ABSTRACT Integrated management is considered the best strategy to mitigate the damage caused by plant-parasitic nematodes. However, there is still limited information regarding some integrated techniques. Thus, this study aimed to assess the effects of genetic management associated with chemical control of Meloidogyne javanica in soybean (Glycine max (L.) Merr.) The experiment was installed in a greenhouse according to an 8×4 factorial design with eight replicates. The first factor was soybean cultivar (HO Juruena IPRO, resistant; Foco IPRO, HO Maracaí IPRO, and CZ 58B28 IPRO, moderately resistant; HO Mamoré IPRO, moderately susceptible; and Extrema IPRO, CZ 48B32 IPRO, and HO Aporé IPRO, susceptible). The second factor consisted of an untreated control and commercial nematicides based on abamectin, thiodicarb+imidacloprid, and fluopyram. Plants were inoculated with 2000 nematode eggs, and nematode and vegetative variables were evaluated at 65 d after inoculation. There was an interaction effect on nematode variables. Furthermore, there was an additive effect of genetic management and chemical control, mainly in resistant cultivars treated with thiodicarb+imidacloprid or fluopyram with controls of up to 69.90% and 96.86%, respectively. The application of fluopyram and the use of ‘HO Juruena IPRO’, ‘Foco IPRO’, or ‘HO Maracaí IPRO’ also contributed to the control of M. javanica. Vegetative variables were studied by analyzing product effects separately, but results were inconclusive.

Abstract The supervised teaching practices Supervised Pedagogical Practices have great potential to improve the quality of teaching and learning processes. Considering the wide possibilities they offer, the present work aims to analyse the supervised pedagogical practices of several students of the Master's in Teaching of the 1st and 2nd CEB, in the area of History and Geography of Portugal, at the Lisbon Higher School of Education of the Polytechnic Institute of Lisbon (ESELx). In addition, it seeks to assess the different phases that make up the supervision cycle, taking into account the relevant role of each of them in the evaluation of teaching practice. For this, we employed a qualitative methodology, using non-participant observation in classroom contexts, and content analysis of various documents, with emphasis on the Educational Intervention Project, designed by each student. Among the results, the relevance of creating continuous spaces for reflection and dialogue with the trainee is recognized, which favors the questioning and improvement of both the supervisor's activity and the student's skills. On the other hand, there are possibilities for improvement in what concerns the mobilization of specific competences of historical and geographical education. More specifically, with regard to the development of strategies for questioning and problematizing reality, which promote critical and reflective analysis, oriented towards change.

Resumen Las prácticas pedagógicas supervisadas poseen un gran potencial para mejorar la calidad los procesos de enseñanza y aprendizaje. Considerando las amplias oportunidades que ofrece, el presente trabajo tiene como finalidad analizar las prácticas pedagógicas supervisadas de varias alumnas adscritas al Máster de Historia y Geografía de Portugal en el 2º Ciclo de Educación Básica, impartido en la Escola Superior de Educação del Instituto Politécnico de Lisboa (ESELx). Asimismo, persigue valorar las distintas fases que componen el ciclo de supervisión, considerando el papel relevante de cada una de ellas en la evaluación del ejercicio docente. Para ello, se emplea una metodología cualitativa, utilizando la observación no participante en el contexto de aula y el análisis de contenido de varios documentos, entre los que destaca el Plan de Intervención Educativa diseñado por los estudiantes. Entre los resultados, se reconoce la relevancia de crear espacios continuos de reflexión y diálogo con el practicante, los cuales favorecen el cuestionamiento y el perfeccionamiento tanto de las labores del supervisor como de las competencias del aprendiz. Por otro lado, se manifiestan posibilidades de mejora en relación con la movilización de competencias específicas de educación histórica y geográfica. Concretamente, en lo relativo al desarrollo de estrategias de cuestionamiento y problematización de la realidad, que promuevan análisis críticos y reflexivos orientados a su transformación.

