RESUMO Objetivo: Examinar a associação entre o tempo de tela autorreportado e os sintomas de estresse, ansiedade e depressão em adolescentes. Métodos: Foi realizado estudo com delineamento transversal com 982 adolescentes entre 12-15 anos, matriculados na rede pública de ensino da cidade de Jacarezinho (PR). Para mensurar o tempo de tela, os adolescentes responderam à pergunta: “Considerando um dia típico, quanto tempo você passa assistindo TV, jogando videogame, usando computador ou smartphone?”. O questionário DASS-21 (versão curta) foi utilizado para avaliar os sintomas de depressão, ansiedade e estresse. Análises brutas e ajustadas (idade, sexo e nível de escolaridade materna) entre tempo de tela e indicadores de saúde mental foram realizadas por meio do modelo de regressão linear generalizado, com distribuição de Poisson, adotando a significância de p<0,05. Resultados: Maiores sintomas depressivos foram observados em adolescentes com tempo de tela de 4–6 horas/dia (RP 1,35, IC95% 1,13–1,61) e ≥6 horas/dia (RP 1,88, IC95% 1,62–2,19) quando comparados com seus pares com ≤2 horas/dia. O mesmo foi observado para os sintomas de ansiedade com tempo de tela de 4–6 horas/dia (RP 1,23, IC95% 1,04–1,46) e ≥6 horas/dia (RP 1,50, IC95% 1,28–1,77); e estresse, com 4–6 horas/dia (RP 1,25, IC95% 1,08–1,44) e ≥6 horas/dia (RP 1,49, IC95% 1,30–1,71), também comparados com seus pares com ≤2 horas/dia. Conclusões: O tempo de tela foi associado positivamente com os sintomas de depressão, ansiedade e estresse em adolescentes. Atenção especial deve ser dada àqueles que passam mais de quatro horas por dia em frente a uma tela. Objetivo Métodos 98 1215 12 15 12-1 anos PR. PR . (PR) pergunta Considerando típico TV videogame smartphone. smartphone smartphone?” DASS21 DASS 21 DASS-2 versão curta idade, idade (idade materna generalizado Poisson p005 p 0 05 p<0,05 Resultados 46 4 6 4– horasdia RP 135 1 35 1,35 IC95 IC 1,13–1,61 113161 13 61 ≥ 188 88 1,88 1,62–2,19 162219 62 2 19 ≤ 123 23 1,23 1,04–1,46 104146 04 150 50 1,50 1,28–1,77 128177 28 77 1,28–1,77) 125 25 1,25 1,08–1,44 108144 08 44 149 49 1,49 1,30–1,71, 130171 1,30–1,71 , 30 71 1,30–1,71) Conclusões 9 121 12- (PR smartphone? DASS2 DASS- p00 p<0,0 3 1,3 IC9 1,13–1,6 11316 18 8 1,8 1,62–2,1 16221 1,2 1,04–1,4 10414 5 1,5 1,28–1,7 12817 7 1,08–1,4 10814 14 1,4 13017 1,30–1,7 p0 p<0, 1, 1,13–1, 1131 1,62–2, 1622 1,04–1, 1041 1,28–1, 1281 1,08–1, 1081 1301 1,30–1, p<0 1,13–1 113 1,62–2 162 1,04–1 104 1,28–1 128 1,08–1 108 130 1,30–1 p< 1,13– 11 1,62– 16 1,04– 10 1,28– 1,08– 1,30– 1,13 1,62 1,04 1,28 1,08 1,30 1,1 1,6 1,0

