Abstract The objective of the study was to analyze the relationship between academic stress and self-concept, to compare both variables according to gender, and to identify the predictive capacity of self-concept factors in the levels of academic stress in university students. The results confirmed a negative association between academic stress and self-concept and significant differences between men and women. Additionally, a multiple linear regression analysis differentiated by sex was performed. In the case of women, the model was constituted by the emotional, academic-work, social, family and physical factors of self-concept; in the case of men, only the emotional and academic-work dimensions were integrated. It is concluded that the self-concept contributes to the prediction of the behavior of academic stress in higher education students. For these reasons, it is convenient to promote activities for students in university institutions that improve their perception of themselves.

Resumen Los objetivos centrales de la indagatoria fueron analizar la asociación entre el estrés académico y el autoconcepto, comparar dichos fenómenos psicológicos entre géneros e identificar el poder predictivo de los factores del autoconcepto en los índices de estrés académico en estudiantes universitarios. Los resultados confirmaron una asociación negativa entre las variables abordadas y diferencias hombres y mujeres. Adicionalmente, se realizaron dos análisis de regresión lineal múltiple para cado uno de los géneros. En mujeres, los factores emocional, académico-laboral, social, familiar y físico del autoconcepto aportaron a la explicación del estrés académico; en el de los hombres, solo se integraron las dimensiones emocional y académico-laboral. Se concluye que el autoconcepto aporta a la predicción del comportamiento del estrés académico en estudiantes de educación superior. Por tales razones, resulta conveniente suscitar en las instituciones universitarias, actividades tendientes a la mejora de la percepción de sí mismos por parte de los jóvenes.

Abstract The purpose of this research is to analyze the classification of female university students based on their unfaithful behavior, describing each category by their communication styles as a couple and sexual behavior. 454 university women aged 18 to 28 years participated (x̄ = 20.28; σ = 1.785). Each variable was measured with valid and reliable instruments. A multivariate analysis was carried out with the infidelity variable, identifying three groups: “Desire for a romantic bond”, “fidelity” and “non-fidelity”. An ANOVA was used to contrast the three groups, finding differences according to the variables couple communication and sexual behavior. It is concluded that the “not-fidelity” group is more socially receptive and communicates positively and kindly with their partners, demonstrating fewer seductive behaviors; the “Desire for a romantic bond” group shows a negative communication style with their partners, and greater sexual behavior; and the “fidelity” group shows more seduction behaviors than the other two groups.

Resumen El objetivo del estudio fue analizar la clasificación de estudiantes universitarias en función de su comportamiento infiel utilizando las categorías: estilos de comunicación en pareja y conducta sexual. Participaron 454 mujeres universitarias de 18 a 28 años (x̄ = 20.28; σ = 1.785). Se utilizaron instrumentos válidos y confiables. Se realizó un análisis multivariado con la variable infidelidad, identificándose tres grupos: “Deseo de vínculo romántico”, “Infieles” y “No infieles”. Se empleó un ANOVA para contrastar a los tres grupos, encontrándose diferencias de acuerdo con las variables comunicación de pareja y conducta sexual. Se concluye que el grupo “No infieles” es más receptivo socialmente y se comunica positiva y amablemente con sus parejas, demostrando menos conductas seductoras; el grupo “Deseo de vínculo romántico” muestra un estilo de comunicación negativo con sus parejas, y mayor conducta sexual; y el grupo “Infieles” manifiesta más conductas de seducción que los otros dos grupos.

Abstract This work describes research that seeks to establish what gender students assign to six university courses. The work was divided into two phases, in the first one, the statistical data, from 2010 to 2022, of the number of students new to careers differentiated by gender was analyzed. In the second part, we sought to know the students opinions on the difference found in the number of male and female students admitted to each degree program. For this phase, ten students from each major were chosen to conduct a structured interview with open questions. A theoretical-deductive methodology with a quantitative approach was used for the statistical analysis and an analytical-synthetic methodology with a qualitative approach for the interviews. Among the results, it was obtained that, statistically, the university majors considered in the study have been assigned a gender; and that furthermore, when students are asked if the courses have gender, they answer no. But in the interview, their answers and comments allow us to affirm that they do assign a gender to the university major and that it coincides with the one found in the statistical analysis.