Resumo As práticas pedagógicas supervisionadas apresentam um grande potencial para melhorar a qualidade dos processos de ensino e aprendizagem. Considerando as amplas possibilidades que oferecem, o presente trabalho tem como finalidade analisar as práticas pedagógicas supervisionadas de várias estudantes inscritas no Mestrado em Ensino do 1º e do 2º CEB, na vertente de História e Geografia de Portugal, implementado na Escola Superior de Educação do Instituto Politécnico de Lisboa (ESELx). Procura, ainda, avaliar as diferentes fases que compõem o ciclo da supervisão, tendo em conta o papel relevante de cada uma delas na avaliação da prática docente. A metodologia de recolha e análise de dados é de natureza qualitativa, utilizando a observação não participante nos contextos de sala de aula, e a análise de conteúdo de vários documentos, entre os quais se destaca o Plano de Intervenção Educativa concebido pelas estudantes. Entre os resultados, reconhece-se a relevância de criar espaços contínuos de reflexão e diálogo com o estudante/estagiário, os quais favorecem o questionamento e a melhoria, tanto da atividade do supervisor como das competências do futuro professor. Por outro lado, identificam-se possibilidades de melhoria em relação à mobilização de competências específicas da educação histórica e geográfica. Mais concretamente, no que diz respeito ao desenvolvimento de estratégias de questionamento e problematização da realidade, que promovam análises críticas e reflexivas, orientadas para a sua transformação.

Résumé Les pratiques pédagogiques supervisées ont un grand potentiel pour améliorer la qualité des processus d'enseignement et d'apprentissage. Compte tenu des vastes possibilités qu'ils offrent, le présent travail vise à analyser les pratiques pédagogiques supervisées de plusieurs étudiants du Master en enseignement des 1er et 2ème CEB, dans le domaine de l'histoire et de la géographie du Portugal, à l'École Supérieure d'Éducation de l'Institut Polytechnique de Lisbonne (ESELx). Plus, il vise à évaluer les différentes phases qui composent le cycle de supervision, et mis en évidence le rôle pertinent de chacune d’elles dans l'évaluation de la pratique enseignante. A cette fin, nous avons utilisé une méthodologie qualitative, en recourant à l'observation non participante dans des contextes de classe, et l'analyse de contenu de divers documents, en mettant l’accent sur le projet d'intervention éducative, conçu par chaque étudiant. Parmi les résultats, la pertinence de créer des espaces continus de réflexion et de dialogue avec l’étudient est reconnue, ce qui favorise le questionnement et l'amélioration tant de l'activité du superviseur que des compétences des futurs maitres. D'autre part, il y a des possibilités d'amélioration en ce qui concerne la mobilisation des compétences spécifiques de l'enseignement de l'histoire et de la géographie. Plus précisément, en ce qui concerne le développement de stratégies de questionnement et de problématisation de la réalité, qui favorisent les analyses critiques et réflexives visant à leur transformation.

Abstract Supervised Teaching Practices play a very important role in the study plans of initial teacher education programs at the Escola Superior de Educação de Lisboa. One of the lines that guide professional initiation practices points to the use of Project-based Methods in the design, implementation, and evaluation of intervention projects. Having identified weaknesses in the phase of defining the problematic of intervention projects, which have been outlined in the courses of Supervised Teaching Practice (STP) I and II, this article proposes to analyse the students’ performance in defining the problematic they inscribe in their intervention projects. Methodologically, we propose to analyse the 60 intervention projects submitted in the academic year of 2022/2023 within the scope of the two Supervised Teaching Practices of the 1st cycle of education, in the Master’s degree in Teaching of the 1st cycle of education and in Mathematics and Natural Sciences of the 2nd cycle of education and in the Master’s degree in Teaching of the 1st cycle of education and in Portuguese and History and Geography of Portugal of the 2nd cycle of education. Once the different defined problematics have been identified, we proceeded to the content analysis of the 60 Intervention Projects in the 1st cycle of education (STP I and II), submitted in the year of 2022/2023. The results achieved point to the fragile consistency that is registered in the definition of problematics, demanding, from the education institution, a greater commitment in the training process in this matter.

Resumo As Práticas de Ensino Supervisionadas desempenham um papel de grande relevância nos planos de estudo dos cursos de formação inicial de professores da Escola Superior de Educação de Lisboa. Uma das linhas que orientam as práticas de iniciação profissional aponta para o recurso à Metodologia de Projeto na conceção, implementação e avaliação dos projetos de intervenção. Tendo sido identificadas fragilidades na fase de definição das problemáticas dos projetos de intervenção, que têm sido delineados nas unidades curriculares de Prática de Ensino Supervisionada (PES) I e II, este artigo propõe-se analisar o desempenho dos estudantes na definição das problemáticas que inscrevem nos seus projetos de intervenção. Metodologicamente, propomo-nos analisar os 60 projetos de intervenção submetidos no ano letivo de 2022/2023 no âmbito das duas Práticas de Ensino Supervisionadas do 1.º CEB, no Mestrado em Ensino do 1.º CEB e de Matemática e Ciências Naturais do 2.º CEB e no Mestrado em Ensino do 1.º CEB e de Português e História e Geografia de Portugal do 2.º CEB. Uma vez identificadas as diferentes problemáticas definidas, procedemos à análise de conteúdo dos 60 Projetos de Intervenção no 1.º CEB (PES I e II), submetidos no ano de 2022/2023. Os resultados alcançados apontam para a frágil consistência que se regista na definição das problemáticas, exigindo-se, da instituição formadora um maior empenho no processo formativo nesta matéria.

Resumen Las Prácticas Docentes Supervisadas juegan un papel muy importante en los planes de estudio de los cursos de formación inicial del profesorado en la Escola Superior de Educação de Lisboa. Una de las líneas que guían las prácticas de iniciación profesional apunta al uso de la Metodología de Proyectos en el diseño, implementación y evaluación de proyectos de intervención. Habiendo identificado las debilidades en la fase de definición de las problemáticas de los proyectos de intervención, que han sido reseñadas en las unidades curriculares de Prácticas Docentes Supervisadas (PDS) I y II, este artículo se propone analizar el desempeño de los estudiantes en la definición de las problemáticas que inscriben en sus proyectos de intervención. Metodológicamente, nos proponemos analizar los 60 proyectos de intervención presentados en el año lectivo de 2022/2023 en el ámbito de las dos Prácticas Docentes Supervisada del 1er ciclo de educación, en la Maestría en Enseñanza del 1er ciclo de educación y de Matemáticas y Ciencias Naturales del 2do ciclo de educación y en la Maestría en Enseñanza del 1er ciclo de educación y de Portugués e Historia y Geografía de Portugal del 2do ciclo de educación. Una vez identificados las diferentes problemáticas definidas, se procede al análisis de contenido de los 60 Proyectos de Intervención en el 1er ciclo de educación (PDS I y II), presentados en el año 2022/2023. Los resultados alcanzados apuntan a la frágil consistencia que se registra en la definición de las problemáticas, exigiendo, de la institución formadora, un mayor compromiso en el proceso de formación en esta materia.

Résumé Les Pratiques Pédagogiques Supervisées jouent un rôle très important dans les plans d'études des cours de formation initiale des enseignants à l'Escola Superior de Educação de Lisboa. L'une des lignes qui guident les pratiques d'initiation professionnelle pointe vers l'utilisation de la méthodologie de projet dans la conception, la mise en œuvre et l'évaluation des projets d'intervention. Après avoir identifié des faiblesses dans la phase de définition de las problématiques des projets d'intervention, qui ont été décrites dans les unités curriculaires des Pratiques d'Enseignement Supervisées (PES) I et II, cet article propose d'analyser la performance des étudiants dans la définition de las problématiques qu'ils inscrivent dans leurs projets d'intervention. Méthodologiquement, nous proposons d'analyser les 60 projets d'intervention déposés à l'année académique 2022/2023 dans le cadre des deux Pratiques d'Enseignement Supervisé du 1er cycle d'enseignement, dans le Master en Enseignement du 1er cycle d'enseignement et de Mathématiques et Sciences Naturelles du 2ème cycle d'enseignement et dans le Master en Enseignement au 1er cycle d'enseignement et de Portugais et Histoire et Géographie du Portugal au 2ème cycle d'enseignement. Une fois las différents problématiques identifiés, nous procédons à l'analyse du contenu des 60 Projets d'Intervention dans le 1er cycle d'enseignement (PES I et II), soumis au cours de l'année 2022/2023. Les résultats obtenus témoignent de la cohérence fragile qui s'inscrit dans la définition de las problématiques, exigeant, de la part de l'institution de formation, un plus grand engagement dans le processus de formation en la matière.

Resumo A osteoporose é uma doença sistêmica caracterizada pela redução da densidade mineral óssea. A difusão do conhecimento sobre à doença, pode ser uma alternativa viável para atitudes preventivas e de autocuidado. Dessa forma, esse artigo procura identificar como são os programas sobre saúde óssea para idosos. Trata-se de uma revisão integrativa de estudos publicados entre 2011 e 2022 nas bases de dados Periódicos Capes, Web of Science, PubMed e Google Scholar em inglês. Foram encontrados 10.093 estudos, sendo selecionados 7 depois dos critérios de inclusão. Foi possível verificar que os programas de educação para saúde óssea possuem o objetivo de empoderar o idoso pelo aumento do conhecimento sobre a doença, conscientizar sobre o consumo de cálcio e vitamina D ou de medicamentos para osteoporose, mudanças de hábitos e a prática de exercícios físicos. Os programas geralmente são realizados com reuniões em grupo ou individualizados, com sessões de 50 a 60 minutos, podendo ou não, delimitar o número de indivíduos em cada uma delas. Nota-se que acompanhar a evolução do processo educativo também é importante. A contextualização dos temas junto a realidade e interesse dos idosos, parece ser outra forma positiva para despertar atitudes de autocuidado.

Abstract Osteoporosis is a systemic disease characterized by a reduction in bone mineral density. The dissemination of knowledge about the disease can be a viable alternative for promoting preventive behavior and self-care. This study sought to identify the main characteristics of bone health programs for older persons. We conducted an integrative review, searching for studies published between 2011 and 2022 in the CAPES periodicals database, Web of Science, PubMed, and Google Scholar using English descriptors. A total of 10,093 studies were retrieved, seven of which were selected after applying the inclusion criteria. The findings show that bone health education programs aim to empower older people by increasing knowledge about the disease and raising awareness about calcium and vitamin D intake, osteoporosis medications, and the importance of changing habits and exercise. Programs generally consist of group or individual meetings, with sessions lasting 50 to 60 minutes. Class sizes may be limited or unrestricted. Follow-up during the educational process was also found to be important. Tailoring topics to the reality and interests of participants appears to be another positive way of promoting the adoption of self-care practices.

Abstract Osteoporosis is a systemic disease characterized by a reduction in bone mineral density. The dissemination of knowledge about the disease can be a viable alternative for promoting preventive behavior and self-care. This study sought to identify the main characteristics of bone health programs for older persons. We conducted an integrative review, searching for studies published between 2011 and 2022 in the CAPES periodicals database, Web of Science, PubMed, and Google Scholar using English descriptors. A total of 10,093 studies were retrieved, seven of which were selected after applying the inclusion criteria. The findings show that bone health education programs aim to empower older people by increasing knowledge about the disease and raising awareness about calcium and vitamin D intake, osteoporosis medications, and the importance of changing habits and exercise. Programs generally consist of group or individual meetings, with sessions lasting 50 to 60 minutes. Class sizes may be limited or unrestricted. Follow-up during the educational process was also found to be important. Tailoring topics to the reality and interests of participants appears to be another positive way of promoting the adoption of self-care practices.

Resumo A osteoporose é uma doença sistêmica caracterizada pela redução da densidade mineral óssea. A difusão do conhecimento sobre à doença, pode ser uma alternativa viável para atitudes preventivas e de autocuidado. Dessa forma, esse artigo procura identificar como são os programas sobre saúde óssea para idosos. Trata-se de uma revisão integrativa de estudos publicados entre 2011 e 2022 nas bases de dados Periódicos Capes, Web of Science, PubMed e Google Scholar em inglês. Foram encontrados 10.093 estudos, sendo selecionados 7 depois dos critérios de inclusão. Foi possível verificar que os programas de educação para saúde óssea possuem o objetivo de empoderar o idoso pelo aumento do conhecimento sobre a doença, conscientizar sobre o consumo de cálcio e vitamina D ou de medicamentos para osteoporose, mudanças de hábitos e a prática de exercícios físicos. Os programas geralmente são realizados com reuniões em grupo ou individualizados, com sessões de 50 a 60 minutos, podendo ou não, delimitar o número de indivíduos em cada uma delas. Nota-se que acompanhar a evolução do processo educativo também é importante. A contextualização dos temas junto a realidade e interesse dos idosos, parece ser outra forma positiva para despertar atitudes de autocuidado.

