Abstract The application of swept frequency response analysis (SFRA) as a fault diagnosis tool in two autotransformers of a substation is described. Unlike power transformers, autotransformers have, in each phase of the high voltage winding, a series coil and a common coil, which must be tested separately in order to discriminate the state of each of them. The results obtained using the open circuit admittance configuration and sweeping from the frequency of 10 Hz to 1000 kHz are shown. Comparisons of the transference response functions were made between phases of the same autotransformer and the statistical method of Correlation Coefficients was applied to analyze the results. It was found that the occurrence of several short circuit events and poor operations, caused modifications in the geometry of the windings of both devices.

Resumen Se describe la aplicación del análisis de respuesta al barrido de frecuencia (SFRA) como herramienta de diagnóstico de fallas en dos autotransformadores de una subestación. A diferencia de los transformadores de potencia, los autotransformadores poseen, en cada fase del devanado de alta tensión, una bobina serie y otra común, que deben ensayarse por separado para poder discriminar el estado de cada una de ellas. Se muestran los resultados obtenidos empleando la configuración de admitancia de circuito abierto y realizando un barrido desde la frecuencia de 10 Hz hasta 1000 kHz. Las comparaciones de las funciones transferenciales de respuesta se hicieron entre fases de un mismo autotransformador y para el análisis de los resultados se aplicó el método estadístico de los Coeficientes de Correlación. Se comprobó que la ocurrencia de varios eventos de cortocircuitos y malas operaciones, provocaron modificaciones en la geometría de los devanados de ambos equipos.

RESUMEN La Educación Física en primaria y secundaria se caracteriza por seguir un currículo que orienta el proceso de enseñanza-aprendizaje a través de componentes elementales. Por otra parte, Ecuador registra 3.4 millones de niños y adolescentes con insuficiente actividad física, donde el entorno escolar forma parte responsable de propiciar ambientes físicamente activos. Así, el objetivo se centra en: plantear un orden de consecución de los componentes elementales de la educación física, acorde al principio de transferencia, como alternativa de eficiencia para contrarrestar la falta de actividad física. Por cuanto, la metodología concierne a un diseño cualitativo de teoría fundamentada, a la par, del desarrollo de teorías a partir de tres principios de las ciencias sociales: préstamo teórico, pensamiento reflexivo y pensamiento metafórico. En tal sentido, el orden propuesto concierne a iniciar con el componente de juegos, proseguir con capacidades físicas básicas, capacidades físicas coordinativas, deportes y, finalmente, concretar con expresiones corporales.

ABSTRACT Physical Education in primary and secondary schools is characterized by following a curriculum that guides the teaching-learning process through elementary components. On the other hand, Ecuador registers 3.4 million children and adolescents with insufficient physical activity, where the school environment is responsible for promoting physically active environments. Thus, the objective is focused on: to propose an order of achievement of the elementary components of physical education, according to the principle of transference, as an efficient alternative to counteract the lack of physical activity. Therefore, the methodology concerns a qualitative design of grounded theory, on a par with the development of theories based on three principles of the social sciences: theoretical borrowing, reflective thinking and metaphorical thinking. In this sense, the proposed order concerns starting with the games component, continuing with basic physical capacities, physical coordination capacities, sports and, finally, concretizing with corporal expressions.

Résumé Cet article reflète aux concepts de transfert et de contre-transfert en articulation avec la dimension clinique de la place de l’observateur dans les groupes thérapeutiques. D’après un aperçu historique de ces concepts en psychanalyse, on discute la notion de transfert en tant que lien qui peut se manifester par l’expression corporelle et la sensorialité. Le contre-transfert, à son tour, sera analysé à partir du domaine de l’intersubjectivité. Ces aspects seront illustrés par deux vignettes cliniques. contretransfert contre lobservateur l observateur thérapeutiques Daprès D après psychanalyse lexpression expression sensorialité contretransfert, transfert, tour lintersubjectivité. lintersubjectivité intersubjectivité. intersubjectivité l’intersubjectivité cliniques

Resumen El propósito de este artículo es reflexionar sobre los conceptos de transferencia y contratransferencia articulándolos con la dimensión clínica del lugar del observador en el trabajo con grupos terapéuticos. Inicialmente, se hará un recorrido histórico sobre tales conceptos en el psicoanálisis. Posteriormente, la noción de transferencia será discutida como vínculo que puede manifestarse por la expresión corporal y la sensorialidad, mientras que la contratransferencia será analizada a partir del campo de la intersubjetividad. Estos aspectos serán ilustrados por dos viñetas clínicas. terapéuticos Inicialmente psicoanálisis Posteriormente sensorialidad intersubjetividad clínicas

Abstract This paper reflects on the concepts of transference and countertransference in articulation with the clinical dimension of the observer’s place in therapeutic groups. After a brief historical overview of these concepts in psychoanalysis, the notion of transference is discussed as a link that can manifest itself via bodily and sensorially. Countertransference, in turn, will be analyzed based on intersubjectivity. These aspects will be illustrated by two clinical vignettes. observers observer s groups psychoanalysis sensorially Countertransference turn intersubjectivity vignettes

Resumo O propósito deste artigo é refletir sobre os conceitos de transferência e contratransferência, articulando-os com a dimensão clínica do lugar do observador no trabalho em grupos terapêuticos. Inicialmente, será feito um percurso histórico sobre tais conceitos na psicanálise. Posteriormente, a noção de transferência será discutida como um vínculo que pode se manifestar pela via da expressão corporal e sensorialidade, enquanto a contratransferência será analisada a partir do campo da intersubjetividade. Esses aspectos serão ilustrados por duas vinhetas clínicas. articulandoos articulando terapêuticos Inicialmente psicanálise Posteriormente sensorialidade intersubjetividade clínicas

