Quality of High-protein Diet Bar Plus Chia (Salvia hispanica L.) Grain Evaluated Sensorially by Untrained Tasters

The objective of this study was to develop, analyze composition and evaluate the microbiological and sensory characteristics of high-protein diet bars (PB) with the addition of chia grain (Salvia hispanica L.), partially replacing isolated soy protein and concentrated whey protein, in proportions of 0, 10, 15 and 20%. The proximate composition was analyzed of PB, for microbiological quality of Bacillus cereus, Filamentous fungi and yeast count, total fecal coliforms, and Salmonella ssp. search. Sensory analysis was performed utilizing acceptance testing of characteristics on a nine-point hedonic scale for various attributes, including purchasing intention of the tested PB. Bars showed 20% moisture, 2.3% ash, 20-23% protein and 19% lipids. The effect of increasing of chia was to increase crude fiber content and decrease total carbohydrate and total energy value. All samples were within the microbiological food standards established by current legislation. All PB formulations obtained a good overall impression index and all characteristics were above mean grades, with the exception of taste (63%) in the PB containing 0% chia. Chia grain has a positive influence on sensory aspects and appears to be an alternative way to increase the nutritional quality of high-protein diet bars

Analisando as pesquisas em educação especial no Brasil Analysing research in special education in Brazil

Nosso objetivo foi examinar a articulação lógica entre o problema e a proposição teórico-metodológica das produções na área da Educação Especial, focando os seus pressupostos epistemológicos. Nos fundamentamos nos pressupostos das tendências empírico-analítica, fenomenológica-hermenêutica, crítico-dialética e do paradigma da complexidade. O procedimento adotado foi interpretar todas as dissertações/teses produzidas nos Programas de Pós-Graduação em Educação e Educação Especial do Brasil, que versam sobre Educação Especial, produzidas nos anos de 2001, 2002 e 2003, disponíveis no banco de teses da CAPES. Encontramos as tendências empírica, fenomenológica e dialética. Os equívocos encontrados foram a não inserção da pesquisa entre as produções na área; ausência de criticidade; não posicionamento numa determinada concepção de educação; construção teórica fundamentada em concepções diferentes; falta de coerência nos pressupostos teórico-metodológicos; não explicitação metodológica; não descrição dos procedimentos éticos; e má elaboração dos resumos. Concluímos pela necessidade da melhoria das dissertações/teses para que possamos avançar na produção de conhecimento na área da Educação Especial.<br>Our objective was to analyze the logical articulation between the problem and the theoretical-methodological proposal of studies in the field of Special Education, focusing on the epistemological issues. We based our study on the empiric-analytical tendencies, phenomenology-hermeneutic, critical-dialectical and the complexity paradigm. The procedure that was adopted was interpreting all dissertations/thesis produced in Post-Graduate programs in Education and Special Education in Brazil, which focus on Special Education, produced in 2001, 2002 and 2003, available online at CAPES' thesis database. We found empirical, phenomenological and dialectic tendencies. The errors encountered included the failure to include the research among the productions in the field; lack of critical approach; lack of making explicit what educational conception the study was based on; theoretical construction based on different conceptions; lack of coherence in the theoretical-methodological proposals; lack of methodological specification; absence of ethical procedural descriptions; and poorly written abstracts. We came to the conclusion that improvements in theses /dissertations are necessary so as to continually move forward in the production of knowledge in the field of Special Education