ABSTRACT Objective: To examine the associations between self-reported screen time and symptoms of stress, anxiety, and depression in adolescents. Methods: A cross-sectional study was conducted with 982 adolescents aged between 12 and 15 years, enrolled in public schools in Jacarezinho (PR), Brazil. Screen time was assessed by the question “Considering a typical day, how much time do you spend watching TV, playing videogame, using computer or smartphone?” The DASS-21 questionnaire (short form) was used to assess symptoms of depression, anxiety, and stress. Crude and adjusted analyses (age, sex, and maternal level of education) between screen time and mental disorders symptoms were performed using general linear regression models, with Poisson distribution, with significance level at p<0.05. Results: Higher depressive symptoms were observed in adolescents who reported screen time of 4–6 hours/day (PR 1.35, 95%CI 1.13–1.61) and ≥6 hours/day (PR 1.88, 95%CI 1.62–2.19), compared with their pairs with <2 hours/day. The same was observed for anxiety symptoms with screen time of 4–6 hours/day (PR 1.23, 95%CI 1.04–1.46) and ≥6 hours/day (PR 1.50, 95%CI 1.28–1.77); and stress, with 4–6 hours/day (PR 1.25, 95%CI 1.08–1.44) and ≥6 hours/day (PR 1.49, 95%CI 1.30–1.71), also compared with their pairs with <2 hours/day. Conclusions: Screen time was positively associated with depressive, anxiety, and stress symptoms in adolescents. Special attention should be given to those who spend more than four hours a day in front of a screen. Objective selfreported self Methods crosssectional cross sectional 98 1 years PR, PR , (PR) Brazil Considering TV videogame smartphone smartphone? DASS21 DASS 21 DASS-2 short form age, age (age sex education models distribution p005 p 0 05 p<0.05 Results 46 4 6 4– hoursday 135 35 1.35 95CI CI 95 1.13–1.61 113161 13 61 ≥ 188 88 1.88 1.62–2.19, 162219 1.62–2.19 62 2 19 1.62–2.19) < 123 23 1.23 1.04–1.46 104146 04 150 50 1.50 1.28–1.77 128177 28 77 1.28–1.77) 125 25 1.25 1.08–1.44 108144 08 44 149 49 1.49 1.30–1.71, 130171 1.30–1.71 30 71 1.30–1.71) Conclusions 9 DASS2 DASS- p00 p<0.0 3 1.3 1.13–1.6 11316 18 8 1.8 16221 1.62–2.1 1.2 1.04–1.4 10414 5 1.5 1.28–1.7 12817 7 1.08–1.4 10814 14 1.4 13017 1.30–1.7 p0 p<0. 1. 1.13–1. 1131 1622 1.62–2. 1.04–1. 1041 1.28–1. 1281 1.08–1. 1081 1301 1.30–1. p<0 1.13–1 113 162 1.62–2 1.04–1 104 1.28–1 128 1.08–1 108 130 1.30–1 p< 1.13– 11 16 1.62– 1.04– 10 1.28– 1.08– 1.30– 1.13 1.62 1.04 1.28 1.08 1.30 1.1 1.6 1.0

ABSTRACT Objective: To evaluate the predictive validity and cut-off point of heart rate and blood pressure on heart rate variability (HRV) changes in children with and without obesity. Methods: This study included 125 children, of whom 41 were normal weight and 84 were obese. Anthropometry, blood pressure, heart rate, and HRV were measured using an electronic scale and stadiometer, a sphygmomanometer, and HRV monitor. In addition, the receiver operating characteristic (ROC) curve was obtained by statistical analysis of the data. Results: Heart rate proved to be a good predictor for changes in the square root of the mean of the square of the differences between consecutive NN intervals (RMSSD) parameter in students of both sexes for the normal-weight group (ROC 0.89; 95%CI 0.77–1.00) and obesity (ROC 0.90; 95%CI 0.83–0.97). In addition, the heart rate cut-off point for alterations in the RMSSD parameter for normal-weight boys was 93 bpm (sensitivity 100.00% and specificity 87.50%) and for boys with obesity, the established cut-off point was 91 bpm (sensitivity 94.74% and specificity 63.64%). Heart rate also proved to be a good predictor considering low-frequency/high-frequency ratio (LF/HF) and standard deviation of long-term continuous NN intervals /standard deviation of the instantaneous variability of continuous NN intervals in the Poincaré graph ratio (SD2/SD1). Systolic and diastolic blood pressures were good predictors in more specific stratifications and, therefore, can be used in some cases. Conclusions: The predictive validity of heart rate was shown to be at a good level, with high sensitivity and acceptable specificity for the cut-off points according to the different analyses stratified by gender and nutritional status. In this sense, health professionals will be able to use heart rate to estimate cardiovascular risk in children of different sexes and nutritional status. Objective cutoff cut off (HRV Methods 12 4 8 obese Anthropometry stadiometer sphygmomanometer monitor addition ROC data Results (RMSSD normalweight 0.89 089 0 89 95CI CI 95 0.77–1.00 077100 77 1 00 0.90 090 90 0.83–0.97. 083097 0.83–0.97 . 83 97 0.83–0.97) 9 10000 100 100.00 87.50% 8750 87 50 9474 94 74 94.74 63.64%. 6364 63.64% 63 64 63.64%) lowfrequency/highfrequency lowfrequencyhighfrequency low frequency/high frequency LF/HF LFHF LF HF (LF/HF longterm long term SD2/SD1. SD2SD1 SDSD SD2/SD1 SD2 SD1 SD (SD2/SD1) therefore cases Conclusions level status sense 0.8 08 0.77–1.0 07710 7 0.9 09 08309 0.83–0.9 1000 10 100.0 87.50 875 5 947 94.7 636 63.64 6 lowfrequency highfrequency frequencyhigh SD2SD SD2/SD (SD2/SD1 0. 0.77–1. 0771 0830 0.83–0. 100. 87.5 94. 63.6 (SD2/SD 0.77–1 077 083 0.83–0 87. 63. 0.77– 07 0.83– 0.77 0.83 0.7

