The Daniel Alcides Carrión National University (Universidad Nacional Daniel Alcides Carrión), or UNDAC for short, is the public university of Cerro de Pasco, Peru. It was founded by decree law no. 15527 on April 12, 1965. The university runs establishments in La Oroya, Oxapampa, Yanahuanca, Paucartambo, Tarma and La Merced.
The increasing concern over heavy metal contamination in export crops has intensified research on the application of computer vision systems (CVS) and advanced sensing technologies within multi-level agricultural monitoring frameworks spanning soil contamination assessment, crop spectral diagnostics, and in situ elemental sensing. This study conducts a systematic literature review following Kitchenham’s methodology, from which 68 studies were finally included after screening and eligibility assessment. The review focuses on the use of hyperspectral imaging (HSI) and XRF-IoT sensors (X-ray fluorescence units enhanced with IoT connectivity) for detecting heavy metals in export crops, considering publications from the last seven years indexed in Web of Science Core Collection, Scopus, IEEE Xplore, EBSCOhost, and Springer Nature Link. The findings indicate that research is concentrated in highly digitalized countries, which limits its global applicability; moreover, a substantial proportion of studies is published in Q1 journals, although the methodologies are not always fully objective. Likewise, the most developed research lines are oriented toward image-based diagnostics and crop analysis. These results reveal a gap between technological advances in computer vision and their integration into agricultural decision-making aimed at improving the quality of export crops. It is recommended to foster research with greater geographical diversity, grounded in solid theoretical frameworks and an ethical perspective.
La presente investigación se realizó en una granja avícola ubicada en la ciudad de Trujillo, Perú, con el objetivo de evaluar el efecto de la suplementación de dietas con un producto comercial a base de una mezcla de aceites esenciales en polvo, compuesta por eucalipto, menta y timol, sobre el desempeño productivo y la calidad del huevo en gallinas ponedoras Hy-Line Brown. Se emplearon 990 aves desde las 38 hasta las 45 semanas de edad, distribuidas bajo un diseño completamente al azar con tres tratamientos: T0 (0 gramos aceites esenciales), T1 (250 gramos aceites esenciales) y T2 (350 gramos aceites esenciales) por tonelada de alimento, con tres repeticiones por tratamiento y 110 aves por repetición. Los resultados mostraron diferencias altamente significativas (P < 0,01), siendo los tratamientos suplementados con aceites esenciales, superiores al tratamiento control, en cuanto a conversión alimenticia, porcentaje de postura, y porcentajes de huevos rosados, blancos, rotos y de descarte. Contrariamente, no se observaron diferencias estadísticas (P > 0,05) en los parámetros de calidad interna y externa del huevo, tales como peso, resistencia del cascarón, altura de albúmina, índice Haugh, color, altura, diámetro e índice de yema, ni grosor de cascarón. En conclusión, la suplementación con la mezcla de aceites esenciales puede considerarse una alternativa nutricional potencial para mejorar el desempeño productivo de gallinas ponedoras sin afectar la calidad del huevo.
Reading comprehension is a critical cognitive competency in higher education, although learners demonstrate substantial variability in responsiveness to metacognitive instructional interventions. The study focused on individual cognitive-response processes within the framework of the adaptive metacognitive reading system, which was realized through precision-learning architecture, which integrates latent learner-response phenotyping, explainable machine learning, Markov transition analysis, Bayesian adaptive inference, and reinforcement-learning optimization. The study employed a quasi-experimental longitudinal design involving an eight-week structured metacognitive reading intervention delivered through planning, monitoring, evaluation, strategic flexibility, and reading self-regulation activities. The psychometric analyses demonstrated satisfactory reliability of the adapted Metacognitive Awareness Inventory (MAI), with Cronbach’s α ranging from 0.83 to 0.89. A latent-profile model revealed significant heterogeneity of learner-response patterns among learners, with four learner-response phenotypes: High Responders, Strategic Improvers, Monitoring-Dependent Learners, and Low Responders. Explainable machine-learning models performed well in predicting individualized comprehension gains, with the model with the highest predictive accuracy being XGBoost (R2 = 0.61). Markov transition modeling identified exploratory learner-state redistribution patterns following the intervention. Bayesian adaptive inference and reinforcement-learning optimization were subsequently conducted as post hoc simulation procedures to estimate hypothetical adaptive instructional calibration scenarios rather than as real-time instructional decision systems. Overall, the proposed Adaptive Cognitive Intervention Architecture (ACIA) should be interpreted as an exploratory computational framework for modeling learner heterogeneity, predicting comprehension gains, and simulating post hoc computational optimization in higher-education learning environments.