SUMMARY Hypercalcemia is a frequent condition in clinical practice and when the most frequent causes are excluded, etiological diagnosis can be challenging. A rare cause of PTH-independent hypercalcemia is described in the present case report. A male adult with a history of androgenic-anabolic steroids abuse, and injection of mineral oil and oily veterinary compound containing vitamins A, D and E into muscles for local hypertrophy presented with hypercalcemia, nephrocalcinosis, and end-stage renal disease. On physical examination, the presence of calcified subcutaneous nodules and calcification of musculature previously infused with oily substances drew attention. Laboratory tests confirmed hypercalcemia of 12.62 mg/L, low levels of PTH (10 pg/mL), hyperphosphatemia (6.0 mg/dL), 25(OH)D of 23.3 ng/mL, and elevated 1,25(OH)2D (138 pg/mL). Imaging exams showed diffuse calcification of muscle tissue, subcutaneous tissue, and organs such as the heart, lung, and kidneys. The patient was diagnosed with PTH-independent hypercalcemia secondary to foreign body reaction in areas of oil injection. The patient underwent treatment with hydrocortisone for 10 days, single dose zoledronic acid and hemodialysis. He evolved with serum calcium levels of 10.4 mg/dL and phosphorus of 7.1 mg/dL. In addition, sertraline and quetiapine were prescribed to control body dysmorphic disorder. The medical community should become aware of new causes of hypercalcemia as secondary to oil injection since this should become increasingly frequent due to the regularity with which such procedures have been performed.

ABSTRACT Nematodes of the Meloidogyne genus are among the main limiting factors of world agricultural productivity. Its management is quite complex and alternative methods such as the use of extracts have been widely studied. This study aimed to evaluate the penetration and development of M. javanica in soybean (Glycine max (L.) Merr.) treated with Ascophyllum nodosum extract and assess this algal product and its nutrient components in nematode management. Experiment 1 comprised five sampling times (5, 10, 15, 20, and 25 d after nematode inoculation) and three application methods (planting hole, foliar spraying, and untreated control). Soybean plants were inoculated with 2000 eggs+second-stage juveniles of M. javanica and treated with algal extract. Total nematode number, number of nematodes per developmental stage, and population density (nematodes g-1 root) were determined. Experiment 2 consisted of 11 treatments: Algal extract, N, K, P, Ca, Mg, Cu, Zn, Mn, Fe, combined nutrients, and untreated control. Soybean crops were evaluated for total nematode number, population density, gall index, plant height, root fresh weight, shoot fresh weight, and shoot dry weight. In Experiment 1, algal extract reduced nematode penetration, regardless of application method. There was a decrease in the total number of nematodes and number of nematode g-1 root by 83% and 56% in the application via furrow and 68% and 70% via foliar application, respectively. In Experiment 2, all nutrient treatments reduced at least one nematode parameter, with P, Ca, Mg, Fe, and combined nutrients (Trial 1) and algal extract, P, Ca, Mg, Cu, Zn, Mn, Fe and combined nutrients (Trial 2) achieving 83% to 95% reductions in population density. Nutrient treatments positively influenced vegetative development, as a 20% increase in height for the nutrients A. nodosum, N, K, P, Ca, Mg, Cu and Fe. Ascophyllum nodosum and its nutrient components have potential in the management of M. javanica in soybean.

ABSTRACT. Several mathematical models have been developed for applications in the hydraulics of irrigation systems and several performance indicators of these models are used and suggested by the literature. Thus, the objective of this work was to investigate the performance of statistical indicators for the evaluation of models in irrigation hydraulics. For this, three case studies which represent typical irrigation hydraulics modeling were used to assess the indicators. A set of indicators were analyzed: a) difference-based: mean absolute error, mean square error, root mean square error, scaled root mean square error, and percent mean absolute error; b) efficiency-based: Nash-Sutcliffe and Legates-McCabe; c) correlation coefficient (r); d) coefficient of determination (R2); e) index of agreement index (d); f) Camargo and Sentelhas index (c); and g) graphical methods: regression error characteristic curve based on relative absolute error and 1:1 scatter plot. For the evaluated cases, which are physical phenomena, differentiable indicators are similar measures and it is appropriate to report either or both indices. The assessment of models must also be supported by graphical analysis, which shows the real scenario of errors in the model evaluation processes. Efficiency-based indicators, r, R2, c, and d are not recommended and should be avoided in modeling of irrigation hydraulics.

