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Beekeepers around the world select bees’ characteristics that facilitate and favor production. In regions where hybridization among lineages is taking place, this selection is a challenge, given that these regions are “natural laboratories”, where the action of evolutionary processes of a population or species occurs in real time. A natural honeybee (Apis mellifera) hybrid zone exists in Argentina between 28° and 35° South, where Africanized (AHB) and European (EHB) populations converge. In this zone, beekeepers use selected genetic resources of European origin mostly, since the local Africanized bees show a higher defensive behavior, which is not desirable for management. Although EHB colonies have many advantages for honey production, they are not fully adapted to the subtropical climate and are susceptible to certain parasitosis such as varroosis. In addition, both AHB and EHB mate in drone congregation areas (DCAs), where males and virgin queens fly to meet, resulting in variability in the desired characteristics. In this study, we explored the degree of hybridization within a DCA and its reference apiary, located in the province of Entre Ríos, by applying two complementary techniques. First, morphotypes with different degrees of hybridization between European and African subspecies were observed in the reference apiary, indicating a high sensitivity of this morphometric approach to detect hybridization in these populations. Second, a genetic analysis revealed haplotypes of both origins for drones in DCAs, with a higher prevalence of European haplotypes, while all the colonies from the reference apiary exhibited European haplotypes. Overall, our results are in line with the strong impact that commercial beekeeping has on the genetics of DCAs. We show how wing morphometry may be used to monitor hybridization between European and African subspecies, a tool that may be evaluated in other regions of the world where hybridization occurs.

Este artículo presenta una propuesta taxonómica para la clasificación semiótica y estética de los elementos de la banda sonora, este instrumento se desarrolla mediante las aportaciones teóricas del sonido cinematográfico de Chalko (2014), Chion (1990), Jullier (2007), Bordwell & Thompson (2003), Rodríguez Bravo (1998), la semiótica del lenguaje cinematográfico de Saussure y Peirce y a su vez serán complementados por los aportes desde las teorías de Ensestein (2004); esta taxonomía se utiliza puntualmente en un ejercicio de análisis cinematográfico a los largometrajes Los hongos (Ruiz Navia, 2014), Las tetas de mi madre (Zapata, 2015) y Los nadie (Mesa, 2016).

Honey bee populations are declining as occurs with other pollinators. One suggested cause of this decline is the impact of pesticides. To improve bees’ health, pesticides and food sources may be monitored using sentinel hives, given that bees forage in a 2.5 km radius around the hive. We extracted 20 (twenty) bees, as well as samples of wax, honey and pollen from a sentinel hive. Six pesticides were detected in the samples, except for the honey. All detected pesticides in the sentinel hive are pro- hibited in Argentina. Eight different plant families and genera were detected in the honey and pollen samples. Our work suggests that monitoring pesticides with sentinel beehives will be useful to improve agricultural practices in the region.

Low-density polyethylene (LDPE), biaxially oriented polypropylene (BOPP), and expanded polystyrene (EXPS) are the most common plastics found in every home of the world, but only ~ 10% enter the recycling chains. Consequently, the study of plastic biodegradation by microorganisms and insects, such as the wax moths, has gained special interest. Galleria mellonella (L.) has been shown to consume single-layered polyethylene and polystyrene, though biological impacts of this consumption have been rarely reported. We evaluated the consumption of different plastics by G. mellonella larvae (L7, mean size: 25-30 mm) and its effect on larval duration, survival, and development. For this, we offered the larvae five diets: single-layered LDPE, EXPS, BOPP, triple-layered polyethylene (SB, for silo-bags), and a control with beeswax. We recorded the state and weight of the materials and the state of larvae until they reached the adult stage. Larvae consumed more PE (both LDPE and SB) and EXPS than BOPP; still, they were able to emerge as adults in all treatments. Larvae that consumed plastics turned into pupal stage faster than those that consumed beeswax, regardless of the type and amount of plastic consumed. This is the first report of wild G. mellonella larvae in Argentina consuming biaxially polypropylene and silo-bags.