RESUMO Objetivo: Avaliar a validade preditiva e o ponto de corte da frequência cardíaca e da pressão arterial nas alterações da variabilidade da frequência cardíaca (VFC) em crianças com e sem obesidade. Métodos: Foram incluídas 125 crianças neste estudo, sendo 41 com peso normal e 84 com obesidade. Antropometria, pressão arterial, frequência cardíaca e VFC foram medidas por meio de balança eletrônica e estadiômetro, esfigmomanômetro e monitor de VFC. Além disso, a curva característica de operação do receptor (ROC) foi obtida pela análise estatística dos dados. Resultados: A frequência cardíaca mostrou-se um bom preditor de alterações no parâmetro de raiz quadrada da média do quadrado das diferenças entre os intervalos NN consecutivos (RMSSD) em escolares de ambos os sexos para o grupo de peso normal (ROC 0,89; IC95% 0,77–1,00) e obesidade (ROC 0,90; IC95% 0,83–0,97). Além disso, o ponto de corte da frequência cardíaca para alterações no parâmetro RMSSD para meninos com peso normal foi de 93 bpm (sensibilidade 100,00% e especificidade 87,50%), e para meninos com obesidade, o ponto de corte estabelecido foi de 91 bpm (sensibilidade 94,74% e especificidade 63,64%). A frequência cardíaca também se mostrou um bom preditor considerando os índices da relação baixa frequência/alta frequência (LF/HF) e razão desvio padrão de intervalos NN contínuos de longo prazo/desvio padrão da variabilidade instantânea de intervalos NN contínuos na relação gráfica de Poincaré (SD2/SD1). As pressões arteriais sistólicas e diastólicas foram bons preditores em estratificações mais específicas e, portanto, podem ser utilizadas em alguns casos. Conclusões: A validade preditiva da frequência cardíaca mostrou-se em bom nível, com alta sensibilidade e especificidade aceitável para os pontos de corte, conforme as diferentes análises estratificadas por sexo e estado nutricional. Desta forma, os profissionais de saúde poderão utilizar a frequência cardíaca para estimar o risco cardiovascular em crianças de diferentes sexos e estado nutricional. Objetivo (VFC Métodos 12 estudo 4 8 Antropometria estadiômetro disso ROC dados Resultados mostrouse (RMSSD 0,89 089 0 89 IC95 IC 0,77–1,00 077100 77 1 00 0,90 090 90 0,83–0,97. 083097 0,83–0,97 . 83 97 0,83–0,97) 9 10000 100 100,00 87,50%, 8750 87,50% , 87 50 87,50%) 9474 94 74 94,74 63,64%. 6364 63,64% 63 64 63,64%) frequênciaalta LF/HF LFHF LF HF (LF/HF prazodesvio prazo SD2/SD1. SD2SD1 SDSD SD2/SD1 SD2 SD1 SD (SD2/SD1) portanto casos Conclusões nível nutricional forma 0,8 08 IC9 0,77–1,0 07710 7 0,9 09 08309 0,83–0,9 1000 10 100,0 875 87,50 5 947 94,7 636 63,64 6 SD2SD SD2/SD (SD2/SD1 0, 0,77–1, 0771 0830 0,83–0, 100, 87,5 94, 63,6 (SD2/SD 0,77–1 077 083 0,83–0 87, 63, 0,77– 07 0,83– 0,77 0,83 0,7

Abstract This study aims to analyze the relationship between mismatch and educational performance differentiated by gender. The data for the analysis comes from the National Survey of Occupation and Employment 2022. The results were estimated using frequency statistics, the Mincer earnings equation, and the quantile regression model. The main findings highlight that educational mismatch affects 50% of workers with higher education, performance is better in jobs adjusted with education, and the wage gap persists both within the educational level and in jobs adjusted with their educational background.

Resumen Este estudio tiene como objetivo analizar la relación entre el desajuste y el rendimiento educativo diferenciado por género. Los datos para el análisis proceden de la Encuesta Nacional de Ocupación y Empleo 2022. Los resultados se estimaron con estadísticas de frecuencia, la ecuación de ingresos de Mincer y el modelo de regresión cuántilica. De los principales resultados se destaca que el desajuste educativo afecta al 50% de los trabajadores con educación superior, el rendimiento es mejor en empleos ajustados a la formación y la brecha salarial persiste tanto dentro del nivel de estudios como en los trabajos ajustados a su formación educativa.

