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Intellectual capital has aroused growing interest in higher education; however, one area for improvement in its study is how to measure it adequately. Therefore, it is necessary to have instruments based on current models of intellectual capital. This study aims to design and validate an intellectual capital measurement scale in accredited higher education institutions (HEIs) from the perspective of professors. The study was instrumental because a measurement scale was developed. The sample consisted of 341 professors from six accredited HEIs on the Colombian Caribbean Coast. The statistical analysis consisted of three stages: item analysis, collection of validity evidence based on the internal structure and the relationship with other variables, and reliability analysis using the internal consistency method. The scale's internal structure corroborated intellectual capital composition based on human, structural, and relational components. Regarding convergent evidence, all variables possess this source of validity evidence. Reliability levels were also good. Previously, an instrument has yet to be developed those measures intellectual capital in HEIs from the perspective of professors. This study provides a scale that focuses on the characteristics of this stakeholder and is based on an innovative model of intellectual capital composed of human, structural, and relational capital. The theoretical contribution of the study lies in developing a test based on two current models of intellectual capital: the Intellectus model and the Balanced Scorecard model. It also contributes to practice by providing a tool for measuring intellectual capital that allows its adequate management, improvement, and decision-making within higher education.

The robotic assembly has become pivotal in manufacturing, demanding precise pose detection of assembly components for efficient operations. This paper presents a contact-based pose detection method tailored for digital twin-based optimisation for the robotic assembly process, focusing on small component assembly challenges. The proposed technique achieves robust pose estimation by leveraging a strain gauge load cell-based calibration method. Experimental validation demonstrates close alignment between induced and measured errors, showcasing the efficacy of the method in mitigating assembly challenges. Despite minor deviations, the approach outperforms traditional vision-based methods, promising enhanced efficiency in robotic assembly tasks. Further refinement could bolster accuracy, fostering advanced robotic assembly capabilities.

Abstract This study aimed to analyze the nutritional characteristics of Medicago sativa (Alfalfa) hay for the feeding of ruminants in the central zone of the Sierra Region. The study was conducted in the Laboratory of the Faculty of Pecaurias Sciences of the Higher Polytechnic School of Chimborazo. Cutting was carried out for 60 days in different areas of the central Sierra region. Data were analyzed using descriptive statistics. Results of the bromatological analysis showed that the average total humidity was 11.12 ± 0.20% in (Rp-00542) while the minimum was 7.79 ± 0.05% in (Rp-00224). Values for dry matter ranged between 91.25 ± 0.03% (Rp336) and 88.53 ± 0.09% (Rp492); dry base ash ranged between 12.51 ± 0.08% (Rp500) and 9.16 ± 0.08% (Rp521); dry organic matter ranged between 90.84 ± 0.13% (Rp521) and 87.49 ± 0.08% (Rp521); and dry crude protein ranged between 22.44 ± 0.26% (Rp492) and 18.73 ± 0.08% (Rp336). The following values were also obtained: 1.94 ± 0.93% dry ethereal extract; 32.06 ± 2.11% dry nitrogen free extract; 46.96 ± 3.78% dry neutral detergent fiber; 40.67 ± 3.36% dry acid detergent fiber; and 8.23 ± 0.64% dry lignin detergent acid. Therefore, it can be determined that forage mixture provides all of the nutrients to the species of zootechnical interest.

Reading is regarded as one of the basic learning processes that provides multiple skills and abilities for daily life. The study reported on here arose from evidence of reading comprehension difficulties of middle school students in Colombia, and from reflection on the didactic strategies used for the promotion and teaching of reading. The purpose of this research was to strengthen students' reading comprehension by taking advantage of the benefits of Easy-to-Read in the context of a methodology applied in Universal Design for Learning. The methodology was centred on the critical social paradigm, and the type of research was mixed with a design based on action research. The instruments used included non-participant observation, online questionnaire, standardised testing and a survey. The pedagogical proposal "Easy Reading" was designed and implemented to show progress in the students' reading comprehension skills, meeting the objectives set.