ABSTRACT The objective of this study was to examine the effects of replacement of an antibiotic (ANT, chlorohydroxyquinoline) in the diet of weaned piglets with a prebiotic composed of β-glucans, glucomannans, and mannan-oligosaccharides on growth performance, diarrhea occurrence (DO), hematological parameters, pH of digestive content, organ weights, intestinal epithelium morphology, and intestinal bacterial counts. A total of 120 piglets (weaned at 21 d old; 6.32±0.10 kg BW) were allocated in a randomized block design, with six pens replicates and four piglets per pen as experimental unit. Treatments consisted of diets with 0, 1,000, 2,000, or 3,000 mg kg−1 of prebiotic and a basal diet with 120 mg kg−1 ANT. No differences of treatments were observed on performance, DO, pH of digestive content, organ weights, and hematological parameters. Duodenal villus density (VD) increased linearly with the prebiotic levels. In the jejunum, the prebiotic level of 2,000 mg kg−1 resulted in a greater VD compared with the ANT. Enterobacteriaceae count in the ileum and total and lactic acid bacteria counts in the cecum responded quadratically to increasing prebiotic levels. The equations estimated the prebiotic levels of 2,125, 1,167, and 1,500 mg kg−1 to provide reduced counts of the respective bacteria (ileal enterobacteria: 6.47 log CFU g−1; total cecal bacteria: 6.70 log CFU g−1; and cecal lactic acid: 7.29 log CFU g−1). Salmonella spp. was not detected, whereas Escherichia coli and Lactobacillus spp. gene copies were unaffected by the treatments. Prebiotic levels or ANT do not enhance performance or health of weanling pigs, but the effects observed on VD and microbiota profile might be an indication of the potential benefits of these products in commercial farming conditions.

Abstract This study was carried out to evaluate the time for the establishment of tropical forage grasses in the “Cerrado” biome, based on morphogenetic and structural traits. Three Brachiaria brizantha (Syn. Urochloa brizantha) cultivars (Paiaguás, Ipyporã and Marandu) and two Panicum maximum (Syn. Megathyrsus maximus) cultivars (Quênia and Tamani) were distributed in a randomized-block design with four replicates. Morphogenetic and structural traits of the pasture were assessed from d 35 to d 65 after sowing, at seven-day interval. Canopy height rose linearly with the establishment period, in all cultivars. In the Megathyrsus cultivars, tiller density decreased as the experimental period progressed, whereas the number of tillers in the Urochloa cultivars increased. The cultivars Ipyporã and Marandu had the highest leaf appearance rates. The lowest leaf elongation rates occurred in the cultivars Paiaguás, Ipyporã and Tamani, and the highest elongation rates in cv. Quênia. As a result, cv. Quênia showed the highest values of final leaf length (64.9 cm) and leaf blade mass (3,352.9 kg DM ha-1). The higher senescence rate of cv. Tamani (2.1 cm tiller-1 d-1) resulted in the highest percentage of dead material (1,815.5 kg ha-1) being found in the herbage mass of this cultivar. Cultivars Paiaguás, Marandu and Tamani were established at 44 d, whereas cv. Quênia and Ipyporã were established at 51 and 58 d after sowing, respectively, in the Brazilian Cerrado.

