Histoplasma capsulatum is the causative agent of histoplasmosis and this fungus inhabits soils rich in phosphorus and nitrogen that are enriched with bird and bat manure. The replacement of organic matter in agroecosystems is necessary in the tropics, and the use of organic fertilizers has increased. Cases and outbreaks due to the presence of the fungus in these components have been reported. The Instituto Colombiano Agropecuario resolution 150 of 2003 contains the parameters set by the Colombian Technical Standard (NTC 5167) on the physicochemical and microbiological features of fertilizers, but it does not regulate the search for H. capsulatum. The aim of this study was to demonstrate H. capsulatum presence in organic fertilizers by nested polymerase chain reaction (PCR). A total of 239 samples were collected: 201 (84.1%) corresponded to organic fertilizers, 30 (12.5%) to bird excrement, and 8 (3.4%) to cave soils. The Hc100 nested PCR had a detection limit of 0.1 pg/µL and a specificity of 100%. A total of 25 (10.5%) samples were positive and validated by sequencing. Seven of the positive samples represented locations where H. capsulatum was previously detected, suggesting the persistence of the fungus. No significant correlations were detected between the physicochemical and microbiological parameters with the presence of H. capsulatum by nested PCR, indicating the fungus existence in organic fertilizers that complied with the NTC 5167. The Hc100 nested PCR targeting H. capsulatum standardized in this work will improve the evaluation of organic fertilizers and ensure the prevention of outbreaks and cases due to manufacturing, marketing, and use of fertilizers contaminated with H. capsulatum.

This research proposes a practice for the design of interactive multimedia experiences, based on gamification and applied in elementary education. The practice is expressed in the Essence graphic notation language. Through practice, a multimedia experience based on gamification, called Coco-Shapes, was developed to assist learning of the English language in the following topics: geometric figures, colors and counting. The study is aimed at children aged between 4 and 5 years of age, in the transition grade in a private school, and in a vulnerable community with scarce resources in the city of Cali (Colombia). A research process was conducted for this experience, with the participation of two groups of students: one experimental group and one control group. The results are optimistic, since it is evident that, through carrying out the activities that make up the practice, the solution achieved contributes to increased user learning, as well as favors a greater receptivity in the students towards the use of technology in the training process.

We compared the prevalence of levofloxacin (LVX) resistance with that of ofloxacin (OFX) and moxifloxacin (MFX) among multidrug resistant (MDR)MTBclinical isolates collected in Medellin, Colombia, between 2004 and 2009 and aimed at unraveling the underlying molecular mechanisms that explain the correlation between QRDR-A mutations and LVX resistance phenotype. We tested 104 MDR isolates for their susceptibility to OFX, MFX, and LVX. Resistance to OFX was encountered in 10 (9.6%) of the isolates among which 8 (7.7%) were also resistant to LVX and 6 (5.7%) to MFX. Four isolates resistant to the 3 FQ were harboring the Asp94Gly substitution, whilst 2 other isolates resistant to OFX and LVX presented the Ala90Val mutation. No mutations were found in the QRDR-B region. The molecular modeling of the interaction between LVX and the DNA-DNA gyrase complex indicates that the loss of an acetyl group in the Asp94Gly mutation removes the acid base interaction with LVX necessary for the quinolone activity. The Ala90Val mutation that substitutes a methyl for an isopropyl group induces a steric modification that blocks the LVX access to the gyrase catalytic site.

This study addresses the need to integrate ethical, human-centered principles into user experience (UX) design for generative AI (GenAI)-based assistants. Acknowledging the ethical and societal challenges posed by the democratization of GenAI, this study developed a set of six UX design guidelines and 37 recommendations to guide development teams in creating GenAI assistants. A card-based toolkit was designed to encapsulate these guidelines, applying color theory and Gestalt principles to enhance usability and understanding. The design science research methodology (DSRM) was followed, and the toolkit was validated through a hands-on workshop with software and UX professionals, assessing usability, user experience, and utility. The quantitative results indicated the high internal consistency and effectiveness of the toolkit, while the qualitative analysis highlighted its capacity to foster collaboration and address GenAI-specific challenges. This study concludes that the toolkit improves usability and utility in UX design for GenAI-based assistants, though it identifies areas for future enhancement and the need for further validation across varied contexts.

This study characterizes Inclusive Interactive Multimedia Experiences (IIMEs) within school contexts by integrating learning analytics to enable personalized student monitoring and evaluation. By analyzing regulatory documents and multimedia systems (MS) development methodologies, this paper provides comprehensive guidance for IIME pre-production, focusing on learning objectives, activities, responsible design, and inclusion. The research presents a detailed framework for IIME development. It addresses the integration of digital media, interaction modalities, sensory systems, and emotional engagement. Furthermore, it examines the technological mediation necessary to deliver a holistic multimedia experience, prioritizing accessibility and cultural sensitivity. A case study conducted at Rafael Navia Varón School in Cali, Colombia, demonstrates the practical application of the proposed framework through the development of Decisiones Cruciales, an IIME designed to address bullying and cyberbullying via interactive storytelling. This IIME uses learning analytics to provide teachers with detailed metrics on student performance and socio-emotional competencies. The findings from the students’ analysis highlight their engagement and the educational impact of the IIME, particularly in fostering empathy and communication skills. The results underscore the potential of IIMEs to advance inclusive education by delivering adaptive and culturally relevant content. This study contributes to the academic literature by offering practical guidelines for designing and implementing IIMEs that align with universal accessibility and responsible design principles, ultimately promoting an equitable and effective educational environment.