Digital transformation has increased interest in the use of blockchain in Accounting Systems Auditing because of its potential to strengthen data integrity, decentralized validation, traceability, and accountability. However, the available evidence remains fragmented across technical, theoretical, methodological, and bibliometric dimensions. This study systematically analyzes the literature on blockchain and its influence on Accounting Systems Auditing, focusing on effectiveness criteria, auditing indicators, journal quartiles, definitions, theoretical foundations, thematic patterns, and keyword co-occurrence. A systematic literature review was conducted following the Kitchenham approach and the PRISMA guideline, covering studies published between 2019 and August 2025. From 5031 initial records, 63 studies were retained after applying exclusion criteria and quality assessment. The findings show that blockchain effectiveness is mainly evaluated through data integrity and decentralization, while scientific production is concentrated in Q1 and Q2 journals. The literature remains strongly oriented toward technical and operational foundations, with limited integration of broader theoretical frameworks. Thematic analysis identifies tokenization and governance as motor themes, while blockchain, auditing, and accounting constitute the most influential semantic nodes. This review contributes by integrating conceptual, theoretical, methodological, metric, and bibliometric dimensions into a single framework, offering a clearer understanding of how blockchain may transform audit evidence, internal control, assurance quality, fraud risk, accountability, and auditor judgment. The field shows high scientific visibility but still requires stronger theoretical integration, evaluative standardization, and empirical validation in real-world auditing contexts.
BackgroundCognitive-linguistic functioning involves the coordinated operation of executive control, language processing, working memory, and semantic organization, which are important for academic performance. Although structured educational interventions can improve specific learning outcomes, relatively few studies have examined whether such interventions are associated with coordinated changes across oral expression, written expression, and reading comprehension.ObjectiveThis study examined changes in global cognitive-linguistic performance and its three assessed domains oral expression, written expression, and reading comprehension following a structured didactic intervention among university students.MethodsA prospective one-group quasi-experimental pre–post design was used. Twenty-six undergraduate students completed a 6-week intervention comprising 18 structured sessions that integrated cognitive activation, language-focused activities, guided practice, feedback, and metacognitive reflection. Cognitive-linguistic performance was assessed immediately before and after the intervention using a researcher-developed battery. Paired-samples tests, Holm-adjusted p-values, mean differences with 95% confidence intervals, within-participant effect sizes, and performance-level transitions were examined.ResultsGlobal cognitive-linguistic performance increased from 45.35 ± 4.38 at baseline to 56.88 ± 5.54 after the intervention, corresponding to a mean change of 11.53 points (95% CI: 9.64–13.42; Holm-adjusted p < 0.001; Cohen’s dz = 2.46). Improvements were also observed in oral expression (mean change = 4.19; 95% CI: 3.26–5.12; dz = 1.82), written expression (mean change = 3.72; 95% CI: 2.79–4.65; dz = 1.61), and reading comprehension (mean change = 3.62; 95% CI: 2.65–4.59; dz = 1.50); all Holm-adjusted p-values were <0.001. Twenty-one participants moved to a higher performance category, five remained in the same category, and none moved to a lower category.ConclusionParticipation in the structured didactic intervention was associated with substantial improvements in global cognitive-linguistic performance and across all three assessed domains. The multidomain pattern of improvement and high implementation fidelity supports the feasibility of integrating cognitive, linguistic, and metacognitive activities within university instruction. However, the small sample, one-group design, and absence of delayed follow-up prevent definitive causal conclusions and do not establish generalized or durable cognitive transfer.
