SUMMARY OBJECTIVE: The objective of this study was to analyze the genetic alterations of tumors within the scope of the homologous recombination deficiency gene panel in patients diagnosed with synchronous endometrial ovarian cancer who have been followed for over 5 years using next-generation sequencing. METHODS: DNA was isolated from the patient’s formalin-fixed, paraffin-embedded tissue blocks. Next-generation sequencing was performed using the Illumina capture-based sequencing method. Samples were sequenced using the Sophia HR Solution DNA Kit. RESULTS: Seven patients were included in this study. The ratios of likely pathogenic (LP)/pathogenic (P) somatic mutations in ATM (serine/threonine kinase or Ataxia-telangiectasia mutated gene), BRCA2 (breast cancer type 2 susceptibility gene), BARD1 (BRCA1 associated RING domain 1), TP53 (tumor protein p53), BIRP1 (BRCA1-interacting helicase 1 gene), PALB2 (partner and localizer of BRCA2), and CHECK2 were 21 (48.8%), 8 (18.6%), 5 (11.6%), 3 (6.9%), 2 (4.6%), 2 (4.6%), and 2 (4.6%), respectively, in endometrium, and the ratios of somatic mutations in ATM, BRCA2, TP53, BARD1, RAD54L (DNA repair/recombination protein like), BIRP1, and RAD51D (RAD51 recombinase paralog D) were 24 (60%), 6 (15%), 5 (12.5%), 2 (5%), 2 (5%), 1 (2.5%), and 1 (2.5%), respectively, in ovary. In endometrioid-synchronous endometrial ovarian cancer cases, P/LP mutations were observed in ATM and CHECK2 genes in endometrium and ATM, BRCA2, and TP53 genes in ovary. In two non-endometrioid-synchronous endometrial ovarian cancer cases, CHEK2 (checkpoint kinase 2) mutations were observed in endometrium and ATM and TP53 mutations in ovary, whereas in one case, P/LP mutations in ATM and TP53 genes were common in both tissues. CONCLUSION: Pathogenic variations confirming the diagnosis of synchronous endometrial ovarian cancer with genetic alterations were identified in all but one case. ATM gene mutation emerged as the most common alteration and has a potential association with a favorable prognosis. OBJECTIVE nextgeneration next generation METHODS patient s formalinfixed, formalinfixed formalin fixed, fixed formalin-fixed paraffinembedded paraffin embedded blocks Nextgeneration Next capturebased capture based method Kit RESULTS LP/pathogenic LPpathogenic LP /pathogenic P (P serine/threonine serinethreonine serine threonine Ataxiatelangiectasia Ataxia telangiectasia gene, , gene) BRCA breast BARD BRCA1 (BRCA 1, 1) TP TP5 tumor p53, p53 p p53) BIRP BRCA1interacting BRCAinteracting interacting PALB partner BRCA2) CHECK 48.8%, 488 48.8% 48 (48.8%) 18.6%, 186 18.6% 18 (18.6%) 11.6%, 116 11.6% 11 (11.6%) 6.9%, 69 6.9% 9 (6.9%) 4.6%, 46 4.6% 4 (4.6%) respectively RADL RAD L repairrecombination repair like, like like) RADD D RAD51 (RAD5 60%, 60 60% (60%) 15%, 15 15% (15%) 12.5%, 125 12.5% 12 (12.5%) 5%, 5% (5%) 2.5%, 25 2.5% (2.5%) ovary endometrioidsynchronous endometrioid cases PLP nonendometrioidsynchronous non CHEK checkpoint case tissues CONCLUSION prognosis p5 48.8 (48.8% 18.6 (18.6% 11.6 (11.6% 6.9 (6.9% 4.6 (4.6% RAD5 (RAD (60% (15% 12.5 (12.5% (5% 2.5 (2.5% 48. (48.8 18. (18.6 11. (11.6 6. (6.9 4. (4.6 (60 (15 12. (12.5 (5 2. (2.5 (48. (18. (11. (6. (4. (6 (1 (12. ( (2. (48 (18 (11 (4 (12 (2