ABSTRACT In Brazil, the COVID-19 burden was substantial, and risk factors associated with higher in-hospital mortality rates have been extensively studied. However, information on short-term all-cause mortality and the factors associated with death in patients who survived the hospitalization period of acute SARS-CoV-2 infection is limited. We analyzed the six-month post-hospitalization mortality rate and possible risk factors of COVID-19 patients in a single center in Brazil. This is a retrospective cohort study focused on a six-month follow-up. The exclusion criteria were death during hospitalization, transference to another hospital, and age under 18. We collected data from the charts of all hospitalized patients from March 2020 to December 2020 with a positive RT-PCR test for SARS-CoV-2, resulting in a sample size of 106 patients. The main outcome was death after hospitalization, whereas comorbidities and demographics were evaluated as risk factors. The crude post-hospitalization death rate was 16%. The first 30 days of follow-up had the highest mortality rate. In a Cox regression model for post-hospitalization mortality, previous chronic kidney disease (HR, 4.06, 95%CI 1.46 – 11.30) and longer hospital stay (HR 1.01, 95%CI 1.00 – 1.02) were the only factors statistically associated with death. In conclusion, a high six-month all-cause mortality was observed. Within the six-month follow-up, a higher risk of death was observed for patients who had prior CKD and longer hospital stay. These findings highlight the importance of more intensive medical surveillance during this period. Brazil COVID19 COVID 19 COVID-1 substantial inhospital studied However shortterm short term allcause cause SARSCoV2 SARSCoV SARS CoV 2 SARS-CoV- limited sixmonth six month posthospitalization post followup. followup follow up. up 18 202 RTPCR RT PCR SARSCoV2, 2, 10 16 16% 3 HR, HR 406 4 06 4.06 95CI CI 95 146 1 46 1.4 11.30 1130 11 101 01 1.01 100 00 1.0 1.02 102 02 conclusion followup, up, COVID1 COVID- SARS-CoV 20 40 0 4.0 9 14 1. 11.3 113 4. 11.

RESUMEN Objetivo: describir el proceso de implementación de un grupo técnico de vigilancia del cáncer, fundamentado en el referencial de advocacy en salud. Métodos: Investigación Convergente Asistencial realizada con 11 profesionales, representantes de puntos de atención y del sistema de apoyo y gobernanza de la red de atención a la salud de un municipio de Santa Catarina, en Brasil. La recolección fue desarrollada de junio/2020 a julio/2021 en reuniones online denominadas grupos de convergencia. El análisis siguió las etapas de comprensión, síntesis, teorización y transferencia. Resultados: el grupo evidenció como motivaciones para su creación el escenario epidemiológico del cáncer en el municipio, la necesidad de atender la programación anual de salud, y los compromisos profesionales en este contexto. En su proceso de implementación, y a partir del referencial de advocacy en salud, el grupo lo asoció a otros conceptos como la integralidad, la humanización, y el ejercicio profesional en el área de la salud. En este recorrido, fueron reconocidas estrategias iniciales, como la definición y la apropiación de bases filosóficas y teóricas para anclar el grupo, así como estrategias de acciones desde la elaboración de un regimiento, planificación de actividades del grupo, construcción de instrumentos, e identificación de prioridades para implementación efectiva de los trabajos. Conclusión: hubo promoción e intercambio de conocimientos y, colectivamente, se estructuró un proceso para atención integral y ecuánime en la vigilancia del cáncer. Se confirmó el advocacy como pilar teórico para acción política de los profesionales en el grupo técnico, y sus prácticas se traducen en acciones de defesa de los derechos de los usuarios. Objetivo Métodos 1 Catarina Brasil junio2020 junio 2020 junio/202 julio2021 julio 2021 julio/202 convergencia comprensión síntesis transferencia Resultados contexto integralidad humanización recorrido iniciales regimiento instrumentos trabajos Conclusión colectivamente usuarios junio202 202 junio/20 julio202 julio/20 junio20 20 junio/2 julio20 julio/2 junio2 2 junio/ julio2 julio/

ABSTRACT Objective: To describe the process of implementing a cancer surveillance technical group based on the health advocacy framework. Method: Convergent Care Research addressing 11 representatives of the support and governance system of the healthcare network in a town in Santa Catarina, Brazil. Data were collected from June 2020 to July 2021 in online meetings called convergence groups. The analysis followed the apprehension, synthesis, theorization, and transference steps. Results: The motivations for creating the group included the town’s cancer epidemiological context, the need to meet the annual health program, and the professionals’ duties in this context. Based on the advocacy framework, the group associated the implementation process with concepts such as integrality, humanization, and professional practice in health. Along this path, strategies were acknowledged and supported the group, such as the establishment and appropriation of philosophical and theoretical bases, in addition to actions such as creating a statute, planning activities, developing instruments, and identifying priorities to implement tasks effectively. Conclusion: Knowledge was exchanged, and a process for providing integral and equitable healthcare in cancer surveillance was developed collectively. Hence, advocacy proved to be a theoretical pillar for the political action of the technical group’s members, translating practice into patient rights advocacy. Objective framework Method 1 Catarina Brazil 202 groups apprehension synthesis theorization steps Results towns s context program professionals integrality humanization path bases statute activities instruments effectively Conclusion exchanged collectively Hence members 20 2

RESUMO Objetivo: descrever o processo de implementação de um grupo técnico de vigilância do câncer fundamentado no referencial de advocacy em saúde. Métodos: Pesquisa Convergente Assistencial realizada com 11 profissionais representantes de pontos de atenção e do sistema de apoio e governança da rede de atenção à saúde de um município de Santa Catarina, Brasil. A coleta foi desenvolvida de junho/2020 a julho/2021 em reuniões online denominadas grupos de convergência. A análise seguiu as etapas de apreensão, síntese, teorização e transferência. Resultados: o grupo evidenciou como motivações para sua criação o cenário epidemiológico do câncer no município, a necessidade de atender a programação anual de saúde, e os compromissos profissionais neste contexto. Em seu processo de implementação, e a partir do referencial do advocacy em saúde, o grupo o associou a outros conceitos como a integralidade, a humanização, e o exercício profissional na área da saúde. Neste percurso, foram reconhecidas estratégias iniciais como a definição e a apropriação de bases filosóficas e teóricas para ancorar o grupo, bem como estratégias de ações desde a elaboração de um regimento, planejamento de atividade do grupo, construção de instrumentos, e identificação de prioridades para implementação efetiva dos trabalhos. Conclusão: houve promoção e compartilhamentos de conhecimentos e, coletivamente, estruturou-se um processo para atenção integral e equânime na vigilância do câncer. Confirmou-se o advocacy como pilar teórico para ação política dos profissionais no grupo técnico, e suas práticas traduzem-se em ações de defesa dos direitos dos usuários. Objetivo Métodos 1 Catarina Brasil junho2020 junho 2020 junho/202 julho2021 julho 2021 julho/202 convergência apreensão síntese transferência Resultados contexto integralidade humanização percurso regimento instrumentos trabalhos Conclusão coletivamente estruturouse estruturou se Confirmouse Confirmou traduzemse traduzem usuários junho202 202 junho/20 julho202 julho/20 junho20 20 junho/2 julho20 julho/2 junho2 2 junho/ julho2 julho/

