La particular experiencia del Instituto Superior del Profesorado “Joaquín V. González” durante la última dictadura cívico-militar argentina (1976-1983)

L’Istituto Superiore di Profesorado “Joaquín V. González” è un ente statale di formazione docente situato nella città di Buenos Aires. Nonostante il suo importante valore simbolico e il suo rilevante numero di studenti l’istituzione ha rappresentato un obiettivo secondario per la repressione attuata dall’ultima dittatura militare argentina. Se consideriamo che la comunità educativa nazionale fu una delle più colpite dal terrorismo di stato, l’esperienza del Profesorado risulta veramente rappresentativa. Questo articolo riassume la bibliografia scritta sul tema, e introduce nuovi elementi per l’analisi del problema: l’identità istituzionale del Profesorado e le rappresentazioni sociali vincolate all’esercizio della docenza in Argentina.The Instituto Superior del Profesorado “Joaquín V. González” is a state teacher training institution, located in the City of Buenos Aires. In spite of its symbolic value and of the large number of students, the institution represented a rather secondary target for the repression executed by the last Argentinian military dictatorship. If we take into account the national educational community was one of the most attacked by the state terrorism, the experience of the Profesorado turns out to be remarkable. This article goes through the bibliography written about it and provides new elements to analyse the problem: the institutional identity of the Profesorado and the social representations related to being a teacher in Argentina.El Instituto Superior del Profesorado “Joaquín V. González” es un establecimiento estatal de formación docente, situado en la Ciudad de Buenos Aires. A pesar de su importante valor simbólico y de su considerable peso numérico, la institución representó un blanco más bien secundario para el accionar represivo de la última dictadura cívico-militar argentina. Si se considera que la comunidad educativa nacional fue una de las más golpeadas por la lógica del terrorismo de estado, la experiencia del Profesorado resulta realmente llamativa. El presente artículo revisa la bibliografía escrita al respecto, y aporta nuevos elementos para analizar el problema: la identidad institucional del Profesorado y las representaciones sociales vinculadas al ejercicio de la docencia en Argentina

The founding mandate and the formation of the teaching staff of the Instituto Superior del Profesorado "Joaquín V. González" (1976-1983)

El artículo analiza la configuración del conjunto docente que formó parte del área de estudios denominada “de las Argentinas y Americanas”, del Instituto Superior del Profesorado Joaquín V. González, durante el periodo 1976-1983. Centralmente, se reflexiona sobre la relación entre “mandato fundacional” del Profesorado y la procedencia institucional de los docentes del área. La primera parte del trabajo se detiene en la construcción de aquel “mandato fundacional”, y en las tensiones identitarias que el mismo generó a la hora de definir criterios institucionales para la selección docente. La segunda parte, en cambio, indaga sobre las lógicas de acceso a las cátedras durante el período dictatorial. La estabilidad laboral en el cuerpo docente, el irregular funcionamiento de las “adscripciones” y el sistema de “recomendaciones” son los principales temas a tratar. Sobre esta base, el último apartado propone algunas hipótesis orientadas a explicar la acentuada presencia de egresados del Instituto y de la Facultad de Humanidades de la Universidad Nacional de La Plata, en el elenco docente aquí abordado.The article analyses the shaping of the group of teachers that was part of the area of studies called 'About the Argentines and Americans', of the Instituto Superior del Profesorado Joaquín V. González (Teacher Education Institute Joaquín V. González), during 1976-1983. What is mainly reflected upon is the relationship between the “founding mandate” of the Institute and the institutional background of the teachers in the area. The first part of the work deals with the construction of said “founding mandate” and with the identity tensions it generated when defining the institutional criteria to choose teachers. The second part, on the other hand, looks into the logics behind being appointed a professorship during the period of the dictatorship. The main topics are teacher's work stability, “adjuncts” irregular functioning, and the “recommendations” system. Upon this base, the last part presents some hypothesis thought to explain the intense presence of alumni from the Institute and from the Facultad de Humanidades de la Universidad Nacional de La Plata, in the teaching staff here analysed.Facultad de Humanidades y Ciencias de la Educació

The founding mandate and the formation of the teaching staff of the Instituto Superior del Profesorado "Joaquín V. González" (1976-1983)