Firearm suicides among adolescents have increased in the US and rates vary across racial and ethnic groups. In this study, we examined contextual information around adolescent firearm suicides and analyzed how incident characteristics vary across racial and ethnic groups. We analyzed firearm suicides among adolescents (ages 10-18 years) from 2004 to 2020 using data from the National Fatality Review-Case Reporting System (NFR-CRS). There were 4,153 firearm suicides during that period. Suicides often involved males, older adolescents (15-18 years), and handguns. Most firearms belonged to the primary caregiver and incidents frequently occurred at home. However, we found that characteristics varied substantially across racial and ethnic groups. Overall, we provide new information on firearm suicides among adolescents in the US using a larger dataset than previous studies and found significant differences in characteristics and demographics across racial and ethnic groups. This finding suggests the need for tailored prevention strategies.

Aims: We investigate the relationship between narrative macrostructure, current language exposure, and microstructure in second-grade Spanish-English bilingual children in the United States. Macrostructure knowledge has been claimed to be shared across languages in multilingual individuals. We examine the role of current language exposure and microstructure on macrostructure and how individual children organize their stories in English and Spanish. We use sociocultural theory to investigate differences in the macrostructural elements children choose to include in their stories by language. Methodology: Using existing data, we used a two-sample t-test to compare average macrostructure and microstructure performance in English and Spanish in addition to performance on subcomponents of macrostructure. A correlational analysis was used to compare narrative performance in both languages. We used regression analysis to investigate to what extent current language exposure and microstructure influenced the macrostructure of 62 Spanish-English bilingual second graders' stories. Results: Children used more words and a greater variety of words in Spanish compared to English. However, they demonstrated comparable use of overall macrostructure across languages, in addition to variation in what macrostructure subcomponents they use by language of story elicitation. No statistically significant relationship was found between current language exposure and macrostructure, except for Spanish story structure. Correlational analysis revealed a significant relationship between macrostructure performance in English and Spanish. A significant relationship was found within languages between microstructure and macrostructure and across languages between Spanish microstructure and English internal state terms. Discussion: Findings are consistent with extant literature that claims macrostructure is shared across languages. Children require lexical diversity across languages to express their ideas organized within macrostructural elements. Although bilingual children tell comparably complex stories, they may be making culturally and linguistically specific decisions about what macrostructure components to include in their stories.

Gustavo E Tamayo, Claudia Castell, Pilar Vargas, Eduardo Polania, Juliana Tamayo Bogota Laser Ocular Surgery Center, Bogota, ColombiaCorrespondence: Gustavo E Tamayo Tel +1 305 987 0527Email centrogustavotamayo@gmail.comPurpose: To evaluate the visual and refractive outcomes after high-resolution wavefront-guided (HRWG) surface ablation with corneal crosslinking (CXL) in keratoconus eyes.Patients and Methods: In this prospective, interventional case series, 47 eyes of 28 progressive keratoconus patients older than age 18 were enrolled. All patients underwent HRWG photorefractive keratectomy (PRK) with simultaneous accelerated CXL. The study parameters were manifest refraction spherical equivalent (MRSE), keratometric outcomes, uncorrected (UDVA) and corrected distance visual acuity (CDVA) at postoperative 6 and 12 months.Results: There was improvement in mean MRSE from − 2.39± 1.89 D preoperatively to − 0.13 ± 0.68 D at 12 months, with corresponding improvement in UDVA from 0.77 ± 0.35 logMAR to 0.08 ± 0.12 logMAR and CDVA from 0.10 ± 0.11 logMAR to 0.02 ± 0.04 logMAR. Preoperative flat and steep keratometry (K) were 4wct 32.49 ± 1.67 D and 45.94 ± 2.10 D, respectively, and at postoperative 12 months were 41.36 ± 2.08 D and 42.65 ± 2.78 D, respectively. At postoperative 12 months, visual and refractive outcomes were maintained. Comparisons between preoperative and postoperative 12 month timepoints were statistically significant for all parameters.Conclusion: Simultaneous wavefront-guided PRK followed by CXL is a promising treatment for the visual rehabilitation of keratoconus patients.Keywords: keratoconus management, high-resolution wavefront-guided surface ablation with corneal crosslinking, wavefront-guided PRK with CXL