Resumen En este trabajo se describe una investigación que busca establecer qué género asignan los estudiantes a seis carreras universitarias. El trabajo se dividió en dos fases: en la primera, se analizaron los datos estadísticos, del 2010 al 2022, del número de alumnos de nuevo ingreso a las carreras diferenciados por género; en la segunda parte se buscó conocer las opiniones de los estudiantes sobre la diferencia encontrada en el número de alumnos y alumnas admitidos en cada carrera, para esta fase se eligieron diez estudiantes de cada carrera para realizarles una entrevista estructurada de preguntas abiertas. Se utilizó una metodología teórica-deductiva con enfoque cuantitativo para el análisis estadístico y una analítica-sintética con enfoque cualitativo para las entrevistas. Entre los resultados se obtuvo que, de manera estadística, a las carreras universitarias consideradas en el estudio sí se les ha asignado un género; y que, además, cuando a los estudiantes se les cuestiona si las carreras tienen género, responden que no. Pero en la entrevista, sus respuestas y comentarios, permiten afirmar que ellos sí asignan un género a las carreras universitarias y que coincide con el hallado en el análisis estadístico.

Abstract Objective: To evaluate the relationship between the perceived usefulness of e-learning, anxiety, physical activity, and eating habits during the COVID-19 lockdown in university students. Methodology: A cross-sectional study involving 102 health undergraduate students (23 men, 79 women, average age 22.32 years). They responded to surveys on the perception of e-learning, eating habits, physical activity, and anxiety. Results: Simple linear regression models show that the perceived usefulness of e-learning predicts trait anxiety (F(1,100) = 9.13, p < 0.01, R 2 = 0.084) and state anxiety (F(1,100) = 11.66, p < 0.01, R 2 = 0.104). In turn, trait anxiety (F(1,100) = 8.35, p = 0.01, R 2 = 0.078) and state anxiety (F(1,100) = 6.55, p < 0.05, R 2 = 0.062) predict healthy eating habits. Conclusions: A positive perception of e-learning decreases anxiety. High levels of anxiety are associated with poorer eating habits. This indicates that reducing anxiety can improve eating habits.

Resumen Objetivo: Evaluar la relación entre la percepción de utilidad del e-learning, ansiedad, actividad física y hábitos alimenticios durante el confinamiento por COVID-19 en estudiantes universitarios. Metodología: Estudio transversal en 102 alumnos de licenciatura en salud (23 hombres, 79 mujeres, edad promedio 22.32 años). Respondieron encuestas sobre la percepción de e-learning, hábitos alimenticios, actividad física y ansiedad. Resultados. Los modelos de regresión lineal simple muestran que la percepción de utilidad de e-learning predice la ansiedad rasgo (F(1,100) = 9.13, p < 0.01, R 2 = 0.084) y estado (F(1,100) = 11.66, p < 0.01, R 2 = 0.104), y a su vez, la ansiedad rasgo (F(1,100) = 8.35, p = .01, R 2 = 0.078) y estado (F(1,100) = 6.55, p < 0.05, R 2 = 0.062) son predictoras de hábitos de alimentación saludable. Conclusiones: La percepción positiva del e-learning disminuye la ansiedad. Niveles altos de ansiedad se asocian con peores hábitos alimenticios. Esto indica que reducir la ansiedad puede mejorar los hábitos alimenticios.

INTRODUCTION: The COVID-19 pandemic significantly impacted dental education and resulted in unprecedented curricular changes. While virtual teaching enabled theoretical content delivery, practical training was temporarily postponed. Upon resumption, innovative approaches were required to safeguard students, staff and patients. AIMS AND OBJECTIVES: This study aimed to provide a comprehensive overview of COVID-19's impact on dental education at a South African institution. The objectives were to explore the resultant changes, staff and students' experiences in adapting to the implemented changes, the opportunities for innovation and growth that emerged in response to the pandemic, and the potential long-term implications of these changes for dental education. METHODS: A qualitative study was conducted. The 2021 and 2022 final year Dental Therapy students were invited to participate in separate, virtual focus group discussions. In 2022, all 12 academic staff members were invited to participate in individual interviews. Among others, participants responded to structured questions regarding pandemic-related changes and how they adapted. Data were audio-recorded with consent, transcribed verbatim and thematically analysed. RESULTS: Study participants included eight staff members and two groups of six students. Four pandemic-related themes were identified, namely the sudden shift to online learning and virtual communication, safety protocols, students' wellbeing and long-term implications. Among other findings, home-based learning posed opportunities and challenges for students. Furthermore, the 2021 cohort reported concerns regarding limited clinical training. CONCLUSION: The knowledge acquired by institutions during the pandemic must serve as a foundation for future curricular disruptions. This may be achieved through consultation between institutions and dissemination of information.

