Jorge Molina

Universidad de Los Andes

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Pablo Antonio Archila

Universidad de Los Andes

Anne‐Marie Truscott de Mejía

Universidad de Los Andes

Mario Ortiz

Universidad de Los Andes

Silvia Restrepo

Universidad de Los Andes

Giovanna Danies

Universidad de Los Andes

Felipe Guhl

Universidad de Los Andes

Andreas Stumpner

University of Göttingen

Evelyne Halpert

Asociación Colombiana de Dermatología y Cirugía Dermatológica

Milcíades Ibáñez‐Pinilla

Universidad del Rosario

Linda Hernández

James Cook University

Cooperative Institutions

Universidad de Los Andes

Universidad de Granada

SIB Swiss Institute of Bioinformatics

University of Bern

University of Basel

Universidad Nacional de Colombia

University of Zurich

University Hospital of Basel

University of Lausanne

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VIABILIDAD DE LA EXTRACCIÓN DE CARBONES A CIELO ABIERTO. CASO MINA LA MARGARITA

Julia Veloza Jorge Molina Humberto Mejia

Este articulo analiza la viabilidad, planeamiento y diseno de una nueva explotacion a cielo abierto de carbon en la mina La Margarita S.A., con recursos carboniferos superficiales calculados en 440.139,7 ton. Se logro dimensionar, disenar y evaluar economicamente con tres diferentes metodos de explotacion: Cortas, Contorno y Terrazas. Para el metodo de Cortas el Valor Presente Neto (VPN) fue de 817,5 de Contorno 518,5 y Terrazas 645,2 dado en millones de pesos ($) colombianos corrientes del 2004 y la Tasa Interna de Retorno (TIR) para Cortas: 78,33%, Contorno 34,0% y Terrazas 38,62. Estos indicadores sirvieron para seleccionar el metodo de Cortas, el cual fue ajustado con cierto detalle, ya que fue necesario trabajar conjuntamente dos frentes para hacerlo viable. Como valor agregado para el proyecto se hizo una evaluacion general ambiental, que es de vital importancia para la explotacion. Se dan recomendaciones para minimizar los impactos mas importantes tales como la flora, fauna, aire, suelo, aguas. De cada una de ellas se plantean medidas ya sean de mitigacion, control o prevencion. Se espera que este trabajo sirva como soporte tecnico â€“ economico para el desarrollo de una nueva extraccion de carbon a cielo abierto dentro de la mina La Margarita.

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Triatominos del municipio de Mocoa, departamento del Putumayo

Revista Facultad Ciencias de la Salud: Universidad del Cauca (2007)

Luis Reinel Vásquez Arteaga Eliana Jaramillo B Jorge Molina

Introduccion: La enfermedad de Chagas es causada por el parasito Trypanosoma cruzi y transmitida por insectos hematofagos de la familia Reduviidae. 24 especies de triatominos han sido reportados para Colombia, 15 de las cuales han presentado infecciones naturales con Trypanosomas. Para el municipio de Mocoa en el Departamento del Putumayo no se han reportado triatominos Objetivos: Presentar los tres primeros registros de triatominos colectados durante el 2005 y 2006 en el municipio de Mocoa, Putumayo. Metodologia: Utilizando las claves dicotomicas de Lent & Wygodzinsky (1979) se realizo la identificacion taxonomica de tres triatominos capturados en el area urbana y rural de Mocoa. Resultados: Dos hembras de la especie Panstrongylus geniculatus fueron colectadas en el intra y el peridomicilio en Mocoa. Un macho de Rhodnius prolixus fue capturado en el intradomicilio de una vivienda de la zona rural del municipio. La preservacion en seco de los triatominos no permitio la busqueda de tripanosomatidos intestinales. Conclusiones: La actualizacion de la distribucion de triatominos en las diferentes regiones del pais es un elemento indispensable para completar el riesgo de transmision vectorial de la enfermedad de Chagas en Colombia. Especial interes en este sentido representa el departamento del Putumayo por haber sido poco estudiado y por presentar condiciones ecologicas optimas para los vectores y reservorios de la enfermedad de Chagas.