O artigo tem como objetivo investigar os processos de comunicação subjacentes à linguagem verbal presentes na relação analítica. Analisaremos como o conceito de transferência se modifica na literatura psicanalítica, abrindo espaço para as dinâmicas intersubjetivas do setting. Dialogando com a teoria do apego e seus fundamentos etológicos, apresentaremos os fenômenos borderlines, marcados por intensas manifestações corporais no contexto das relações interpessoais. Em seguida, defenderemos a hipótese de que há em todo sujeito um núcleo inacessível à fala, que aparece como material clínico principalmente na análise de pacientes graves, onde a experiência traumática se inscreve em níveis sensoriais. analítica psicanalítica setting etológicos borderlines interpessoais seguida fala graves sensoriais

Este artículo tiene como objetivo investigar los procesos de comunicación subyacentes al lenguaje verbal que se presentan en la relación analítica. Analizaremos cómo el concepto de transferencia cambia en la literatura psicoanalítica, abriendo espacio a las dinámicas intersubjetivas presentes en el setting. En diálogo con la teoría del apego y sus fundamentos etológicos, presentaremos fenómenos borderlines, marcados por intensas manifestaciones corporales en el contexto de las relaciones interpersonales. A continuación, defenderemos la hipótesis de que existe en todo sujeto un núcleo inaccesible al habla, que aparece como material clínico principalmente en el análisis de pacientes críticamente enfermos, en que la experiencia traumática se inscribe en niveles sensoriales. analítica psicoanalítica setting etológicos borderlines interpersonales continuación habla enfermos sensoriales

L’article vise à étudier les processus de communication qui sous-tendent le langage verbal présent dans la relation analytique. Nous analyserons l’évolution du 29 concept de transfert dans la littérature psychanalytique, en ouvrant un espace à la dynamique intersubjective du cadre. En dialogue avec la théorie de l’attachement et ses fondements éthologiques, nous présenterons les phénomènes limites, marqués par des manifestations corporelles intenses dans le contexte des relations interpersonnelles. Nous défendrons ensuite l’hypothèse qu’il existe chez tout sujet un noyau inaccessible à la parole, qui apparaît comme matériel clinique principalement dans l’analyse des patients sévères où l’expérience traumatique s’inscrit sur les plans sensoriels.. Larticle L article soustendent sous tendent analytique lévolution l évolution 2 psychanalytique cadre lattachement attachement éthologiques limites interpersonnelles lhypothèse hypothèse quil qu il parole lanalyse analyse lexpérience expérience sinscrit s inscrit sensoriels sensoriels.

Resumos This article aims to investigate the communication processes underlying verbal language found in the analytical relationship. We will analyze how the concept of transference changes in psychoanalytic literature, opening space for the intersubjective dynamics present in the setting. Dialoging with attachment theory and ethology, we will present borderline phenomena, marked by intense bodily manifestations in the context of interpersonal relationships. Then, we will defend the hypothesis that an inaccessible nucleus to speech lies in every subject, which appears as clinical material mostly in the analysis of severely ill patients, where traumatic experience is inscribed in sensory levels.. relationship literature setting ethology phenomena relationships Then subject patients levels levels.

Resumo: Desde o início do desenvolvimento de sua teoria, Freud observara que os psicóticos não respondiam ao tratamento psicanalítico, levando à ideia de que à psicose corresponderia um mecanismo de constituição diferente. Aos poucos, a transferência passou a ser alvo da investigação que conduzisse à descoberta de um modo a lidar com a psicose. Mas as descobertas freudianas foram insuficientes para se estabelecer um laço transferencial satisfatório para os psicóticos. Com Jacques Lacan, alguns conceitos freudianos sofreram modificação, com a criação de operadores próprios, surgindo a erotomania, consequência estrutural e lógica do vínculo entre analista e psicótico. Sendo assim, este artigo busca demonstrar uma clínica possível, sob a perspectiva psicanalítica, para o tratamento da psicose, a partir do estabelecimento do laço transferencial, por meio do manejo apropriado do gozo, que promova estabilização e consiga mitigar o sofrimento, como saída possível para o problema da indicação do tratamento psicanalítico aos psicóticos. Resumo teoria diferente poucos Lacan modificação próprios erotomania psicótico assim psicanalítica gozo sofrimento

Resumen: Desde el comienzo del desarrollo de su teoría, Freud observó que los psicóticos no respondían al tratamiento psicoanalítico, lo que dio lugar a la idea de que la psicosis correspondía a un mecanismo de formación diferente. Gradualmente, la transferencia se convirtió en el objetivo de la investigación que podría conducir al descubrimiento de una manera peculiar para hacer frente a la psicosis. En el estudio de Jacques Lacan, algunos conceptos freudianos se han modificado con la creación de operadores propios, y emergió la erotomanía como consecuencia estructural y lógica de la relación entre el analista y el psicótico. Así, este artículo busca demostrar una posible clínica desde una perspectiva psicoanalítica para el tratamiento de la psicosis, basada en el establecimiento del vínculo transferencial, a través del adecuado manejo del goce que promueva la estabilización y logre mitigar el sufrimiento, como una posible salida al problema de indicar tratamiento psicoanalítico a los psicóticos. Resumen teoría diferente Gradualmente Lacan propios psicótico Así transferencial sufrimiento

Résumé : Au début de ses développements théoriques, Freud a observé que les psychotiques ne répondaient pas au traitement psychanalytique, indiquant qu’un mécanisme de formation différent correspondrait à la psychose. Progressivement, le transfert est devenu la cible de la découverte d’une manière pour faire face à la psychose. Jacques Lacan a modifié certains concepts freudiens pour crée des opérateurs propres et a inventé l’érotomanie, la conséquence structurelle et logique de la relation entre analyste et psychotique. Cet article propose une clinique possible, dans la perspective psychanalytique, comme solution possible au traitement de la psychose à partir de l’établissement du transfert par le biais du maniement approprié de la jouissance qui conduise à la stabilisation. théoriques psychanalytique quun qu un Progressivement dune d lérotomanie, lérotomanie l érotomanie, érotomanie l’érotomanie psychotique létablissement établissement stabilisation

Abstract: Early in his theoretical developments, Freud noticed that psychotics did not respond to the psychoanalytic treatment, suggesting that psychosis would correspond to a different constitution mechanism. Gradually, transference became the target of investigation for discovering a way to tackle psychosis. However, Freud’s findings were insufficient to solve the issue of establishing a satisfactory transference bond with psychotics. Jacques Lacan modified some Freudian concepts to create his own operators and coined erotomania, the structural and logical consequence of the bond between analyst and psychotic. This article proposes a possible clinic, from a psychoanalytic perspective, as a possible treatment route for psychosis by establishing a transference bond via the appropriate management of jouissance, which promotes stabilization. Abstract developments mechanism Gradually However Freuds s erotomania psychotic clinic perspective jouissance stabilization

