Effects of Feeding Multinutrient Blocks Including Avocado Pulp and Peels to Dairy Goats on Feed Intake and Milk Yield and Composition.

Twelve Murciano-Granadina dairy goats were divided into two homogeneous groups, which were fed either a control diet composed of 40% alfalfa hay and 60% concentrate or a diet based on 40% alfalfa hay, 40% concentrate and 20% multinutrient blocks, including 14.8% avocado pulp and peels (APP). Total dry matter (DM) intake was similar (p = 0.709) for both diets, but APP-fed goats had lower (p = 0.024) concentrate intake and tended (p = 0.063) to have lower fat intake compared with those fed the control diet. The average intake of blocks was low (66.4 g DM/d), which was attributed to avocado lipids oxidation and rancidity. Neither milk yield (p = 0,921) nor the efficiency of energy and nitrogen use were affected (p = 0.909 and 0. 840, respectively) by the diet, but milk fat tended to be greater (p = 0.057) in the APP-fed goats compared with the animals fed the control diet. Other milk components were similar (p ≥ 0.110) for both diets, and only subtle changes in the milk fatty acid profile were observed. In summary, the intake of blocks containing avocado wastes by dairy goats was low probably due to avocado lipids oxidation causing off-flavors and reduced palatability.

Aplicabilidade da teoria da experiência da aprendizagem mediada de reuven feuerstein na educação a distância / Applicability of the Reuven Feuerstein mediated learning experience theory in distance education

O artigo apresenta a abordagem de Reuven Feuerstein e a técnica da Experiência da Aprendizagem Mediada (EAM) relacionando sua aplicação na Educação a Distância (EAD). A revisão bibliográfica foi realizada nas obras de Bertelli (2002), Da Roz (2004), Gomes (2002), Fonseca (2000), Meier & Garcia (2007), entre outros estudiosos da teoria de Feuerstein. Comporta o relato da experiência levada a efeito no decorrer da disciplina Mediação e Avaliação na EAD, no Curso de Aperfeiçoamento em EAD no âmbito da UAB/UFMG, em 2012, com a produção de material didático e formação de tutores. Busca apresentar a EAM e suas implicações para as práticas educacionais do tutor na EAD. Conclui-se que a utilização dos critérios de mediação com os alunos de cursos online, voltada para o êxito na assimilação de conteúdos e para a formação de valores socioculturais, tende a colaborar para uma aprendizagem que atende às demandas atuais por sujeitos que sejam capazes de aprender autonomamente em um mundo com intenso fluxo de informação possibilitado pelas tecnologias.

The article presents the Reuven Feuerstein approach and the Mediated Learning Experience (MLE) technique relating its application in Distance Education (DE). A bibliographic review was carried out in the works of Bertelli, (2002), Da Roz (2004), Gomes (2002), Fonseca (2000), Meier and Garcia (2007) among other scholars of Feuerstein's theory. It includes the report of the experience carried out during the course of Mediation and Evaluation in the DE, in the Course of Improvement in DE in the ambit of UAB / UFMG, in 2012, with the production of didactic material and training of tutors. It seeks to present the Mediated Learning Experience (MLE) and its implications for the tutor's educational practices in DE. It is concluded that the use of the criteria of mediation with students of online courses, focused on the success in the assimilation of contents and the formation of socio-cultural values, tends to collaborate to a learning that meets the current demands by subjects who are able to learn autonomously in a world with intense flow of information enabled by technologies.

Validación al castellano de la escala de estigma social: community Attitudes towards Mental Illness en población adolescente / Spanish validation of the social stigma scale: Community Attitudes towards Mental Illness