Resumen Introducción: La Escala de Estrés Percibido-4 (EEP-4) es una medida de autoinforme ultrabreve para evaluar el estrés psicológico. Este estudio evaluó las propiedades psicométricas del EEP-4 en Colombia. Método: Un total de 1911 participantes adultos con educación universitaria completaron el EEP-4. Se exploraron las características de los ítems y las subescalas. La dimensionalidad se evaluó mediante análisis de componentes principales y análisis factorial confirmatorio (AFC), incorporando una examinación de invarianza (configural, métrica, escalar y estricta) según las características sociodemográficas. También se calculó la validez de constructo (convergente y discriminante), los índices de fiabilidad, los grupos conocidos y la validez predictiva. Resultados: El AFC mostró que el modelo de un factor (estrés psicológico) con efectos de método (términos de error correlacionados en los ítems con frases negativas) era el más apropiado según los índices de ajuste y las consideraciones de parsimonia, siendo invariante según el género y la edad, pero no según el nivel de ingresos y la situación laboral. La consistencia interna fue adecuada para el EEP-4. Se identificaron correlaciones positivas significativas del EEP-4 con la depresión y la ansiedad, así como correlaciones negativas significativas con el crecimiento postraumático y la resiliencia. El EEP-4 mostró una capacidad adecuada para predecir posibles síntomas de depresión y ansiedad, así como factores protectores como la resiliencia y el crecimiento postraumático. Se observaron puntuaciones más altas en la EEP-4 entre los jóvenes, así como entre las personas con ingresos más bajos y en situación de desempleo. Conclusiones: Estos hallazgos sugieren que la EEP-4 podría ser una herramienta fiable y válida para evaluar el estrés psicológico en colombianos con educación universitaria.

Abstract Introduction: The Perceived Stress Scale-4 (PSS-4) is an ultra-brief self-report measure to assess psychological stress. This study evaluated the psychometric properties of the PSS-4 in Colombia. Method: A total of 1,911 adult participants with a university education completed the PSS-4. The characteristics of the items and the subscales were explored. The dimensionality was assessed using principal component analysis and confirmatory factor analysis (CFA), incorporating an examination of invariance (configural, metric, scalar, and strict) across socio-demographic characteristics. Construct validity (convergent and discriminant), reliability indices, know-groups, and predictive validity were also computed. Results: CFA showed that the one-factor model (psychological stress) with method effects (correlated error terms on the negative-phrased items) was the most appropriate according to fit indices and parsimony considerations, being invariant across gender and age, but not across income level and work status. Internal consistency was adequate for the PSS-4. Significant positive correlations of the PSS-4 were identified with depression and anxiety, as well as significant negative correlations were identified with post-traumatic growth and resilience. The PSS-4 showed adequate capacity to predict potential depressive and anxiety symptoms, as well as protective factors such as resilience and post-traumatic growth. Higher scores on the PSS-4 were observed among young people, as well as among people with lower incomes and those who are unemployed. Conclusions: These findings suggest that the PSS-4 can be a reliable and valid tool for assessing psychological stress in Colombians with a university education.

Abstract: The objective of this study is to assess the association between the levels of reading comprehension, well-being, motivation, and academic performance. A quantitative approach of descriptive and correlational scope is applied through a cross-sectional design that evaluates, from an expository-argumentative text, the reading comprehension of a sample of business engineering students from a traditional university located in South-Central Chile. The results show that literal comprehension is completely achieved by 77.55% of the students, as well as the inferential level. However, in the organizational, critical, and appreciative areas, none of the students achieve the desired maximum. A weak and significant correlation is observed between the mood of the participants and the literal and inferential domains. It is concluded that the appreciative level of reading could have an impact on student university academic performance.

Resumen: El objetivo de este estudio es analizar la asociación entre los niveles de comprensión lectora, el bienestar, la motivación y el rendimiento académico. Se aplica un enfoque cuantitativo de alcance descriptivo y correlacional, a través de un diseño de corte transversal que evalúa a partir de un texto expositivo-argumentativo la comprensión lectora de una muestra de estudiantes de ingeniería comercial de una universidad tradicional del centro sur de Chile. Los resultados muestran que la comprensión literal es completamente lograda por el 77.55% de los estudiantes, así como el nivel inferencial. No obstante, en los ámbitos organizacionales, crítico y apreciativo ninguno logra el máximo deseado. Se observa una correlación débil y significativa entre el estado de ánimo de los participantes y el dominio literal e inferencial. Se concluye que el nivel apreciativo de lectura podría tener incidencia en el rendimiento académico universitario de los estudiantes.

Abstract: The objective of this pilot study is to describe the effects of different types of written corrective feedback on the acquisition of the simple past tense in English, in a higher education context. A quasi-experimental design is applied, with intact classes, with a pre- and post-test, and a control group. The sample consists of 62 university students who are Spanish native speakers L1 with an intermediate English level (B1). In general, the findings indicate that the experimental groups obtained better results than the control group in the post-test. However, due to certain limitations of the pilot study, the results must be viewed with caution. The results and analysis suggest that corrective feedback positively affects the acquisition of the simple past tense of English and that of all types of feedback, direct corrective feedback is the most effective.