Simple Summary When we think of social insects, we mostly neglect males and their biology. Honeybee males or drones are an example. Like queens, drones are founders of the colony, but unlike queens and workers, their activity is not well-known. Drones exit the hive to mate as their only goal, in spite of the high chances of getting lost, being preyed upon and starving; and only if they are lucky, they will die when mating. These nuptial flights take place in Drone Congregation Areas during spring and summer, and we know that their exit time is in the afternoons. Although, drone activity at other hours of the day has not been studied. Using three methods (direct observation, video records and microchip tagging) we evaluated drone activity during the whole day in Northwest Argentina. We detected 24 h of activity for the first time. Surprisingly, several drones were active at dawn, morning, and late morning. Most of them were active in the afternoon, as previously reported. The activity at dawn and during the morning could be a normal pattern in drones around the world, or it could be a result of abnormal factors, such as environmental variables altering their biological clocks. Abstract Males in Hymenopteran societies are understudied in many aspects and it is assumed that they only have a reproductive function. We studied the time budget of male honey bees, drones, using multiple methods. Changes in the activities of animals provide important information on biological clocks and their health. Yet, in nature, these changes are subtle and often unobservable without the development and use of modern technology. During the spring and summer mating season, drones emerge from the hive, perform orientation flights, and search for drone congregation areas for mating. This search may lead drones to return to their colony, drift to other colonies (vectoring diseases and parasites), or simply get lost to predation. In a low percentage of cases, the search is successful, and drones mate and die. Our objective was to describe the activity of Apis mellifera drones during the mating season in Northwestern Argentina using three methods: direct observation, video recording, and radio frequency identification (RFID). The use of RFID tagging allows the tracking of a bee for 24 h but does not reveal the detailed activity of drones. We quantified the average number of drones’ departure and arrival flights and the time outside the hive. All three methods confirmed that drones were mostly active in the afternoon. We found no differences in results between those obtained by direct observation and by video recording. RFID technology enabled us to discover previously unknown drone behavior such as activity at dawn and during the morning. We also discovered that drones may stay inside the hive for many days, even after initiation of search flights (up to four days). Likewise, we observed drones to leave the hive for several days to return later (up to three days). The three methods were complementary and should be considered for the study of bee drone activity, which may be associated with the diverse factors influencing hive health.

Honey bees (Apis mellifera L.) are the primary commercial pollinators across the world. The subspecies A. m. scutellata originated in Africa and was introduced to the Americas in 1956. For the last 60 years, it hybridized successfully with European subspecies, previous residents in the area. The result of this hybridization was called Africanized honey bee (AHB). AHB has spread since then, arriving to Puerto Rico (PR) in 1994. The honey bee population on the island acquired a mosaic of features from AHB or the European honey bee (EHB). AHB in Puerto Rico shows a major distinctive characteristic, docile behavior, and is called gentle Africanized honey bees (gAHB). We used 917 SNPs to examine the population structure, genetic differentiation, origin, and history of range expansion and colonization of gAHB in PR. We compared gAHB to populations that span the current distribution of A. mellifera worldwide. The gAHB population is shown to be a single population that differs genetically from the examined populations of AHB. Texas and PR groups are the closest genetically. Our results support the hypothesis that the Texas AHB population is the source of gAHB in Puerto Rico.