Introducción. El estigma hacia las personas con una enfermedad mental es muy elevado. En España no existen instrumentos actuales para evaluar este constructo. El objetivo del presente estudio es validar la versión española del cuestionario Community Attitudes towards Mental Illness en una población de adolescentes, estudiando la consistencia interna del instrumento, así como la estabilidad temporal. Este último análisis se realizará también por género. Material y métodos. Se llevó a cabo una traducción y retrotraducción del Community Attitudes towards Mental Illness. Se evaluaron con este instrumento un total de 150 alumnos de Enseñanza Secundaria Obligatoria, de entre 14 y 18 años, en 2 momentos. Se analizó la consistencia interna del instrumento mediante el α de Cronbach, y la fiabilidad test-retest con el coeficiente de correlación intraclase. Se realizaron análisis estratificados por género. Resultados. El α de Cronbach fue de 0,861 para la primera evaluación y de 0,909 para la segunda evaluación. Los valores del coeficiente de correlación intraclase oscilan entre 0,775-0,339 en el análisis de ítem por ítem, y entre 0,88-0,81 en las subescalas. En la segmentación por género encontramos que las puntuaciones en el coeficiente de correlación intraclase en el grupo de chicas está entre 0,797-0,863 y en los chicos entre 0,889-0,774. Conclusiones. En conclusión podemos afirmar que el Community Attitudes towards Mental Illness es un instrumento fiable para la evaluación del estigma social. A pesar de resultar fiable de la misma manera para chicos y para chicas, se han encontrado algunas diferencias en el análisis por género (AU)

Introduction. The stigma against people with mental illness is very high. In Spain there are currently no tools to assess this construct. The aim of this study was to validate the Spanish version of the Community Attitudes towards Mental Illness questionnaire in an adolescent population, and determining its internal consistency and temporal stability. Another analysis by gender will be also performed. Material and methods. A translation and back-translation of the Community Attitudes towards Mental Illness was performed. A total of 150 students of between 14 and 18 years-old were evaluated with this tool in two stages. Internal consistency was tested using Cronbach α; and intraclass correlation coefficient was used for test-retest reliability. Gender-stratified analyses were also performed. Results. The Cronbach α was 0.861 for the first evaluation and 0.909 for the second evaluation. The values of the intraclass correlation coefficient ranged from 0.775 to 0.339 in the item by item analysis, and between 0.88 and 0.81 in the subscales. In the segmentation by gender, it was found that girls scored between 0.797 and 0.863 in the intraclass correlation coefficient, and boys scored between 0.889 and 0.774. Conclusions. In conclusion, the Community Attitudes towards Mental Illness is a reliable tool for the assessment of social stigma. Although reliable results have been found for boys and girls, our results found some gender differences in the analysis (AU)

Effectiveness of an intervention for reducing social stigma towards mental illness in adolescents.

AIM: To evaluate the effectiveness of an intervention for reducing social stigma towards mental illness in adolescents. The effect of gender and knowledge of someone with mental illness was measured. METHODS: Two hundred and eighty secondary school students were evaluated using the Community Attitudes towards Mental Illness (CAMI) questionnaire. The schools were randomized and some received the intervention and others acted as the control group. The programme consisted of providing information via a documentary film and of contact with healthcare staff in order to reduce the social stigma within the school environment. RESULTS: The intervention was effective in reducing the CAMI authoritarianism and social restrictiveness subscales. The intervention showed significant changes in girls in terms of authoritarianism and social restrictiveness, while boys only showed significant changes in authoritarianism. Following the intervention, a significant reduction was found in authoritarianism and social restrictiveness in those who knew someone with mental illness, and only in authoritarianism in those who did not know anyone with mental illness. CONCLUSION: The intervention was effective to reduce social stigma towards people with mental illness, especially in the area of authoritarianism. Some differences were found depending on gender and whether or not the subjects knew someone with mental illness.

Spanish validation of the social stigma scale: Community Attitudes towards Mental Illness. / Validación al castellano de la escala de estigma social: Community Attitudes towards Mental Illness en población adolescente.