Resumen: Este estudio piloto se propone como objetivo describir los efectos de los distintos tipos de retroalimentación correctiva escrita en la adquisición del pasado simple del inglés, en un contexto de educación superior. Se aplica un diseño cuasi-experimental, de clases intactas, con pre y post - test y grupo control. La muestra del estudio está constituida por 62 estudiantes universitarios, hablantes de español como L1, con nivel pre intermedio en inglés (B1). En general, los hallazgos indican que los grupos experimentales obtuvieron mejores resultados que el grupo control en el post-test. Sin embargo, debido a ciertas limitaciones del estudio piloto, los resultados hay que visualizarlos con cautela. A partir de los hallazgos y del análisis se concluye que la retroalimentación correctiva escrita sí tiene un efecto positivo en la adquisición del pasado simple del inglés y que, de todos los tipos, la directa es la más eficaz.

Abstract: The purpose of this research lies in evaluating the current state of higher university education about bioethics studies in the faculties of health sciences in the Peruvian territory. The methodological design adopts a descriptive level with a mixed approach that is divided into two stages: The first consists of a qualitative theoretical-analytical-rational analysis, followed by a subsequent empirical analysis with a quantitative, descriptive, and cross-sectional approach. The main discoveries refer to the existence of nineteen licensed public universities in Peru that offer the Human Medicine degree. However, it was found that the Bioethics course is only available in nine of these institutions. In summary, it can be affirmed that in the educational programs of careers related to health sciences, attempts are made to address ethical principles from different perspectives, for example, through courses on general ethics or deontology. However, this strategy is not considered adequate. In addition, it is imperative to promote an educational policy within the faculties of health sciences that mandates the mandatory inclusion of a bioethics course in the curricula of health sciences programs.

Resumen: El propósito de esta investigación es evaluar el estado actual de la educación universitaria superior en relación con los estudios de Bioética en las facultades de ciencias de la salud en el territorio peruano. El diseño metodológico adopta un nivel descriptivo con enfoque mixto dividido en dos etapas: la primera consistió en un análisis teórico analítico-racional cualitativo, seguido de un análisis empírico posterior con enfoque cuantitativo, descriptivo y transversal. Los principales descubrimientos se refieren a la existencia de diecinueve universidades públicas licenciadas en el Perú que ofrecen la carrera de Medicina Humana. Sin embargo, se constató que el curso de Bioética sólo está disponible en nueve de estas instituciones. En resumen, se puede afirmar que en los programas educativos de las carreras relacionadas con ciencias de la salud se intenta abordar los principios éticos desde perspectivas distintas, por ejemplo, a través de cursos de ética general o deontología. No obstante, esta estrategia no es considerada adecuada, por lo que es imperativo promover una política educativa dentro de las facultades de ciencias de la salud que ordene la inclusión obligatoria de un curso de Bioética en los planes de estudio de los programas de ciencias de la salud.

Resumo: O propósito dessa investigação é avaliar o estado atual da educação universitária superior em relação aos estudos de bioética nas faculdades de ciências da saúde no Peru. O desenho metodológico adotou um nível descritivo com enfoque misto que se dividiu em duas etapas: a primeira consistiu em uma análise teórica analítico-racional qualitativa, seguida de uma análise empírica posterior com enfoque quantitativo, descritivo e transversal. Os principais achados se referem à existência de dezenove universidades públicas licenciadas no Perú que oferecem a carreira de Medicina Humana. Sem dúvida, constatou-se que o curso de Bioética só se encontra disponível em nove destas instituições. Em resumo, pode-se afirmar que nos programas educativos das carreiras relacionadas com ciências da saúde tenta-se abordar os princípios éticos a partir de diferentes perspectivas, por exemplo, através de cursos de ética geral ou deontologia. Apesar disso, essa estratégia não é considerada adequada. Além disso, é imperativo promover uma política educativa dentro das faculdades de ciências da saúde que determine a inclusão obrigatória de um curso de bioética nos planos de estudo dos programas de ciências da saúde.

The concept of digital transformation (DT) has revolutionized different facets of society including institutions of learning, where it has continued to influence teaching, learning and research. Over time and with the continued technological advancements in biological science disciplines, it has become clear that the increased convergence between these disciplines and digital systems application will become more apparent. For example, the advent and application of next-generation sequencing (NGS), machine learning (ML), artificial intelligence (AI) and other automated biological processes have afforded unique huge data sets with high societal impact. As such, digitalization of the bioeconomy remains necessary. The digitalization of the biosciences has birthed emerging concepts like "digital biology", "engineered biology" and "bio-revolution" and involve computer-centered biosciences. These are built around the integration of scientific data, modeling at several levels, as well as networked science. Nonetheless, it is still plagued by information derivation policies and technicality issues. Although, digital biology has seen a major boost in recent years with the emergence of new and updated digital biology databases and platforms for advanced computational modelling, and connection and visualization of bio-data at a molecular level, more efforts are needed from governmental stakeholders (policy makers), industry and academia to enhance the impact of computational automation and digital transformation in bioscience activities. Hence, a steady upscale in digitalization of the biosciences would ensure bioprocess development, increase teaching, research efficiency and productivity, birth more innovative future applications for various industries, and thereby impact several aspects of life. This article presents how selected biological science disciplines have been digitally transformed through data analytics and how the concept could be further explored in advancing teaching, learning and research.

