This research addresses the perception of industrial environmental impacts among 8th-grade students at College 0007 BG Commander Dangereux in Catumbela, Angola. Industry is a significant factor in environmental degradation. In this context, understanding how students perceive and interpret local industrial environmental challenges and impacts is crucial, as this perception can influence their future actions to preserve the environment. The research aims to analyze the level of environmental awareness of the environmental effects among 8th-grade students at the aforementioned school. The methodology adopted in this research was descriptive, with a quantitative, cross-sectional, and non-experimental approach. Therefore, data collection used a 15-item questionnaire on an ordinal qualitative Likert scale, consisting of three dimensions: general knowledge of environmental impacts, perception of environmental risks, and actions and solutions to minimize industrial environmental impacts. The questionnaire was administered to 113 students. To test the hypothesis that students had a significant perception of industrial environmental impacts, the Wilcoxon test was applied to one sample. The results showed a statistically significant difference between the median observed in the responses and the reference value of the Likert scale (p < 0.001), thus refuting the hypothesis that students have a relevant environmental perception on the topic. Therefore, it can be concluded that most students do not have a satisfactory level of environmental perception regarding industrial environmental impacts, as indicated by the median being lower than the reference value.

The knowledge gap regarding informal settlements (campamentos) in Chile has remained an elusive topic in architectural education at the university level. For this reason, it was highly relevant for both students and faculty of an architectural research studio to focus on this subject. Consequently, lectures, fieldwork in a settlement, design processes, academic writing, and presentations were all centered around a semester-long project developed both in the classroom and on-site. In collaboration and mutual learning with the residents of the "Campamento La Cancha" in Lo Barnechea, students engaged in designing a set of project-based hypotheses for interventions that addressed various local challenges. Ethnographic methodologies were used to access the settlement, which facilitated relationships and the gathering of information about the area and its people. These actions enabled students to understand realities previously unknown to most of them. Moreover, the experiences helped strengthen the co-creation process between residents and students, resulting in nine distinct intervention proposals based on project hypotheses. Additionally, students were able to explore different professional perspectives and their future implications. Finally, the professors had the opportunity to lead a research studio in an innovative way, incorporating situated learning, flexible methodologies, and new questions that challenge and enrich architectural education.

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.

Objective: To investigate the relationship between the Mediterranean diet, ketogenic diet, and sleep quality in healthy adults. Materials and Methods: A literature review was conducted based on articles published within the last five years, selected from databases such as PubMed, Google Scholar and Scopus. A total of 15 studies were included, 12 of which focused on the Mediterranean diet and 3 on the ketogenic diet. Variables such as study design, sample size, tools used to assess sleep quality (PSQI, actigraphy), and main findings were evaluated. Results and Discussion: The Mediterranean diet was consistently associated with improvements in parameters such as sleep duration, latency, and efficiency. This relationship was primarily observed in healthy adults with high adherence to the dietary pattern and when validated subjective assessment tools were used. In contrast, evidence regarding the ketogenic diet was scarce and limited to specific contexts, such as studies in military populations, with no significant improvements observed. Conclusions: The Mediterranean diet presents stronger scientific support as a nonpharmacological dietary strategy to promote better sleep quality. The ketogenic diet, although not associated with negative

Workplace mistreatment of women has become one of the most persistent and normalized forms of structural violence within the Colombian corporate environment. This article presents the findings of a study conducted in a specific business setting in the city of Bogotá, aimed at identifying, characterizing, and proposing intervention strategies to address this issue. Through the application of information-gathering tools on a representative sample of female workers from various sectors, and using comparative data analysis, the study reveals multiple forms of workplace mistreatment. These include psychological harassment, gender discrimination, work overload, the invisibilization of achievements, and exclusion from promotion opportunities. Such forms of violence directly affect women’s dignity, mental health, and productivity, perpetuating conditions of inequality and vulnerability in the workplace. The study’s findings indicate a high prevalence of workplace mistreatment of women in the analyzed contexts, highlighting the urgent need to design and implement clear institutional policies against harassment and gender-based violence. Proposed strategies include the creation of effective reporting and sanctioning mechanisms, gender-sensitive training programs—especially for managerial and leadership personnel—wage audits to promote economic equity, and the strengthening of psychosocial and legal support services for victims. This article seeks to contribute to the understanding of workplace violence dynamics faced by women in Colombia and proposes concrete actions to transform workplaces into safe, equitable, and respectful environments. Eradicating workplace mistreatment is not only a matter of social justice but also a fundamental condition for the ethical and sustainable development of organizations and society as a whole.

This study examines the role of education in promoting social justice and human rights in Cochabamba, Bolivia, within a context of structural inequalities. The objective was to quantitatively assess professionals’ perceptions of education’s contribution to social equity, inclusion, and the development of change agents. A cross-sectional descriptive design was employed, using a non-probabilistic convenience sample of 150 professionals from education, law, and human rights. A survey with six Likert-scale questions was applied to explore perceptions regarding equity, human rights, intercultural approaches, critical awareness, policies for vulnerable groups, and the training of change agents. Results indicate that 60% believe education promotes social equity, 70% acknowledge its contribution to human rights, 61% value intercultural approaches, 64% highlight critical awareness, 48% approve policies for vulnerable groups, and 69% support the training of change agents. However, neutral (19-27%) and critical (12-25%) responses reveal implementation challenges. The study concludes that education is a key pillar for social justice but requires inclusive policies, enhanced teacher training, and strengthened intercultural approaches. Recommendations include implementing community based programs and inclusive curricula, and combining mixed methods in future research to further explore these dynamics.