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.

Global lessons and success factors in the co-management of protected and conserved areas

This exploratory study examined the impact of two reading conditions on the comprehension of sixth-grade students. The objective was to determine whether participation in a virtual read-aloud intervention was associated with differences in reading comprehension compared with silent reading. Participants were assigned to either of the two conditions. Reading comprehension was measured through a pretest and a posttest assessment. The pretest established baseline comprehension, while the posttest assessed independent reading of new excerpts. Data were analyzed using an independent-samples t-test to explore comprehension gains and analysis of covariance (ANCOVA) to compare posttest performance while controlling for baseline pretest scores. Results indicated no statistically significant differences between the reading conditions, neither in the change of mean between groups nor after controlling for baseline differences. However, a large practical effect size was observed between the groups in the t-test, favoring the read-aloud condition. This suggests that the intervention may have educational relevance despite the lack of statistical significance. The exploratory nature of the study and the small sample size suggest that further research is needed to examine the potential impact of these reading modalities in larger and more diverse samples. The findings contribute to the literature on read-alouds and middle school literacy and offer implications for future research.

This study critically analyzed classical (monism, dualism) and contemporary (constitutional pluralism) theories governing the relationship between international and domestic law. The research, employing a bibliographic-documentary and dogmatic-legal approach, focused on Kelsenian doctrine, constitutional pluralism, and Venezuelan jurisprudence, particularly Supreme Court Ruling No. 1309 of 2001. It concluded that classical theories are insufficient, while constitutional pluralism offers a legal network model characterized by heterarchy and material prevalence (pro homine). The 1999 Venezuelan Constitution adopts a particular form of monism for human rights (Art. 23), granting constitutional status to the most favorable treaties. However, Supreme Court Ruling 1309/2001 introduced a sovereign counterweight, conditioning this opening to safeguard national sovereignty and constitutional values. Thus, the Venezuelan model operates as a conditioned constitutional pluralism, balancing international openness with the defense of its constitutional identity

Project formulation constitutes a process aimed at developing solutions to problems arising in social, technical, business, and organizational contexts. From this perspective, the present research is based on a central idea: every project is a solution to a problem and, by its genesis, constitutes a complex artificial system derived from a conflict or need that requires the integration of interdependent variables to build a coherent solution. However, traditional methodologies such as the Logical Framework, PMI’s PMBOK® guides, IPMA, Building Information Modeling (BIM), Six Sigma, and agile methods such as Scrum, although widely used, present limitations when applied to non-standardized projects characterized by complexity and uncertainty. The objective of this research is to propose a systemic approach to the formulation of non-standardized projects through the conceptual integration of General Systems Theory, systems thinking, and complexity theory. The study was conducted using a qualitative analytical and documentary approach based on literature review, comparative analysis of traditional methodologies, and conceptual integration. The results identified limitations of traditional approaches in addressing the complexity and interdependencies of non-standardized projects and enabled the development of a systemic project formulation proposal structured around six components aimed at comprehensively understanding the problem, constructing the solution, and selecting and integrating methodologies according to the nature of the project. Furthermore, the applicability of the proposal was illustrated through cases related to hydraulic infrastructure, structural rehabilitation, and business process transformation. It is concluded that the systemic approach provides a flexible and complementary conceptual framework for the formulation of non-standardized projects