Human perception of reality is influenced by the attitude with which one faces life. The phrase "The sun burns with the same light with which it illuminates. The sun has spots. The grateful see the light. The ungrateful see the spots." reflects how gratitude or ingratitude determine the way people interpret their environment. This article aims to analyze this expression from an exegetical, hermeneutical, ontological, epistemological, eschatological, and psychological approach, relating it to biblical principles. A qualitative approach was used based on textual analysis and comparison with Scripture and psychological studies on perception and gratitude. The results show that gratitude fosters a hopeful view of life, while ingratitude limits the perception of good. It is concluded that the choice to focus on the light or on the spots determines a person's spiritual and emotional well-being, aligning with biblical teachings on faith and gratitude.

This study explores the theological perspectives of Karl Barth, Paul Tillich, and Dietrich Bonhoeffer, focusing on their conceptions of God, revelation, ethics, and the relationship between reason and faith, through a hermeneutical and contextual lens. In contrast to these Protestant theologians, Baruch Spinoza rejects both transcendence and special revelation, advocating instead for a rational theology grounded in reason and pantheism (Deus sive Natura). While Barth, Tillich, and Bonhoeffer offer critical reinterpretations of traditional dogma, they retain nuanced notions of transcendence and divine revelation. The analysis reveals significant points of convergence, particularly in their shared critique of institutionalized religion and their emphasis on ethical responsibility. However, fundamental divergences remain regarding the nature of the sacred. Employing a qualitative, documentary methodology with comparative and hermeneutical analysis, the study concludes that a dialogue between Spinozism and Protestant theology is not only possible but also intellectually fruitful—especially for reimagining forms of spirituality in secularized and pluralistic contexts.

The present academic monograph critically explores the construction of teacher personal branding as an intentional and ethically grounded pedagogical phenomenon, analyzing its implications for student learning, motivation, and trust. From an integrative perspective that articulates the historical-cultural framework of developmental teaching (Vygotsky, 1978; Davydov, 1990) with contemporary constructs of teacher professional identity and authentic pedagogical presence, it is argued that personal branding—when grounded in ethical coherence, disciplinary competence, and relational commitment—can function as a socio affective scaffold for students’ holistic development. Through a systematic documentary review of academic sources published between 2010 and 2025, the study identifies mechanisms by which teacher authenticity, consistency, and reflective visibility influence students’ motivational self-regulation, the development of epistemic agency, and interpersonal trust in the classroom. The monograph concludes with recommendations for initial and continuing teacher education, emphasizing that teacher personal branding is not a market-driven strategy, but an ethical and pedagogical manifestation of professional identity.

This is a research proposal that aims to investigate the impact of leadership styles on employee behavior such as: motivation, job satisfaction and burnout in Abu Dhabi hospitals, while looking at the mediating role of conflict management, among Emiratis and Expats. A cross-sectional mixed methods approach will be utilized to achieve the desired results. A survey and questionnaire will be distributed among 5 randomly selected hospitals in the Abu Dhabi, while 5 random departmental leaders will then be contacted for a semi-structured interview. The completion of this paper is expected to take 12-13 weeks. The limitations of adopting a cross-sectional study design are the absenteeism of a before and after data exposure, running the risk of same-source bias, and susceptibility to social desirability bias.

La voluntad de Dios, en la teología cristiana, se comprende en tres aspectos: decretiva, prescriptiva y permisiva. La voluntad decretiva es el plan soberano e inmutable de Dios que gobierna todo lo que sucede. La voluntad prescriptiva refleja los mandamientos morales que Dios revela en las Escrituras, los cuales los seres humanos pueden obedecer o desobedecer. La voluntad permisiva permite que ocurran el mal y el sufrimiento, pero sin estar fuera del control divino. Los cristianos buscan discernir y seguir la voluntad de Dios a través de la oración, el estudio bíblico y una vida de obediencia a Su plan perfecto.