ABSTRACT Soil-to-plant metal(loid) accumulation has been highly evaluated recently due to its significant impact on human health. This study reports the concentrations of 15 metal(oid)s in four vegetables (tomato, onion, chili, and lettuce) cultivated in a greenhouse and three shade houses (two roofs of buildings and one in the UNAM Botanical Garden) in four locations in the metropolitan area of Mexico City. In this experiment, the contribution of metals and metalloids due to atmospheric deposition and irrigation may be negligible. Hence, the concentration of metals depends only on transfer from the soil. Soil analysis indicates that only vanadium in one location (a rooftop garden in the municipality of Venustiano Carranza) exceeds the permissible limits according to Mexican regulations. Lettuce shows the highest concentrations and transfer factors for most metals compared to the other vegetables studied. Transfer factors were exceptionally high for Cd (lettuce) and Hg (tomato), presenting values above 1. Concentrations of As, Cd, Hg, and Pb were compared with limit values recommended by different international agencies for vegetables. It was observed that, except for As, these values are exceeded in various vegetables harvested in this study. This information must be corroborated with more detailed studies evaluating the chemical species in which those metal(oid)s are present and identify the physical and chemical parameters of the soil that may have interfered with the soil-plant transfer factor.

RESUMEN La acumulación de metales y metaloides del suelo a la planta ha sido extensamente evaluada en los últimos años por su impacto significativo en la salud humana. Este estudio reporta las concentraciones de 15 metales y metaloides en cuatro vegetales (tomate, cebolla, chile y lechuga) cultivados en un invernadero y tres casas de sombra (dos techos de edificios y otra en el Jardín Botánico de la UNAM), en cuatro localidades del área metropolitana de la Ciudad de México. En este experimento la contribución de metales y metaloides debida a la sedimentación atmosférica y el riego puede ser insignificante y se considera que la concentración de metales depende únicamente de la transferencia desde el suelo. El análisis del suelo indica que sólo el vanadio en la Alcaldía Venustiano Carranza excede los límites permisibles según las normas mexicanas. Para la mayoría de los metales, la lechuga muestra las concentraciones y factores de transferencia más altos en comparación con las otras hortalizas estudiadas. Los factores de transferencia fueron excepcionalmente altos para Cd (lechuga) y Hg (tomate), con valores > 1. Las concentraciones de As, Cd, Hg y Pb se compararon con los valores límite recomendados por diferentes organismos internacionales para hortalizas. A excepción del As, estos valores se superan en varios vegetales cosechados en este estudio. Esta información debe ser corroborada con estudios más detallados que evalúen las especies químicas en las que están presentes esos metaloides y se identifiquen los parámetros físicos y químicos del suelo que pudieron haber interferido en el factor de transferencia suelo-planta.

Resumo: A diarréia neonatal em bezerros (DNB) é uma doença infecciosa grave em todo o mundo. No Uruguai, a taxa de mortalidade de bezerros associada a doenças infecciosas é alta. O colostro representa a principal fonte de anticorpos e está correlacionado com bons indicadores de saúde e sobrevivência durante a lactação. A vacinação contra a DNB melhora a composição de imunoglobulinas do colostro em vacas prenhes e o seu correto consumo garante a transmissão de anticorpos ao neonato. As vacinas contra DNB geralmente contêm bacterina ou fímbrias purificadas de E. coli, como a bacterina de E. coli CS31A+, bem como antígenos virais. A prevalência de clpG é uma das mais altas entre os genes de virulência de E. coli em fezes de bezerros no Uruguai. ClpG é a proteína estrutural da adesina CS31A. O objetivo do trabalho foi determinar o nível de anticorpos anti-ClpG no colostro de vacas Holandesas não vacinadas e vacinadas contra DNB no Uruguai. O estado funcional da glândula mamária foi analisado. Não foram encontradas diferenças significativas na composição de proteína ou lactose. As diferenças em termos de gordura foram consideradas dentro da média do colostro. Para as análises de anticorpos, uma proteína ClpG recombinante foi purificada usando um sistema de expressão de E. coli. As análises de ELISA mostraram anticorpos anti-ClpG em ambos os grupos, refletindo a exposição natural das vacas às cepas de E. coli CS31A+. Com o modelo misto utilizado, não foi detectada homogeneidade de variância, mas foram encontradas diferenças significativas nas medianas dos valores de IgG entre vacas vacinadas e não vacinadas. Em vacas vacinadas, foi observada uma tendência de aumento de IgG anti-ClpG no colostro, o que poderia resultar em um melhor resultado para os bezerros se a transferência passiva ocorresse de forma efetiva.

Resumen: La diarrea neonatal de terneros (DNT) es una enfermedad infecciosa grave a nivel mundial. En Uruguay, la tasa de mortalidad de terneros asociada a enfermedades infecciosas es alta. El calostro constituye la principal fuente de anticuerpos y se correlaciona con buenas trazas de salud y supervivencia durante la lactancia. La vacunación contra la DNT mejora la composición de inmunoglobulinas del calostro en vacas preñadas y su correcto consumo asegura la transmisión de anticuerpos al neonato. Las vacunas contra la DNT frecuentemente contienen bacterina o fimbrias purificadas de E. coli, como bacterina de E. coli CS31A+, así como antígenos virales. La prevalencia de clpG es una de las más altas entre los genes de virulencia de E. coli en heces de terneros en Uruguay. ClpG es la proteína estructural de la adhesina CS31A. El objetivo del trabajo fue determinar el nivel de anticuerpos anti-ClpG en calostro de vacas holstein-friesian sin vacunar y vacunadas contra la DNT en Uruguay. Se analizó el estado funcional de la glándula mamaria. No se encontraron diferencias significativas en la composición de proteína o lactosa. Las diferencias en términos de la grasa se asumieron dentro del promedio para el calostro. Para los análisis de anticuerpos se purificó una proteína ClpG recombinante usando un sistema de expresión en E. coli. Los análisis de ELISA mostraron anticuerpos anti-ClpG en ambos grupos, lo que refleja la exposición natural de las vacas a cepas E. coli CS31A+. Con el modelo mixto utilizado no se detectó homogeneidad de varianza, pero sí diferencias significativas en las medianas de los valores de IgG entre vacas vacunadas y no vacunadas. En vacas vacunadas se observó una tendencia de aumento de IgG anti-ClpG en el calostro, lo que podría resultar en un mejor resultado para los terneros si la transferencia pasiva ocurre efectivamente.