RESUMEN: La mareína es un compuesto flavonoide que reduce la glucosa y los lípidos en sangre y tiene un efecto protector en la diabetes. Sin embargo, no se han dilucidado el efecto y los mecanismos de la mareína sobre la transición endotelial- mesenquimatosa renal en la enfermedad renal diabética (ERD). En este estudio, los datos de secuenciación unicelular sobre DKD se analizaron utilizando un método de bioinformación y los datos se sometieron a una agrupación de dimensiones reducidas. Se descubrió que las células endoteliales podían dividirse en cinco subgrupos. La secuencia de desarrollo de los subgrupos fue 0, 1, 4, 2 y 3, de los cuales el subgrupo 3 tenía el fenotipo más intersticial. La expresión de la proteína marcadora mesenquimatosa: vimentina (VIM), fibronectina (FN1) y receptor del factor de crecimiento de fibroblastos. 1 (FGFR1) aumentó con la conversión de subgrupos. En ratones db/db de 13 a 14 semanas de edad, que desarrollan complicaciones de DKD después de las 8 a 12 semanas de edad, la mareína redujo los niveles sanguíneos de glucosa, creatinina y nitrógeno ureico, mejoró el daño estructural en el tejido renal y redujo la deposición y expresión de colágeno de FN1 y VIM. Marein también aumentó el marcador de autofagia: Cadena ligera 3II/I (LC3II/I) y disminuyó la expresión de FGFR1 en el tejido renal. En un modelo de transición endotelial-mesenquimal, un nivel alto de glucosa indujo un cambio fenotípico en las células endoteliales de la vena umbilical humana. Marein disminuyó la migración de células endoteliales, mejoró la morfología de las células endoteliales y disminuyó la expresión de VIM y FN1. El uso del inhibidor de FGFR1, AZD4547, y del inhibidor de la autofagia, 3-metiladenina (3-MA), demostró aún más el efecto inhibidor de la mareína en la transición endotelial-mesenquimal inducida por niveles altos de glucosa al reducir la expresión de FGFR1 y regular positivamente la proteína marcadora de autofagia. , LC3II/I. En conclusión, este estudio sugiere que la mareína tiene un efecto protector sobre la transición endotelial-mesenquimatosa renal en la ERC, que puede estar mediada por la inducción de autofagia y la regulación negativa de la expresión de FGFR1.

SUMMARY: Marein is a flavonoid compound that reduces blood glucose and lipids and has a protective effect in diabetes. However, the effect and mechanism(s) of marein on renal endothelial-mesenchymal transition in diabetic kidney disease (DKD) have not been elucidated. In this study, single-cell sequencing data on DKD were analyzed using a bioinformation method, and the data underwent reduced dimension clustering. It was found that endothelial cells could be divided into five subclusters. The developmental sequence of the subclusters was 0, 1, 4, 2, and 3, of which subcluster 3 had the most interstitial phenotype.The expression of mesenchymal marker protein:Vimentin(VIM), Fibronectin(FN1), and fibroblast growth factor receptor 1 (FGFR1) increased with the conversion of subclusters. In db/db mice aged 13-14 weeks, which develop DKD complications after 8-12 weeks of age, marein reduced blood levels of glucose, creatinine, and urea nitrogen, improved structural damage in kidney tissue, and reduced collagen deposition and the expression of FN1 and VIM. Marein also up-regulated autophagy marker:Light chain 3II/I(LC3II/I) and decreased FGFR1 expression in renal tissue. In an endothelial-mesenchymal transition model, a high glucose level induced a phenotypic change in human umbilical vein endothelial cells. Marein decreased endothelial cell migration, improved endothelial cell morphology, and decreased the expression of VIM and FN1. The use of the FGFR1 inhibitor, AZD4547, and autophagy inhibitor, 3-Methyladenine(3-MA), further demonstrated the inhibitory effect of marein on high glucose-induced endothelial-mesenchymal transition by reducing FGFR1 expression and up-regulating the autophagy marker protein, LC3II/I. In conclusion, this study suggests that marein has a protective effect on renal endothelial- mesenchymal transition in DKD, which may be mediated by inducing autophagy and down-regulating FGFR1 expression.

The purpose of this study was to ascertain the challenges faced by a group of TVET college students in establishing their own entrepreneurial ventures. It further aimed to explore how lecturers' current pedagogical approaches were or were not cultivating the entrepreneurial intentions of these students. The study employed a qualitative approach informed by an interpretive design. The sample participants included five (n=5) lecturers employed to teach entrepreneurship and business management across different courses, and thirty students (n=30) at a TVET college. The Theory of Planned Behaviour served as a barometer to both guide and frame the interpretation of results. A combined student- and teacher-centered approach was found, according to the views of the participants, to have a positive impact on the development of the participating students' entrepreneurial intentions. The findings also suggest that using real-life business challenges as part of pedagogy, has the potential to help TVET college students develop entrepreneurial intentions, together with the appropriate skills, values, and attitudes.

