Species of the Moraceae family are of great economic, medicinal and ecological importance in Amazonia. However, there are few studies on their diversity and population dynamics in residual forests. The objective was to determine the composition, structure and ecological importance of Moraceae in a residual forest. The applied method was descriptive and consisted of establishing 16 plots of 20 m × 50 m (0.10 ha), in a residual forest of the Alexánder von Humboldt substation of the National Institute of Agrarian Innovation-INIA, Pucallpa, department of Ucayali, where individuals of arboreal or hemi-epiphytic habit, with DBH ≥ 2.50 cm, were evaluated. The floristic composition was represented by 33 species, distributed in 12 genera; five species not recorded for Ucayali were found. Structurally, the family was represented by 138 individuals/ha with a horizontal distribution similar to an irregular inverted “J”. However, there were different horizontal structures among species. It was determined that 85% of the species were in diameter class I (2.50 to 9.99 cm), being the most abundant Pseudolmedia laevis (Ruiz & Pav.) J.F. Macbr. (41.88 individuals/ha); and the most dominant were Brosimum utile (Kunth) Oken (1.71 m²∕ha) and Brosimum alicastrum subsp. bolivarense (Pittier) C.C.Berg (0.90 m²/ha). Likewise, P. laevis and B. utile were the most ecologically important. The information from the present research will allow the establishment of a baseline, which can be used to propose the management of Moraceae in residual forests in the same study area.

In higher education, mental health education is a complex task that involves many educational factors. From the perspective of psychological education, the basic tasks and value pursuits of university mental health education and curriculum ideological and political education are the same. Both are student-centered, providing a basic guarantee for the integration of the two. Currently, some universities are facing issues such as the need to clarify the concept of "psychological education", the trend towards value neutrality in mental health education, and the need to improve the quality of the psychological education team. In response to this situation, universities should integrate educational factors, provide clear value guidance, strengthen integrated education, improve the overall quality of the education team, continue to promote the ideological and political construction of psychological health education courses in universities, and achieve new breakthroughs.