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This article presents the conclusions derived from the collective research Institutional strategies for higher level teachers´ s pedagogical training aimed at improving the quality of the higher level of education developed by universities in Argentina, Uruguay, Brazil and Costa Rica (NEIES-Mercosur Education Sector). It focuses its interest on the training of university teachers considering the university professor´s role as a primary social subject enabling change and as a guarantor of the quality of the training of future graduates. Based on this premise, the Universities of Argentina, Brazil, Uruguay and Costa Rica have developed systematic actions aimed at the pedagogical training of university professors, a task that has been challenged by several issues: policies, training frameworks, logics of institutional functioning, and the school biography of teachers at this level, among others. Based on this problem, research is inscribed as a collective work that aims, through the research carried out by each group, to contribute to the understanding of the particularities assumed by these training processes as a contribution to the definition of strategies that contribute to the improvement of the quality of education at the level. A conceptual generation design (usually called qualitative) was carried out, using various strategies to obtain empirical information: interviews, analysis of documentary materials, discussion, and reflection groups., Cet article présente les conclusions issues de la recherche collective Stratégies institutionnelles pour la formation pédagogique des enseignants de niveau supérieur visant à améliorer la qualité du niveau supérieur d’enseignement développé par les universités d’Argentine, d’Uruguay, du Brésil et du Costa Rica (NEIES-Mercosur Education Sector). Il concentre son intérêt sur la formation des professeurs d’université en considérant le rôle du professeur d’université en tant que matière sociale primaire permettant le changement et en tant que garant de la qualité de la formation des futurs diplômés. Sur la base de cette prémisse, les universités d’Argentine, du Brésil, d’Uruguay et du Costa Rica ont développé des actions systématiques visant à la formation pédagogique des professeurs d’université, une tâche qui a été remise en question par plusieurs questions: politiques, cadres de formation, logiques de fonctionnement institutionnel, biographie scolaire des enseignants à ce niveau, entre autres. Sur la base de ce problème, la recherche s’inscrit comme un travail collectif qui vise, à travers les recherches menées par chaque groupe, à contribuer à la compréhension des particularités assumées par ces processus de formation comme une contribution à la définition de stratégies qui contribuent à l’amélioration de la qualité de l’éducation au niveau. Une conception méthodologique de génération conceptuelle (généralement appelée qualitative) a été réalisée, en utilisant diverses stratégies pour obtenir des informations empiriques: entretiens, analyse de documents, groupes de discussion et réflexion., Este artigo apresenta as conclusões derivadas da investigação coletiva Estratégias institucionais para a formação pedagógica dos docentes da educação superior e ações para o melhoramento da qualidade desse nivel de ensino desenvolvidas por universidades da Argentina, Brasil e Costa Rica (NEIES - Setor Educativo do Mercosul).Centra seu interesse na formação do docente universitário considerando o seu papel como primordial como sujeito social possibilitador de mudanças, garantindo a qualidade da formação dos futuros graduados. Baseada nesta premissa, as Universidades da Argentina, Brasil e Costa Rica vêm desenvolvendo ações sistemáticas referentes à formação pedagógica dos professores universitários, tarefa que vem sendo desafiada por várias questões: políticas, perspectivas de formação, lógicas de funcionamentos institucuionais, a própria biografia escolar dos docentes deste nível, entre outras. A partir desta problemática a investigação se caracteriza como um trabalho coletivo que pretende, através dos estudos realizados por cada grupo, contribuir com a compreensão das particularidades que afetam estes processos formativos, capazes de auxiliar na definição de estratégias que contribuam com a melhoria da qualidade da educação superior. Foi utilizada, como metodologia a geração conceitual (usualmente denominada qualitativa), utilizando-se diversas estratégias de obtenção de dados empíricos: entrevistas, análises de materiais documentais, grupos de discussão e reflexão., Este artículo presenta las conclusiones derivadas de la investigación colectiva Estrategias institucionales para la formación pedagógica, de los docentes de nivel superior, orientadas al mejoramiento de la calidad del nivel superior de educación desarrolladas por universidades de Argentina, Uruguay, Brasil y Costa Rica (NEIES-Sector Educativo del MERCOSUR). Centra su interés en la formación del docente universitario, considerando al rol del profesor universitario como primordial en tanto sujeto social posibilitador de cambios y como garante de la calidad de la formación de los futuros graduados. Basadas en esta premisa, las Universidades de Argentina, Brasil, Uruguay y Costa Rica han desarrollado acciones sistemáticas tendientes a la formación pedagógica de los profesores universitarios, tarea que se ha visto desafiada por varias cuestiones: políticas, encuadres de formación, lógicas de funcionamiento institucional, la propia biografía escolar de los docentes de este nivel, entre otros. A partir de esta problemática, la investigación se inscribe como un trabajo colectivo que pretende, a través de las investigaciones realizadas por cada grupo, contribuir a la comprensión de las particularidades que asumen estos procesos formativos, como aporte a la definición de estrategias que coadyuven al mejoramiento de la calidad de la educación en el nivel. Se llevó a cabo un diseño de generación conceptual (usualmente denominado cualitativo), utilizándose diversas estrategias de obtención de la información empírica: entrevistas, análisis de materiales documentales, grupos de discusión y reflexión.