Abstract: Neonatal calf diarrhea (NCD) is a severe infectious disease, distributed worldwide. In Uruguay, the calf mortality rate in dairy farms associated with infectious diseases is high. Colostrum intake constitutes the primary source of antibodies of neonates and correlates with good tracers of health and survival during the suckling stage. Vaccination against NCD improves the colostrum’s immunoglobulin composition in pregnant cows. Its correct consumption ensures the transmission of antibodies to the calf and should prevent or reduce the occurrence and outcome of diseases. Several vaccines against NCD are on the market, containing E. coli bacterin, purified E. coli fimbriae together with toxoids, and viral antigens. E. coli CS31A+ bacterin have been included in some vaccines against NCD. The prevalence of clpG is one of the highest among E. coli virulence genes in calves feces in Uruguay. ClpG is the structural protein of CS31A adhesin. This work aimed to determine the level of anti-ClpG antibodies in the colostrum of Holstein-Friesian cows without vaccination and vaccinated against NCD in Uruguay. The colostrum composition was analyzed to determine the functional state of the mammary gland. Non-significant differences were determined in the colostrum-protein or -lactose composition. The differences in terms of fat were assumed on the average for colostrum. A recombinant ClpG protein was purified using a prokaryotic expression system from E. coli. ELISA analyses showed anti-ClpG antibodies in both groups of bovines, reflecting the natural exposure of cows to E. coli CS31A+ strains. Mixed model analysis showed no variance homogeneity between groups but significant differences in medians of the IgG values between groups of cows. A tendency to increase the amount of IgG against ClpG in the colostrum of vaccinated cows was observed, which can result in a better outcome for the calves if the passive transfer of IgG effectively occurs.

Resumos O reconhecimento, por Lacan, da travessia analítica da carta, que ele utilizou para destacar os modos pelos quais o inconsciente se manifesta, nos leva a examinar suas contribuições, mais especificamente, no campo de uma clínica posta à prova pela transferência e pelo trauma. Com base em duas experiências clínicas, a de Fatah, uma criança muda, e a de M.U., que sofre de uma neurose dita “traumática”, examinaremos as formas de evolução de uma carta que, por meio da transferência, tenta recuperar sua inscrição simbólica. Veremos que esses encontros dão origem à possibilidade de uma rearticulação da carta, que funciona como porta-voz de uma palavra ainda por vir, um traço que envolve a dimensão do Real e do corpo orgânico, em seu diálogo impossível e para sempre inacabado com a linguagem. reconhecimento Lacan manifesta contribuições especificamente trauma clínicas Fatah muda MU M U M.U. traumática, traumática , “traumática” simbólica portavoz porta voz vir orgânico linguagem M.U “traumática

The analytical traversal of the letter, used by Lacan to highlight the ways in which the unconscious manifests itself, leads us to consider its contributions, more specifically, in clinical contexts put to the test by transference and trauma. Based on two clinical experiences, that of Fatah, a mute child, and that of M. U., who suffers from a so-called “traumatic” neurosis, we will look at the ways in which a letter evolves as it attempts to rediscover its symbolic inscription via transference. We will see that these encounters allow the re-articulation of the letter, the latter functioning as a mouthpiece for a word yet to come, a trace that engages the dimension of the Real and the organic body in its impossible and forever unfinished dialogue with language. itself contributions specifically trauma experiences Fatah child M U U. socalled so called traumatic “traumatic neurosis rearticulation re articulation come language

El reconocimiento del recorrido analítico de la carta que Lacan utilizó para poner de relieve las formas en que se manifiesta el inconsciente nos lleva a examinar sus aportes, más específicamente en el campo de una clínica que ponen a prueba la transferencia y el trauma. A partir de dos experiencias clínicas, la de Fatah, un niño mudo, y la de M.U., que padece de una neurosis llamada “traumática”, se examinarán las formas de evolución de una carta que, mediante la transferencia, intenta recuperar su inscripción simbólica. Se observa que estos encuentros dan lugar a la posibilidad de una rearticulación de la carta, que funciona como portavoz de una palabra aún por venir, un trazo que compromete la dimensión de lo real y del cuerpo orgánico, en su diálogo imposible y para siempre inacabado con el lenguaje. aportes trauma clínicas Fatah mudo MU M U M.U. traumática, traumática , “traumática” simbólica venir orgánico lenguaje M.U “traumática

Le constat de la traversée analytique de la lettre, dont Lacan s’est saisi pour mettre en lumière les modalités de manifestation de l’inconscient, incite à nous pencher sur ses apports, plus spécifiquement dans le champ d’une clinique à l’épreuve du trauma et du transfert. C’est à partir de deux experiences cliniques, celle avec Fatah, enfant mutique, et M. U., souffrant d’une névrose dite “traumatique”, que nous aborderons les modalités d’évolution d’une lettre qui, via le transfert, tente de retrouver son inscription symbolique. Nous verrons que de ces rencontres advient la possibilité d’une réarticulation de la lettre, cette dernière fonctionnant comme mise en bouche d’une parole à advenir, une trace qui engage la dimension du réel et du corps organique, dans leur dialogue impossible et à jamais inachevé avec le langage. sest s est linconscient, linconscient l inconscient, inconscient l’inconscient apports dune d lépreuve épreuve transfert Cest C cliniques Fatah mutique M U U. traumatique, traumatique , “traumatique” dévolution évolution symbolique advenir organique langage “traumatique

Resumen Las prácticas integrales suponen un camino a transitar por parte de la academia en el intento por trascender el paradigma de las funciones escindidas y de la extensión transferencista como práctica acrítica de vinculación con la comunidad. El artículo analiza algunos de los descriptores que caracterizan el formato de las prácticas integrales entendiéndolas como una forma de integrar funciones, saberes, disciplinas en un espacio de aprendizaje situado que privilegia el territorio y el contacto con la comunidad desde una perspectiva dialógica, multiactoral, interdisciplinaria e intersectorial donde es posible construir sentido colectivamente. De esta manera, se proponen y describen algunos dispositivos que permiten objetivar este tipo de experiencias. Se sostiene que un formato de esta naturaleza contribuye no solo a la formación de futuros profesionales comprometidos con la comunidad, sino también a la posibilidad de transformación de las universidades en la sociedad en que se insertan.