Higher Education Institutions (HEI) play a significant role to unite diverse stakeholders and carry out planned learning activities that can promote change on both a personal and social level. Transformational research is dependent on the presence of an engaging and valuable problem that participants can make significant contributions in a collaborative manner across disciplines. Transformative learning process facilitates the integration of knowledge across several perspectives. This article explores the dynamic intersection of entrepreneurship and sustainability through the lens of a transformative action research approach in one's teaching practice. A qualitative action research approach is adopted. This research aims to enhance Sustainable Entrepreneurship (SE) as a facilitator at the University and also synthesize insights from lived experiences in Finland, Namibia, Kenya, and South Africa. This article advocates for a transformative paradigm shift, to drive meaningful impact, foster resilience, and catalyse positive change in the pursuit of navigating entrepreneurial sustainable business practices as a facilitator.

Universities have historically had ableist leanings that exclude people with disabilities. Yet, people with disabilities have a right to attend institutions of higher education, as does everyone else. What is called for is that institutions transform towards disability inclusion. The purpose of this article is to use the case study of research conducted at University of Cape Town (UCT) to suggest strategies for disability inclusion in institutions of higher education. The research question was: What does research carried out at UCT on disability inclusion related to staff, students, and curriculum tell us about strategies that have been used to achieve inclusion, the effectiveness of these strategies and what recommendations can be made for increasing the level of disability inclusion and equity at UCT? A scoping review of the literature on disability inclusion at UCT was conducted. Selected literature was thematically analysed based on the research question and aligned to the strategic goals of UCT. Four emergent themes are presented: including disability in the decolonial discourse, collaborating to enhance disability inclusion, enhancing disability inclusive social responsiveness, and other strategies to enhance systemic change towards disability inclusion. UCT has made significant strides to include students with disabilities, yet there is much still to be achieved. Disability inclusion in institutions of higher learning is not only about ensuring accessibility, but is also about addressing how disability is understood and how it is included in the curriculum.

Instructional leadership practices in terms of defining the school mission, managing instructional programmes, and developing a positive school learning climate are significantly and positively associated with teachers' effectiveness. Such practices have also been found to be critical in promoting teacher learning and development both at school and higher education levels. The key question posed in this study was what mathematics teachers' perceptions of their principal's management of the instructional programme of their schools were. The Principal Instructional Management Rating Scale was used as a lens for evaluating teacher perceptions in the study. The study was conducted in two Quintiles 1-3 schools in the town of Kariega, Eastern Cape, South Africa where two secondary school and three primary school teachers participated. The lower socioeconomic status of the two schools under scrutiny seemed to have played a role in the teachers' perceptions of the principals' role as instructional leader. Although the principals conducted and facilitated several professional development sessions with the mathematics teachers, the principal and his assistants were not always familiar with the mathematics pedagogical content knowledge that was required to evaluate lessons at the required level. Factors such as learner discipline, lack of parental support, and socioeconomic problems surrounding the school had an impact on the principals' ability to exercise instructional leadership in their schools.

Abstract Sexual satisfaction is expressed as an evaluation to gauge the level of enjoyment in one’s sexual life. Studies of the sexuality of the LGBTIQ population have been limited, as this group grapples with taboos, repression, and social stigma, which impact various aspects of their lives, including health and sexual satisfaction. This study investigates the unidimensional scale of sexual satisfaction in the LGBTIQ population in Ecuador, We analyze how this scale is affected when compared to different sociodemographic variables. We utilized a quantitative, descriptive, correlational, and prospective methodology, applying a questionnaire to 625 residents of Ecuador to gather sociodemographic data and the Sexual Satisfaction Index (SSI). The results on the unidimensional scale of sexual satisfaction are as follows: 33% of respondents report sexual satisfaction, while 60.5% experience sexual dissatisfaction, and 6.6% undergo a severe stress experience. There is less sexual dissatisfaction among individuals living in Quito, males, homosexuals, those with a higher level of education, and Afro-Americans, with a P value < 0,005 that is statistically significant. A negative value of sexual satisfaction is observed in the studied population, emphasizing the need for further investigation into the causes and factors influencing sexual dissatisfaction. This will help us understand their needs and provide support in a safe and respectful environment due to ongoing discrimination.