Resumen El artículo analiza la experiencia emocional durante la transición de la secundaria a la universidad de jóvenes que son estudiantes universitarios de primera generación y que se ubican en posiciones socioeconómicas inestables en Lima-Perú. Por medio de un enfoque cualitativo y a través del análisis de veinte entrevistas con perspectiva biográfica, se buscó conocer su experiencia de preparación y postulación a la universidad. Se argumenta que el proceso de transición a la universidad es experimentado como un momento de afirmación de las desigualdades sociales que se manifiestan en sentimientos de frustración, miedo al fracaso y orgullo; en un escenario donde el ingreso a la universidad no sólo constituye un proyecto familiar, sino también, una oportunidad para modificar su origen social. Durante la transición se ponen de manifiesto las desventajas signadas por una deficiente educación secundaria y el desconocimiento sobre el mundo universitario. Pero, también, se muestra los recursos que movilizan para contrarrestar las desventajas de origen, tales como la incorporación a una academia preuniversitaria y los soportes familiares que se erigen como fundamentales para lograr el ingreso a la universidad.

Abstract This article analyzes the emotional experience during the transition from high school to university of first-generation university students in unstable socioeconomic positions in Lima-Peru. By means of a qualitative approach and through the analysis of twenty interviews with a biographical perspective, we sought to understand their experience of preparation and application to university. It is argued that the process of transition to university is experienced as a moment of affirmation of social inequalities that are manifested in feelings of frustration, fear of failure and pride; in a scenario where university entrance is not only a family project, but also an opportunity to change their social background. During the transition, the disadvantages marked by a deficient secondary education and the lack of knowledge about the university world become evident. But it also shows the resources mobilized to counteract the disadvantages of origin, such as the incorporation to a pre-university academy and the family supports that are fundamental to achieve university entrance.

Abstract The study was proposed due to the perception of the scarcity of studies on the correlation between burnout, coping and social support. Thus, the present study aimed to verify the prevalence of academic burnout and its correlations with coping strategies and social support in students of health courses. The sample consisted of 173 participants, ages between 18 and 30 years (M = 23.71; SD = 7.04). For data collection we used: Sociodemographic questionnaire, Maslach Burnout Inventory for students (MBI-SS), Brief COPE (coping inventory) and Social Support Satisfaction Scale for higher education students (SSSS). The results revealed correlations between the dimensions of emotional exhaustion and cynicism, with family support satisfaction [F (3. 201752) = 9184.986, p < .001; r2 = .12] and F (3.168) = 8.473, p < .001; r2 = .131]. Referring to the correlations between coping strategies with the other study variables, the sample most frequently used emotion-focused coping in the strategies of Self-blaming (r = .290, p<.001); Substance Use (r = .241, p<.01); Instrumental Support (r = .206, p<.01) and Positive Reinterpretation (r =.197, p<.01).

Resumen El estudio fue propuesto debido a la percepción de la escasez de estudios sobre la correlación entre burnout, afrontamiento y apoyo social. Así, el presente estudio tuvo como objetivo verificar la prevalencia de burnout académico y sus posibles correlaciones con estrategias de afrontamiento y apoyo social en estudiantes de cursos de salud. La muestra estuvo constituida por 173 participantes, con edades comprendidas entre 18 y 30 años (M = 23,71; DE = 7,04). Para la recogida de datos se utilizaron: Cuestionario sociodemográfico, Inventario de Burnout de Maslach para estudiantes (MBI-SS), COPE breve (inventario de afrontamiento) y Escala de satisfacción con el apoyo social para estudiantes de enseñanza superior (SSSS). Los resultados revelaron correlaciones entre las dimensiones de agotamiento emocional y cinismo, con la satisfacción de apoyo familiar [F (3. 201752) = 9184,986, p < .001; r2 = .12] y F (3.168) = 8,473, p < .001; r2 = .131]. En cuanto a las correlaciones entre las estrategias de afrontamiento con el resto de las variables del estudio, la muestra utilizó con mayor frecuencia el afrontamiento centrado en la emoción en las estrategias de Autoculpabilización (r = .290, p< .001); Consumo de Sustancias (r = .241, p< .01); Apoyo Instrumental (r = .206, p< .01) y Reinterpretación Positiva (r = .197, p< .01).