Resumo As práticas integrais pressupõem um caminho a ser percorrido pela academia na tentativa de transcender o paradigma das funções cindidas e da extensão de transferência como prática acrítica de vinculação com a comunidade. O artigo analisa alguns dos descritores que caracterizam o formato das práticas integrais, entendendo-as como forma de integrar funções, saberes, disciplinas em um espaço de aprendizagem situado que privilegia o território e o contato com a comunidade sob uma perspectiva dialógica, de atuação múltipla, interdisciplinar e intersetorial onde é possível construir coletivamente o sentido. Nesse sentido, são propostos e descritos alguns dispositivos que permitem objetivar esse tipo de experiência. Argumenta-se que um formato desta natureza contribui não apenas para a formação de futuros profissionais comprometidos com a comunidade, mas também para a possibilidade de transformação das universidades na sociedade em que está inserida.

Abstract Integral practices is a path to be taken by the academy in the attempt to transcend the paradigm of split functions and transference extension as an uncritical practice of linking with the community. The article analyzes some of the descriptors that characterize the format of comprehensive practices, understanding them as a way of integrating functions, knowledge, disciplines in a situated learning space that privileges the territory and contact with the community under a dialogic, multi–actor, interdisciplinary and intersectoral perspective where it is possible to collectively build meaning. In this sense, some devices are proposed and described that allow objectifying this type of experience. It is argued that a format of this nature contributes not only to the training of future professionals committed to the community, but also to the possibility of transformation of universities in the society in which it is inserted.

Histories is die onderrig van Afrikaanse literatuur op skoolvlak Afrikanergesentreerd. Alhoewel daar sedert die politieke omwenteling in 1994 in Suid-Afrika pogings aangewend is om 'n inklusiewer letterkunde voor te skryf, oefen die voormelde geskiedenis steeds 'n invloed uit op hoe Afrikaans op skoolvlak onderrig word. Ondanks die skoolkurrikulum se transformatiewe beginsels en verbintenis tot sosiale regstelling, word min tekste voorgeskryf wat nie in 'n standaardvariëteit geskryf is nie. Voorts maak die pedagogiese benadering tot letterkundeonder-rig wat taalonderwysers volg min ruimte vir uiteenlopende interpretasies van literêre tekste. Gevolglik skep dit 'n gaping tussen die beginsels van die skoolkurrikulum en dit wat in die letterkundeklaskamer gebeur. Paris en Alim (2017) se "kultuurhandhawende pedagogie" (KHP) is 'n onderrigbenadering wat die onderhou en ontwikkeling van leerders se kulture sien as sentraal tot pedagogiek. Ons voer aan dat 'n KHP-benadering gepas is vir die onderrig van Afrikaanse literatuur, aangesien dit sal behels dat leerders se variëteite en kultuurpraktyke nie gesien word as buite of slegs aanvullend tot die pedagogiese projek nie, maar eerder sentraal daartoe staan. In hierdie artikel fokus ons op hoe twee gedigte ("Ouma Xhau" en "Ontheemding") in Lynthia Julius se bundel Uit die kroes (2020) op 'n KHP-wyse onderrig kan word op 'n manier wat leerders in staat stel om Oranjerivierafrikaans, die invloed van Nama op Afrikaans, orale literêre tradisies en kulturele ontheemding te verken. Ons analise sluit praktiese raad in oor hoe hierdie twee gedigte onderskeidelik benader kan word as 'n tipe portret en selfportret om sodoende die Europese portretkunstradisie en die uitdaag daarvan in die klaskamer te verken.

The legacy of apartheid continues to impact South African education, specifically the teaching of Afrikaans literature. After South Africa's first democratic elections in 1994, curriculum design for schools in post-apartheid South Africa was aimed at correcting historical injustices. Efforts have been made to transform the teaching and learning of Afrikaans at school level by, among other things, making the literature prescribed at school level more inclusive. The current school curriculum (the Curriculum and Assessment Policy Statement [CAPS]) builds on previous curricula in that it also aims to address the historical injustices of the South African educational model. In the CAPS for Afrikaans Home Language grades 10 to 12, it is advised that social transformation is to be achieved by promoting a sensitivity to diversity and an appreciation for indigenous knowledge systems (Department of Basic Education [DvBO] 2011:9; Schultz & Le Cordeur, 2019:549). Although the CAPS in principle regards learners' lived experiences as valuable, Schultz and Le Cordeur (2019:555) find that teachers and postgraduate education students are of the opinion that the aforementioned principles are not realised in practice in the literature classroom. This gap between the principles and practice can be attributed to the selection of prescribed literary texts that do not represent the socio-cultural diversity of the learners in the Afrikaans classroom as well as a preference for the "universal value judgement" approach to literature teaching which leaves little room for interpretations of literary texts that are informed by the diverse socio-cultural lived experiences of the learners in the Afrikaans classroom. As a response to the lack of diversity in the prescribed poetry as well as the need for pedagogical approaches empowering marginalised communities and valuing their knowledges, this paper proposes applying culturally sustaining pedagogy (CSP) principles to teaching Lynthia Julius's debut poetry collection, Uit die kroes (2020) in the Afrikaans Home Language classroom. CSP is a pedagogical approach developed by Django Paris and H. Samy Alim which centres students' culturally embedded ways of knowing, rather than viewing their existing knowledge as a stepping stone to sanctioned knowledge. By validating linguistic and cultural diversity, CSP can be employed to address the ongoing influence of apartheid on contemporary Afrikaans literature instruction while fulfilling the previously mentioned curriculum goals of social transformation. CSP offers an approach to education that positions marginalised students' own cultural backgrounds and linguistic practices as essential rather than supplementary to the pedagogical endeavour. Paris and Alim argue that the sustainment of non-dominant cultures and languages should be as important a pedagogical goal as the transference of subject knowledge. This article argues that CSP can provide significant benefits for the teaching of Afrikaans literature by considering students' own language varieties and cultural knowledge as classroom resources, while also enabling critical examination of hegemonic linguistic ideologies and the erasure of non-standard varieties and cultures. Rejecting assimilationist models, CSP validates fluidity and heterogeneity within communities. It also fosters critical examination of learners' own cultural practices including intracultural oppressive aspects, such as the sexism or homophobia within marginalised groups. CSP aligns well with the ways in which Julius's collection thematically engages history through what Barbara Boswell following on Gqola) calls the "re-memorying" of silenced perspectives. Its restorative ethics centre marginalised subjects and uphold pluralism, showing literary analysis' potential for recognition and engagement with the process of identity construction and marginalisation. As a case study, we examine how two poems from Uit die kroes, "Ouma Xhau" and "Ontheemding," could be productively taught to highlight features of the Oranjerivierafrikaans language variety, Nama cultural and its linguistic influences on Oranjerivierafrikaans, oral literary traditions, and personal experiences of cultural displacement and discrimination. The article outlines practical classroom strategies grounded in CSP for teaching these poems in order to centre marginalised cultural histories and sustain non-standard varieties of Afrikaans. We contend that "Ouma Xhau" can be considered a lyrical portrait of a historicalfigure, whereas "Ontheemding" rather functions as a type of autobiographical self-portrait. "Ouma Xhau" portrays an indigenous woman in what is today the Northern Cape, sharing her people's dispossession by colonialism. A CSP analysis of this poem involves contextualising oral traditions 'importance as knowledge systems by explaining literary conventions like collective storytelling. As assessment, we suggest that students could create oral histories or rap "portraits". Opportunities arise for learners from varied backgrounds to engage marginalised perspectives and enrich one another interculturally. "Ontheemding" depicts intergenerational displacement from the Nama language and culture caused by, amongst other things, urbanisation. Taking a CSP approach to teaching this poem acknowledges linguistic heterogeneity by validating students ' own backgrounds and experiences. Building sociolinguistic awareness, assessments like the writing of "self-portrait" poems encourage critical examination of the learners' linguistic experiences and community norms. Inclusion of diverse voices resists monolingual framings of literary pedagogy. Together, the teaching of these two poems offer opportunities for the sustaining of culture by focussing on absented histories through creative reimaginings. Themes of loss, identity negotiation and societal constraints promote development of analytical skills when approached via CSP. Its restorative ethics uphold pluralism through the inclusion of marginalised subjectivities. The teaching of literature can serve as a vehicle of reconstructing knowledge pluralistically when analysed through frameworks attentive to lived diversity and the power dynamics shaping meaning-making. Research into CSP's impacts is still emerging but indicates benefits for empowering marginalised learners and transforming discriminatory educational dynamics. Its varieties-inclusive, community-centred nature demonstrates potential for decolonising curricula historically privileging monolingual, Afrikaner-centric canons. Most essentially, CSP shows how literary analysis situates aesthetics within the socio-political by fostering critical thought around linguistic justice, cultural recognition and plurality through including and championing silenced subjectivities in knowledge production. Adopting CSP principles allows the teaching of Julius's collection to address the lack of non-standard language representation in Afrikaans literature curricula while achieving curriculum goals through a transformative lens attentive to diversity and social problems. Its restorative ethics reconstruct education as community-oriented rather than a process of assimilationist knowledge transfer. Analysis of the two poems highlights literature's capacity for enrichment when diverse experiences, marginalised histories and fluid cultural realities are taken as point of departure. Most significantly, CSP validates plurality as an intellectual and pedagogical strength central to knowledge formation compatible with democratic principles of inclusion and multivocality.