In Christian faith, forgiveness is neither a psychological strategy nor an isolated moral duty, but a profound theological reality that reveals God’s very nature and shapes the church’s identity. This article explores the power of forgiveness through eight interrelated dimensions: exegetical (analyzing key texts such as Matthew 6, Luke 15, and Ephesians 4), hermeneutical (from a Reformed evangelical perspective), ontological (as a relational reconfiguration of the imago Dei), epistemological (known through revelation, faith, and community), eschatological (as an anticipation of the Kingdom and cosmic reconciliation), psychological (integrating clinical insights without reductionism), liturgical (expressed in prayer, baptism, the Lord’s Supper, and discipline), and ecclesiological (as constitutive of the church’s unity and mission). The study rejects both secularized approaches that trivialize forgiveness and religious legalisms that impose it without justice or healing. Instead, it proposes a biblically grounded vision: forgiveness is a gift received in Christ and shared as a testimony to the Kingdom. It does not deny the gravity of sin or the pain of trauma, but affirms that grace is stronger than brokenness. In a world marked by division and vengeance, the church is called to be a community where mutual forgiveness is lived not as an abstract ideal, but as participation in the triune life of God. Thus, forgiveness becomes the heart of the church’s witness and a tangible foretaste of the new creation.

A lo largo de la historia de la educación, las estrategias didácticas han evolucionado significativamente, reflejando cambios sociales, culturales y tecnológicos. Desde las civilizaciones antiguas, donde predominaban la oralidad y la memorización, hasta la era digital contemporánea, los enfoques pedagógicos han ido adaptándose a las necesidades de cada época. En la Edad Media y el Renacimiento, se produjo una transición hacia el uso de textos escritos, mientras que en los siglos XVII y XVIII surgió la didáctica como disciplina formal. El siglo XIX trajo consigo una expansión de teorías pedagógicas impulsadas por la industrialización. En el siglo XXI, las tecnologías digitales han revolucionado las metodologías educativas, permitiendo un aprendizaje más flexible y personalizado. En resumen, la evolución de las estrategias didácticas ha estado marcada por un cambio hacia un enfoque centrado en el alumno, adaptando la enseñanza a sus necesidades individuales.

The number 123, apparently simple, reveals deep conceptual, cultural, and educational layers when analyzed from an interdisciplinary perspective. This monograph explores its mathematical structure, its role in early numeracy development, its technological and linguistic symbolism, and its mystical interpretations in numerology and esoteric traditions. Supported by recent scientific literature from peer-reviewed journals indexed in Scopus, Scielo, and Web of Science, the study demonstrates that 123 functions as more than a numerical sequence: it is a symbolic artifact with pedagogical, cognitive, and cultural relevance. The work contributes to educational innovation by proposing the use of everyday numerical objects to promote critical thinking and meaningful learning.

The rapid expansion of home medication delivery services introduced new oper-ational and safety challenges, particularly in the post-pandemic era where pa-tient expectations, safety protocols, and remote care have taken center stage. At Cleveland Clinic Abu Dhabi (CCAD), Home Delivery (HD) was running opera-tionally but lacked structured pharmacist oversight, leading to inefficiencies and gaps in patient care. A quality improvement project was initiated to embed pharmacist-led interventions supported by Key Performance Indicators (KPIs) to enhance clinical safety, operational performance, and patient satisfaction. A strategic KPI dashboard was developed, covering clinical, operational, and pa-tient experience domains. Key metrics included Capture Rate, Counseling Rate, Cold Chain Compliance, Return to Stock (RTS) Rate, and Complaint Resolution. The intervention was delivered through a structured quality improvement model involving baseline assessment, system alignment, and pharmacist empower-ment. The intervention led to a 38% reduction in RTS, improved counseling documen-tation, fewer Force Dispense events, and greater pharmacist engagement. HD operations were aligned with Joint Commission International (JCI) standards, and the model proved scalable with minimal cost. The framework offers action-able guidance for hospital leaders seeking to enhance remote medication deliv-ery using measurable pharmacist contributions.

Traditional mathematics teaching often emphasizes procedural repetition over reasoning development, leading to student demotivation and anxiety. This monograph critically analyzes the application of the flipped classroom model in mathematics education from 2019 to 2024, examining its pedagogical foundations, material design, in-class strategies, and assessment systems. A systematic literature review was conducted, identifying and evaluating 28 empirical studies from Ibero-American contexts. Results indicate that the model enhances active learning and conceptual understanding, improving academic performance and motivation. However, its effectiveness is constrained by challenges such as teacher overload, digital divides, and the need for specific pedagogical training. It is concluded that the flipped classroom represents a transformative opportunity for mathematics education, provided its implementation is rigorous, context-sensitive, and committed to educational equity.