ABSTRACT Cercospora leaf spot (CLS) disease and bruchids are the common disease and insect pest causing yield loss in mung bean (Vigna radiata (L.) R. Wilczek). ‘KUML4’ is an improved mung bean cultivar grown in Thailand having high yield, early and highly synchronous maturity, large seed size, but susceptible to CLS disease and bruchids. This study was conducted to improve ‘KUML4’ through introgression of VrTAF5 for CLS resistance and VrPGIP2 for bruchid (Callosobruchus maculatus) resistance from landrace mung bean accessions ‘V4718’ and ‘V2808’, respectively, by marker-assisted backcrossing (MABC). In the MABC, foreground selections were performed using VrTAF5- and VrPGIP2-specific markers. The BC3F3 pyramided lines with KUML4 background carrying both VrTAF5 and VrPGIP2 genes were developed and evaluated for agronomic and yield-related traits, CLS resistance, and bruchid resistance. Three BC3F3 lines, KUML4-2020-21, KUML4-2020-23, and KUML4-2020-60, exhibiting superior agronomic and yield-related traits, CLS resistance, and bruchid resistance than ‘KUML4’ were successfully obtained via MABC. Under the CLS outbreak, these lines showed 248.5%-331.7% higher seed yield than ‘KUML4’. The lines expressed nearly perfect resistance to bruchid (< 5% seeds damaged). These lines can be developed into new resistant mung bean cultivars in the future.

RESUMEN La superación del promotor del programa comunitario educa a tu hijo (PETH), es un proceso que trasciende la formación continua de los profesionales de la primera infancia por su encargo social. Guarda una estrecha relación con los cambios por los que ha transitado la sociedad en su decursar y respondiendo de manera directa a la gestión medioambiental en el contexto rural. Es en tal sentido que en la presente investigación se frecen algunos resultados de la investigación realizada para estudios de formación doctoral que permiten identificar las diferentes etapas y características que distinguen el desarrollo histórico del proceso de superación en educación ambiental del promotor (PETH) para su gestión medioambiental en el contexto rural. Para un correcto estudio del proceso se utilizaron los métodos teóricos como el análisis - síntesis, la inducción - deducción, el histórico - lógico permitió realizar un análisis cronológico sincrónico y dialéctico de la evolución del proceso de manera global y especificar su impacto en la superación de los promotores en Cuba y en particular en el municipio San Luis. Los resultados revelaron que el proceso ha transitado por diferentes etapas, de cuyo estudio resultan sus características fundamentales con especial interés en la primera infancia.

ABSTRACT The overcoming of the promoter of the community program educates your son (PETH), it is a process that the continuous formation of the professionals of the first childhood transcends for its social responsibility. He keeps a narrow relationship with the changes for those that it has trafficked the society and responding from a direct way to the environmental administration in the rural context. It is in such a sense that in the present investigation you frecen some results of the investigation carried out for studies of doctoral formation that allow to identify the different stages and characteristic that distinguish the historical development of the overcoming process in the promoter's environmental education (PETH) for their environmental administration in the rural context. For a correct study of the process the theoretical methods were used as the analysis - synthesis, the induction - deduction, the historical one - logical he/she allowed to carry out a synchronous and dialectical chronological analysis of the evolution of the process in a global way and to specify their impact in the overcoming of the promoters in Cuba and in particular in the municipality San Luis. The results revealed that the process has trafficked for different stages of whose study is their fundamental characteristics with special interest in the first childhood.

RESUMEN El fallo en una máquina eléctrica constituye un proceso inevitable debido a las solicitaciones térmicas, mecánicas, eléctricas y ambientales a las cuales se ven expuestas a lo largo de su vida útil, sin embargo, con una adecuada estrategia de mantenimiento, es posible evitar fallas imprevistas y lograr que la máquina alcance su vida útil. Antes de someter al activo a cualquier régimen de pruebas, es preciso evaluar su historial de operación, debido a que el indicio de cambio inusual en su condición, podría acusar una falla incipiente. Los fallos de mayor ocurrencia en los generadores sincrónicos de polos salientes son los de excentricidad, al estar directamente ligados a síntomas de daños en los cojinetes. La introducción de la componente fundamental de la corriente por el neutro del generador como variable de estado de diagnóstico de la excentricidad, constituye un aporte que optimiza el proceso de gestión del mantenimiento por su fácil manejo y su alto contenido de información.