Resumen Este estudio se llevó a cabo para evaluar el tiempo para el establecimiento de gramíneas forrajeras tropicales en el bioma del “Cerrado”, con base en rasgos morfogenéticos y estructurales. Se distribuyeron tres cultivares (Paiaguás, Ipyporã y Marandu) de Brachiaria brizantha (Sin. Urochloa brizantha) y dos cultivares (Quênia y Tamani) de Panicum maximum (Sin. Megathyrsus maximus) en un diseño de bloques al azar con cuatro repeticiones. Los rasgos morfogenéticos y estructurales del pasto se evaluaron desde el día 35 hasta el día 65 después de la siembra, a intervalos de siete días. La altura del dosel aumentó linealmente con el período de establecimiento, en todos los cultivares. En los cultivares de Megathyrsus, la densidad de macollos disminuyó a medida que avanzaba el período experimental, mientras que el número de macollos en los cultivares de Urochloa aumentó. Los cultivares Ipyporã y Marandu tuvieron las tasas más altas de aparición foliar. Las tasas de elongación foliar más bajas se presentaron en los cultivares Paiaguás, Ipyporã y Tamani, y las tasas de elongación más altas en el cv. Quênia. Como resultado, el cv. Quênia mostró los valores más altos de longitud foliar final (64.9 cm) y masa de lámina foliar (3,352.9 kg MS ha-1). La mayor tasa de senescencia del cv. Tamani (2.1 cm macollo-1 d-1) dio como resultado que el mayor porcentaje de material muerto (1,815.5 kg ha-1) se encontrara en la masa de forraje de este cultivar. Los cultivares Paiaguás, Marandu y Tamani se establecieron a los 44 d, mientras que los cv. Quênia e Ipyporã se establecieron a los 51 y 58 días después de la siembra, respectivamente, en el Cerrado brasileño.

ABSTRACT Objective: This study aimed to assess vitamin D (25OHD) levels in individuals who underwent an examination at a private laboratory (between latitudes 14° and 22° south) over 14 years, stratified by sex, age, and epidemiological profiles, and determine variations in the number of tests performed over the years. Materials and methods: All records of 25OHD tests performed at a private clinical laboratory in Brazil were analyzed. This retrospective cross-sectional study included patients stratified by sex (female or male), age range (0-17, 18-40, 41-59, and ≥ 60 years), and year of testing. The final sample size was 193,725 patients. Categorical variables are presented as absolute and relative frequencies and numerical variables as means ± standard deviation. Comparisons between groups were performed using the equality of proportions test. Results: The number of tests performed steeply increased since 2010. More tests were performed in female individuals (73.3%) and individuals aged 41-59 years (32.2%). Most samples (68.0%) demonstrated sufficient vitamin D status. Women had a higher incidence of vitamin D deficiency than men (33.1% and 26.6%, respectively; p < 0.001). Individuals aged ≥ 60 years had the highest incidence of vitamin D deficiency (68.4%), while individuals aged 0-17 years had the lowest (32.2%) (p < 0.001). Conclusion: Despite increased testing and attention given to vitamin D in recent years, our study demonstrates high levels of deficiency in a country with geographical conditions favorable to its production.

RESUMO: O objetivo deste estudo foi avaliar o efeito do tamanho da partícula do farelo de soja (FS) sobre o desempenho e digestibilidade de leitões no período de creche. 63 leitões (6,86 kg ± 0,56; 23 dias de idade) foram distribuídos aleatoriamente em um delineamento de blocos casualizados (peso inicial e sexo) entre os tratamentos. As dietas experimentais foram produzidas a partir de diferentes tamanhos médios de partículas do FS moídos ou não: 1,017 µm (sem moer), 585 µm (moído em peneira de 10 mm), e 411µm (moído em peneira de 3 mm), totalizando três tratamentos com sete repetições de três animais cada. Todas as dietas foram fornecidas na forma farelada e ad libitum, sendo divididas em três fases: 1) com 20% de FS, dos 23 a 32 dias de idade; 2) com 25% de FS, dos 32 a 44 dias de idade; e 3) com 30% de FS, dos 44 a 62 dias de idade. Nos primeiros 21 dias de experimento, os animais consumindo a dieta com o tamanho médio (585 µm) das partículas do FS apresentaram melhores resultados para o ganho de peso médio e conversão alimentar. No período seguinte (44 a 63 d), houve (P<0.05) aumento do consumo de ração médio, do ganho do peso médio e melhor conversão alimentar dos leitões conforme o aumento do tamanho da partícula de FS incluída na ração. Consequentemente, ao final do experimento houve melhora linear do peso vivo médio dos animais com o aumento do tamanho do FS consumido. Foi observado melhora marginalmente significativa (P < 0.1) da energia digestível conforme a redução no tamanho do FS, entretanto, não houve diferença (P > 0.05) no coeficiente de digestibilidade aparente da matéria seca e da proteína bruta dos animais entre os diferentes tamanhos do FS. Em conclusão, de acordo com as condições deste estudo, não se faz necessária a moagem do farelo de soja para leitões no período de creche.