Resumen La satisfacción sexual se expresa como una evaluación, para manifestar el nivel de agrado a la vida sexual. Los estudios en la sexualidad de la población LGBTIQ han sido poco profundizados, grupos rodeados de tabúes, víctimas de una represión y condenas sociales; afectando las diferentes dimensiones de la salud, como la satisfacción sexual. Este trabajo investiga la escala unidimensional de la satisfacción sexual en la población LGBTIQ Ecuador. Se analiza cómo esta escala es afectada al correlacionarse con las diferentes variables sociodemográficas. Se utiliza una metodología cuantitativa, correlacional descriptiva y prospectiva. Se aplica: cuestionario a 625 personas residentes en Ecuador con recogida de datos sociodemográficos, Índice de Satisfacción Sexual (ISS). Los resultados de la escala unidimensional de satisfacción sexual muestran que el 33 % de la población tiene satisfacción sexual, el 60,5 % experimenta insatisfacción sexual y un 6,6 % reporta una experiencia severa de estrés en esta área. Se observa una menor insatisfacción sexual en los residentes de la ciudad de Quito, en hombres, en personas homosexuales, en aquellos con un nivel educativo más alto y en individuos afrodescendientes, con un valor de p < 0,005, lo que indica una significancia estadística. Estos resultados reflejan un nivel negativo de satisfacción sexual en la población estudiada. Por lo tanto, se hace necesario continuar investigando la satisfacción sexual para comprender las causas y los factores que inciden en la insatisfacción sexual. Es crucial visibilizar las necesidades y los apoyos que requiere esta comunidad en un entorno seguro y respetuoso, especialmente considerando los constantes actos de discriminación que enfrentan.

Resumen La autoevaluación de los programas de maestría impartidos total o parcialmente en entornos virtuales permite la mejora de estos y favorece la toma de decisiones basada en evidencias. La eficacia de la autoevaluación depende de los indicadores utilizados por lo que es indispensable determinar el valor de estos. El objetivo del trabajo fue implementar un instrumento de evaluación de los indicadores para la autoevaluación de la calidad de los programas virtuales de maestría. Se realizó la identificación y análisis de artículos científicos, guías de diseño y normas técnicas que abordan la evaluación de indicadores. Se empleó el motor de búsqueda de Google y Google Académico con las palabras clave: indicadores, sistemas de indicadores, evaluación de indicadores. Como resultado del análisis se identificaron seis criterios de calidad de los indicadores utilizados en la autoevaluación de los programas virtuales de maestría. Se elaboró un instrumento para medir estos seis criterios mediante una escala de Likert de cinco niveles. La prueba piloto del instrumento diseñado permitió su validación y mejorar los indicadores utilizados en la autoevaluación de los programas virtuales de maestría en la Cátedra de Calidad, Metrología y Normalización de la Universidad de La Habana.

Abstract Systematic self-assessment of master's programs taught totally or partially in virtual environments allows the improvement of these and favors evidence-based decision making. Self-assessment effectiveness is to a large extent due to indicators that are defined to carry it out. Value determination of these indicators for the self-assessment´s objectives achievement is the first step to the realization of this. Given the above, the objective of this work was to implement an instrument for evaluating the self-assessment´s indicators for quality of virtual programs master's. It was carried out identification and analysis of scientific articles, design guides and technical standards that address the evaluation of indicators. The Google and Google Scholar search engine was used with the keywords: indicators, indicator systems, indicator evaluation. As a result of the analysis, six indicators’ quality criteria used in the master's virtual programs self-assessment were identified. An instrument was developed to measure these six criteria through a five-level Likert scale. Pilot test of designed instrument allowed its validation and improve the indicators used in master's virtual programs self-assessment in the Chair of Quality, Metrology and Standardization of the University of Havana.

ABSTRACT Globalization and increasing demands on specialists determined the need to learn a foreign language in the modern world. Consequently, higher education institutions (HEIs) need to improve the educational programme for the preparation of future specialists for professional activities. The aim of this research was to determine the effectiveness of the use of modern digital technologies during the study of a foreign language by medical students and to identify the students’ personal attitude during the experiment. The research employed the methods of expert evaluation, pre- and post-testing (Common European Framework of Reference for Languages (CEFR)), a survey with the inclusion of a technology perception model. Cronbach’s alpha was used to check the reliability of the used questionnaires. Cohen’s kappa coefficient and Pearson’s chi-squared test were used for statistical processing of the results. The study found that students of the experimental group (EG) who studied using different digital technologies showed significant success in improving foreign language skills after the final test than students of the control group (CG). It is also worth noting that EG students were more motivated to use digital technologies after the experiment.The novelty of this study is that the study of English by medical students was carried out using digital technologies that were chosen according to the age, profession and foreign language proficiency level of the experimental sample of students. Prospects for further research may be to determine the effectiveness of artificial intelligence during foreign language learning by medical students.

