Food Acquisition, Hygiene, and Generation of Domestic Waste in an Academic Community during the COVID-19 Pandemic.

In 2020, the World Health Organization (WHO) declared COVID-19 a pandemic, and the closure of universities as a measure to prevent contamination directly affected academic communities. Access to food, though a basic need and a human right, was seriously affected. This study evaluated the locations and frequency of food acquisition; hand, food, and packaging hygiene habits; and household waste generation in an academic community during the COVID-19 pandemic. The research was cross-sectional and performed through an online questionnaire. Data (n = 1472) were analyzed using descriptive statistics; statistical tests were also applied, and p values < 0.01 were considered significant. Most of the population continued to purchase food in supermarkets (89.5%). The frequency of product orders from markets by delivery placed by professors and graduate students was also verified (31.7% and 24.2%). There was an increase in packaging hygiene in the studied population, as well as in fruit and vegetable hygiene; however, use of inappropriate methods was noted. This paper highlights important data on the behavior of an academic community dealing with the problem of solid waste generation during the pandemic. Moreover, there were no changes in waste generation during the pandemic, although there was an increase in packaging consumption (44%). Identifying the behavior of the university community regarding hygiene and food acquisition can help societies from the perspective of transforming habits related to food. Therefore, this research provides support for future investigations and interventions in the field of foods and post-pandemic sustainability.

El Sistema de Valores en la Construcción de Paz y Noviolencia como Dimensión Axiológica del Proceso Formativo en la Institución Educativa Jesús María Valle de la Ciudad de Medellín / The Value System in The Construction of Peace and Nonviolence as an Axiological Dimension of the Educational Process in the Jesús María Valle Educational Institution at Medellín City / Axiológica do Processo de treinamento na institução ensino Jesús María Valle da Cidade de Medellín

Resumen Introducción. El proceso formativo en las Instituciones Educativas de nivel básico y medio contemplan la formación axiológica a partir de la declaración de un sistema de valores, que se despliegan desde las políticas públicas y se traducen en el Proyecto Educativo Institucional-PEI y el manual de convivencia; estos no siempre corresponden a los valores que perciben, apropian y practican las comunidades académicas. En un país como Colombia, en términos de posconflicto, los valores para la cultura de la paz cobran relevancia, dado que una paz duradera y estructural no depende solo del gobierno y los grupos guerrilleros, por lo que de hecho la Comisión de Conciliación Nacional - CNN (2013) establece como mínimos de reconciliación entre otros la "Generación de una cultura de paz". Objetivo. Hacer un análisis con la comunidad académica de un colegio público del Valle de Aburrá, que han experimentado diversos tipos de violencia, para conocer los valores que promueven para la paz y la no violencia, para comprender su dinámica en contraste con la institucionalidad y su impacto en la formación y la convivencia escolar. Materiales y métodos. la presente investigación se propone el enfoque metodológico socio-crítico a partir del cual se estudiará el fenómeno de la formación en su dimensión axiológica a partir del sistema de valores universales definidos por entidades multilaterales como Naciones Unidas y la UNESCO y que hoy promueve el gobierno nacional, el ministerio de educación nacional y las instituciones de educación en contraste con los imaginarios que las comunidades académicas tienen al respecto en relación con la cultura de la paz y la noviolencia. Resultados. Entre los problemas más frecuentes que la comunidad académica identifica al interior de la IE están, el maltrato físico y verbal, el matoneo, las peleas, las drogas y la discriminación; y en el entorno, es decir, al exterior de la Institución identifican, además, la delincuencia, la intolerancia, la discriminación, la violencia de género, la falta de amor y la falta de comunicación, todas estas formas de violencia que los jóvenes identifican claramente, las cuales a su vez se replican en el entorno institucional. Conclusión. del análisis se establecen los valores compartidos como bien común, su importancia, sus conflictos y la forma cómo los resuelven al interior de la comunidad académica.

