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.

Nursing students are exposed to psychosocial factors that generate distress, this being a risk factor that predisposes to depression. Objective: The objective of this study was to analyze the relationship between distress and symptoms of major depressive disorder in nursing students in Baja California, Mexico. Method: To do this, a research was carried out with the participation of 900 students from a public university in northern Mexico. Results: The results revealed acceptable levels of reliability, factorial validity and construct validity in the measurement instruments used: the Perceived Stress Scale (PSS-14) and the Patient Health Questionnaire (PHQ-9). It was observed that women reported higher levels of distress and depression compared to men. Furthermore, those students who worked while studying perceived a higher income, less distress and less depression than those without employment; These differences were statistically significant (p<.05). Discussion and conclusion: In the discussions, the study hypotheses were confirmed, including a significant positive correlation between distress and depression (r=.5, p<.05), as well as a significant negative correlation between eustress and depression (r=-.6, p<.05). Finally, it was concluded that eustress contributes to reducing distress, and that distress precedes the symptoms of major depressive disorder in the sample of nursing students (Chi2/gl=3.85; RMSEA=.06; NNFI=.98, NFI=.98, CFI=.99, IFI=.99, RFI=.98).

This article examines the growing inclusion of autistic students in regular educational settings, highlighting the challenges and opportunities this process brings to pedagogical practice. The inclusion of these students requires differentiated and adaptive pedagogical practices, due to the difficulties educators face in managing classroom crises and addressing the individual needs of each student. The study emphasizes that all students have the right to be attended to in their uniqueness, requiring schools and educators to adopt an approach centered on respect for diversity. Although challenging, the inclusion of autistic students is presented as beneficial for all involved, fostering a more empathetic understanding of human differences among teachers, peers, and families. The article underscores the importance of the school staff remaining open to continuous learning and emphasizes that early diagnosis of autism is crucial for developing effective pedagogical strategies. Collaborative contact with the student's family and the support of specialized professionals are essential to creating an inclusive environment. Furthermore, raising awareness among school staff and the constant exchange of experiences between teachers are highlighted as key practices for successful inclusion. This research thus contributes to the debate on the need for adaptations and differentiated strategies that promote effective inclusion, ensuring a quality and equitable education for all students.

This study examined the perceptions of college students from a Translation/Interpretation Program regarding the acquisition and application of collocations through the Corpus of Contemporary American English. Additionally, it explored the perceptions of teachers, translators and interpreters concerning collocational competence and a corpus-based instruction to using and translating collocations. A sample of 15 students participated in a corpus-based instruction to learn collocations through the corpus. Participants were required to complete a journal entry to reflect on their learning experience. In addition, they were asked to participate in a focus group once the intervention sessions were finished. Finally, two teachers, two translators, and one interpreter were interviewed to elicit their perceptions of collocational competence and a corpus-based instruction. The data collected were analyzed by means of Grounded Theory. Main findings revealed that learners recognized the value of learning collocations by means of a corpus-based instruction. Likewise, the teachers, translators and interpreters interviewed considered collocational competence and a corpus-based instruction to be significantly favorable. A more in-depth and extended study is advised to obtain more insight into the effectiveness of using corpora for the teaching and learning collocations in the field of Translation/Interpretation.

The purpose of this study is to evaluate the influence of distributed leadership on teacher professionalization and the implementation of "good practices".  The literature highlights the importance of distributed leadership in the current educational context, recognizing and valuing different roles within a team. The target population of this research is teachers  of the  Elbio Fernández EducationalCenter in Montevideo, Uruguay, which has a total of 300 teachers. The methodology employed follows a sequential explanatory mixed design. The quantitative phase uses a questionnaire to analyze leadership patterns, with a sample of 170 teachers. The qualitative phase includes interviews with 14 teachers to deepen responses and explore the sense of belonging and commitment of the participants. The results indicate that leadership in Elbio Fernandez is distributed, with emphasis on direction and coordination. A positive relationship is established between distributed leadership, sense of belonging, teacher commitment and professionalization. In summary, this study provides valuable information on the interrelationship between distributed leadership, teacher commitment and professionalization, contributing to improve educational management and teacher development for educational success. With the results of this study, it is hoped that educational centers can continue prioritizing distributed leadership models that enable teacher professionalization and the establishment of best practices.

State efforts to strengthen Vocational Technical Higher Education have been important, targeting a socially and economically vulnerable student population. The Technical Training Center of the University of Valparaíso, historically involved in the training of technicians, together with the Valparaíso State Technical Training Center, legal continuator of the same process, generated continuity in the training offer, in terms of harmonization and articulation , as part of a State policy, whose objective was to enhance the employability of graduates in the region. The research is developed under a qualitative, descriptive and exploratory methodology, where the authorities of both institutions that participated in the harmonization process are interviewed, information that was analyzed through the Atlas TI software and incorporating the Documentary Registry with the purpose of knowing information of the governance of institutions. The exploratory scope allowed us to shed light on how the harmonization was created, describing a work framed in an agreement where the institutions commit to delivering an academic offer in accordance with the requirements of the productive sector of the Valparaíso region, which accounts for an innovative, transparent act with great benefits for students.