ABSTRACT The failure of an electrical machine is an unavoidable process due to the thermal, mechanical, electrical and environmental stresses to which it is exposed throughout its useful life, however, with a proper maintenance strategy, it is possible to avoid unforeseen failures and ensure that the machine reaches its useful life. Before subjecting the asset to any testing regime, it is necessary to evaluate its operating history, because the indication of an unusual change in its condition could indicate an incipient failure. The most common failures in salient poles synchronous generators are eccentricity failures, as they are directly linked to symptoms of bearing damage. The introduction of the fundamental component of the current through the neutral of the generator as a state variable for the diagnosis of eccentricity is a contribution that optimizes the maintenance management process due to its easy handling and high content of information.

RESUMEN: La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.

SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.

The provision of political goods and governance in marginalised local communities, located in Cape Town, South Africa, during the national lockdown periods (due to the COVID-19 pandemic) is described. The focus is on an African city, drawing attention to the growing importance of urban governance on the continent. Rapid urbanisation and emergency periods (such as the pandemic) are adding to the complexity of the urban space. This study found that communities in the city relied mostly on themselves for the provision of goods, and that the provision of security remains a critical political good, informing governance. However, the findings confront literature on a hierarchy of political goods, in which security is at the apex. In the given context, the sequence of the provision of goods changes to a non-hierarchical process. The fulfilment of other political goods will facilitate improved provision of security. Good governance needs to be informed by an integrated approach to, and the synchronous fulfilment of, political goods. SIGNIFICANCE: • During times of emergencies, already marginalised urban communities experience greater political neglect and are left to protect themselves and to provide for each other. • These communities experience desertion across the spectrum of political goods. • Resilience in such communities needs to be improved through good governing principles. • Although optimal local level governance relies heavily on the provision of security, the importance of the provision of education, employment, political freedom, housing, and health services (to mention a few) requires renewed attention.

Abstract In present paper a comparison between three methodological approaches for the implementation of the Roebel transposition method for the design of the stator bars of the winding in great synchronous machines is presented. The revised methodologies are obtained from three different authors: Juan Corrales Martin, Karl Vogt, Aleksandr Abramov, J. Pyrhönen, T. Jokinen, and V. Hrabovcová. The methodologies were applied to the study case of a synchronous generator of 125MW located in the Salvajina Hydroelectric Plant and identified as Unit number 1, based on the information compiled from the description of the salient pole synchronous generator and the general study of its operation, specifically of the armature winding with methodology, to establish a methodology that allows sizing a Roebel-type bar that will serve for the development of future research as a guide for the study of other generators.

Resumen En el presente documento se realiza un compendio metódico y general, principalmente, de las metodologías de cálculo de Juan Corrales Martin, Karl Vogt, Aleksandr Abramov, J. Pyrhönen, T. Jokinen, y V. Hrabovcová aplicadas al caso de estudio, el generador de la unidad de N° 1 de la central hidroeléctrica, CHE, de Salvajina, a partir de la información recopilada de la descripción del generador síncrono de polos salientes y el estudio general de su funcionamiento, específicamente del devanado del inducido con la metodología de, para establecer una metodología que permita dimensionar una barra tipo Roebel, y que servirá para el desarrollo de próximas investigaciones como aplicativo guía, para el estudio de otros generadores.

