comprendemos que la pandemia de COVID-19 precipitó una serie de tendencias preexistentes y puso en escena la necesidad de diseñar modalidades de enseñanza-aprendizaje que desafían las divisiones clásicas entre la educación presencial y a distancia. En tal sentido, se reconstruye el proceso desarrollado en las últimas décadas y se hace foco en los avances de la plataformización y los procesos de transformación de las prácticas socioeducativas. Para ilustrar dicho proceso se analizan algunas políticas llevadas adelante en instituciones del nivel superior de la provincia de Córdoba y la sistematización de experiencias docentes y en el área de gestión educativa.

ABSTRACT The article addresses the incidence of social platformization in public universities in Córdoba, Argentina, after the period of pedagogical exceptionality that took place between 2020 and 2022. We understand that the COVID-19 pandemic precipitated a series of pre-existing trends and brought to light the need to design teaching-learning modalities that challenge the classic divisions between face-to-face and distance education. In this sense, the process developed in recent decades is reconstructed and the focus is placed on the advances of platformization and the processes of transformation of socio-educational practices. To illustrate this process, some policies carried out in higher level institutions in the province of Córdoba and the systematization of teaching experiences and in the area of educational management are analyzed.

RESUMO O artigo aborda a incidência da plataformização social nas universidades públicas de Córdoba, Argentina, após o período de excepcionalidade pedagógica ocorrido entre 2020 e 2022. Entendemos que a pandemia da COVID-19 precipitou uma série de tendências pré-existentes e trouxe à luz a necessidade de desenhar modalidades de ensino-aprendizagem que desafiem as divisões clássicas entre educação presencial e a distância. Nesse sentido, reconstrói-se o processo desenvolvido nas últimas décadas e o foco é colocado nos avanços da plataformização e nos processos de transformação das práticas socioeducativas. Para ilustrar este processo, são analisadas algumas políticas realizadas em instituições de nível superior na província de Córdoba e a sistematização de experiências docentes e na área de gestão educacional.