Abstract Introduction. The educational process in educational institutions of basic and middle level includes axiological training based on the declaration of a system of values, which are deployed from public policies and are translated into the Institutional Educational Project-PEI and the manual of coexistence; these do not always correspond to the values perceived, appropriated and practiced by the academic communities. In a country like Colombia, in terms of post-conflict, the values for the culture of peace become relevant, given that a lasting and structural peace does not depend only on the government and the guerrilla groups, so in fact the National Conciliation Commission-CNN (2013) establishes as minimum reconciliation among others the "Generation of a culture of peace". Objective. The present work intends to make an analysis with the academic community of a public school in the Valle of Aburrá, who have experienced different types of violence, to know the values they promote for peace and nonviolence, to understand their dynamics in contrast to the institutionality and its impact on school education and coexistence. Materials and methods. This research proposes the socio-critical methodological approach from which the phenomenon of training will be studied in its axiological dimension from the system of universal values defined by multilateral entities such as the United Nations and UNESCO and that today promotes the national government, the national education ministry and educational institutions in contrast to the imaginations that academic communities have in this regard in relation to the culture of peace and nonviolence. Results. Among the most frequent problems that the academic community identifies within EI are physical and verbal abuse, bullying, fights, drugs and discrimination; and in the environment, that is, outside the Institution, they also identify crime, intolerance, discrimination, gender violence, lack of love and lack of communication, all these forms of violence that young people identify clearly, which in turn are replicated in the institutional environment. Conclusion. The analysis, shared values are established as a common good, their importance, their conflicts and the way they are resolved within the academic community.

Resumo Introdução. O processo de formação em Instituições de Ensino Básico e Médio contempla a formação axiológica a partir da declaração de um sistema de valores, que se desdobram a partir de políticas públicas e se traduzem no Projeto Educacional Institucional-PEI e no manual de convivência; estes nem sempre correspondem aos valores que as comunidades acadêmicas percebem, se apropriam e praticam. Em um país como a Colômbia, em termos de pós-conflito, os valores para a cultura da paz ganham relevância, pois uma paz duradoura e estrutural não depende apenas do governo e dos grupos guerrilheiros, de fato a Comissão Nacional de Conciliação-A CNN (2013) estabelece como reconciliação mínima entre outras a "Geração de uma cultura de paz". Objetivo. Realizar uma análise com a comunidade acadêmica de uma escola pública do Vale do Aburrá, que vivenciaram diversos tipos de violência, para conhecer os valores que promovem para a paz e não violência, para entender sua dinâmica em contraste com o quadro institucional e seu impacto na formação e na convivência escolar. Materiais e métodos. esta pesquisa propõe a abordagem metodológica sociocrítica a partir da qual o fenômeno da formação será estudado em sua dimensão axiológica a partir do sistema de valores universais definidos por entidades multilaterais como as Nações Unidas e a UNESCO e que hoje promove para o governo nacional, o ministério nacional da educação e as instituições educacionais, em contraste com a imaginação que as comunidades acadêmicas têm a esse respeito em relação à cultura de paz e não-violência. Resultados. Entre os problemas mais frequentes que a comunidade acadêmica identifica dentro da EI estão abuso físico e verbal, bullying, brigas, drogas e discriminação; e no ambiente, ou seja, fora da Instituição, também identificam crime, intolerância, discriminação, violência de gênero, falta de amor e falta de comunicação, todas essas formas de violência que os jovens identificam com clareza, que por sua vez se replicam no Ambiente institucional. Conclusões. a análise e os valores compartilhados se estabelecem como um bem comum, sua importância, seus conflitos e a forma como são resolvidos no seio da comunidade acadêmica.

A Case Study in Academic-Community Partnerships: A Community-Based Nutrition Education Program for Mexican Immigrants.

Hispanics are the largest U.S. immigrant group and Mexican Americans are the largest U.S. Hispanic population. Hispanics, particularly Mexican Americans, are among the highest risk groups for obesity, placing them at increased risk for cardiovascular disease and certain types of cancer. Obesity lifestyle interventions incorporating Motivational Interviewing techniques and specific adaptations for the population of interest can have a significant impact on reducing health risks. This paper presents a community-engaged, culturally-sensitive nutrition and dietary counseling intervention conducted between 2016 and 2018 at the Consulate General of Mexico in New York City and reports preliminary findings regarding participant satisfaction and self-reported changes in eating and exercise habits. In addition, it describes the community and academic partners' roles and processes in program development, discusses strengths and challenges posed by a multi-sector partnership and describes adaptations made using the Behavioral Model for Vulnerable Populations to increase the program's sustainability and potential for scalability.

Evaluación del estado del sistema CITMA para la gestión del conocimiento y la innovación en Pinar del Río / Evaluation of the status of the CITMA system for knowledge and innovation management in Pinar del Río

En un contexto actual, la información, el conocimiento y la innovación son factores indispensables para la sociedad, la economía y el desarrollo territorial y organizacional. Por tales razones, Cuba ha implementado desde el año 1995 un sistema de ciencia, tecnología e innovación con el propósito de lograr la vinculación entre la comunidad científica, la comunidad empresarial y el gobierno. Con la finalidad de identificar las capacidades y las limitaciones que tienen las estructuras del Ministerio de Ciencia, Tecnología y Medio Ambiente de Pinar del Río para gestionar el conocimiento, se realizó un diagnóstico utilizando el método científico histórico-lógico y el dialéctico para conocer los fundamentos históricos que existen sobre la gestión del conocimiento y su articulación en el sistema de ciencia, tecnología e innovación. Se aplicó un cuestionario para la recolección de los datos y el análisis documental que comprendió el estudio de textos de la especialidad y de las principales experiencias reportadas. Los principales resultados muestran que estas organizaciones no logran transferir con efectividad la información, el conocimiento y las innovaciones disponibles en la comunidad académica hacia la comunidad empresarial. Se propone un programa de acciones que contempla el diseño de un modelo de gestión del conocimiento, crear capacidades para el trabajo en red, renovar el conocimiento, articular la estrategia de comunicación social que permita una mayor visibilidad y fomentar el desarrollo del potencial científico en función de las prioridades del territorio(AU)

In the current context, information, knowledge and innovation are essential to society, the economy, and territorial and organizational development. It is for this reason that ever since the year 1995 Cuba has implemented a science, technology and innovation system to establish links between the scientific community, the business community and the government. A diagnostic study was conducted based on the scientific historical-logical and dialectical method with the purpose of becoming acquainted with the historical foundations of knowledge management and their relationship to the system of science, technology and innovation, as well as with the knowledge management capacities and limitations of structures from the Ministry of Science, Technology and the Environment in Pinar del Río. A questionnaire was applied to collect the data, and document analysis was performed which comprised the study of texts on the specialty and reports about the main lessons learned. Results show that these organizations do not manage to effectively transfer the information, knowledge and innovations available in the academic community to the business community. An action program is proposed which includes designing a knowledge management model, building networking capacities, renewing knowledge, articulating the social communication strategy so that it permits greater visibility, and fostering the development of the scientific potential in keeping with territorial priorities(AU)

Evaluación del estado del sistema CITMA para la gestión del conocimiento y la innovación en Pinar del Río / Evaluation of the status of the CITMA system for knowledge and innovation management in Pinar del Río

En un contexto actual, la información, el conocimiento y la innovación son factores indispensables para la sociedad, la economía y el desarrollo territorial y organizacional. Por tales razones, Cuba ha implementado desde el año 1995 un sistema de ciencia, tecnología e innovación con el propósito de lograr la vinculación entre la comunidad científica, la comunidad empresarial y el gobierno. Con la finalidad de identificar las capacidades y las limitaciones que tienen las estructuras del Ministerio de Ciencia, Tecnología y Medio Ambiente de Pinar del Río para gestionar el conocimiento, se realizó un diagnóstico utilizando el método científico histórico-lógico y el dialéctico para conocer los fundamentos históricos que existen sobre la gestión del conocimiento y su articulación en el sistema de ciencia, tecnología e innovación. Se aplicó un cuestionario para la recolección de los datos y el análisis documental que comprendió el estudio de textos de la especialidad y de las principales experiencias reportadas. Los principales resultados muestran que estas organizaciones no logran transferir con efectividad la información, el conocimiento y las innovaciones disponibles en la comunidad académica hacia la comunidad empresarial. Se propone un programa de acciones que contempla el diseño de un modelo de gestión del conocimiento, crear capacidades para el trabajo en red, renovar el conocimiento, articular la estrategia de comunicación social que permita una mayor visibilidad y fomentar el desarrollo del potencial científico en función de las prioridades del territorio(AU)

