Esta investigação apresenta, na introdução, objetivo geral, que consiste em desenvolver uma central fotovoltaica para iluminação pública, na centralidade da Praia Amélia, e específicos, que consistem em descrever e dimensionar componentes da central. A metodologia baseia-se no modelo misto(quali-quantitativo). Por meio da pesquisa bibliográfica, entrevista e medição direta, obtiveram-se fundamentos teóricos, dados elétricos e técnicos da centralidade. Assim, com a latitude e longitude, através do PVGIS, obtiveram-se irradiações mensais direta, globais e temperaturas médias. Dos resultados, Moçâmedes apresenta condições adequadas para objetivos fotovoltaicos. Do dimensionamento e com módulos inclinados à 150, obteve-se no mês crítico, radiação global mensal de 179 KWh/m2 e diária de 5,78KWh/m2. Com demanda de 116250W, o sistema utiliza 664 módulos de 400W, 3 controladores de 200W, 48 baterias e inversor de 145313W. Assim, o sistema não prevê perdas por sombreamento e poeira, porém apresenta perdas de 1,56% devido à temperatura e 7309W no cabeamento. Dessa forma, o sistema demonstra viabilidade econômica ao apresentar um Valor Presente Líquido (VPL) positivo, com amortização prevista para ocorrer em 11 anos. Da discussão, em relação a projetos fotovoltaicos similares de Cabo Verde e Moçambique, este projeto demonstra-se mais ambicioso e com maior impacto socioeconômico e ambiental, por possuir carga maior e, no seu dimensionamento, reduzir a potência nas centrais térmicas de 63MW locais, em 0,44%. Este dado impacta positivamente a redução de emissões de GEE. Portanto, a central apresenta valor técnico, ao acautelar as perdas totais de 11339W (28 módulos), em um sistema com margem superior de 61 módulos.

Las evaluaciones internacionales de competencia lingüística han cobrado una importancia creciente en Colombia a lo largo de los años, convirtiéndose en un requisito fundamental para miles de ciudadanos que aspiran a alcanzar metas académicas, cumplir exigentes requisitos laborales o gestionar procesos migratorios. Sin embargo, la falta de informes detallados que proporcionen a los candidatos una retroalimentación efectiva, constructiva y oportuna genera la necesidad de repetir la prueba nuevamente cuando los resultados son desfavorables, lo que dificulta significativamente su progreso, preparación y confianza en sus habilidades. Esta propuesta tiene como objetivo diseñar un informe de retroalimentación específicamente adaptado para las personas que presentan el IELTS por segunda vez en el British Council de Colombia. Su propósito principal es permitirles comprender completamente sus fortalezas y reconocer áreas específicas que requieren mejora, además de proporcionar estrategias prácticas para reforzar los aspectos que representan dificultades. A través de un enfoque profesionalizador y basado en respuestas a un cuestionario cuidadosamente diseñado con preguntas dicotómicas y de escala Likert, algunas de ellas justificadas, este estudio resalta el papel esencial que desempeña una retroalimentación significativa y personalizada en la optimización del aprendizaje. Además, esta propuesta destaca la relevancia de considerar el conocimiento previo del candidato y cómo evoluciona al recibir una retroalimentación constructiva y oportuna. También reconoce la influencia de las emociones y de factores internos y externos en el proceso de evaluación, posicionando estos informes como herramientas clave para transformar los métodos tradicionales de evaluación en un enfoque más humano y efectivo.

Recent reports of increased employee absenteeism have raised concerns within organizations, as these absences may be linked to physical symptoms associated with high levels of stress and anxiety. However, such absences have not yet been systematically documented or analyzed, representing a significant gap in understanding employee well-being in today’s work environment. Therefore, this study aimed to design and validate a prevention and care program to reduce stress and anxiety levels among employees working remotely. The research followed a quantitative, non-experimental design. The sample consisted of 70 remote employees who completed a sociodemographic questionnaire, the Perceived Stress Scale (EEP-10), and the Hamilton Anxiety Rating Scale. Data analysis was conducted using SPSS 24©. Findings highlighted the need for an intervention program alongside measures such as preventing work overload, assessing individual capacity, promoting effective coping strategies, and encouraging healthy lifestyle habits. Establishing realistic work schedules and adhering to them was also identified as a key factor in reducing stress. The discussion revealed that while remote workers show some ability to manage their challenges, they also experience high anxiety and stress levels. To address these issues, the proposed and expert-validated program, Ataraxia, offers a structured approach to support emotional well-being and improve overall quality of work life. This initiative represents a step forward in closing the gap in mental health care for remote employees and fostering healthier, more sustainable work environments.

The article presented focuses on the planning and organization of teaching and learning of exponential and logarithmic functions and is born from the need to improve learning in Mathematics. The theoretical framework used is Didactic Analysis, in its four sub-analyses (content, cognitive, instructional and performance) through the design and implementation of a didactic unit and, as a methodology, a mixed-cut study with two groups of fourth-year students from an Argentine educational institution. The didactic unit consists of title, objectives, content, methodology, evaluation and tasks. The results show that the organization of teaching under this approach determines a higher academic performance of students in Mathematics in the subject of exponential and logarithmic functions, since the scores, analyzed by the U Man Whitney test, of the experimental group were higher than those of the control group with a statistical significance of less than 0.05. Likewise, interviews were conducted with the students in the experimental group at the end of the teaching unit, on each of the exercises and problems in it, and their opinions indicated that they reached a more complete understanding of the subject, so that through this intervention they not only improved their grades, but also their understanding of the subject in question.

This study explores the effects of physical activity on cognition, investigating how exercise impacts functions such as memory, attention, and learning, in addition to contributing to mental health. A bibliographic review was conducted based on articles published between 2015 and 2024, prioritizing experimental studies and meta-analyses indexed in databases such as PubMed and Scopus. Inclusion  criteria encompassed interventions involving aerobic exercises, resistance training, or mixed activities. The results showed that regular physical exercise significantly improves memory, sustained attention, and cognitive performance, with increases of up to 20% compared to sedentary groups. Furthermore, a reduction in symptoms of anxiety and depression was observed, reinforcing its benefits for mental health. These effects are associated with biological mechanisms, such as increased cerebral blood flow and endorphin release, as well as psychological factors, including enhanced self-confidence and stress reduction. Despite the positive evidence, variability in the types and intensities of exercises evaluated is a limitation, indicating the need for future studies to analyze specific interventions and their impacts across different age groups. It is concluded that regular physical exercise is a powerful tool for promoting cognitive and mental health throughout life.

Artificial intelligence (AI) technology is significantly influencing how students in the foreign languages program at the National Autonomous University of Honduras (UNAH) complete their assignments. This study explores the perception and use of AI tools among university students in face-to-face foreign language classes. The research follows non-experimental, ex post facto field methods, using a mixed exploratory-descriptive approach with a self-selected sample of 37 subjects in a single cross-sectional design. A mixed, self-administered questionnaire with both closed and semi-closed items was applied, focusing on the use, impact, and perception of AI in the academic setting. The study analyzed students’ behaviors and attitudes regarding the validity and reliability of their assignments. The findings reveal that AI use in the academic environment presents both benefits and risks. 64.7% of students believe excessive AI use can limit the development of autonomous skills and negatively impact competencies like critical thinking. Additionally, AI is perceived as lacking personalization, hindering deep learning. AI supervision is considered stricter in face-to-face environments, highlighting the need for better regulation in virtual settings. While 55.9% of students report improved grades due to AI, many feel it does not significantly contribute to language skill acquisition. The study concludes that a balanced and ethical use of AI in education is essential.