Durante la pandemia de COVID-19, las instituciones de educación superior tuvieron que adoptar un formato de aprendizaje diferente al de las clases presenciales. Una de las alternativas fue la llamada Enseñanza Remota de Emergencia (ERL), que transformó la enseñanza presencial tradicional en instrucción remota sincrónica. Este estudio tiene como objetivo obtener información sobre las mejores prácticas de aprendizaje en línea a partir de una encuesta en la que estudiantes de una universidad brasileña respondieron periódicamente a una pregunta abierta sobre su experiencia con ERL durante un período determinado. Los datos se recopilaron en diferentes momentos durante el primer año de la pandemia y abarcaron más de 19.000 respuestas. Las respuestas de los estudiantes a la pregunta abierta se analizaron utilizando el marco de las Comunidades Académicas de Compromiso (ACE). El análisis de las percepciones sobre el período de ERL permitió reflexionar sobre aspectos relevantes del compromiso emocional, cognitivo y conductual de los estudiantes, con posibles aplicaciones en contextos de enseñanza en línea sincrónicos o asincrónicos. Los estudiantes asociaron el aprendizaje remoto con modalidades en línea, expresando agotamiento y dificultades para manejar los estudios, el trabajo y la familia. Los comentarios negativos sobre la tecnología, la metodología y los instructores afectaron las dimensiones cognitivas, emocionales y conductuales. Los datos subrayan que las actividades sincrónicas en línea requieren tecnología accesible, estrategias específicas y métodos que fomenten la colaboración para generar compromiso. Este artículo proporciona contribución significativa sobre la implementación de la enseñanza remota dirigida al aprendizaje y la satisfacción de los estudiantes.

During the COVID-19 pandemic, higher education institutions needed to adopt a different learning format from in-person classes. One of the alternatives was the so-called Emergency Remote Learning (ERL), transforming traditional in-person teaching into synchronous remote instruction. This study aims to gain insights into online learning best practices based on a Brazilian university survey in which students periodically responded to an open-ended question about their experience with ERL over a determined period. Data was collected at different times during the first year of the pandemic and encompassed more than 19,000 responses. Students' responses to the open-ended question were analyzed using the Academic Communities of Engagement (ACE) framework. Analyzing student perceptions of the ERL period allowed for reflection on relevant aspects of students' emotional, cognitive, and behavioral engagement, with potential applications in synchronous or asynchronous online teaching contexts. Students associated remote learning with online modalities, expressing exhaustion and difficulties managing studies, work, and family. Negative comments regarding technology, methodology, and instructors affected cognitive, emotional, and behavioral dimensions. The data underscores that online synchronous activities necessitate accessible technology, specific strategies, and methods that foster collaboration to build engagement. This article gives insights for implementing remote teaching experiences aimed at student learning and satisfaction.

Durante a pandemia de COVID-19, as instituições de ensino superior precisaram adotar um formato de aprendizado diferente das aulas presenciais. Uma das alternativas foi o chamado Ensino Remoto Emergencial (ERL), transformando o ensino presencial tradicional em ensino remoto síncrono. Este estudo tem como objetivo obter informações sobre as melhores práticas de aprendizagem online com base nas respostas de estudantes de uma universidade brasileira a uma pergunta aberta, aplicada periodicamente em uma pesquisa online, sobre sua experiência com o ERL durante o primeiro ano da pandemia. Os dados foram coletados em diferentes momentos do ano, tendo sido coletadas mais de 19.000 respostas. As respostas à pergunta aberta foram analisadas usando a estrutura das Comunidades Acadêmicas de Engajamento (ACE). A análise das percepções dos estudantes sobre o período de ERL permitiu realizar uma reflexão sobre aspectos relevantes do envolvimento emocional, cognitivo e comportamental dos alunos, com potenciais aplicações em contextos de ensino online síncronos ou assíncronos. Os estudantes associaram o ensino remoto às modalidades online, expressando exaustão e dificuldades de gestão de estudos, trabalho e família. Comentários negativos sobre tecnologia, metodologia e professores afetaram as dimensões cognitiva, emocional e comportamental. Os dados ressaltam que as atividades síncronas online exigem tecnologia acessível, estratégias específicas e métodos que promovam a colaboração para criar engajamento. Este artigo fornece contribuições sobre estratégias para a implementação de experiências de ensino remoto que objetivem o aprendizado e a satisfação dos estudantes.

