LOS RETOS EN LA FORMACIÓN DE PROFESIONALES EN ANGOLA PARA LA SOCIEDAD

Today's society is characterized by an extraordinary scientific revolution - technology that has become a decisive factor in the rapid changes taking place in all spheres of social life: economic, political, cultural, scientific and military, facing the world. In this context it is essential to think about the role of science, which, combined with new technology necessarily entails the integration of scientific knowledge from many angles to address more comprehensively and complex phenomena of social reality, which leads to emergence of new integrated science and the creation of interdisciplinary and multidisciplinary teams with a deep humanistic orientation to solve pressing social problems that plague the world today. Educational policies worldwide are refurbished and consistent with that educational systems that contribute to the formation from CTS approach to relate science and technology with the natural and social environment conducive to lifelong learning, so the objective of this study is to assess the importance and challenges in the training of professionals in the Republic of Angola, as a training base for economic and social development.La sociedad actual, se caracteriza por una extraordinaria revolución científico – tecnológica que ha devenido factor decisivo en los acelerados cambios que acontecen en todos los ámbitos de la vida social: económico, político, cultural, científico y militar, que enfrenta el mundo. En este marco es indispensable reflexionar acerca del papel de la ciencia, que unida a la nueva tecnología conlleva necesariamente a la integración de los conocimientos científicos para abordar desde varias aristas y de manera más integral los complejos fenómenos de la realidad social, lo que induce al surgimiento de nuevas ciencias integradas y a la conformación de equipos interdisciplinarios y multidisciplinarios con una profunda orientación humanista a fin de resolver los acuciantes problemas sociales que agobian al mundo actual. Las políticas educacionales a nivel mundial son reformadas y consecuentemente con esto los sistemas educacionales que contribuyen a la formación desde un enfoque CTS, al relacionar la ciencia y la tecnología con el medio natural y social, propicia aprendizajes para toda la vida, por lo que el objetivo de este trabajo es valorar la importancia y retos en la formación de profesionales en la República de Angola, como fundamento formativo para el desarrollo económico y social del país

Intake, apparent digestibility, and methane emission in bulls receiving a feed supplement of monensin, virginiamycin, or a combination

Abstract. The aim of this study was to evaluate the effects of the feed supplements monensin, virginiamycin, or a combination of the two, on intake, digestibility, and methane emission in the male cattle breed F 1 Holstein · Gir. We used a complete randomised design with four treatments consisting of the control, monensin, virginiamycin, and a combination of the two. The basal diets were composed of sorghum silage with Tanzania grass and the concentrate in the 1 : 1 ratio. Nutrient intake (P > 0.05) and the apparent digestibility coefficients (P > 0.05) were not affected by the supplementation with monensin, virginiamycin, or both. The combination of the supplements did affect methane emission (P < 0.05) when expressed in L/day, L/(kg DM), and L/(kg DM digestible). The lowest methane production was obtained with the combination of the supplements

IMPACTO DE VARIÁVEIS CONGNITIVAS E CONTEXTUAIS SOBRE O SUCESSO ACADÊMICO E O BEM ESTAR NA UNIVERSIDADE – QUE FAZER? QUE DEIXAR DE FAZER?

Este estudo parte de uma investigação longitudinal (2019-2022) mais ampla, vinculada ao Grupo Multidisciplinar de Pesquisa em Educação, Psicopedagogia e Psicologia Escolar, UFAM/CNPq, PROCAD/AMAZÔNIA-PPGEUFAM/UFPA/UFMT, Processo CAPES 8881.314288/2019-0, articula-se metodológica e teoricamente com interfaces entre a psicologia escolar, psicologia educacional, pedagogia do ensino superior e educação escolar. Atua no sentido de entender os efeitos de variáveis cognitivas e contextuais sobre o sucesso acadêmico e o bem estar na universidade. A metodologia para coleta de dados é a aplicação de caderno de instrumentos próprios com apoio do Googleodocs, a amostra atual é de n=1112 estudantes de diferentes países (Brasil, México, República Dominicana, Bolívia, Moçambique, Angola, Venezuela, Colômbia, Espanha e Portugal), do sexo masculino e feminino, idade entre 18 e 54 anos e de 51 universidades públicas e privadas que colaboram com a iniciativa. Os dados são analisados com auxílio do Excel e SPSS, de acordo com os interesses dos pesquisadores e objetivos da investigação. Os resultados atuais demonstram a importância da pesquisa sobre os temas abordados pela iniciativa considerando o impacto das variáveis estudadas sobre o rendimento acadêmico e bom estar tanto de estudantes como de docentes e técnicos no ensino superior. Foram identificadas diferenças de países, renda, etnia, gênero e renda. No caso dos docentes e técnicos verificamos evidências da exaustão feminina. Os resultados podem apoiar a administração geral e coordenação educativa e psicopedagógica universitária em sentido amplo, visando a melhoria dos indicadores de sucesso acadêmico e bem estar, por meio da proposição de novas políticas e gestão da educação superior. Palavras-chave: Pesquisa em educação, Ensino superior, Rendimento acadêmico, Bem estar. Políticas de gestão da educação superior. Educação comparada.   IMPACT OF COGNITIVE AND CONTEXTUAL VARIABLES ABOUT ACADEMIC PERFORMANCE AND  WELLBEING IN THE UNIVERSITY. Whato to do? Qhato not to do?   Abstract: This study, part of a further longitudinal investigation (2019-2022), attached to a multidisciplinary group of Educational Research  Scholar Psychotherapy and Psychology, UFAM/CNPq, PROCAD/AMAZONIA-PPGEUFAM/UFPA/UFMT, CAPES process 8881.314288/2019-0, it is articulated methodological and theoretically with interfaces between the scholar and educational psychology, upper and scholar education pedagogy. It acts in the direction of understanding 5he effects og cognitive and contextual variables about the academic achievement and wellness in the university. The methodology to data collection is the application of own instrument cards with the support of Googledocs, the actual sample is quantity of n=1112 students from 51 private and public universities of different countries (Brazil, Mexico, Dominican Republic, Bolivia, Mozambique, Angola, Venezuela, Colombia, Spain and Portugal), from both male and female genders, aging between 18 and 54 years-old. The data were analyzed with the support of software Excel and SPSS, according to the interests of researchers and investigation focus. The actual results show the importance of the research about the themes cited in the initiative considering the impacts of the studied variables over the academic performance and wellness of the students as the teachers and technicians from upper education. There were found differences between countries, income, ethnic and gender. In the cases of the teachers and technicians it was found evidences of female exhaustion. The results could support the general administration, educative and psychopedagogy coordination and in a wide range, looking forward the better successful academic indicators and wellness, through the proposition of new policies and management of upper education. Keywords: Educational Reserch, upper educatión, academic performance, wellness, upper educaciton mangement policies, compared education. &nbsp

