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Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto(Universidad Católica de Cuenca., 2026) Morocho Morocho, Jessica CarolinaItem type: Ítem , Access status: Acceso Abierto , Determinación de rangos hematológicos de perros mestizos en altitud: caso parroquia el Batán Cuenca – Ecuador(Universidad Católica de Cuenca., 2026) Cabrera Quito, José FranciscoDetermining hematological reference intervals is an essential tool for interpreting complete blood count (CBC) results in veterinary medicine. Factors such as altitude, age, sex, genetic diversity, and analytical methodology can affect blood parameters; therefore, establishing population-specific reference values is necessary. This study aimed to determine hematological reference intervals in mixed-breed dogs aged two to five years residing in Cuenca, Ecuador, and to compare them with those reported in the international literature. A descriptive observational study was conducted in 106 healthy dogs. Red blood cell parameters showed values consistent with international reference intervals: RBC counts of 6.015–6.339 × 10⁶/µL, HCT values of 42.4–44.8%, and HGB concentrations of 17.1–18.8 g/dL, with the latter approaching the upper reference limit. MCV remained within the reference range (69.289–70.559 fL), whereas MCH was higher than values reported in the literature (29.768–31.324 pg), which may be related to adaptation to altitude. MCHC (399–434 g/L) could be associated with preanalytical or analytical factors. Regarding white blood cell parameters, total leukocyte counts ranged from 9.938 to 11.553 × 10³/µL, with a predominance of granulocytes (6.834–8.226 × 10³/µL) and lymphocyte counts within the reference range (1.893–2.290 × 10³/µL). Platelet counts ranged from 241.240 to 284.022 × 10³/µL, with an MPV of 10.582–11.228 fL and a PCT of 0.245–0.279%. The results confirm hematological homeostasis and support the establishment of reference intervals for mixed-breed dogs living at high altitude. Furthermore, these findings enable the identification of environment-associated variations, improve diagnostic accuracy, and help avoid interpretations based on foreign populations whose genetic characteristics and analytical methodologies may differ from those observed in Cuenca. Keywords Dymind DH36 Vet; Complete blood count; Sex; CaninesItem type: Ítem , Access status: Acceso Abierto , Proyecto de titulación embargado para publicación(Universidad Católica de Cuenca., 2026-10-01) VAZQUEZ FLORES , PEDRO JOSÉItem type: Ítem , Access status: Acceso Abierto , Especificidad de elementos auxiliares para apertura bucal en tomografías computarizadas: paciente con trastornos mandibulares. Reporte de caso.(Universidad Católica de Cuenca, 2026) Durán León , Galuth GeorginaItem type: Ítem , Access status: Acceso Abierto , EL PAPEL DE LA TECNOLOGÍA EN LA PROMOCIÓN DE LA EDUCACIÓN INCLUSIVA EN BÁSICA ELEMENTAL: REVISIÓN SISTEMÁTICA(Universidad Católica de Cuenca., 2026-10-01) CASTRO CASTRO , MONICA GABRIELAThe objective of this study was to synthesize recent scientific evidence on the uses, contributions, limitations, and implementation conditions of educational technologies for the inclusion of students with disabilities in higher education. A systematic review guided by PRISMA 2020 was conducted. From 46 records identified in Scopus, Web of Science, ScienceDirect, and Google Scholar, 12 duplicates were removed, 34 documents were screened, and 14 studies published between 2020 and 2025 were included. Information was organized through a standardized extraction matrix and analyzed using narrative–thematic synthesis. Findings show that virtual learning environments, accessible digital materials, screen readers, speech-recognition systems, and other assistive technologies support access, autonomy, and academic continuity. Their benefits, however, depend on accessible design, faculty digital competence, institutional support, and adequate infrastructure. Persistent barriers include inaccessible resources, insufficient training, connectivity gaps, and fragmented university policies. The review concludes that technology does not create inclusion by itself; it requires pedagogical, organizational, and ethical decisions that involve students with disabilities from the design stage. Keywords: inclusive education, educational technology, higher education, disability, digital accessibility