In the current context, information, knowledge and innovation are essential to society, the economy, and territorial and organizational development. It is for this reason that ever since the year 1995 Cuba has implemented a science, technology and innovation system to establish links between the scientific community, the business community and the government. A diagnostic study was conducted based on the scientific historical-logical and dialectical method with the purpose of becoming acquainted with the historical foundations of knowledge management and their relationship to the system of science, technology and innovation, as well as with the knowledge management capacities and limitations of structures from the Ministry of Science, Technology and the Environment in Pinar del Río. A questionnaire was applied to collect the data, and document analysis was performed which comprised the study of texts on the specialty and reports about the main lessons learned. Results show that these organizations do not manage to effectively transfer the information, knowledge and innovations available in the academic community to the business community. An action program is proposed which includes designing a knowledge management model, building networking capacities, renewing knowledge, articulating the social communication strategy so that it permits greater visibility, and fostering the development of the scientific potential in keeping with territorial priorities(AU)

Capivaras (Hydrochoerus hydrochaeris) e a presença do carrapato (Amblyomma sculptum) no campus da UFSCar-Araras, São Paulo / Capybaras (Hydrochoerus hydrochaeris) and the presence of ticks (Amblyomma sculptum) at the UFSCar Araras campus, São Paulo

Capivaras são territoriais e vivem em grupos sociais, ocorrendo comumente em áreas antropizadas. Em algumas regiões do Brasil, estes animais apresentam infestação por carrapatos do gênero Amblyomma, que por sua vez são considerados como principal vetor biológico e reservatório natural da bactéria Rickettsia rickettsii, agente causador da Febre Maculosa Brasileira. Na UFSCar campus Araras, a interação entre capivaras, carrapatos e comunidade acadêmica é frequente, ocorrendo principalmente durante a estação seca. Este estudo teve como objetivo realizar um censo populacional das capivaras que ocupam o campus, identificando sua área de uso e se estes roedores se encontravam infestados por carrapatos. Realizou-se observação direta das capivaras, captura-marcação e recaptura com uso de um brete, e também coleta dos carrapatos nas capivaras e no ambiente. Registrou-se um total de 56 capivaras, com densidade de 1,50 ind./ha. Foram capturados 24 animais, sendo 25% machos e 75% fêmeas, dos quais 25% eram adultos, 45,8% jovens e 29,2% filhotes. A espécie de carrapato amplamente encontrada infestando tanto os animais como o ambiente foi A. sculptum. Conclui-se que o grupo de capivaras apresentou um número elevado de indivíduos por causa da abundância de recursos e ausência de predadores, e também com grande infestação por carrapatos.(AU)

Capybaras are territorial animals that live in groups social occurring even in anthropized areas. In some regions of Brazil, these animals have shown high rates of tick infestation from the genus Amblyomma, which can be considered as a main biological vector and natural reservoir of the bacteria Rickettsia rickettsii, an agent that causes Brazilian Spotted Fever. At Federal University of São Carlos, Araras campus, the interaction between capybaras, ticks and the community is frequent, occurring especially during the dry season. This study aimed to carry out a population census of capybaras that occurred on campus, identifying their home-range and verifying if these rodents were infested by ticks. The Applied methods included direct observation of capybara, capture-mark-recapture technique using a trap and also collection of ticks from the capybaras and the environment. The census recorded a maximum number of 56 capybaras, with density of 1.50 individuals/ha. The trap captures accounted for 24 animals, 25% males and 75% females, in which 25% were adult animals, 45.8% juveniles and 29.2% infants. The tick species most found both infesting animals and environment was A. sculptum. In conclusion, the group of capybaras studied showed a high number of individuals of resources and due to the presence the absence of predators, and given the high ticks infestation.(AU)