RESUMEN La globalización y las crecientes exigencias a los especialistas determinaron la necesidad de aprender una lengua extranjera en el mundo moderno. En consecuencia, las instituciones de educación superior (IES) necesitan mejorar el programa educativo para la preparación de futuros especialistas para actividades profesionales. El objetivo de esta investigación fue determinar la efectividad del uso de tecnologías digitales modernas durante el estudio de una lengua extranjera por parte de estudiantes de medicina e identificar la actitud personal de los estudiantes durante el experimento. La investigación empleó los métodos de evaluación de expertos, pruebas previas y posteriores (Marco Común Europeo de Referencia para las Lenguas (MCER)), una encuesta con la inclusión de un modelo de percepción tecnológica. Se utilizó el alfa de Cronbach para comprobar la fiabilidad de los cuestionarios utilizados. Para el procesamiento estadístico de los resultados se utilizó el coeficiente kappa de Cohen y la prueba chi-cuadrado de Pearson. El estudio encontró que los estudiantes del grupo experimental (EG) que estudiaron utilizando diferentes tecnologías digitales mostraron un éxito significativo en mejorar sus habilidades en lenguas extranjeras después de la prueba final que los estudiantes del grupo de control (CG). También vale la pena señalar que los estudiantes de GE estaban más motivados para utilizar tecnologías digitales después del experimento. La novedad de este estudio es que el estudio del inglés por parte de estudiantes de medicina se realizó mediante tecnologías digitales que fueron elegidas según la edad, profesión y nivel de dominio de lengua extranjera de la muestra experimental de estudiantes. Las perspectivas para futuras investigaciones pueden ser determinar la efectividad de la inteligencia artificial durante el aprendizaje de lenguas extranjeras por parte de estudiantes de medicina.

ABSTRACT Introduction: Although the cause of childhood obesity is multifactorial, it is known that breastfeeding (BF) could be a protective element. Objective: To determine the association of obesity in children with the duration of BF, parental educational levels and types of employment and family formation in a group of children from Encarnación, Paraguay. Methodology: This was a longitudinal, retrospective and descriptive study with an analytical component carried out in 200 children of both sexes. Nutritional status was evaluated at 2, 4 and 6 years, duration of BF. Families were grouped according to parental education levels and types of employment (Group A: up to 6th grade of Elementary Education [EE] and informal economy work; Group B: up to 12th grade of EE and public/commercial employment; Group C: tertiary education and managerial employment positions or business ownership. A value of p <0.05 was considered significant. Results: 50% (n=100) were men, 96.5% (n=193) from urban areas, 70% (n=140) came from nuclear families, 73% (n=146) were families from group B. BF duration was ≤4 months 5.5% (n=11), up to 6 months 9% (n=18), 7 to 11 months 20.5% (n=41), continued BF (≥1 year) 63 .5%(n=127). 14.5%, 18% and 18.5% were obese at 2, 4 and 6 years respectively. There was greater obesity at 4 years with BF <6 months (42.9% vs 16.1% Chi2 p=0.02), but not at 2 or 6 years. No significant association of obesity with parental employment or educational level or with the presence of a partner (Chi2 p≥0.05). Conclusion: Breastfeeding duration of less than 6 months is associated with a higher frequency of obesity at 4 years of age.

RESUMEN Introducción: Aunque la causa de la obesidad infantil es multifactorial, se sabe que la lactancia materna (LM) podría ser un elemento protector. Objetivo: Determinar la asociación de obesidad en los niños con la duración de la LM, escolaridad y tipo de empleo de padres y conformación familiar en un grupo de niños de Encarnación-Paraguay. Metodología: estudio longitudinal, retrospectivo y descriptivo con componente analítico realizado con 200 niños de ambos sexos. Se evaluó estado nutricional a los 2, 4 y 6 años, duración de LM, agrupación familiar según nivel de escolaridad y tipo de empleo (Grupo A: hasta 6° grado de la Educación Escolar Básica (EEB) y trabajo informa; 2)Grupo B: hasta 3° de EEB y empleados públicos/comerciales; 3)Grupo C: educación terciaria y cargos jerárquicos o dueños de corporaciones.Se consideró valor de p<0,05 como significativo. Resultados: 50%(n=100) fueron varones, 96,5%(n=193) del área urbana, 70%(n=140) con familia nuclear, 73%(n=146) fueron familias del grupo B. Tuvo LM ≤4 meses el 5,5%(n=11), hasta 6 meses 9%(n=18), 7 a 11 meses el 20,5%(n=41), LM continuada (≥1 año) el 63,5%(n=127). Presentaron obesidad el 14,5%, 18% y 18,5% a los 2, 4 y 6 años respectivamente. Hubo mayor obesidad a los 4 años con LM <6 meses (42,9% vs 16,1% Chi2 p=0,02), no así a los 2 o 6 años. Sin asociación significativa de obesidad con tipo de empleo y escolaridad de los padres o con presencia de pareja (Chi2 p≥0,05). Conclusión: La duración de lactancia materna menor a 6 meses se asocia con mayor frecuencia de obesidad a los 4 años.