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Electric vehicles (EVs) are transforming the transportation sector, driven by the rapid expansion of charging infrastructure, including fast-charging stations (FCSs), significantly reducing charging time compared to standard charging stations. Despite the advantages of faster charging, the substantial power demand of EVs poses significant technical challenges for distribution networks. In particular, the existing literature has a research gap regarding how FCSs may impact or interact with step-voltage regulators' (SVRs) tap operations. In this study, we characterize and evaluate the effects of fast recharging at varying penetration levels (PLs) on SVRs' tap operations using probabilistic simulations and sensitivity analysis. To address these challenges, we propose a local and innovative application of the Volt/Var control on EV fast charging. The proposed application aims to inject reactive power into the network, depending on the FCS's nominal active power, when the bus voltage connected to the FCS exceeds a minimum value. Our research on an actual feeder in northern Brazil reveals that reducing the active power supplied to the vehicle or oversizing the charging station power converters is unnecessary. Furthermore, our strategy reduces the probability of undervoltage violations and minimizes SVR tap changes, mitigating EVs' impact on voltage quality. [ABSTRACT FROM AUTHOR]

Rodents are important hosts for ectoparasites, such as fleas, ticks, and mites, which means they are also important intermediate hosts for many zoonotic diseases. As anthropogenic environments bring humans and rodents into closer contact, an understanding of host–ectoparasite ecology is essential to predict and manage disease spillover risks. We aimed to understand how disturbances in vegetation cover affect rodent ectoparasite diversity, prevalence, spatial segregation, host (i.e., sex, genus, size, and habitat domain), and environmental (i.e., vegetation structure, forest cover, and rainfall) variables in the state of Michoacan, Mexico. We investigated these relationships by trapping rodents in five paired disturbed (reduced vegetation cover and regular human activities) and undisturbed (no reduction in vegetation cover) sites in the summer and autumn of 2022. From 110 trapped rodents, we collected 138 ectoparasites on 38 individuals. We found no difference in rodent diversity, ectoparasite diversity, or ectoparasite prevalence between disturbed and undisturbed sites. However, arboreal and male rodents had a higher probability of carrying ectoparasites than ground‐dwelling and female rodents. Rodents with ectoparasites were not spatially clustered; rather, they were randomly distributed across trapping grids. We also identified two rodent genera (Rattus and Sigmodon) that carry ectoparasites of medical importance and that are in close contact with humans. Our results highlight the necessity of constant monitoring of rodents, ectoparasites, and their associated transmittable diseases. Assessing these interactions and how they are affected by anthropogenic disturbance could better inform management decisions and support the need for rodent conservation programmes in the area. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In today's educational environment, the convergence of emerging technologies and active methodologies has become a fundamental driver of change in university education. Emerging technologies, such as artificial intelligence, virtual reality, machine learning, and data analytics, are redefining the dynamics of higher education. Active methodologies, such as problem-based learning, collaborative learning, and flipped learning, center the pedagogical focus on the student, encouraging active participation and problem-solving. The combination of emerging technologies and active methodologies creates a powerful synergy, enabling the effective implementation of personalized and immersive learning experiences. This convergence not only enhances learning, but also prepares students to be autonomous learners, critical thinkers, and 21st century problem solvers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: As UN's sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates' own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target. Design/methodology/approach: A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to "Environment" and "Development" studies, respectively; n = 177) that both integrated SDGs within their respective curricula. Findings: Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs' usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030. Practical implications: The findings can inform instructors of students' perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability "business case" practicums. Originality/value: As global HEIs grapple with effective ways to vertically integrate SDGs into a university's curriculum, students' opinions are often underrepresented. This paper's originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)