Objective: The present research was to determine the relationship between the planning of contractions and the execution of public spending in the Provincial Municipality of Yarowilca during the year 2024. Materials and methods: The study, of type applied, level correlational, non-experimental design of cross-sectional, was conducted with a sample of 45 public officials. A questionnaire was used to collect the data. Results: It is concluded that the contractions planning is significantly, positively, and moderately related to public spending execution (rho = 0.519; p = 0.001). Specific results show that inter-area coordination (rho = 0.566), commitment to institutional objectives (rho = 0.555), clarity in needs determination (rho = 0.542), and transparency and accountability (rho = 0.527) are factors that positively influence spending execution. Conclusions: It is demonstrated that rigorous management of the preparatory phase of contractions is crucial to materialize the commitments budgetary effectively.
Objetivo. Determinar la relación entre los programas sociales y la calidad de vida de los beneficiarios del distrito de Yuyapichis durante 2025. Métodos. Se realizó un estudio de diseño no experimental de corte transversal, enfoque cuantitativo, tipo aplicado, nivel correlacional y que involucró una muestra de 398 beneficiarios activos de Pensión 65, Contigo, Vaso de Leche y Juntos. Se utilizó un cuestionario estructurado de 33 ítems validado por el juicio de expertos. Los datos fueron analizados con base en estadísticas descriptivas y la prueba de normalidad de Kolmogorov-Smirnov, además de la correlación de Pearson, con un nivel de significancia del 0.05. Resultados. La evaluación de los programas sociales mostró un promedio general de 3.10, con un 38.5 % de evaluaciones positivas. La calidad de vida promedio fue de 3.26 y una evaluación positiva del 42.7 %. En ese sentido, la inclusión social fue calificada como la más alta, con un 51.2 %. La calidad de vida y los programas sociales mostraron una correlación positiva y significativa con un r = 0.673 y p < 0.001. En esta línea, los siguientes programas sociales también mostraron correlaciones positivas significativas: Vaso de Leche con r = 0.760, Pensión 65 con r = 0.716, Juntos con r = 0.701 y Contigo con r = 0.648. Conclusiones. Los programas sociales se relacionan significativamente con la calidad de vida de los beneficiarios. Una mejor valoración de su funcionamiento se asocia con mayores niveles de bienestar, sin implicar causalidad.
Environmental degradation in biosphere-reserve territories requires educational strategies that connect sustainability learning with practical ecological actions. This study evaluated an experiential environmental education intervention integrated with biofertilizer-based native plant cultivation in two Peruvian Amazonian localities, Chanchamayo and Satipo. Secondary-school students (n = 46) participated in workshops on soil degradation, sustainable land management, native species restoration, and the preparation of bocashi and vermicompost. Environmental cognition was assessed using a 15-item instrument covering ethical, critical, and political dimensions. In parallel, plant elongation and foliar growth were evaluated in five native species: Jacaranda copaia, Cedrela odorata, Tabebuia serratifolia, Banisteriopsis caapi, and Piper aduncum. The intervention was associated with statistically significant improvements in environmental cognition across all dimensions (p < 0.001; Cohen’s d > 1.0), with the strongest gain in the critical dimension. Biofertilization responses were species- and locality-dependent. Given the single-group pre–post design, these changes represent associations with the intervention rather than definitive causal effects. The highest elongation response occurred in Cedrela odorata in Satipo under vermicompost, whereas the highest foliar-growth response was observed in Jacaranda copaia under vermicompost in Satipo. These findings support an integrated educational–ecological model linking environmental learning, organic residue valorization, and native plant propagation.
BackgroundCognitive-linguistic functioning involves the coordinated operation of executive control, language processing, working memory, and semantic organization, which are important for academic performance. Although structured educational interventions can improve specific learning outcomes, relatively few studies have examined whether such interventions are associated with coordinated changes across oral expression, written expression, and reading comprehension.ObjectiveThis study examined changes in global cognitive-linguistic performance and its three assessed domains oral expression, written expression, and reading comprehension following a structured didactic intervention among university students.MethodsA prospective one-group quasi-experimental pre–post design was used. Twenty-six undergraduate students completed a 6-week intervention comprising 18 structured sessions that integrated cognitive activation, language-focused activities, guided practice, feedback, and metacognitive reflection. Cognitive-linguistic performance was assessed immediately before and after the intervention using a researcher-developed battery. Paired-samples tests, Holm-adjusted p-values, mean differences with 95% confidence intervals, within-participant effect sizes, and performance-level transitions were examined.ResultsGlobal cognitive-linguistic performance increased from 45.35 ± 4.38 at baseline to 56.88 ± 5.54 after the intervention, corresponding to a mean change of 11.53 points (95% CI: 9.64–13.42; Holm-adjusted p < 0.001; Cohen’s dz = 2.46). Improvements were also observed in oral expression (mean change = 4.19; 95% CI: 3.26–5.12; dz = 1.82), written expression (mean change = 3.72; 95% CI: 2.79–4.65; dz = 1.61), and reading comprehension (mean change = 3.62; 95% CI: 2.65–4.59; dz = 1.50); all Holm-adjusted p-values were <0.001. Twenty-one participants moved to a higher performance category, five remained in the same category, and none moved to a lower category.ConclusionParticipation in the structured didactic intervention was associated with substantial improvements in global cognitive-linguistic performance and across all three assessed domains. The multidomain pattern of improvement and high implementation fidelity supports the feasibility of integrating cognitive, linguistic, and metacognitive activities within university instruction. However, the small sample, one-group design, and absence of delayed follow-up prevent definitive causal conclusions and do not establish generalized or durable cognitive transfer.