Resumen: Este artículo, resultado de una investigación posdoctoral, examina la constitución de una gramática del desarrollo en Suramérica a partir de las experiencias de integración física de IIRSA y Cosiplan durante el periodo 2000-2015. Se propone una lectura sociosemiótica, que asume algunos elementos del análisis político posestructuralista, para dar cuenta de cómo el discurso de la infraestructura estuvo anclado en ideas sedimentadas sobre el desarrollo en la región y sus posibilidades de actualización a partir de la integración física. El estudio identifica, a partir de un corte sincrónico, dos momentos en la constitución de esa gramática: del año 2000 a 2007 se articulan una red de elementos tópicos que instituyen el momento fundacional de IIRSA bajo la doxa neoliberal; y un segundo momento, de 2008 a 2015, se consolida un repertorio de sentidos bajo la doxa neodesarrollista a través de la experiencia de Cosiplan, y produce un efecto de legibilidad y legitimidad de un único modo de decir y entender el desarrollo.

Abstract: This article, the result of a postdoctoral research, examines the constitution of a development grammar in South America based on the physical integration experiences of IIRSA and Cosiplan during the period 2000-2015. A socio-semiotic reading is proposed, which assumes some elements of post-structuralist political analysis, to account for how the infrastructure discourse was anchored in sedimented ideas about development in the region and its possibilities of updating from physical integration. The study identifies, from a synchronous cut, two moments in the constitution of this grammar: from 2000 to 2007, a network of topical elements was articulated that instituted the founding moment of IIRSA under the neoliberal doxa; and a second moment, from 2008 to 2015, a repertoire of meanings is consolidated under the neo-developmentalist doxa through the Cosiplan experience, and produces an effect of legitimacy and legitimacy of a single way of saying and understanding development.

The study is aimed at better understanding responsiveness of contact universities to technology-assisted education Post-Covid-19 pandemic. The suggestion is that a strong relationship exists between positive technology application in teaching and disciplines acceptance of technology. Without disciplines acceptance of technology, its application in teaching poses a challenge. When compelled, force majeure, to rely on technology to save an academic year, contact universities showed resilience. Students' laptops were hastily organised and synchronous online learning ensued. The application of technology in a particular context and this way is called a factor set 1. Two such factors appear in literature as the first factor set which entails synchronous technology-as-utility factor set 1 (FS-1) and asynchronous technology-as-essence factor set 2 (FS-2). There was, however, a need to develop a framework to better understand how technology is applied within the education context. Furthermore, we employed Peer Conversational Interviews with five teachers with less than five years of teaching experience and those possessing more than fifteen years teaching experience. These data were supplemented with data drawn from exploratory descriptive analysis of literature. These data collection efforts were intended to find out whether contact universities applied technology using FS-1 or FS-2 and implications of such decisions in reimagining contact universities beyond Covid-19 pandemic. Results show a strong relationship between disciplines such as IT and Engineering and the positive application of technology in terms of FS-2. They also show that post-pandemic, students are gradually warming to online teaching offerings. There is a need to provide more support to disciplines that show a lackadaisical attitude towards technology application in their areas.

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms

ABSTRACT As a result of the 2020 pandemic, an unexpected change occurred in university teaching, which mobilized higher education institutions to make a change in the way in-person teaching was conceived and consequently mobilized institutions towards a new educational paradigm, moving from face-to-face models to hybrid teaching and learning models with synchronous and asynchronous classes. This study aims to describe and analyze the impact of the implementation of evaluation strategies based on the empowerment and active participation of students. The methodology addressed complies with a qualitative approach with case studies. The results obtained show that the commitment of the students, from an evaluation process, which required them to make decisions, has a positive impact showing their expectations of academic achievement. Therefore, it is concluded that the possibility of generating and agreeing with the evaluation students in accordance with the learning results formally established in the program and the syllabus, promoting social justice at the time of evaluation, having each and every possibility to achieve the expected learning, it mobilized them towards a collective commitment among their peers, as well as the confidence of achieving the expected performances. The possibility of going beyond traditional tests, giving space to the generation of other products or evidence that confirms the achievement of learning implied placing students at the center of their own learning.