Abstract We compared anaphora processing and the ability to integrate spatial information into a situation model during reading among college students with autism spectrum disorder (ASD) (N=20) and typically developing (TD) students (N=22). We designed 24 narrative texts divided into two conditions: (1) anaphoric referent spatially associated with the main character and (2) anaphoric referent spatially dissociated. We analyzed different measures of eye movement during reading using eye-tracking technology. Mixed model analysis revealed significant differences in the group effect, the condition effect, and the interaction between the group and condition for various measures and areas of interest in the text. The results showed a facilitating effect in the anaphoric processing of the associated condition, specifically for the group with TD. However, this effect was not seen in people with ASD. Finally, we discuss the results regarding the higher prevalence of perceptual organization problems and difficulties to integrate information in a situation model during reading for people with ASD.

Resumen Comparamos el procesamiento de anáforas y la capacidad de integrar información espacial en un modelo de situación durante la lectura entre estudiantes universitarios dentro del trastorno del espectro autista (TEA) (N=20) y estudiantes con desarrollo típico (DT) (N=22). Diseñamos 24 textos narrativos divididos en dos condiciones: (1) referente anafórico espacialmente asociado al personaje principal y (2) referente anafórico espacialmente disociado. Analizamos diferentes medidas de movimiento ocular durante la lectura utilizando tecnología de eye-tracking. El análisis de modelos mixtos reveló diferencias significativas en el efecto de grupo, el efecto de condición y la interacción entre el grupo y la condición de varias medidas y áreas de interés en el texto. Los resultados mostraron un efecto facilitador en el procesamiento anafórico de la condición asociada, específicamente, para el grupo con DT. Sin embargo, este efecto no se observó en personas con TEA. Por último, discutimos los resultados en torno a la mayor prevalencia de problemas de organización perceptiva y dificultades para integrar información en un modelo de situación durante la lectura para personas con TEA.

Abstract Objective: This article presents theoretical findings from the research project “Experience, Ethics, and Subject in Foucaults Later Work,” which conceptualizes the theoretical-methodological categories of the philosophers last period of work. The text examines the educational dimension of contemporary neoliberalism, located in human capital as a discourse and practice that generates scenarios of formation and the constitution of subjectivities guided by international policies and practices in secondary and higher education institutions. Originality/support: It contributes to recent consolidated studies as a philosophy of education, employing concepts and categories from philosophy to problematize and study with effects of policies and types of economy in the field of educational sciences and pedagogy. Method: The methodology is closely aligned with Michel Foucaults archaeological-genealogical-ethical approach, manifested through various instruments such as thematic and analytical cards that allow for the recognition of statements and conceptual series that reorganize the ways in which the educational forms of neoliberalism have been constituted and their effects on contemporary subjects and institutions. In addition to this procedure, the essay-problematization is employed, not merely as a description of the constructed situation, but with the intention and conviction of transforming the researcher. That is, beyond seeking the documentation of the social practices produced in the discourses, it focuses on how the subject gets concerned and generates different possibilities of action. Strategies/Data collection: The article draws on theoretical and documentary sources from philosophy and economics, with a focus on Foucaults courses at the Collège de France during the years 1977-1979. It also delves into the analyses of American neoliberals (Schultz, Becker), theorists of human capital, who postulate the economic value of education. Conclusions: Contemporary education in Colombia and Latin America is co-opted by neoliberalism as a worldview. This is evidenced by the prominence of human capital as a formative scene that directs students and teachers towards the competency model, materialized in curriculum plans and institutional ventures such as innovation, entrepreneurship, and the management of individuals as architects of their own destiny becoming entrepreneurs to offer their skills in various labor markets.

Resumo Objetivo: Este artigo descreve um workshop interativo baseado numa aplicação da análise crítica do discurso, enquadrada a partir de uma posição enunciativo-pragmática que considera as condições de produção, circulação e receção do discurso, para mostrar a utilidade da sociopragmática nesta área. Originalidade/suporte: A sociopragmática como ferramenta epistemológica para a análise crítica do discurso. Método e estratégias/coleta de datos: A primeira fase contém um esboço do campo concetual das áreas disciplinares envolvidas. As categorias cognitivas remetem para o conceito de acções de linguagem, ideologia de género e ideologia na linguagem que serão úteis para sustentar as posições e preconceitos encontrados; são considerados os quadros sociais de referência que geram a estigmatização 182 resultante. Utiliza-se o conceito de imagem social e outros contributos que o complementam, como o imaginário sócio-discursivo, a direccionalidade e o efeito das actividades de imagem, elementos que, numa amálgama ideológica, colaboram na interpretação das actividades de imagem e na imagem socialmente projectada. Na segunda fase, realiza-se um trabalho de grupo para examinar, registar e documentar as marcas indiciais, as acções, os recursos e outros elementos discursivos que facilitam a construção de uma abordagem. Estou empenhado na utilidade heurística de articular uma abordagem interdisciplinar a uma amostra de discurso popular. A experiência pode ser extrapolada para outros objectos de estudo dos participantes na oficina. Conclusões: Este trabalho cumpriu o objetivo pretendido, que era ilustrar como uma análise crítica do discurso - que faz uso de algumas ferramentas relacionadas com diferentes disciplinas, incluindo a sociopragmática - permite o acesso didático a vários níveis de análise que facilitam a interpretação do significado discursivo.