This article focuses on the Lebanon-based movement Tajdīdmin al-Dakhil (Internal Renewal) which is responsible for the revival of the repertoire, aesthetics, and performance praxis of the music of the Nahḍa(Arab Renaissance) period (1885–1933). It asks, why does the Nahḍa era play such a fundamental role in redefining Lebanese contemporary identity? What main characteristics of this period render this historical period a fertile locus for the contemporary postcolonial imagination? How does the revival of Nahḍa music manifest the prevalence of nostalgia within the "culture of ṭarab" that characterizes the processes of traditional Arab music-making and consumption? To address these questions, the discussion draws on original fieldwork interviews in Beirut (between 2013 and 2014) and traces a journey from midtwentieth-century Lebanese traditional music (turāth) to the contemporary Tajdīd movement. I claim that this group attempts to disentangle Arab Levantine and Egyptian traditional urban music from what is commonly designated as "ṭarab music" which they perceive as a specific type of bourgeois aesthetics commonly associated with Lebanese ruling elites. To achieve this detachment, the Tajdīd calls upon the Nahḍa historical period—both factual and imagined—in which music turāth (heritage) was mostly defined in relation to the wider Middle East region. It is suggested that the emotional and identarian transformations brought by such nostalgic backward glances effectively allow the Tajdīd to address an ongoing postcolonial malaise etched onto Lebanese society and culture, creating a locus for reconciliation between past, present, and future yearnings.

Neutropenia and neutrophil dysfunction found in deficiencies in G6PC3 and in the glucose-6-phosphate transporter (G6PT/SLC37A4) are due to accumulation of 1,5-anhydroglucitol-6-phosphate (1,5-AG6P), an inhibitor of hexokinase made from 1,5-anhydroglucitol (1,5-AG), an abundant polyol present in blood. Lowering blood 1,5-AG with an SGLT2 inhibitor greatly improved neutrophil counts and function in G6PC3-deficient mice and in patients with G6PT-deficiency. We evaluate this treatment in two G6PC3-deficient children. While neutropenia was severe in one child (PT1), which was dependent on granulocyte cololony-stimulating factor (GCSF), it was significantly milder in the other one (PT2), which had low blood 1,5-AG levels and only required GCSF during severe infections. Treatment with the SGLT2-inhibitor empagliflozin decreased 1,5-AG in blood and 1,5-AG6P in neutrophils and improved (PT1) or normalized (PT2) neutrophil counts, allowing to stop GCSF. On empagliflozin, both children remained infection-free (>1 year – PT2; >2 years – PT1) and no side effects were reported. Remarkably, sequencing of SGLT5, the gene encoding the putative renal transporter for 1,5-AG, disclosed a rare heterozygous missense mutation in PT2, replacing the extremely conserved Arg401 by a histidine. The higher urinary clearance of 1,5-AG explains the more benign neutropenia and the outstanding response to empagliflozin treatment found in this child. Our data shows that SGLT2 inhibitors are an excellent alternative to treat the neutropenia present in G6PC3-deficiency., SCOPUS: ar.j, info:eu-repo/semantics/published