Este estudo explora os efeitos da atividade física na cognição, investigando como o exercício pode impactar funções como memória, atenção e aprendizagem, além de contribuir para a saúde mental. Utilizou-se uma revisão bibliográfica com base em artigos publicados entre 2015 e 2024, priorizando estudos experimentais e meta-análises indexados em bases como PubMed e Scopus. Os critérios de inclusão abrangeram intervenções com exercícios aeróbicos, de resistência ou atividades mistas. Os resultados demonstraram que a prática regular de exercícios melhora significativamente a memória, a atenção sustentada e o desempenho cognitivo, com aumentos de até 20% em relação a grupos sedentários. Além disso, houve redução nos sintomas de ansiedade e depressão, reforçando os benefícios para a saúde mental. Esses efeitos estão ligados a mecanismos biológicos, como o aumento do fluxo sanguíneo cerebral e a liberação de endorfina, bem como a fatores psicológicos, como maior autoconfiança e redução do estresse. Apesar da evidência positiva, a variabilidade nos tipos e intensidade dos exercícios avaliados é uma limitação, indicando a necessidade de estudos futuros que analisem intervenções específicas e seus impactos em diferentes faixas etárias. Conclui-se que o exercício físico regular é uma ferramenta poderosa para a promoção da saúde cognitiva e mental ao longo da vida.

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).

Este artigo examina a inclusão crescente de estudantes autistas em ambientes de ensino regulares, destacando os desafios e oportunidades para a prática pedagógica. A inclusão desses estudantes requer práticas pedagógicas diferenciadas e adaptativas, devido às dificuldades dos educadores em lidar com crises em sala de aula e com as necessidades individuais de cada aluno. O estudo ressalta que todos os estudantes têm direito ao atendimento de suas singularidades, exigindo uma abordagem centrada no respeito à diversidade. Embora desafiadora, a inclusão de alunos autistas é apresentada como benéfica para todos os envolvidos, promovendo uma compreensão mais empática das diferenças humanas entre professores, colegas e famílias. O artigo sublinha a importância de a equipe escolar manter-se aberta ao aprendizado contínuo e enfatiza que o diagnóstico precoce do autismo é crucial para elaborar estratégias pedagógicas eficazes. O contato colaborativo com a família do estudante e o apoio de profissionais especializados são essenciais para criar um ambiente inclusivo. Além disso, a sensibilização dos funcionários da escola e a troca constante de experiências entre os professores são destacadas como práticas fundamentais para o sucesso da inclusão. A pesquisa contribui, assim, para o debate sobre a necessidade de adaptações e estratégias diferenciadas que promovam a inclusão efetiva, garantindo uma educação de qualidade e equitativa para todos os estudantes.

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.