RESUMEN A raíz de la pandemia del año 2020, se produce un cambio inesperado en la docencia universitaria, que movilizó a las instituciones de educación superior, a realizar un cambio en la forma cómo se concebía la docencia presencial y en consecuencia movilizó a las instituciones hacia un nuevo paradigma educativo, pasando de modelos presenciales a modelos híbridos de enseñanza y aprendizaje con clases sincrónicas y asincrónicas. Este estudio tiene por objetivo analizar el impacto de la implementación de estrategias de evaluación basadas en el empoderamiento y participación activa de los estudiantes. La metodología abordada cumple con un enfoque cualitativo con estudios de casos. Los resultados que se obtienen dan cuenta que el compromiso de los estudiantes, desde un proceso de evaluación, que les demandó la toma de decisiones, impacta de manera positiva mostrando sus expectativas del logro académico. Por lo tanto, se concluye que la posibilidad de generar y acordar con los estudiantes de evaluación conforme a los resultados de aprendizaje formalmente establecidos en el programa y el syllabus, promoviendo en ello la justicia social en momento de evaluar, teniendo todos y todas las posibilidades de lograr los aprendizajes esperados, los movilizó hacia un compromiso colectivo entre sus pares, así como también en la confianza de lograr los desempeños esperados. La posibilidad de ir más allá de las pruebas tradicionales dando espacio a la generación de otros productos o evidencias que confirme el logro de aprendizajes implicó situar a los estudiantes en el centro de su propio aprendizaje.

RESUMO Em consequência da pandemia de 2020, ocorreu uma mudança inesperada no ensino universitário, que mobilizou as instituições de ensino superior para uma mudança na forma como o ensino presencial foi concebido e, consequentemente, mobilizou as instituições para um novo paradigma educativo, passando do presencial para o presencial. modelos presenciais até modelos híbridos de ensino e aprendizagem com aulas síncronas e assíncronas. Este estudo tem como objetivo analisar o impacto da implementação de estratégias de avaliação baseadas na capacitação e participação ativa dos estudantes. A metodologia abordada obedece a uma abordagem qualitativa com estudos de caso. Os resultados obtidos mostram que o comprometimento dos alunos, a partir de um processo avaliativo, que exigiu deles a tomada de decisões, tem um impacto positivo mostrando suas expectativas de desempenho acadêmico. Portanto, conclui-se que é possível gerar e pactuar com os alunos avaliados os resultados de aprendizagem formalmente estabelecidos no programa e no plano de estudos, promovendo a justiça social no momento da avaliação, tendo todas e cada uma das possibilidades de alcançar a aprendizagem esperada. , mobilizou-os para um compromisso coletivo entre os seus pares, bem como a confiança para alcançar os desempenhos esperados. A possibilidade de ir além dos testes tradicionais, dando espaço à geração de outros produtos ou evidências que confirmassem o alcance da aprendizagem implicava colocar os alunos no centro da sua própria aprendizagem.

ABSTRACT During the SARS-CoV-2 pandemic, we observed an increase in morbidity and mortality secondary to surgical procedures. The mortality rate for elective surgery is estimated at 19.1% and is 26% for emergency procedures. Additionally, approximately half of patients who undergo surgery while infected with SARS-CoV-2 experience postoperative pulmonary complications. Due to limitations caused by the health emergency, cancer treatments in our country have been affected in terms of hospitalization capabilities and implementation of chemotherapy treatments. We report the first ALPPS (associating liver partition with portal vein ligation for staged hepatectomy) procedure performed in northeastern Argentina on a patient with multiple colorectal metastases during the SARS-CoV-2 pandemic, with successful outcomes.

RESUMEN Durante la pandemia por SARS-CoV-2 evidenciamos un aumento de la morbimortalidad secundario a procedimientos quirúrgicos. Se estima una mortalidad a los 30 días del 19,1% en cirugías programadas y del 26% en procedimientos quirúrgicos de emergencia, y alrededor de la mitad de los pacientes que se someten a cirugía estando infectados con SARS-CoV-2 experimentan complicaciones pulmonares posoperatorias. Los tratamientos oncológicos sufrieron deficiencias en nuestro país debido a las limitantes secundarias a la emergencia sanitaria, en cuanto a capacidad de internación e implementación de los tratamientos quimioterápicos. Informamos la primera cirugía de ALPPS (associating liver partition with portal vein ligation for staged hepatectomy) realizada en el nordeste argentino en una paciente con metástasis colorrectales múltiples en contexto de la pandemia por SARS-CoV-2, con buenos resultados.

