Parásitos gastrointestinales de hicoteas Trachemys callirostris (Emydidae) traficadas ilegalmente en Córdoba, Colombia

            The presence of gastrointestinal parasites in gastrointestinal tract of 100 Colombian sliders (Trachemys callirostris) admitted to the Wildlife Care and Assessment Center (CAV), Córdoba, Colombia, during 2009 and 2010, as a result of confiscations from illegal trafficking of wild animals. The gastrointestinal tracts were separated, washed and its contents were removed to identify and quantify the parasites. A total of 1064 individuals of the taxa Nematophila argentinum (44%), Serpinema sp (44%) and Spiroxys sp (12%) were isolated. The observed prevalences were 70% for N. argentinum (Trematode), and 63 and 49% for Serpinema sp and Spiroxys sp (Nematode), respectively. The mean intensity was 6.7 for N. argentinum, 7.3 for Serpinema sp, and 3.2 for Spiroxys sp. N. argentinum was mainly found in the large intestine (40%); however, this is the first report of this parasite in the mouth, oesophagus and cloaca. Individuals of Serpinema sp were found mixed within the content of the digestive tract, especially in the small intestine (63%), whereas Spiroxys sp were located mainly in the stomach (64%). The lesions found were focused and without compromising the lives of turtles.            Se determinó la presencia de parásitos gastrointestinales en el tracto gastrointestinal de 100 hicoteas de la especie Trachemys callirostris ingresadas al Centro de Atención y Valoración de Fauna Silvestre (CAV), Córdoba, Colombia, durante los años 2009 y 2010, como producto de decomisos del tráfico ilegal de animales silvestres. Los tractos gastrointestinales fueron separados, seccionados y lavados y el contenido fie removido para identificar y cuantificar los parásitos. Se aislaron 1064 individuos de la especie Nematophila argentinum (44%) y de los géneros Serpinema (44%) y Spiroxys (12%). Las prevalencias encontradas fueron de 70% para N. argentinum (Trematoda) y de 63 y 39% para Serpinema sp y Spiroxys sp (Nematoda), respectivamente. La intensidad media fue de 6.7 para N. argentinum, 7.3 para Serpinema sp y de 3.2 para Spiroxys sp. N. argentinum se encontró mayormente en intestino grueso (40%); sin embargo, este es el primer reporte de este parásito en boca, esófago y cloaca. Los individuos del género Serpinema sp, se encontraron inmersos en el contenido del tracto digestivo, con mayor proporción en intestino delgado (63%), mientras que Spiroxys sp se localizaron principalmente en estómago (64%). Las lesiones encontradas fueron localizadas y probablemente no comprometían significativamente la vida de los individuos

Using realia in real contexts to enrich vocabulary learning in upper intermediate students under the project “mentoring” in the foreign Language Teaching program at the University of Córdoba

This report describes the internship carried out at the University of Cordoba in the Foreign Language Teaching Program under the mentoring program piloting stage. This program aims to preclude student dropout as well as to diminish the level of desertion to keep and arouse the permanence of the students in the program. A population of 15 participants from upper intermediate level in Communication 5 enrolled from first to fifth semester, were diagnosed and presented academic problems in terms of language acquisition which were mainly focused on mispronunciation and misspelling new words; they also had some difficulties memorizing the new vocabulary learned in class. Add to this, they did not have self-confidence when conveying their ideas because of the lack of vocabulary, and sometimes, were not able to understand what other people were saying, specifically when questions were asked, showing insecurity and hesitation when responding. The methodology applied in the mentoring sessions was founded on using realia in real contexts as main strategy to accomplish the expected objectives and learning communicative outcomes while implementing an eclectic approach which let the mentor teach English depending on the students’ skills and the purpose of the lesson. The results demonstrated that a good number of mentees enhanced their academic records and improved their English language performance, which gave the mentor great personal and professional satisfaction to make part of their peers' learning achievement.1. Introduction ........................................................................................................................... 72. Pedagogical strategies .......................................................................................................... 10a. 2.1 Mentoring ................................................................................................................... 10b. 2.2 Eclectic Pedagogy ....................................................................................................... 11c. 2.3 The Use of Realia ....................................................................................................... 12d. 2.3.1 Vocabulary Learning ................................................................................................ 133. Methodology ......................................................................................................................... 14Activating previous knowledge ................................................................................................. 16Interviews .................................................................................................................................. 16P.O.T.D ..................................................................................................................................... 16a. Table 1. Duties chart ....................................................................................................... 174. Results (Experience description) ........................................................................................ 19a. 4.1 lesson plan ................................................................................................................... 19b. 4.2 Personal gains: ........................................................................................................... 234.3 students gains ..................................................................................................................... 235. Limitations ........................................................................................................................... 256. Conclusions and recommendations .................................................................................... 277. References ............................................................................................................................. 288. Appendix............................................................................................................................... 30PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésPasantía