Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts
of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its
focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and
development narratives attributed to development education.
This chapter presents a comprehensive view of the main activities and findings of a research project entitled TRACER-Portuguese Public Higher Education Use of Communication Technologies, which focused on how the information about the use of Communication Technologies in Higher Education Institutions can be collected, systematized, processed, and deployed to stakeholders. The project was carried out between 2011 and 2014 and its main results are a consolidated proposal of an analysis model to address the use of Communication Technologies in Higher Education institutions, as well as the U-TRACER® tool. This Web-based tool provides support to the process of collecting, processing, and deployment of data related with the use of Communication Technologies in a specific Higher Education or in a group of institutions, based on institutional or geographical criteria.
This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global citizenship education who work in development NGOs in Portugal. Findings suggest that humanist views are predominant, although intertwined with neoliberal and postcolonial perspectives. They also point to an archetypical vision of the global citizen and a prevalence of the responsible citizen-consumer as an agent of social change.
Congenital cataract can be caused by several systemic diseases and differential diagnosis should be done between infections, genetic or metabolic diseases. We present a case of a 12-month-old girl with bilateral nuclear cataracts that was referred for investigation. Since she did not present a family history of congenital cataracts or metabolic diseases, and her physical examination was normal, a systemic evaluation was performed. Biochemical studies disclosed abnormal galactose metabolism signs. The diagnosis of galactokinase (GALK1) deficiency was considered and the study of the GALK1 gene allowed identifying a pathogenic genetic variant and a predictably pathogenic missense mutation, previously not described. Dietary measures were imposed with a good evolution.
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