The Universidad Nacional de la Amazonía Peruana (UNAP) was created on 14 January 1961 by Law 13498, given by the government of Peru's President Manuel Prado Ugarteche, responding to various needs that the Loreto community had, until then, making, a law order to have a higher education institution in Iquitos.
Climate and atmospheric changes are impacting forest function and structure worldwide, but their effects on tropical forest diversity are unclear. Nowhere is the scientific challenge greater than in the Andes and the Amazon, which together include the world’s most diverse forests. Here, using 406 permanent plots spanning four decades of intact lowland and montane forest dynamics, we test for long-term change in species richness and assess the influence of climate and other variables. We show that, at a continental scale, species richness appears stable, but this masks substantial regional variation. Species richness increased in Northern Andean and Western Amazon plots, yet declined in the Central Andes, Guyana Shield and Central-Eastern Amazon. Overall, warmer, drier and more seasonal forests lost species, while those at higher elevations, in less fragmented areas and with faster rates of tree turnover experienced increases. Region-specific drivers, particularly precipitation seasonality and demographic factors, modulated these trends. The results highlight the diverse ways in which Amazon–Andes forests are changing and underscore the critical need to preserve large-scale ecosystem integrity to maintain local tree diversity. By doing so, Northern Andean forests in particular could serve as an important refuge for species increasingly displaced by climate change. This study examines long-term changes in species richness across tropical forests in the Andes and Amazon. Hotter, drier and more seasonal forests in the eastern and southern Amazon are losing species, while Northern Andean forests are accumulating species, acting as a refuge for climate-displaced species.
Context: Noise pollution has become established as one of the main environmental problems of the 21st century. Objective: To characterize the levels of environmental noise pollution and evaluate its effects on teacher performance and occupational health in a secondary educational institution of the Peruvian Amazon. Methodology: Non-experimental, cross-sectional and correlational study conducted at Educational Institution No. 60050 «República de Venezuela» in Iquitos, Loreto, Peru. A total of 254 students and 19 teachers were evaluated; the student sample comprised 152 subjects selected by stratified random sampling (95 % confidence, 5 % error). Acoustic measurements were taken with a class II digital sound level meter calibrated to ISO 1996-2, in six classrooms and three perimeter streets, during three school-day time slots. Structured observation forms and validated questionnaires were applied (Cronbach's α between 0.84 and 0.89). Statistical analysis was performed in SPSS 14.0 using Pearson's Chi-square test (α = 0.05) and contingency coefficient. Results: Internal noise levels ranged from 63.7 to 78.6 dBA (mean 70.8 ± 4.2 dBA) and external levels from 73.9 to 85.6 dBA (mean 79.8 ± 3.9 dBA), exceeding the National Environmental Quality Standards for Noise of Peru and the World Health Organization recommendations. High prevalence of vocal fatigue (78.9 %), loss of effective teaching time (18.4 % per session) and deterioration of occupational well-being (68.4 %) were documented. The exposure-effect association was statistically significant (X² = 19.559; p = 0.003; contingency coefficient = 0.31). Conclusion: Noise pollution constitutes a critical environmental factor compromising the socio-environmental sustainability of Amazonian educational institutions and, by extension, of rural territories of the South American Amazonian lowlands, requiring mitigation strategies adapted to the tropical context and articulated with current environmental quality policies.
Dominant approaches to drought and flood risk often marginalize the social and temporal dimensions of how communities experience environmental change. This study explores how three riverine communities in the Peruvian Amazon—Bajo Belén, Tamshiyacu, and El Chino—generate and act on knowledge of river dynamics to sustain livelihoods amid increasing hydrological variability. Using storytelling with 45 participants (2023–2024), and co-produced seasonal calendars, we identified risk windows or periods of heightened vulnerability when river levels misalign with local expectations. These windows provide a situated lens into how risks are interpreted and navigated through embodied, relational, and adaptive strategies. Our findings highlight the centrality of place-based knowledge and temporal attunement to sustainable adaptation, challenging technocratic risk frameworks. By reframing hydrological extremes as relational and embedded in local rhythms, the study calls for more inclusive governance that reflects the socio-cultural and ecological specificities of hydrological risks.