Triatominae

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Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy

International Journal of Bilingual Education and Bilingualism (2018)

Pablo Antonio Archila Jorge Molina Anne‐Marie Truscott de Mejía

English dominates as an international language for science and research. Consequently, this is the most widely used language in university bilingual (e.g. Spanish–English, Chinese–English, Swedish–English) science courses around the world. However, very little is known about how to foster bilingual scientific writing in these types of courses. This article describes the effect of a systematic and purposeful code-switching pedagogical strategy in fostering undergraduates' bilingual scientific writing. Participants were 76 students (41 female and 35 male, 17–23 years old) enrolled in a university bilingual (Spanish–English) Biology course in Colombia. The data used in this analysis were derived from students' argumentative written productions, and audio and video recordings. The findings show that this systematic and purposeful code-switching pedagogical strategy was not only a useful basis for promoting students' bilingual scientific writing but also a valuable way for students to gain confidence in their foreign language written skills.

Argumentative

Scientific Writing

Translanguaging

Code (set theory)

10.1080/13670050.2018.1516189

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Citations (20)

In search of magnetosensitivity and ferromagnetic particles in Rhodnius prolixus: Behavioral studies and vibrating sample magnetometry

Journal of Insect Physiology (2013)

Diego Giraldo C. Hernández Jorge Molina

Triatominae

Magnetoreception

Rhodnius

10.1016/j.jinsphys.2012.12.005

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Behavioral fever response in Rhodnius prolixus (Reduviidae: Triatominae) to intracoelomic inoculation of Trypanosoma cruzi

Revista da Sociedade Brasileira de Medicina Tropical (2016)

Gloria Hinestroza Mario Ortiz Jorge Molina

INTRODUCTION: Behavioral fever is a response to infections with microorganisms observed in some poikilothermic animals. Rhodnius prolixus is involved in the transmission of two parasites: Trypanosoma cruzi (pathogenic for humans and transmitted in feces) and Trypanosoma rangeli (non-pathogenic for humans, pathogenic for Rhodnius and transmitted by the bite of an infected individual). Only T. rangeli is found in the hemolymph of Rhodnius as it travels to the salivary glands. METHODS: To study vector-parasite interactions, we evaluated possible behavioral fever responses of R. prolixus to intracoelomic inoculation with T. cruzi or T. rangeli. Temperature preferences of fifth-instar nymphs of R. prolixus were evaluated after inoculation with T. rangeli KP1(+), KP1(-), T. cruzi I, or the Trypanosome culture medium. Four different fixed temperatures (25, 30, 35, and 40°C) in two simultaneous experiments (enclosed and free-moving insects) were evaluated. Free-moving insects were marked daily according to their temperature preferences on each of the 15 days after inoculation. Numbers of insects in each temperature shelter and daily mortality were compared with those enclosed shelters of different temperatures. RESULTS: Rhodnius prolixus inoculated with both strains of T. rangeli and with the trypanosome culture medium showed preferences for the lowest temperatures (25°C). However, R. prolixus inoculated with T. cruzi I showed significant preferences for temperatures around 35°C. CONCLUSIONS: This is the first known investigation to demonstrate a behavioral fever response in R. prolixus injected intracoelomically with T. cruzi I.

Rhodnius

Hemolymph

Xenodiagnosis

Triatominae

Triatoma infestans

Chagas Disease

10.1590/0037-8682-0415-2015

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Citations (13)

Thinking critically about scientific information generated by ChatGPT

Information and Learning Sciences (2024)

Pablo Antonio Archila Brigithe Tatiana Ortiz Anne‐Marie Truscott de Mejía Jorge Molina

Purpose In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT. Design/methodology/approach An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT. Findings Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool. Originality/value The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

10.1108/ils-04-2024-0040

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Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey

Research in Science Education (2018)

Pablo Antonio Archila Jorge Molina

Creationism

10.1007/s11165-018-9746-3

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Citations (10)

Effects of pharmacological treatment and photoinactivation on the directional responses of an insect neuron

Journal of Experimental Zoology Part A Comparative Experimental Biology (2005)