Digital, El presente trabajo de investigación pretende hacer la reflexión sobre la posibilidad de aplicar nuevas estrategias para inducir a los niños a sus primeros acercamientos con la lectura, escritura y a desarrollar su comprensión textual, fomentando además su pensamiento crítico. El objetivo general fue Implementar la estrategia del Video Arte en la educación inicial como una herramienta didáctica y pedagógica que permita al niño desarrollar su interés por la lectura y la escritura, estimulando además el desarrollo de su pensamiento crítico y su capacidad creadora. La investigación está enmarcada en la metodología descriptiva con un enfoque Cualitativo puesto que el análisis se hace a partir de la observación crítica y reflexiva de los fenómenos. La Población objeto de estudio se encuentra constituida por 10 niños del Grado Transición de la sede Isaías Gamboa de la I.E. Isaías Gamboa, en la ciudad de Santiago de Cali. Las técnicas de recolección de la información fueron la observación directa, la entrevista diagnóstica y de salida. Además, en los resultados encontrados se observó que los niños tenían poca empatía hacia los procesos narrativos y había un desconocimiento por parte de los padres de familia sobre el Video Arte como estrategia para la enseñanza de la lectura y escritura. Por último, se concluye que el video arte funciona como herramienta pedagógica para incentivar la enseñanza de la lectura y estimular el pensamiento crítico en los niños, ya que se observó que mantiene a los niños concentrados en las actividades, con ánimo de realizarlas y motivados por aprender., The present research work aims to make the reflection on the possibility of applying new strategies to induce children to their first approaches with reading, writing and to develop their textual understanding, further encouraging their critical thinking. The overall objective was to implement the video-art strategy in initial education as a teaching and pedagogical tool that allows the child to develop his interest in reading and writing, further stimulating the development of his critical thinking and creative capacity. The research is framed in the descriptive methodology with a qualitative approach since the analysis is made from the critical and reflective observation of phenomena. The Population under study is made up of 10 children from the Transitional Degree of Isaias Gamboa of the I.E. Isaias Gamboa in the city of Santiago de Cali. The techniques of gathering the information were direct observation, diagnostic and exit interview. In addition, the results found that children had little empathy for narrative processes and there was a lack of knowledge on the part of the family about Video Art as a strategy for teaching reading and writing. Finally, it is concluded that video art works as a pedagogical tool to encourage the teaching of reading and stimulate critical thinking in children, as it was observed that it keeps children focused on activities, with the aim of performing them and motivated to learn., Maestría, Magíster en Tecnologías Digitales Aplicadas a la Educación, 1°ed, INTRODUCCIÓN .................................................................................................. 18 1 PRESENTACIÓN DEL TRABAJO DE GRADO .............................................. 20 1.1 PLANTEAMIENTO DEL PROBLEMA ................................................ 20 1.1.1 Descripción de la situación problema ................................................ 20 1.1.2 Identificación del problema ................................................................ 24 1.2 ALCANCE .......................................................................................... 26 1.3 JUSTIFICACIÓN ................................................................................ 27 1.3.1 Anticipación ....................................................................................... 27 1.3.2 Inferencia .......................................................................................... 28 1.3.3 Interpretación .................................................................................... 28 1.4 OBJETIVOS ....................................................................................... 31 1.4.1 Objetivo general ................................................................................ 31 1.4.2 Objetivos específicos ........................................................................ 31 2 BASES TEÓRICAS ........................................................................................ 32 2.1 ESTADO DEL ARTE .......................................................................... 32 2.1.1 Antecedentes Históricos .................................................................... 32 2.1.2 Antecedentes investigativos .............................................................. 35 2.1.3 Antecedentes legales ........................................................................ 40 2.2 MARCO REFERENCIAL .................................................................... 43 2.2.1 Marco Teórico ................................................................................... 43 2.2.2 Marco Conceptual ............................................................................. 45 2.2.3 Marco Tecnológico ............................................................................ 51 3 DISEÑO METODOLÓGICO ........................................................................... 54 3.1 Metodología descriptiva ..................................................................... 54 3.2 Tipo de investigación ......................................................................... 55 3.3 HIPÓTESIS ........................................................................................ 57 3.4 VARIABLES O CATEGORÍAS ........................................................... 57 3.5 OPERACIONALIZACIÓN DE VARIABLES O DESCRIPCIÓN DE CATEGORÍAS ................................................................................................ 57 3.6 POBLACIÓN Y MUESTRA ................................................................ 58 3.6.1 La muestra de estudio ....................................................................... 60 3.7 PROCEDIMIENTO ............................................................................. 61 3.8 INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN ............. 68 3.8.1 Recolección de datos ........................................................................ 70 3.8.2 Análisis cualitativo. ............................................................................ 71 3.9 TÉCNICAS DE ANÁLISIS DE DATOS ............................................... 71 4 DIAGNÓSTICO INICIAL ................................................................................. 73 4.1 ANÁLISIS E INTERPRETACIÓN DEL DIAGNOSTICO INICIAL ........ 84 11 4.1.1 Acercamiento con la lectura y la escritura en casa ............................ 84 4.1.2 Oportunidad de inclusión. .................................................................. 86 4.1.1 Condiciones ambientales ............................................................... 87 4.1.3 Salud ................................................................................................. 88 4.1.4 Caracterización de la familia ............................................................. 89 5 consideracioes eticas ..................................................................................... 92 6 estructura de la propuesta de intervención ..................................................... 93 6.1 PROPUESTA PEDAGÓGICA ............................................................ 93 6.1.1 Actividades en desarrollo. ................................................................. 95 6.2 COMPONENTE TECNOLÓGICO .................................................... 100 6.3 IMPLEMENTACIÓN ......................................................................... 101 7 ANÁLISIS E INTERPRETACIÓN DE DATOS .............................................. 112 7.1 Instrumento de salida ....................................................................... 112 7.1.1 El uso de recursos tecnológicos ...................................................... 112 7.1.2 Implementación de la estrategia pedagógica .................................. 112 7.1.3 Red de relación entre las categorías ............................................... 121 7.2 Análisis de datos de la propuesta. ................................................... 121 7.2.1 Uso de recursos tecnológicos. ........................................................ 121 7.2.2 Implementación de la estrategia pedagógica................................... 122 8 CONCLUSIONES ......................................................................................... 128 9 LIMITACIONES ............................................................................................ 130 10 IMPACTO / RECOMENDACIONES / TRABAJOS FUTUROS ...................... 132 11 BIBLIOGRAFÍA ............................................................................................ 134 12 ANEXOS ...................................................................................................... 142