El artículo analiza la configuración del conjunto docente que formó parte del área de estudios denominada “de las Argentinas y Americanas”, del Instituto Superior del Profesorado Joaquín V. González, durante el periodo 1976-1983. Centralmente, se reflexiona sobre la relación entre “mandato fundacional” del Profesorado y la procedencia institucional de los docentes del área. La primera parte del trabajo se detiene en la construcción de aquel “mandato fundacional”, y en las tensiones identitarias que el mismo generó a la hora de definir criterios institucionales para la selección docente. La segunda parte, en cambio, indaga sobre las lógicas de acceso a las cátedras durante el período dictatorial. La estabilidad laboral en el cuerpo docente, el irregular funcionamiento de las “adscripciones” y el sistema de “recomendaciones” son los principales temas a tratar. Sobre esta base, el último apartado propone algunas hipótesis orientadas a explicar la acentuada presencia de egresados del Instituto y de la Facultad de Humanidades de la Universidad Nacional de La Plata, en el elenco docente aquí abordado.The article analyses the shaping of the group of teachers that was part of the area of studies called 'About the Argentines and Americans', of the Instituto Superior del Profesorado Joaquín V. González (Teacher Education Institute Joaquín V. González), during 1976-1983. What is mainly reflected upon is the relationship between the “founding mandate” of the Institute and the institutional background of the teachers in the area. The first part of the work deals with the construction of said “founding mandate” and with the identity tensions it generated when defining the institutional criteria to choose teachers. The second part, on the other hand, looks into the logics behind being appointed a professorship during the period of the dictatorship. The main topics are teacher's work stability, “adjuncts” irregular functioning, and the “recommendations” system. Upon this base, the last part presents some hypothesis thought to explain the intense presence of alumni from the Institute and from the Facultad de Humanidades de la Universidad Nacional de La Plata, in the teaching staff here analysed.Facultad de Humanidades y Ciencias de la Educació

The founding mandate and the formation of the teaching staff of the Instituto Superior del Profesorado "Joaquín V. González" (1976-1983)

El artículo analiza la configuración del conjunto docente que formó parte del área de estudios denominada “de las Argentinas y Americanas”, del Instituto Superior del Profesorado Joaquín V. González, durante el periodo 1976-1983. Centralmente, se reflexiona sobre la relación entre “mandato fundacional” del Profesorado y la procedencia institucional de los docentes del área. La primera parte del trabajo se detiene en la construcción de aquel “mandato fundacional”, y en las tensiones identitarias que el mismo generó a la hora de definir criterios institucionales para la selección docente. La segunda parte, en cambio, indaga sobre las lógicas de acceso a las cátedras durante el período dictatorial. La estabilidad laboral en el cuerpo docente, el irregular funcionamiento de las “adscripciones” y el sistema de “recomendaciones” son los principales temas a tratar. Sobre esta base, el último apartado propone algunas hipótesis orientadas a explicar la acentuada presencia de egresados del Instituto y de la Facultad de Humanidades de la Universidad Nacional de La Plata, en el elenco docente aquí abordado.The article analyses the shaping of the group of teachers that was part of the area of studies called 'About the Argentines and Americans', of the Instituto Superior del Profesorado Joaquín V. González (Teacher Education Institute Joaquín V. González), during 1976-1983. What is mainly reflected upon is the relationship between the “founding mandate” of the Institute and the institutional background of the teachers in the area. The first part of the work deals with the construction of said “founding mandate” and with the identity tensions it generated when defining the institutional criteria to choose teachers. The second part, on the other hand, looks into the logics behind being appointed a professorship during the period of the dictatorship. The main topics are teacher's work stability, “adjuncts” irregular functioning, and the “recommendations” system. Upon this base, the last part presents some hypothesis thought to explain the intense presence of alumni from the Institute and from the Facultad de Humanidades de la Universidad Nacional de La Plata, in the teaching staff here analysed.Facultad de Humanidades y Ciencias de la Educació

“L’Educatore”: una revista semanal educativo entre didáctica, política y estrategias institucionales del asociacionismo italiano en Buenos Aires (1880)

El trabajo analiza los nueve números del semanario educativo “L’Educatore” (1880), publicado en Buenos Aires para las escuelas de las asociaciones italianas de ayuda mutua de la ciudad. Dirigido por los maestros italianos Pietro Bertazzoni y Lorenzo Fazio, “L’Educatore” permite reflexionar sobre las estrategias usadas por los docentes en un contexto marcadamente migratorio. Su bilingüismo, su currículum “mixto” y su orientación laica y republicana invitan a redimensionar la imagen nacionalista y expansionista construida sobre la educación italiana en el extranjero entre los siglos XIX y XX

(13) C magnetic resonance spectroscopy measurements with hyperpolarized [1-(13) C] pyruvate can be used to detect the expression of transgenic pyruvate decarboxylase activity in vivo.

