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This panel discussion session explores some of the central dimensions of the Crisis in the Anthropocene that constitute global social challenges in the context of development studies. The conference theme highlighted the profound human impact on our blue-green-brown planet, that is already breaching planetary boundaries and pushing us beyond the roughly 1.5°C tipping point. This threatens liveability and sustainability in many localities and regions and may well rapidly be ‘off the scale’ of imaginability and survivability. Inevitably, as mounting empirical evidence and increasingly clear projections by the IPCC and other authoritative bodies show, these impacts are unevenly spread, both socially and spatially, both now and over the coming decades. The urgency of appropriate action is undeniable and we already know many dimensions of the required adaptations and transformations. Yet progress mostly remains too slow. These challenges are vital to the development studies community – heterogenous as it is – with our concerns for tackling poverty, inequality, deprivation and environmental degradation globally and locally. Hence this symposium asks what the crisis means for development theory, policy and practice and what development studies can and should be contributing to – and, indeed, whether it is capable of – addressing some key dimensions that warrant greater attention.

Colombia has endured one of the world's longest internal displacement crises in recent history. Programs that address the practices and psychosocial wellbeing of the community of caregivers of young children in protracted crises are urgently needed. We developed and implemented a program aimed at strengthening the resilience and wellbeing of caregivers (parents, grandparents, and educators) of children enrolled in home-based and institutional centers for early childhood development in Colombia. The program, Conmigo, Contigo, Con Todos, or 3Cs, used purposive sampling across 14 municipalities disproportionately impacted by the armed conflict in Colombia. It consisted of two modules, a skills-building program (SBP) module and a psychotherapy intervention (PTI). The program content drew from cognitive behavioral therapy and mindfulness, and from inputs from local stakeholders. By applying a pragmatic evaluation strategy, we explored the pre-post intervention changes in parental resilience (the primary outcome of interest) through self-reports on the Connor-Davidson Resilience Scale (CD-RISC). The analysis of the pre-post intervention outcomes showed statistically significant improvements in CD-RISC in both intervention arms (SBP and PTI). Caregivers in the PTI group started with lower CD-RISC scores than caregivers who did not receive the PTI, and they showed the most improvement over time. Caregivers who had lower than average participation in the SBP (M=1-3 sessions out of a total of 6) did not show significant changes in CD-RISC. Additionally, caregivers who had higher than average participation in the SBP showed significantly more improvement in CD-RISC scores than caregivers who did not attend any sessions. We discuss the implications of these findings for future applications of the program and substantiate the measurable impact of interventions for caregivers in conflict settings.

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]

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La presente investigación tuvo como objetivo determinar las actitudes ambientales dimensiones cognitiva, conductual y disposicional antes y después de una capacitación de los beneficios de los servicios ambientales en los estudiantes de la FCA-UTMach. Para determinar las actitudes ambientales se utilizó los ítems de la escala de Castanedo, que han sido adaptados al contexto local. La escala contiene 50 ítems relacionadas con el medio ambiente (MA). Luego de un proceso de validación aplicando el Alpha de Cronbach=0,758 valor que indica una buena confiabilidad, quedaron 42 preguntas que se presentaron en la escala de Likert. Los ítems fueron agrupados en tres dimensiones: Cognitivo, conductual y disposicional, que fueron aplicados antes y después de una capacitación sobre los beneficios de los servicios ambientales.

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]