Abstract Purpose: To analyze and document the case of the Alliance to Promote the Development of Digital Capacities in Mexico as a space that promotes the linkage and transfer of knowledge supporting the development of technological capacities in Artificial Intelligence. Methodological Design: The article is built under the assumption that Artificial Intelligence can be a tool which supports convergent science, if the adoption and transfer process is modeled based on a socially meaningful construction; for those who develop it, especially for those who will be its final users. Results: A case is presented which shows how the strategies followed by the different institutional actors that conform the Alliance promote the design of applications linked to Artificial Intelligence, such as data and image analysis, using servers, training, and certifications. Research Limitations: This is a single case study; therefore, it would be worthwhile to comparatively analyze how these types of alliances behave in other locations. Findings: The way in which references, and knowledge are woven to build an alliance whose purpose is to develop and transfer Artificial Intelligence technology from the perspective of convergent science is shown. Among the findings is documenting a triple transfer process where linkage plays an important role that has allowed different institutional actors to build bridges that have facilitated interaction with others. The way in which the research groups have acquired tools to transfer the results of their projects to vulnerable groups is also documented.

Resumen Objetivo: analizar y documentar el caso de la Alianza para promover el desarrollo de capacidades digitales en México como un espacio que fomenta la vinculación y la transferencia de conocimientos apoyando el desarrollo de capacidades tecnológicas en inteligencia artificial. Diseño metodológico: el artículo se construye bajo el presupuesto de que la inteligencia artificial puede ser una herramienta de apoyo para la ciencia convergente, en tanto su proceso de adopción y transferencia se modele a partir de una construcción socialmente significativa para quienes la desarrollan, pero, sobre todo, para aquellos que serán sus usuarios finales. Resultados: se presenta un caso que permite mostrar cómo las estrategias seguidas por los distintos actores institucionales agrupados en la Alianza promueven el diseño de aplicaciones ligadas con inteligencia artificial, tales como el análisis de datos e imágenes mediante el uso de servidores, capacitaciones y certificaciones. Limitaciones de la investigación: este es sólo un estudio de caso, por lo que valdría la pena analizar comparativamente cómo se comportan este tipo de alianzas en otras latitudes. Hallazgos: se muestra la manera en que se tejen referencias y conocimientos para construir una alianza que tiene como propósito desarrollar y transferir tecnología en inteligencia artificial desde la perspectiva de la ciencia convergente. Entre los hallazgos se encuentra el documentar un triple proceso de transferencia donde la vinculación juega un papel importante que ha permitido que distintos actores institucionales tiendan puentes que les permiten interactuar con otros. También se documenta la manera en que los grupos de investigación han adquirido herramientas para la transferencia de los resultados de sus proyectos a los grupos vulnerables.

This first of three articles discusses the geopolitical importance of Egypt, the geostrategic location of the Isthmus of Suez and the channel itself. It also focuses on the construction of the canal and the imperatives to both control and retain possession of it. In the late 1700s and throughout the 19th century, up until mid-1956, European powers were interested in Egypt for various reasons, including the canal. Intermittent intrigues and conflict occurred from time to time. Much was at stake, given the fact that this Isthmus and where the canal would later be constructed, has a particular strategic significance in connecting Europe and the East and also the Indian Ocean. It became increasingly more important for Britain to control this link. France's involvement in Egypt began in 1798 with Napoleon Bonaparte and later with Ferdinand de Lesseps who was granted permission to build the Suez Canal. It was opened in 1869 and it revolutionised the shipment of goods between Britain and its colonies. Initially, Britain was opposed to the construction of the canal, but later acquired a share in it. Given the execution of his foreign policy, Germany's Otto von Bismarck showed little interest in Egypt. In 1882, British troops were deployed in Egypt to suppress a nationalist uprising. The troops stayed on until after World War I. The Entente Cordiale ended 40 years of bitter rivalry between Britain and France. It granted Britain a free hand in Egypt and France the same in Morocco. In 1922, Egypt became independent, but British forces still stayed on to protect the Suez Canal. After the Second World War, Britain increased its military presence in the vicinity of the Suez Canal considerably, but Egyptians were dissatisfied about that arrangement. Britain transferred few of the advantages derived from the use of the canal to Egypt. A series of failures by Britain in the application of its foreign policy fuelled the ever growing and multifaceted conflict between Britain and Egypt. On 23 July 1952, King Farouk was dethroned in a military coup d'état in which the young Colonel Gamal Abdul Nasser played the leading role. After that Egypt was not the same anymore. Nasser established himself as an exceptional leader, not only in Egypt, but also internationally, and as one of the outcomes of his leadership, the canal was nationalised on 26 July 1956. The consequences stretched far and wide. The second article addresses such consequences in general, while the third focuses, in particular, on the effect(s) closure of the canal has had for South Africa. Attention is paid to the sea route around the Cape, as well as the closure of the canal in 1967, bearing in mind Britain's transference of its naval base, Simonstown to South Africa in the late 1950s.