Resumen Objetivo: El artículo presenta resultados teóricos del proyecto de investigación “Experiencia, ética y sujeto en el último Foucault”, que conceptualizó las categorías teórico-metodológicas del último periodo de trabajo del filósofo; en el texto se plantea la dimensión educativa del neoliberalismo contemporáneo ubicada en el capital humano como discurso y práctica que produce escenarios de formación y constitución de subjetividades orientados por las políticas de orden internacional y las prácticas en las instituciones educativas de básica media y superior. Originalidad/aporte: Se circunscribe a los estudios consolidados en el último tiempo como filosofía de la educación, en el sentido de utilizar conceptos y categorías de la filosofía para problematizar y estudiar con efectos producidos por políticas y formas de la economía en el campo de las ciencias de la educación y la pedagogía. Método: La metodología está cercana al enfoque arqueológico-genealógico-ético de Michel Foucault, materializado en diferentes instrumentos como fichas temáticas y analíticas que permiten reconocer los enunciados y las series conceptuales que reorganizan la manera como se han constituido las formas educativas del neoliberalismo y los efectos sobre sujetos e instituciones contemporáneas; aparte del procedimiento, se acude al ensayo-problematización no como una simple descripción de la situación construida, sino con la intención y el convencimiento de la transformación del sujeto investigador; es decir, no registrar las prácticas sociales producidas en los discursos, sino las formas como el sujeto se inquieta y genera diferentes posibilidades de acción. Estrategias/recolección de información: El artículo recurre a fuentes teóricas y documentales de la filosofía y la economía, privilegiando los cursos de Foucault impartidos en el Collège de France durante los años 1977-1979, al tiempo que se detiene en los análisis de los neoliberales norteamericanos (Schultz, Becker), teóricos del capital humano, quienes postulan el valor económico de la educación. Conclusiones: La educación contemporánea en Colombia y América Latina está cooptada por el neoliberalismo como visión de mundo. Esta comprobación se concreta en el capital humano como escena formativa que incluye volcar a estudiantes y profesores sobre el modelo de competencias y su materialización en planes de estudio y aventuras institucionales como la innovación, el emprenderismo y la gestión de los sujetos como forjadores de su propio destino, ser empresarios de sí mismos para ofertarse en los diferentes mercados laborales.

ABSTRACT Foundation: Oral cancer is a global health problem; in this sense, it is necessary to identify the population’s learning needs from an early age. Objective: To characterize the information level about oral cancer in college prep students. Methods: A descriptive study was carried out on students from the Roberto Rodríguez college prep school, in the Morón municipality, Ciego de Ávila province, from January 2022 to January 2023. The entire universe was (N= 183). Absolute and relative frequencies, as well as measures of central tendency and dispersion, were used as measures to summarize the information. Results: There was a slight predominance of the female sex (51.9%) and those who were in twelfth grade (35.0%). Smoking was the most common risk factor (30.6%). In the overall rating, 104 (56.8%) students were evaluated as inadequate. 44.8% of young people identified the mass media as ways to obtain information. Conclusions: Inadequate levels of information were identified in most of the survey categories, which demonstrates the need to carry out educational strategies related to oral cancer, with the aim of increasing the cognitive level about this disease.

RESUMEN Fundamento: El cáncer bucal constituye un problema de salud mundial; en este sentido, se hace necesaria la identificación de las necesidades de aprendizaje en la población desde edades tempranas. Objetivo: Caracterizar el nivel de información sobre cáncer bucal en estudiantes preuniversitarios. Métodos: Se realizó un estudio descriptivo, en estudiantes de la escuela preuniversitaria Roberto Rodríguez, del municipio de Morón, provincia de Ciego de Ávila, en el periodo comprendido entre enero de 2022 a enero de 2023. Se trabajó con la totalidad del universo (N= 183). Como medidas de resumen de la información se utilizaron las frecuencias absolutas y relativas, así como medidas de tendencia central y dispersión. Resultados: Existió ligero predominio del sexo femenino (51,9 %) y de los que cursaban el duodécimo grado (35,0 %). El hábito de fumar resultó el factor de riesgo más frecuente (30,6 %). En la calificación global 104 (56,8 %) estudiantes fueron evaluados de inadecuado. El 44,8 % de los jóvenes identificó a los medios de difusión masiva como vías de obtención de la información. Conclusiones: Se identificaron inadecuados niveles de información en la mayoría de las categorías de la encuesta, lo cual demuestra la necesidad de realizar estrategias educativas relacionadas con el cáncer bucal, con la finalidad de incrementar el nivel cognoscitivo sobre esta enfermedad.