Jorge Molina Andreas Stumpner

Soma-ipsilateral branches of the large segmental omega neuron of the phaneropterid bush cricket Ancistrura nigrovittata have smooth endings, which extend through most of the auditory neuropile. Correspondingly, it shows a broad frequency tuning. Large excitatory postsynaptic potentials (EPSPs) and inhibitory postsynaptic potentials (IPSPs) are observed when recording from soma-ipsilateral branches. Stimulation from the soma-ipsilateral side leads to a strong excitation. Soma-contralateral branches have a strong, beaded appearance. IPSPs, which seem to be of soma-contralateral origin, can be recorded from these branches. Stimulation from the soma-contralateral side leads to a strong inhibition of the omega neuron. Soma-contralateral stimulation must be 30–40 dB more intense than soma-ipsilateral stimulation to evoke similar spike numbers in the omega neuron. The side-to-side difference is reduced to 10–15 dB after cutting the input from the soma-contralateral leg (tympanic nerve). The thresholds for eliciting IPSPs by soma-contralateral stimulation correspond roughly to excitatory thresholds of the mirror-image omega with the same stimuli. Pharmacological treatment with picrotoxin (PTX) or photoinactivation of the Lucifer Yellow filled mirror-image omega neuron reduces contralateral inhibition considerably and eliminates all visible IPSPs. Nevertheless, an additional contralateral inhibition survives both procedures and is only eliminated after cutting the soma-contralateral tympanic nerve. These results demonstrate that the mirror-image partners of the omega neuron mutually inhibit each other in bush crickets—as in crickets. This mutual inhibition is PTX-sensitive. At least one additional element exerts contralateral PTX-insensitive inhibition on the omega neuron. J. Exp. Zool. 303A:1085–1103, 2005. © 2005 Wiley-Liss, Inc.

Picrotoxin

Interneuron

10.1002/jez.a.228

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Citations (27)

Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)

International Journal of Bilingual Education and Bilingualism (2022)

Pablo Antonio Archila Jorge Molina Giovanna Danies Anne‐Marie Truscott de Mejía Silvia Restrepo

As we begin the third decade of the twenty-first century, in countries where English is the second or foreign language, the goal of internationalization is causing a rise in university first language-English bilingual science courses. Even though bilingual written scientific argumentation (BWSA)—a twenty-first-century skill—is an essential aspect of bilingual scientific literacy (BSL), little is known about how to promote this skill in this type of courses. The purpose of this study was to provide research evidence that formal formative assessment (FFA) could be a possibility for promoting BWSA among university students. A FFA-based pedagogical strategy involving preplanned feedback and peer critique was implemented with fifty-seven students (32 females and 25 males, 16–24 years old) in Colombia during a university Spanish-English bilingual science course. The data were derived from undergraduate students' written productions in Spanish and in English. The results demonstrated that the pedagogical strategy can be useful for providing students with explicit opportunities to enrich their BWSA. This study contributes to the construction of research-based bilingual practices aimed at legitimating BSL and BWSA in university bilingual science courses. Implications for higher education institutions are discussed.

Bilingual Education

Scientific Literacy

10.1080/13670050.2021.2021386

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Citations (4)

Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

International Journal of Science Education (2020)

Pablo Antonio Archila Jorge Molina Anne‐Marie Truscott de Mejía

University bilingual science courses are on the rise because of the internationalisation of higher education. These courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of bilingual scientific literacy. The problem is that very little evidence is available on how to foster university student BWSA in courses where the English (foreign language) level of the undergraduates is variable. The goal of this study was to provide evidence that collaborative learning (CL) can be used to promote BWSA in contexts where students with different levels of English proficiency study together. We examined the Spanish-English bilingual written argumentation produced by 56 undergraduates (30 females and 26 males, 16–30 years old) in Colombia during a university Spanish-English bilingual science course where the English (foreign language) level of the students was variable. The data used in this analysis was derived from students' written responses and audio recordings. The findings show that CL can contribute to BWSA as well as to specific CL skills (e.g. interdependence, individual accountability, interaction) which are important for social life. Educational implications for higher education are discussed.

Scientific Literacy

Language proficiency

Promotion (chess)

10.1080/09500693.2020.1844922

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Citations (19)