INTRODUCTION: The stigma against people with mental illness is very high. In Spain there are currently no tools to assess this construct. The aim of this study was to validate the Spanish version of the Community Attitudes towards Mental Illness questionnaire in an adolescent population, and determining its internal consistency and temporal stability. Another analysis by gender will be also performed. MATERIAL AND METHODS: A translation and back-translation of the Community Attitudes towards Mental Illness was performed. A total of 150 students of between 14 and 18 years-old were evaluated with this tool in two stages. Internal consistency was tested using Cronbach α; and intraclass correlation coefficient was used for test-retest reliability. Gender-stratified analyses were also performed. RESULTS: The Cronbach α was 0.861 for the first evaluation and 0.909 for the second evaluation. The values of the intraclass correlation coefficient ranged from 0.775 to 0.339 in the item by item analysis, and between 0.88 and 0.81 in the subscales. In the segmentation by gender, it was found that girls scored between 0.797 and 0.863 in the intraclass correlation coefficient, and boys scored between 0.889 and 0.774. CONCLUSIONS: In conclusion, the Community Attitudes towards Mental Illness is a reliable tool for the assessment of social stigma. Although reliable results have been found for boys and girls, our results found some gender differences in the analysis.

Psicopedagogia institucional: sugestões de um roteiro de intervenção no ensino superior / Institutional psychopedagogy: suggestions for a roadmap intervention in higher education

A legislação brasileira prevê um sistema educacional inclusivo em todos os níveis. Atualmente, alunos com algum tipo de transtorno ou deficiência chegam à universidade, mas muitos não concluem o curso por falta de intervenções psicopedagógicas apropriadas. No ambiente escolar, os laudos são variados e o psicopedagogo precisa atentar para estratégias de intervenção para cada caso. É necessário considerar desde as dificuldades do sujeito até as limitações dos docentes e coordenadores quanto à aplicação apropriada das metodologias de ensino e à estrutura física adequada para permitir a acessibilidade. Este artigo apresenta ao psicopedagogo que atua no Ensino Superior um roteiro de intervenção para nortear seu trabalho com alunos que apresentam dificuldades de aprendizagem. Os dados apontam que não existe uma metodologia adequada a todos os casos. É necessário considerar o diagnóstico psicopedagógico e acompanhar o discente durante o período letivo, a fim de que as especificidades sejam respeitadas e as intervenções necessárias sejam realizadas.

The Brazilian law provides an inclusive education system at all levels. Currently, students with some kind of disorder or disability reach university, but many do not complete the course due to lack of appropriate psycho-pedagogical interventions. In the school environment, the reports are varied and educational psychologist must attend about intervention strategies for each case. It is necessary to consider from the person's difficulties to the limitations of teachers and coordinators for proper implementation of teaching methodologies and adequate physical infrastructure to enable accessibility. This article presents the educational psychologist who works in higher education an intervention roadmap to guide their work with students who have learning difficulties. The data indicates that there is an appropriate methodology for all cases. It is necessary to consider the psycho diagnosis and monitoring the students during the school year, in order that the specific characteristics be respected and the necessary interventions be performed.

Caracterización de las principales complicaciones otorrinolaringológicas asociadas en pacientes con diagnóstico de reflujo gastroesofagico / Gastroesphagic reflux and othorhinolaringological complications

Entre los meses de Enero de 1.993 a Septiembre de 1.994, se llevó a cabo un estudio descriptivo retrospectivo, recopilándose datos de historias clínicas pertenecientes a 30 pacientes quienes consultaron a los servicios des gastroenterología y otorrinolaringología durante el período de Febrero de 1.990 a Enero de 1.993 en el Hospital Santa Clara, Bogotá, Colombia; cuyas características requerían un diagnóstico de enfermedad por reflujo gastroesofágico, confirmado por clínica, biopsia y endoscopia; y que a su vez tuvieran repercusiones sobre su sistema otorrinolaringológico. El objetivo fue describir las características epidemiológicas y clínicas de las complicaciones otorrinolaringólogicas asociadas, en pacientes con reflujo gastroesofágico y así compararlo con los estudios realizados anteriormente en otros países. Se concluyó que el principal motivo de consulta fue de la epigastralgia, los antecedentes de mayor frecuencia fueron las neumopatías. La patología más importante mostrada por la biopsia y la endoscopia fué la esofagitis la cual se ve relacionada con enfermedades otorrinolaringológicas tales como la faringitis crónica, laringitis crónica y rinitis alérgica. Se obtuvo una mejoría considerable con proquinéticos como la metoclopramida y antagonistas H2 tales como la ranitidina. Estos últimos mejoran sintomáticamente los pacientes con esofagitis moderada a severa.