Capivaras (Hydrochoerus hydrochaeris) e a presença do carrapato (Amblyomma sculptum) no campus da UFSCar-Araras, São Paulo / Capybaras (Hydrochoerus hydrochaeris) and the presence of ticks (Amblyomma sculptum) at the UFSCar Araras campus, São Paulo

Capivaras são territoriais e vivem em grupos sociais, ocorrendo comumente em áreas antropizadas. Em algumas regiões do Brasil, estes animais apresentam infestação por carrapatos do gênero Amblyomma, que por sua vez são considerados como principal vetor biológico e reservatório natural da bactéria Rickettsia rickettsii, agente causador da Febre Maculosa Brasileira. Na UFSCar campus Araras, a interação entre capivaras, carrapatos e comunidade acadêmica é frequente, ocorrendo principalmente durante a estação seca. Este estudo teve como objetivo realizar um censo populacional das capivaras que ocupam o campus, identificando sua área de uso e se estes roedores se encontravam infestados por carrapatos. Realizou-se observação direta das capivaras, captura-marcação e recaptura com uso de um brete, e também coleta dos carrapatos nas capivaras e no ambiente. Registrou-se um total de 56 capivaras, com densidade de 1,50 ind./ha. Foram capturados 24 animais, sendo 25% machos e 75% fêmeas, dos quais 25% eram adultos, 45,8% jovens e 29,2% filhotes. A espécie de carrapato amplamente encontrada infestando tanto os animais como o ambiente foi A. sculptum. Conclui-se que o grupo de capivaras apresentou um número elevado de indivíduos por causa da abundância de recursos e ausência de predadores, e também com grande infestação por carrapatos.

Capybaras are territorial animals that live in groups social occurring even in anthropized areas. In some regions of Brazil, these animals have shown high rates of tick infestation from the genus Amblyomma, which can be considered as a main biological vector and natural reservoir of the bacteria Rickettsia rickettsii, an agent that causes Brazilian Spotted Fever. At Federal University of São Carlos, Araras campus, the interaction between capybaras, ticks and the community is frequent, occurring especially during the dry season. This study aimed to carry out a population census of capybaras that occurred on campus, identifying their home-range and verifying if these rodents were infested by ticks. The Applied methods included direct observation of capybara, capture-mark-recapture technique using a trap and also collection of ticks from the capybaras and the environment. The census recorded a maximum number of 56 capybaras, with density of 1.50 individuals/ha. The trap captures accounted for 24 animals, 25% males and 75% females, in which 25% were adult animals, 45.8% juveniles and 29.2% infants. The tick species most found both infesting animals and environment was A. sculptum. In conclusion, the group of capybaras studied showed a high number of individuals of resources and due to the presence the absence of predators, and given the high ticks infestation.

Systematizing planning and formative phases of HIV prevention research: Case studies from Brazil, Mongolia, and Kazakhstan.

OBJECTIVES: International Community Based Participatory Research (CBPR) is vulnerable to contextual, political, and interpersonal issues that may hamper researchers' abilities to develop and sustain partnerships with local communities. This paper responds to a call for systematizing CBPR practices and to the urgent need for frameworks with potential to facilitate partnership-building between researchers and communities in both "developed" and "developing" countries. METHODS: Using three brief case examples, each from a different context, with different partners and varied research questions, we demonstrate how to apply the International Participatory Research Framework (IPRF). RESULTS: IPRF consists of triangulated procedures (steps and actions) that can facilitate known participatory outcomes: 1) community-defined research goals, 2) capacity for further research, and 3) policies and programs grounded in research. CONCLUSIONS: We show how the application of this model is particularly helpful in the planning and formative phases of CBPR. Other partnerships can use this framework in its entirety or aspects thereof, in different contexts. Further evaluation of how this framework can help other international partnerships, studying myriad diseases and conditions, should be a focus of future international CBPR.