ABSTRACT Communication culture is the basis of communication and interaction between people. The insufficient development of communication culture can lead to interpersonal conflicts. The ability to communicate effectively contributes to great teamwork in various projects. The article aims to examine the communication culture of modern college students, with an emphasis on how social changes and technological advances develop their communication skills. The authors systematically analyze existing literature, including peer-reviewed articles and research studies. They use thematic analysis to identify and categorize the key topics related to the communication culture of students. The authors conclude that there is an urgent need for educational institutions to adapt their curricula to more effectively teach communication skills. These adaptations should prepare students to navigate the complexities of interpersonal and professional environments.

RESUMEN La cultura de la comunicación es la base de la comunicación y la interacción entre las personas. El desarrollo insuficiente de la cultura de la comunicación puede provocar conflictos interpersonales. La capacidad de comunicarse eficazmente contribuye a un gran trabajo en equipo en diversos proyectos. El artículo pretende examinar la cultura comunicativa de los estudiantes universitarios modernos, haciendo hincapié en cómo los cambios sociales y los avances tecnológicos desarrollan sus habilidades comunicativas. Los autores analizan sistemáticamente la bibliografía existente, incluidos artículos revisados por pares y estudios de investigación. Utilizan el análisis temático para identificar y categorizar los temas clave relacionados con la cultura comunicativa de los estudiantes. Los autores concluyen que existe una necesidad urgente de que las instituciones educativas adapten sus planes de estudio para enseñar de forma más eficaz las habilidades comunicativas. Estas adaptaciones deberían preparar a los estudiantes para desenvolverse en las complejidades de los entornos interpersonales y profesionales.

ABSTRACT In the process of teaching and learning Mathematics at the pre-university level, difficulties related to logarithmic equations have been identified among students. Addressing this issue is crucial to ensure a solid foundation. The objective of this article is to present a specific procedure to promote effective learning of logarithmic equations in pre-university education. The study was conducted between 2020 and 2024 at the "Federico Engels" Pre-University Institute in Pinar del Río. The research employed theoretical methods such as historical-logical analysis, along with empirical methods including document analysis, interviews, and classroom observations. The main outcome was a methodological procedure specifically designed to tackle logarithmic equations in the pre-university context, emphasizing the use of different content variants and individualized attention to students. The procedure was based on prior diagnosis and a preventive approach. The conclusions highlight common challenges faced by students when solving logarithmic equations, emphasizing the importance of consistent practice and application of learned properties.

RESUMO No processo de ensino-aprendizagem da Matemática no nível pré-universitário, foram identificadas dificuldades relacionadas às equações logarítmicas entre os estudantes. Abordar essa questão é crucial para garantir uma base sólida. O objetivo deste artigo é apresentar um procedimento específico para promover a aprendizagem eficaz de equações logarítmicas no ensino pré-universitário. O estudo foi realizado entre 2020 e 2024 no Instituto Pré-Universitário "Federico Engels" em Pinar del Río. A pesquisa utilizou métodos teóricos, como análise histórico-lógica, juntamente com métodos empíricos, incluindo análise de documentos, entrevistas e observações em sala de aula. O principal resultado foi um procedimento metodológico projetado especificamente para abordar equações logarítmicas no contexto pré-universitário, enfatizando o uso de diferentes variantes de conteúdo e atenção individualizada aos estudantes. O procedimento baseou-se em diagnóstica prévio e em uma abordagem preventiva. As conclusões destacam os desafios comuns enfrentados pelos estudantes ao resolver equações logarítmicas, enfatizando a importância da prática consistente e aplicação das propriedades aprendidas.

