Cocoa-based agroforests play an important role in farmer livelihood and the global environment; however, despite these facts, their low yields and tree aging put at risk their fate. This project investigated the carbon storage potential, productivity, and economics of different agroforestry arrangements of cocoa (Theobroma cacao) with Melina (Gmelina arborea) trees, in the southwest of Colombia. We established the experiment under a Randomized Complete Blocks design with seven treatments and three repetitions. Different allometric models were tested. Allometric models were made for G. arborea trees with dbh, ranging between 30.24 and 50.11 cm. The total carbon accumulation fluctuated between 49.2 (Treatment 4) and 88.5 t ha−1 (Treatment 2), soil organic matter (SOM) ranged between 9 and 17%, bulk density decreased from 0.83 to 0.77 g cm−3. Cocoa yield ranged between 311 kg ha−1 year−1 (Treatment 7, traditional farm) and 922 kg ha−1 year−1 (Treatment 6). Treatment 6 showed the best performance with a net present value (NPV) of COP 1,446,467 (US $337.6), an internal rate of return (IRR) of 42%, and a cost-benefit ratio (B/C) of 1.67%. The benefits of AFS were also evidenced in some of the physical and chemical soil properties. Despite local marginality, these cocoa agroforest arrangements are a viable alternative to improve the traditional (local) cocoa systems because cacao agroforest arrangements increased cacao yield and carbon storage becoming a suitable alternative to improve traditional systems.

This paper analyzes a few significant differences between Spanish and English in relation to phonological patterns. First, a short introduction is given about these two languages, and it is briefly explained in what linguistic aspects they are similar or different. Then, each of these linguistic features is analyzed in detail, clearly establishing the differences existing between Spanish and English. The specific phonological features that are addressed on this academic paper are vowel and consonant phonemes, diphthongs and triphthongs, as well as syllable and sentence stress. Furthermore, several pronunciation difficulties for Spanish speakers are discussed. Finally, some didactic implications are considered so that teachers can help their students of either language learn the second one considering important linguistic features.

<p style="text-align: justify;">After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.</p>

Esta investigación tuvo como objetivo descubrir si los juegos de lenguaje utilizados como estrategia de enseñanza mejoran la habilidad de hablar inglés. La población objetivo era cincuenta y dos estudiantes de los primeros niveles en una universidad en Ecuador. Veintiséis estudiantes fueron parte del grupo experimental y los   veintiséis estudiantes restantes fueron parte del grupo de control. Se aplicó una prueba previa para ambos grupos para conocer su nivel de conversación. Los resultados demostraron que ambos grupos tenían un nivel de habla muy básico. En consecuencia, los juegos de lenguaje se aplicaron a los estudiantes en el grupo experimental como una estrategia para mejorar su habilidad de hablar inglés. Después de este proceso, los estudiantes de ambos grupos tomaron una prueba posterior para ver si los juegos utilizados durante las clases hicieron alguna diferencia con respecto a la habilidad de hablar. Los hallazgos indicaron que los estudiantes que pertenecían al grupo experimental obtuvieron un promedio más alto en la prueba posterior en comparación con el promedio obtenido por el grupo de control. Por lo tanto, es importante considerar que los promedios del grupo experimental superaron a los promedios del grupo de control. En base a estos hallazgos, los juegos como estrategia de enseñanza mejoraron la habilidad de hablar inglés en los estudiantes de primer nivel de la universidad.