As relações interpessoais envolvem interacção permanente definidas como troca de experiência entre pessoas, com características diferentes. Esta situação levantou o seguinte problema de investigação: Como fortalecer as relações interpessoais nos alunos 5.ª classe, no Complexo Escolar n.º 102 M “Dr. Ruí Falcão Pinto De Andrade” Moçâmedes? Para tal, lavrou-se o objectivo geral que consiste em fortalecer as relações interpessoais nos alunos da 5.ª classe, mediante uma estratégia didáctica. A metodologia teve uma abordagem descritica e que por meio das ferramentas de recolha e tratamento de informações baseadas na análise-síntese, estudo bibliografíco, cálculo percentual e ínquerito por questionários aplicado a uma população de 4 professores e 70 alunos e uma amostra composta por 4 professores (100%) e 37 (52%) alunos, construiu-se as bases teóricas para a resolução do problema de investigação. Logo, depois de aplicados e analizados foi possível verificar que as relações interpessoais no complexo, não são as mais recomendáveis para os alunos da 5ª. classe. Com isso, foi possível  apresentar uma estratégia didáctica com relevância para fortalecer as relações interpessoais nos alunos do Complexo Ruí Falcão, baseda no diálogo pemanente, no respeito pelas diferenças e no intercâmbio entre os agentes da eduação. Contudo, conclui-se que a estratégia apresesentada por possuir as três fases interligadas, mostra-se a mais indicada para fortalecer as relações interpessoais nos alunos do Complexo.

University guidance currently faces challenges of fragmentation and a lack of institutional visibility. The aim of this study is to analyse how a multi-level participatory process enables the identification of the challenges facing guidance and the development of proposals for action to create an integrated institutional support model. A qualitative participatory action research design was employed at the University of Barcelona. The process consisted of three phases: 1) a diagnostic survey of 1,276 students in their final years; 2) in-depth analysis through three heterogeneous focus groups (n=31); and 3) co-creation via an in-person and asynchronous hackathon involving 34 members of the university community. Uneven use of resources was identified, with activities integrated into the curriculum being rated more highly than specialised services. The participatory process enabled the identification of five strategic challenges: alignment with institutional identity, personalised support, career management skills, a coordinated organisational model, and cross-cutting communication. A total of 92 operational proposals were generated, structured at the micro, meso and macro levels. Building a comprehensive model requires a shift from isolated services towards shared institutional responsibility and coordinated governance. The multi-level participatory methodology is key to transforming the organisational culture and ensuring a coherent, preventative and equitable guidance system throughout students’ academic journey.

The way of directing and managing projects generates a coordination problem in technical-commercial organizations where consultative sales, technical support and logistics operations are combined. The objective was to analyze the associations between strategic leadership, decision-making and managerial innovation and, on the other hand, planning, cost control and perceived quality of projects in a Peruvian company. A quantitative, non-experimental, cross-sectional study was carried out with 20 intentionally selected informants. A questionnaire was used with 30 five-level Likert-type statements, divided into six dimensions of five items each. In the outputs of the instrument in SPSS, internal consistency coefficients were found by subscale ranging from α = .719 to α = .847. Pearson's associations between managerial and operational dimensions were very high and positive (r between .919 and .996). A multiple regression model with R² close to .999 but with high multicollinearity (FIV between 6.639 and 13.820) does not allow establishing stable independent effects by their individual coefficients. The observed relationships correspond to the perceptions of the informants themselves, and do not prove causality or real performance of the projects. The results describe an internal relationship whose extension requires confirmation with independent sources and other organizations.