PURPOSE: Dissolution dynamic nuclear polarization can increase the sensitivity of the (13) C magnetic resonance spectroscopy experiment by at least four orders of magnitude and offers a novel approach to the development of MRI gene reporters based on enzymes that metabolize (13) C-labeled tracers. We describe here a gene reporter based on the enzyme pyruvate decarboxylase (EC 4.1.1.1), which catalyzes the decarboxylation of pyruvate to produce acetaldehyde and carbon dioxide. METHODS: Pyruvate decarboxylase from Zymomonas mobilis (zmPDC) and a mutant that lacked enzyme activity were expressed using an inducible promoter in human embryonic kidney (HEK293T) cells. Enzyme activity was measured in the cells and in xenografts derived from the cells using (13) C MRS measurements of the conversion of hyperpolarized [1-(13) C] pyruvate to H(13) CO3-. RESULTS: Induction of zmPDC expression in the cells and in the xenografts derived from them resulted in an approximately two-fold increase in the H(13) CO3-/[1-(13) C] pyruvate signal ratio following intravenous injection of hyperpolarized [1-(13) C] pyruvate. CONCLUSION: We have demonstrated the feasibility of using zmPDC as an in vivo reporter gene for use with hyperpolarized (13) C MRS. Magn Reson Med 76:391-401, 2016. © 2015 The Authors. Magnetic Resonance in Medicine published by Wiley Periodicals, Inc. on behalf of International Society for Magnetic Resonance in Medicine. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.PD was in receipt of a studentship funded by CRUK and S.-S.T. a Yousef Jameel studentship. TBR was in receipt of an Intra-European Marie Curie (FP7-PEOPLE- 2009-IEF, Imaging Lymphoma) and Long-term EMBO (EMBO-ALT-1145-2009) fellowships and E.M.S. and I.M.R were recipients of fellowships from the European Union Seventh Framework Programme (FP7/2007-2013) under the Marie Curie Initial Training Network METAFLUX (project number 264780). E.M.S. also acknowledges the educational support of Programme for Advanced Medical Education from Calouste Gulbenkian Foundation, Champalimaud Foundation, Ministerio de Saude and Fundacao para a Ciencia e Tecnologia, Portugal. The work was supported by a CRUK Programme Grant (17242) to KMB. The polarizer and related materials were provided by GE-Healthcare.This is the final version of the article. It first appeared from Wiley via http://dx.doi.org/10.1002/mrm.2587

Building a Portuguese Coalition for Biodiversity Genomics

The diverse physiography of the Portuguese land and marine territory, spanning from continental Europe to the Atlantic archipelagos, has made it an important repository of biodiversity throughout the Pleistocene glacial cycles, leading to a remarkable diversity of species and ecosystems. This rich biodiversity is under threat from anthropogenic drivers, such as climate change, invasive species, land use changes, overexploitation or pathogen (re)emergence. The inventory, characterization and study of biodiversity at inter- and intra-specific levels using genomics is crucial to promote its preservation and recovery by informing biodiversity conservation policies, management measures and research. The participation of researchers from Portuguese institutions in the European Reference Genome Atlas (ERGA) initiative, and its pilot effort to generate reference genomes for European biodiversity, has reinforced the establishment of Biogenome Portugal. This nascent institutional network will connect the national community of researchers in genomics. Here, we describe the Portuguese contribution to ERGA’s pilot effort, which will generate high-quality reference genomes of six species from Portugal that are endemic, iconic and/or endangered, and include plants, insects and vertebrates (fish, birds and mammals) from mainland Portugal or the Azores islands. In addition, we outline the objectives of Biogenome Portugal, which aims to (i) promote scientific collaboration, (ii) contribute to advanced training, (iii) stimulate the participation of institutions and researchers based in Portugal in international biodiversity genomics initiatives, and (iv) contribute to the transfer of knowledge to stakeholders and engaging the public to preserve biodiversity. This initiative will strengthen biodiversity genomics research in Portugal and fuel the genomic inventory of Portuguese eukaryotic species. Such efforts will be critical to the conservation of the country’s rich biodiversity and will contribute to ERGA’s goal of generating reference genomes for European species.info:eu-repo/semantics/publishedVersio