RESUMEN En el proceso de enseñanza-aprendizaje de la Matemática en el nivel preuniversitario, se han identificado dificultades en el aprendizaje de las estudiantes relacionadas con las ecuaciones logarítmicas. Abordar esta problemática es crucial para garantizar una sólida preparación. El objetivo de este artículo es presentar un procedimiento específico para fomentar el aprendizaje efectivo de las ecuaciones logarítmicas en la enseñanza preuniversitaria. El estudio se llevó a cabo entre los años 2020 y 2024 en el IPU "Federico Engels" de Pinar del Río. Se utilizaron métodos teóricos como el histórico-lógico, de conjunto con el análisis de documentos, entrevistas y observación, como empíricos, aplicados. El principal resultado estuvo en un procedimiento metodológico diseñado específicamente para abordar las ecuaciones logarítmicas en el contexto preuniversitario que pone énfasis en la utilización de variantes del contenido y en la atención a las diferencias individuales de los estudiantes. El procedimiento se basó en un diagnóstico previo y en un enfoque preventivo. Las conclusiones estuvieron en la reflexión sobre los desafíos comunes que enfrentan los estudiantes al resolver ecuaciones logarítmicas, la importancia de la práctica constante y la aplicación de las propiedades aprendidas.

Abstract Overview and Aims: Delayed motherhood is a reality today, especially for women with higher levels of education. Elective oocyte cryopreservation reduces the risk of future infertility. Despite increasing discussions in the media and social networks, most women are not adequately informed about the fertility decline associated with age and the associated risk factors. The aim of our study was to access the knowledge and attitudes regarding motherhood, fertility, and elective oocyte cryopreservation among young female university students in Portugal. Study Design: Observational and descriptive study. Population: Female college students. Methods: Data were collected through an online Google Forms® survey during August and September 2023. Results: A total of 266 female students were included in the study, with an average age of 22.46 years (±4.2). When asked about their willingness to have children in the future, 65% (n=173) of participants responded “yes”, 24.8% (n=66) “maybe”, and 10.2% (n=27) “no”. The main reasons cited for “no” and “maybe” responses were career prioritization (68.8%), fear of childbirth (45.2%), fear of motherhood (43%) or socioeconomic issues (40%). Approximately 53.6% (n=121) of participants wished to have children after the age of 30 years. Concerns about future fertility were present in 69.2% (n=184) of participants, and 72.9% (n=194) were familiar with the concept of ovarian reserve, while 82.7% (n=220) were aware of fertility preservation methods. When asked about the possibility of opting for elective oocyte cryopreservation, only 14.3% (n=38) ruled out this possibility. Most young women (87,2%, n=232) wished to be more informed about the topic, and 87.6% (n=233) would like to discuss the issue with their gynaecologist. Conclusions: The majority of students considered motherhood, however their professional career was highlighted as the main priority for the next 10 years. Knowledge about the ovarian reserve decline and the effectiveness of oocyte cryopreservation was not satisfactory.

Resumo Introdução e Objetivos: A maternidade tardia é hoje uma realidade, principalmente para mulheres com níveis de escolaridade superiores. A criopreservação eletiva de ovócitos permite diminuir o risco de infertilidade futura. A maioria das mulheres não está adequadamente informada sobre o declínio da fertilidade associado à idade nem sobre os fatores de risco associados. O objetivo do estudo foi avaliar o conhecimento e atitudes em relação à maternidade, fertilidade e à criopreservação eletiva de ovócitos das jovens universitárias em Portugal. Tipo de estudo: Estudo observacional e descritivo. População: Estudantes universitárias do sexo feminino. Metodologia: Dados recolhidos através de inquérito online Google Forms® realizado durante os meses de agosto e setembro de 2023. Resultados: Foram incluídas no estudo 266 estudantes do sexo feminino, com uma média de idade de 22,46 anos (± 4,2). Quando inquiridas quanto à vontade de terem filhos no futuro, 65% (n=173) das participantes respondeu “sim”, 24,8% (n=66) “talvez” e 10,2% (n=27) “não”. O principal motivo apontado para as respostas “não” e “talvez” foi a priorização da carreira (68,8%). Cerca de 53,6% (n=121) das participantes apenas desejam ter filhos a partir dos 30 anos. Para 69,2% (n=184) a fertilidade futura é uma preocupação, 72,9% (n=194) está familiarizada com o conceito de reserva ovárica e 82,7% (n=220) com a existência de métodos de preservação da fertilidade. Quando questionadas quanto à possibilidade de recorrer à criopreservação eletiva de ovócitos, apenas 14,3% (n=38) exclui essa possibilidade. A maioria das jovens (87,2%, n=232) gostaria de estar mais informada sobre a temática e 87,6% (n=233) gostaria de ver discutido o tema com o seu médico. Conclusões: A maioria das estudantes equaciona a maternidade, contudo a carreira profissional é destacada como principal prioridade para os próximos 10 anos. O conhecimento sobre declínio da reserva ovárica e eficácia da criopreservação de ovócitos está ainda aquém do desejado.