La incógnita planteada en el título reunió a un grupo de investigadores en el simposio 'Ecología de residuos plásticos: ¿Qué estudiamos en Argentina?', llevado a cabo en la XXVIII Reunión Argentina de Ecología. En esta comunicación hacemos un análisis del contexto nacional sobre residuos plásticos. Nuestros estudios en ecología de plásticos buscaron mitigar, por un lado, y cuantificar los residuos plásticos, por otro lado. Estos estudios ocurrieron en la mitad norte del país, en ambientes terrestres y acuáticos, y se enfocaron en diferentes materiales plásticos y en distintos organismos, aunque las bacterias fueron de interés para la mayoría de nosotros. Concluimos con preguntas guía para ecólogos, basadas en los Objetivos de Desarrollo Sostenible (ODS) de la ONU. Estas preguntas se relacionan con los ODS Agua Limpia y Saneamiento, Ciudades y Comunidades Sostenibles, Producción y Consumo Responsable y Vida Submarina y Sobre la Tierra. What kind of research questions do ecologists make in relation to plastic waste in Argentina? This question gathered a group of researchers at the symposium " Ecology of plastic waste: What do we study in Argentina?", held at the XXVIII Argentinian Ecology Meeting. In this communication we analyze the national context on plastic waste. Our studies on the ecology of plastics sought to mitigate, on the one hand, and to quantify plastic waste, on the other hand. These studies occurred in the northern half of the country, in terrestrial and aquatic environments, and were focused on different plastic materials and diverse organisms, though bacteria were of interest for the majority of us. We conclude with guiding questions for ecologists, based on the Sustainable Development Objectives of the UN. These questions are related to: Clean Water and Sanitation, Sustainable Cities and Communities, Responsible Consumption and Production, and Life Below Water and on Land. Fil: Monmany, Ana Carolina. Universidad Nacional de Tucumán. Instituto de Ecología Regional. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto de Ecología Regional; Argentina Fil: Malizia, Agustina. Universidad Nacional de Tucumán. Instituto de Ecología Regional. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto de Ecología Regional; Argentina Fil: Pazos, Rocío Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Limnología "Dr. Raúl A. Ringuelet". Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Instituto de Limnología; Argentina Fil: Ruiz Barrionuevo, Juliana María. Universidad Nacional de Tucumán. Facultad de Ciencias Naturales e Instituto Miguel Lillo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán; Argentina Fil: Argarañá, María Fernanda. Universidad Nacional del Litoral. Facultad de Bioquímica y Ciencias Biológicas; Argentina Fil: Garello, Nicolás Andrés. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto Nacional de Limnología. Universidad Nacional del Litoral. Instituto Nacional de Limnología; Argentina Fil: Blettler, Martin Cesar Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto Nacional de Limnología. Universidad Nacional del Litoral. Instituto Nacional de Limnología; Argentina Fil: Galindo Cardona, Alberto. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Fundación Miguel Lillo; Argentina Fil: Occhionero, María Angélica. Universidad Nacional de Tucumán. Facultad de Ciencias Naturales e Instituto Miguel Lillo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán; Argentina Fil: Martín, Eduardo. Fundación Miguel Lillo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán; Argentina Fil: de Cristobal, Ricardo Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto Superior de Investigaciones Biológicas. Universidad Nacional de Tucumán. Instituto Superior de Investigaciones Biológicas; Argentina