This study examines the influence of emotional, cognitive, and social dimensions on vocational decision-making among Vocational Education and Training students, drawing on Álvarez‑Justel’s (2021) integrative model. It seeks to understand how these dimensions interact and relate to educational level and gender. A non-experimental, descriptive, and correlational-comparative design was used. The sample comprised 448 second-year students in Intermediate and Higher Vocational Training programs. The Career Decision-Making Scale for Secondary Education (ETDC-S) was administered. Factor analyses, descriptive statistics, Pearson correlations, t‑tests, and ANOVA were conducted to estimate the relative weight of each dimension and their interrelationships. The cognitive dimension showed the strongest explanatory weight, followed by the emotional and social dimensions. Positive and significant correlations were observed among all three dimensions and between each of them and the total score. Differences by educational level were found (higher cognitive scores in Higher VET) as well as gender differences in the emotional dimension, favoring boys. Findings confirm the integrated nature of the decision-making process and the joint relevance of emotional, cognitive, and social dimensions. The results underscore the need for guidance actions and educational interventions that simultaneously address these three dimensions to foster more informed, confident, and well‑being‑oriented vocational choices among students.

El Trastorno por Déficit de Atención e Hiperactividad (TDAH) ha sido relacionado con un efecto negativo en el rendimiento académico infantil; pero, no se conocen sus repercusiones en aquellos adultos que se enfrentan a la vida académica universitaria. El estudio analiza el antecedente de TDAH en la infancia de aspirantes y el puntaje de ingreso a la universidad. A través de lo cuantitativo se aplicó la Wender-Utah Rating Scale modificada (WURS 25) a 169 estudiantes. Se obtuvo un grupo de 22 estudiantes que superaron el punto de corte (46 puntos) y un grupo control constituido por debajo de dicho punto. En el análisis correlacional, basado en pruebas de normalidad, se encontraron diferencias mínimas entre un puntaje de ingreso y un antecedente autorreportado de TDAH. Se comprobaron, diferencias en los promedios de puntaje con respecto al género. Las mujeres por encima de la media (829,56) y mediana (837,75) con respecto a participantes con autorreporte negativo (Media: 806,54; Mediana: 814,75), con una dispersión mayor en la desviación estándar de los casos (DE:68,29) con respecto a los controles (DE:59,17). En el caso de los varones con autorreporte positivo tienen puntajes de ingreso por debajo de la media y mediana en relación con aquellos de autorreporte de TDAH negativo en relación con los controles. Existe relación positiva mínima entre el antecedente de TDAH en la infancia y el puntaje de ingreso a la universidad; sin embargo, las diferencias aparentes que presentan ambos sexos con respecto a sus puntajes deben ser consideradas para estudios futuros.

Las áreas protegidas son una herramienta fundamental para la conservación de la biodiversidad; sin embargo, su efectividad no depende únicamente de su reconocimiento legal, sino también de la calidad de los arreglos de gobernanza que orientan su manejo. Este estudio evaluó la calidad de la gobernanza en áreas protegidas y conservadas mediante una revisión sistemática de literatura internacional, con el propósito de identificar qué tipos de gobernanza y sistemas de gestión se asocian con mejores resultados. La revisión siguió el protocolo PRISMA y analizó 106 artículos, de los cuales se extrajeron 154 casos de gobernanza. Cada caso fue clasificado según tipo de gobernanza y sistema de gestión, y evaluado mediante un índice basado en cinco principios de buena gobernanza de la UICN: legitimidad y voz, dirección, desempeño, rendición de cuentas, y justicia y derechos. Los resultados muestran que la gobernanza compartida con enfoque bottom-up presentó el índice más alto de calidad (9.33 ± 0.51), seguida por la gobernanza comunitaria bottom-up (8.90 ± 0.40) y la gobernanza compartida bajo esquemas de cogestión (7.83 ± 0.21). En contraste, los valores más bajos se observaron en la gobernanza compartida top-down (4.57 ± 0.47) y en la gobernanza gubernamental top-down (4.19 ± 0.30). El análisis cualitativo identificó como factores de éxito: la participación efectiva, el reconocimiento de la autoridad local, el liderazgo comunitario e indígena, la confianza, la integración del conocimiento local, reglas claras, apoyo externo adecuado y beneficios tangibles. En conjunto, los hallazgos muestran que la gobernanza compartida no garantiza por sí misma una buena gobernanza si no redistribuye poder, autoridad, recursos y beneficios entre los actores involucrados.