Energy partitioning in cattle fed diets based on tropical forage with the inclusion of antibiotic additives.

The aim of this study was to describe energy partitioning in dairy crossbreed bulls fed tropical forage-based diets supplemented with different additives. Twenty F1 crossbred bulls (Holstein x Gyr) with initial and final live weight (LW) averages of 190 ± 17 and 275 ± 20 kg were fed sorghum (Sorghum bicolour) and Tanzania grass (Panicum maximum cv. Tanzania) silage (70:30 DM basis) with supplemented concentrate at a forage to concentrate ratio of 50:50. The bulls were allocated to four treatment: control groups (without additives), monensin [22 mg/kg monensin dry matter (DM)] (M), virginiamycin (30 mg/kg virginiamycin DM) (V), and combination (22 mg/kg DM of monensin and 30 mg/kg DM of virginiamycin) (MV), in a completely randomised design. The intake of gross energy (GE, MJ/d), digestible energy (DE, MJ/d), metabolizable energy (ME, MJ/d), as well as energy losses in the form of faeces, urine, methane, heat production (HE), and retained energy (RE) were measured. Faecal output was measured in apparent digestibility trial. Right after the apparent digestibility trial, urine samples were collected in order to estimate the daily urinary production of the animals. Heat and methane production were measured in an open circuit respirometry chamber. The intake of GE, DE, and ME of the animals receiving monensin and virginiamycin alone or in combination (MV) showed no differences (P>0.05) from the control treatment. However, the MV treatment reduced (P0.05) the utilization efficiency of ME for weight gain, RE and net gain energy. This study showed that for cattle fed tropical forages, the combination of virginiamycin and monensin as feed additives affected their energy metabolism by a reduction in the energy lost as methane

Energy metabolism of pregnant zebu and crossbred zebu dairy cattle.

The purpose of this study was to determine the energy partition of pregnant F1 Holstein x Gyr with average initial body weight (BW) of 515.6 kg and Gyr cows with average initial BW of 435.1 kg at 180, 210 and 240 days of gestation, obtained using respirometry. Twelve animals in two groups (six per genetic group) received a restricted diet equivalent to 1.3 times the net energy for maintenance (NEm). The proportion of gross energy intake (GEI) lost as feces did not differ between the evaluated breeds and corresponded to 28.65% on average. The daily methane production (L/d) was greater for (P0.05). The daily loss of energy as urine (mean of 1.42 Mcal/d) did not differ (P>0.05) between groups and ranged from 3.87 to 5.35% of the GEI. The metabolizable energy intake (MEI) of F1 HxG animals was greater (P 0.05), with a mean of 146.66 kcal/kg BW0. 75. The ME used by the conceptus was calculated by deducting the metabolizable energy for maintenance (MEm) from the MEI, which was obtained in a previous study using the same cows prior to becoming pregnant. The values of NEm obtained in the previous study with similar non-pregnant cows were 92.02 kcal/kg BW0.75 for F1 HxG, and 76.83 kcal/kg BW0.75 for Gyr (P = 0.06). The average ME for pregnancy (MEp) was 5.33 Mcal/d for F1 HxG and 4.46 Mcal/d for Gyr. The metabolizability ratio, averaging 0.60, was similar among the evaluated groups (P>0.05). The ME / Digestible Energy (DE) ratio differed between groups and periods evaluated (P0.05)