This review explores how artificial intelligence (AI henceforth) can reshape education through insights from situated learning literature. The objective was to critically examine opportunities and challenges of situated learning, and how AI could augment strengths while overcoming obstacles. A systematic review using the PRISMA method analyzed 60 articles from peer-reviewed journals over three decades. Key concepts associated with situated learning were extracted and analyzed qualitatively and quantitatively. Findings identified major obstacles: the traditional school system's one-way passive learning; the predominant educational approach fixated on predefined outcomes; and teachers' lack of contextual knowledge. AI presents solutions including adaptive systems tailored to students' evolving needs; intelligent tutoring situated in authentic scenarios; automation of administrative tasks; and data-driven teacher support. When implemented thoughtfully, AI has the potential to enhance situated learning through increased personalization, interactivity, and real-world connections. This promises a better effective, adaptive education - but human guidance remains essential for ethical grounding. This review offers teachers, researchers, and policymakers valuable insights on integrating both AI and situated learning to keep education relevant in an interconnected world.

The use of commercial digital platforms in public schools like Google and Microsoft, which was exacerbated during the pandemic, requires analysis to encourage a safer and more appropriate educational use. The research objective behind this article was to analyse the concerns of school students in obligatory primary and secondary education in public schools within the Autonomous Region of Catalonia (Spain) together with the opinions of their families regarding the use of digital platforms offered by large technology companies (BigTech) in schools. This is a mixed design study, consisting of eight discussion groups with pupils (n = 56) and a questionnaire issued to 2,330 family members. The results show that both students and families are concerned about the lack of knowledge surrounding the data they generate when using these digital platforms, and their effect on democratic school governance and the reproduction of gender stereotypes. In conclusion, the study suggests it is necessary to create greater critical awareness among children, adolescents and families at all socio-economic levels, particularly in those who are most vulnerable.

The era of globalization and information and knowledge in which we find ourselves requires Higher Education to develop English-speaking proficiency in its students to adequately respond to academic and occupational challenges, taking advantage of the virtues of the variety of resources offered by technology. YouGlish is an online oral dictionary whose features can be leveraged for the development of Englishspeaking proficiency. This study aims to determine the impact of using YouGlish on English speaking proficiency in its subskills of fluency, grammatical appropriateness, pronunciation, communicative interaction, and vocabulary. The research was of quasi-experimental design and was carried out with a sample of 38 students, 19 students in the Control Group and 19 students in the Experimental Group, from a national university in Peru. For data collection, a pre-test and a post-test were applied concerning English-speaking proficiency, and a perception questionnaire on the use of YouGlish was also used. The arithmetic mean indicates that there was an improvement of 45.26 points using YouGlish when comparing the input and output tests. Thus, concluding with an increase in English-speaking proficiency among university students.

The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.

In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. A validation study of the resulting TULIP survey was conducted with a sample of 313 in-service elementary-grade teachers of reading. Confirmatory factor analyses revealed that both one-factor and five-factor models of the survey had acceptable fit. The overall TULIP scale had good reliability, and subscales representing knowledge within specific literacy domains had acceptable reliability (with the oral language subscale having lower reliability than the other four subscales). Knowledge overall and within each literacy domain was significantly related to education level, such that teachers with more education had higher scores.

This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English learners and 34,129 non-English learners. Three early literacy profiles emerged for English learners while four profiles emerged for non-English learners. Both sets of profiles can be identified based on the severity of students' difficulties with component skills rather than the specificity of their difficulties. Resulting profiles in both samples were then utilized to predict performance on a measure of broad reading comprehension administered at the end of first and second grade. Results indicated that the profile that was associated with the greatest success on the later measures of reading comprehension for both samples included the strongest performance on measures of both code-related and language-related skills. Results highlight the heterogeneity of early literacy skills within the English learner and non-English learner populations and demonstrate the importance of designing instruction that addresses the severity of a student's skill deficit.

Research shows many positive effects from physical exercise. The present study examined the impact of a structured physical exercise program compared to treatment as usual on the gross motor skills of children diagnosed with autism spectrum disorder (ASD). Participants included 20 children, from 4 to 7 years old, who were assigned to two groups; an experimental group (n = 10) who received a structured physical exercise program for 60-min sessions, three times a week for eight weeks, and a control group (n = 10) who received conventional physiotherapy. Gross motor skills were assessed with the Abbreviated Development Scale -3 before and after the physical exercise program. The experimental group exhibited significant improvements in gross motor skills compared to the control group. This study suggests that structured physical exercise programs can improve gross motor skills in children with ASD.