Browsing by Autor "Laura Levy"

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Genetic diversity and comparative genomics across Leishmania (Viannia) species
(2024) Jorge Duitama; Laura Natalia González-García; María Rodríguez; Marcela Parra-Muñoz; Ana Clavijo; Laura Levy; Clemencia Ovalle‐Bracho; Claudia Colorado; Carolina Camargo; Eyson Quiceno
<title>Abstract</title> Leishmaniasis is a disease representing an important public health problem worldwide, with a broad spectrum of clinical and epidemiological features partly associated with the diversity and complex life cycle of the Leishmania parasites. This study analyzes genomic data from 205 Leishmania (Viannia) samples, including 66 newly sequenced clinical isolates. It also provides chromosome-level genome assemblies for 10 isolates representing different species and populations. The observed distribution of Leishmania genomic diversity across the sampling locations suggests rapid adaptation to different ecosystems. Pangenomic analysis of high-quality assemblies shows consistent copy number variation between species for different gene families. Amastin gene families have larger numbers and diversity than previous reports based on analysis of short-read data. This work provides comprehensive genomic resources to identify population markers for Leishmania spp, leveraging valuable insights into the biology, transmission dynamics, the evolution of virulence mechanisms, and the spread of resistance of the parasite.
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses
(Routledge, 2022) Pablo Antonio Archila; Gissel Gravier; Laura Levy; Brigithe Tatiana Ortiz; Alejandra Rodríguez; Luciana Wilches; Anne‐Marie Truscott de Mejía; Silvia Restrepo
The rise in university bilingual science courses is explained by a certain phenomenon, the internationalization of higher education. Bilingual Argument Mapping (BAM) – the ability to construct argument maps using two languages – is a key aspect of bilingual scientific literacy. An argument map is a visual representation of argument structure. The problem is that little is known about how to foster BAM in this type of course. The goal of this study was to explore the possibility of using formal and informal formative assessment (FIFA) – a type of assessment for learning in which feedback is both preplanned and instantaneous –, to support undergraduates’ BAM. The data consist of the bilingual argument maps constructed by forty-four students (27 females and 17 males, 18–23 years old) in Colombia during a university Spanish-English bilingual science course. Results indicate that FIFA helped the participants’ creation of valid and coherent argument maps in Spanish, in English and in a hybrid version using code-switching as response to argumentative questions related to the scientific topics covered in the course. The potential contributions of FIFA and its implications are discussed in light of research and theory of bilingual science education.