ABSTRACT: This study evaluated the effect of soybean meal (SBM) particle size on nutrient digestibility and the growth performance of nursery piglets. Sixty-three piglets (BW = 6.86 kg ± 0.56; 23 d of age) were distributed in a randomized block design (by initial weight and sex) with 3 dietary treatments: diets with 1,017 µm (unground); 585 µm; and 411µm SBM, with 7 replicates of 3 piglets each. All diets were offered ad libitum in mash form, formulated differently according to three growing phases: (1) with 20% of SBM, from 23 to 32 d of age; (2) with 25% of SBM, from 32 to 44 d of age, and (3) with 30% of SBM, from 44 to 63 d of age. For the first 21 d, pigs fed diets with a medium particle size of SBM (585mm) had better average weight gain and feed/gain ratio (P<0.05). The average feed intake, average body weight gain, and feed/gain ratio from 44 to 63 d improved (P<0.05) with increasing SBM particle sizes, and the average live weight for the overall period increased with coarser SBM (P<0.05). There was a marginally improvement (P < 0.1) on digestible energy as particle size of SBM decreased; although, no differences (P > 0.05) in the coefficients of apparent digestibility of dry matter and crude protein for the assessed SBM particle sizes were observed. It was concluded that the grinding of dietary SBM is not required for piglets during the nursery phase.

ABSTRACT The aim of this study was to characterize buckwheat flours produced using different processing methods, including with or without tegument removal and sieving with different mesh sizes. Flour A was produced by milling clean grains without husks or any other waste derived from peeling and separation processes and by sieving using 0.21-mm sieves. Flour B was a by-product of flour A, with grain size measuring 0.21–0.25 mm. Flour C was produced by milling whole grains, which after grain separation using 0.21-mm sieves resulted in a fine, whole-grain flour. Flour D was produced from what remained in the 0.21-mm sieves after sieving flour C and was processed using 0.25-mm sieves. Flours were assessed regarding water content, water activity, pH, acidity, color, microscopic characteristics, and protein and ash content. The study design was completely randomized, and differences were tested using an analysis of variance and comparison-of-means tests. Milling and separation procedures changed most quality parameters, except for water activity. Flour D contained the largest proportion of crude protein (19.87%) and showed high solubility and darker coloration than the other flours. The results of this study may be of relevance for consumers and for commercial buckwheat processing to optimize processing methods for food manufacturing.

ABSTRACT The use of non-host cover crops is a key strategy for controlling root-knot nematodes in infested fields. However, pathogenicity of nematodes to cover crops may vary between populations and localities. This study assessed the response of green manure species and millet (Pennisetum glaucum (L.) R.Br.) cultivars to four populations of Meloidogyne javanica (denominated Mj-2, Mj-3, Mj-6 and Mj-7). Seedlings of radish (Raphanus sativus L.), pigeon pea (Cajanus cajan (L.) Huth) ‘IAPAR 43’, buckwheat (Fagopyrum esculentum Moench) ‘IPR 92-Altar’ and millet ‘BRS 1501’, ‘ADR 300’ and ‘ADR 500’ were inoculated with 1000 eggs and second-stage juveniles of M. javanica. Soybean (Glycine max (L.) Merr.) ‘M6210 IPRO’ was used as control. At 60 d after inoculation, plants were evaluated for root fresh weight, gall index (GI), number of nematodes per gram of root and reproduction factor (RF). For GI, Mj-3 and Mj-6 were the most aggressive to soybean (GI = 5.0). In pigeon pea, Mj-7 resulted in the highest GI (3.5). Radish had the lowest GI (0.67) with Mj-2. For buckwheat, Mj-3 was the most aggressive population, with a GI of 4.50. Mj-3 and Mj-7 resulted in the highest GI in ‘ADR 300’, and Mj-6 and Mj-7 in ‘ADR 500’. The reproductive ability of nematode populations differed between hosts. Mj-2 was the most pathogenic to ‘ADR 300’ (RF = 10.88), Mj-3 to buckwheat (RF = 53.46) and radish (RF = 4.81), Mj-6 to ‘ADR 500’ (RF = 19.58) and Mj-7 to pigeon pea (RF = 2.99) and ‘BRS 1501’ (RF = 15.05). Soybean was susceptible to all M. javanica populations (RF = 33.69 to 257.22). Green manure species and millet cultivars varied in their responses to M. javanica populations of different origins.