In hierdie eerste van drie artikels word die geopolitieke belangrikheid van Egipte en die geostrategiese ligging van die landengte van Suez (Ismus) en daarná die kanaal self bespreek. Ook word gefokus op die bou van die kanaal en die noodsaaklikheid om beheer daaroor te verkry en te behou. In die laat 1700s en dwarsdeur die 19de eeu tot die middel van 1956 het Europese moondhede om verskeie redes in Egipte en dus ook die kanaal belanggestel. Intriges en konflik het by tye hoogty gevier. Baie was op die spel, gegewe die feit dat hierdie landengte en waar die kanaal later gebou sou word 'n besonder strategiese rol speel as verbindingslinie tussen Europa en die Ooste en ook die Indiese Oseaan. Dit het toenemend belangriker geword vir Brittanje om oor hierdie verbinding te beskik. Frankryk se betrokkenheid in Egipte begin in 1798 met Napoleon Bonaparte en later met Ferdinand de Lesseps wat die vergunning bekom het om die Suezkanaal te bou. Dit is in 1869 geopen en het 'n omwenteling in die verskeping van goedere tussen Brittanje en sy kolonies teweeggebring. Nadat Brittanje aanvanklik teen die bou van die kanaal gekant was, het hulle tog later 'n aandeel daarin verkry. In die toepassing van sy buitelandse beleid het Otto von Bismarck van Duitsland weinig belangstelling in Egipte getoon. Britse troepe word in 1882 in Egipte ontplooi om 'n nasionalistiese opstand te onderdruk. Die troepe bly aan tot na die Eerste Wereldoorlog. Die Entente Cordiale wat 40 jaar van bitter mededinging tussen Brittanje en Frankryk beëindig, het ook vir Brittanje 'n vrye hand in Egipte en vir Frankryk een in Marokko gegee. In 1922 het Egipte onafhanklik geword, maar Britse magte het aangebly om die Suezkanaal steeds te beskerm. Ná die Tweede Wereldoorlog het Brittanje sy militêre teenwoordigheid in die omstreke van die Suezkanaal aansienlik verhoog - iets wat Egiptenare geensins aangestaan het. Brittanje het min van die voordele wat uit die gebruik van die kanaal voortgespruit het aan Egipte oorgedra. 'n Reeks mislukkings in Brittanje se toepassing van sy buitelandse beleid het die basis vir die steeds groeiende en veelvlakkige konflik tussen Brittanje en Egipte aangevuur. Op 23 Julie 1952 word koning Faroek onttroon in 'n militêre staatsgreep waarin die jong kolonel Gamal Abdul Nasser die leidende rol speel. Daarná is Egipte nie meer dieselfde nie. Nasser het homself as 'n besondere leier nie net in Egipte nie, maar ook internasionaal gevestig, met een van die uitvloeisels van sy leierskap die nasionalisering van die Suezkanaal op 26 Julie 1956. Die gevolg hiervan strek vêr en wyd. In die tweede artikel word meer breedvoerig hierop ingegaan, terwyl die derde artikel oor die gevolge van die kanaalsluiting vir Suid-Afrika handel. Daar word gelet op die internasionale aandag wat op die seeroete om die Kaap gevestig is; die hersluiting van die kanaal in 1967 en Brittanje se oordrag van die vlootbasis by Simonstad in die laat 1950's aan Suid-Afrika.

Resumen El objetivo de este artículo teórico es realizar una propuesta para el mejoramiento de las estructuras de la educación superior. Ciertas dinámicas aceptadas en las instituciones educativas dificultan la productividad, la transformación y el crecimiento. Los resultados de esta revisión sistemática crítica proponen la aplicación del concepto de organizaciones inteligentes a las instituciones educativas. Este tipo de revisión crítica contempla referencias reconocidas en el tema que traen consigo aspectos conceptuales para desarrollar una teoría o modelo. Para la transformación de las instituciones, se sugieren procesos para la reestructuración de los modelos educativos. Igualmente, se propone la mejora del ambiente institucional mediante el desarrollo de habilidades de liderazgo, el empoderamiento docente y la apertura al cambio. La propuesta de cambio se enfoca en el desarrollo personal de los docentes, alumnos y las estructuras institucionales para desarrollar una actitud abierta al cambio y al aprendizaje.

Abstract The objective of this theoretical article is to make proposals to improve the structure in higher education institutions. Certain conditions in educational institutions generate an ambiance that hinders productivity, transformation, and development. The results of this critical systematic review propose the transference of the concept of intelligent organizations to the higher education institutions. To do so, the proposal aims at restructuring educational programs. The improvement of the organizational ambiance through the development of leadership skills, teacher empowerment, and openness to change are also encouraged. This proposal focuses on personal development of faculty, students and institutional structures to develop an open attitude toward change and learning.

Resumo O objetivo deste artigo teórico é fazer uma proposta para a melhoria das estruturas do ensino superior. Certas dinâmicas aceitas nas instituições de ensino dificultam a produtividade, a transformação e o crescimento. Os resultados desta revisão sistemática crítica propõem a aplicação do conceito de organizações inteligentes às instituições de ensino. Esse tipo de revisão crítica contempla referências reconhecidas no assunto que trazem consigo aspectos conceituais para desenvolver uma teoria ou modelo. Para a transformação das instituições, são sugeridos processos de reestruturação dos modelos educacionais. Da mesma forma, propõe-se melhorar o ambiente institucional por meio do desenvolvimento de habilidades de liderança, capacitação docente e abertura à mudança. A proposta de mudança centra-se no desenvolvimento pessoal de professores, alunos e estruturas institucionais para desenvolver uma atitude aberta à mudança e à aprendizagem.