Resumen Este artículo busca explicar, en perspectiva comparada y sincrónica, los marcos de acción y reflexión bajo los cuales tres organismos internacionales abordaron las políticas educativas emanadas de la Agenda 2030 mediante el análisis de sus informes durante el 2020. Desde un enfoque metodológico, se utiliza el análisis de contenido y la cartografía social para analizar el campo discursivo de los tres organismos seleccionados, con el fin de revelar tendencias y posibles escenarios para la educación poscrisis. En consecuencia, mientras la OCDE y el Banco Mundial plantean el futuro de la educación bajo la lógica de tiempo lineal, es decir, en dirección hacia el progreso y crecimiento económico, donde la tecnología se erige como la herramienta articuladora y productora de hegemonía, la UNESCO lo hace desde la no linealidad (multitemporalidad) al configurar escenarios plurales para pensar, desde lo educativo, nuevas formas de humanidad.

Abstract This article seeks to explain, in a comparative and synchronous perspective, the frameworks of action and reflection under which three international organizations addressed the educational policies emanating from the 2030 Agenda through the analysis of their reports during 2020. From a methodological approach, content analysis and social mapping are used to analyze the discursive field of the three selected organisms, in order to reveal trends and possible scenarios for post-crisis education. Consequently, while the OECD and the World Bank are considering the future of education under the linear logic of time, that is, in the direction of economic progress and growth, where technology stands as the articulating and producing tool of hegemony, UNESCO does so from the point of view of non-linearity (multi-temporality) by setting plural scenarios to think, from the educational point of view, new forms of humanity.

ABSTRACT Introduction: the use of virtual environments and online learning platforms have become a global trend for the development of academic processes Objective: to show the results obtained with the use of mobile telephony and the WhatsApp platform as a complement to face-to-face teaching, for collaborative learning in medical students. Methods: participatory action research adapted to educational practices during the 2022 academic year. The WhatsApp application was used as a platform and its chat. 12 6th year medical students participating in their internal medicine rotation and three teachers participated. Results: the knowledge of the virtual environment was deepened, synchronous and asynchronous communications were used through communication chats between the actors of the process and the information sharing functions, emojis and others, managing to stimulate collaborative learning through dynamic forms of communicative interaction in the construction of your own knowledge. The opinions and satisfaction with the use of the platform were mostly positive with some dissatisfaction. Conclusions: the use of mobile phones and WhatsApp as a tool for collaborative learning reinforced mutual cooperation between participants, demanded greater empathy and creativity from the teacher and demonstrated that communication technologies are becoming increasingly indispensable and mandatory knowledge. among the personal components of the educational teaching process.

RESUMEN Introducción: el uso de los ambientes virtuales y las plataformas de aprendizajes en línea, se han convertido en una tendencia mundial para el desarrollo de los procesos académicos Objetivo: mostrar los resultados obtenidos con el uso de la telefonía móvil y la plataforma WhatsApp como complemento de la enseñanza presencial, para un aprendizaje colaborativo en estudiantes de medicina. Métodos: investigación-acción participativa adaptada a las prácticas educativas durante el curso 2022. Se utilizó la aplicación WhatsApp como plataforma y el chat de la misma. Participaron 12 estudiantes del 6to año de medicina en su rotación de medicina interna y tres docentes. Resultados: se profundizó en el conocimiento del entorno virtual, se utilizaron las comunicaciones sincrónicas y asincrónicas mediante chats de comunicación entre los actores del proceso y las funciones compartir información, emojis y otras, logrando estimular el aprendizaje colaborativo mediante formas dinámicas de interacción comunicativa en la construcción de su propio conocimiento. Las opiniones y satisfacciones con el uso de la plataforma fueron mayoritariamente positivas con algunas insatisfacciones. Conclusiones: el uso del móvil y el WhatsApp como herramienta para el aprendizaje colaborativo, reforzó la cooperación mutua entre los participantes, demandó una mayor empatía y creatividad del docente y demostró que las tecnologías de la comunicación se tornan cada vez más indispensables y de conocimiento obligatorio entre los componentes personales del proceso docente educativo.