In Loreto, Peru, unsuccessful treatment outcomes among patients with drug-resistant tuberculosis (DR-TB) remain high, underscoring the need to identify associated factors in this Amazonian region. This retrospective cohort study included 417 DR-TB cases registered in the national TB system in Loreto between 2015 and 2023. Loss to follow-up, death, and treatment failure were combined into a single composite outcome variable defined as unsuccessful treatment outcome. Bivariate and multivariable logistic regression analyses were performed to estimate associations between sociodemographic, clinical, and programmatic factors and this outcome. Among the 417 cases analyzed, 49.5% had unsuccessful treatment outcomes: 34.1% due to loss to follow-up, 3.6% due to treatment failure, and 11.8% due to death. Loss to follow-up was the main driver of unsuccessful outcomes, suggesting important gaps in continuity of care and adherence support within the regional health system. In bivariate analyses, unsuccessful outcomes were associated with age 18-30 years (OR: 3.7; 95% CI: 1.6-8.5; p = 0.002), TB-HIV coinfection (OR: 2.4; 95% CI: 1.2-4.6; p = 0.012), previous treatment after loss to follow-up (OR: 2.9; 95% CI: 1.6-5.2; p < 0.001), high bacillary load (+++) (OR: 1.9; 95% CI: 1.0-3.5; p = 0.041), alcoholism (OR: 4.6; 95% CI: 1.5-14.1; p = 0.006), and drug addiction (OR: 7.0; 95% CI: 2.0-24.2; p = 0.002). In the multivariable analysis, alcoholism remained independently associated with unsuccessful outcomes (aOR: 4.0; 95% CI: 1.1-14.2; p = 0.029), while individualized treatment was associated with lower odds of unsuccessful outcomes (aOR: 0.4; 95% CI: 0.1-0.9; p = 0.023). Unsuccessful treatment outcomes among DR-TB patients in Loreto were mainly driven by loss to follow-up, highlighting persistent gaps in treatment continuity and adherence support. Programmatic priorities should include decentralized access to drug-susceptibility testing, community-based adherence strategies, and integrated screening and management of alcohol use within DR-TB care.
La presente investigación evaluó las competencias investigativas en docentes de dos instituciones educativas publicas teniendo como estrategia la aplicación de un Programa de liderazgo pedagógico. Se desarrolló una investigación cuantitativa de tipo evaluativa y diseño pre experimental, con la participación de 30 docentes del nivel primario y secundario de las dos instituciones educativas públicas de la ciudad de Iquitos - Perú. Al realizar un análisis de los hallazgos del pre test previo a la aplicación del programa de liderazgo pedagógico, para fortalecer las competencias investigativas. Se confirmó la inferencia del estudio, que sugiere que la aplicación de un programa de liderazgo pedagógico fortalece las competencias investigativas de los docentes. Se usó la prueba t de Student a fin de comparar las medias de las medidas realizadas previo y posterior de la implementación del programa. El valor de P obtenido de 0,000, que está por debajo del nivel de significancia de 0,05, señala la presencia de cambios estadísticamente significativos. Los resultados indicaron que, la implementación del Programa permitió incrementar los niveles de competencias investigativas de los docentes. La presente investigación aporta un enfoque innovador al proponer un programa de liderazgo pedagógico orientado específicamente al fortalecimiento de las competencias investigativas en docentes de instituciones educativas públicas. Además, el valor de esta investigación se acentúa por su enfoque aplicado y contextualizado. Al desarrollarse en dos instituciones públicas con realidades concretas, el programa propuesto parte de un diagnóstico situado, lo que aumenta su pertinencia, viabilidad y posibilidad de réplica en otros entornos similares. La propuesta no solo diseña un plan formativo, sino que también establece criterios de implementación, seguimiento y evaluación, con una mirada integral y sostenible.
