Growth response of broiler chickens fed varying levels of sheanut cake

A 4-week study (264 broiler chickens, Cobb strain) evaluated growth response of broilers to varying levels of sheanut cake (SNC) in rations. Four dietary treatments in which SNC was incorporated at 0 (control), 2.5, 3.5 and 4.5 per cent were tested from 4 to 8 weeks of age of the birds. Diets were isonitrogenous (200 g kg-1 CP) and isocaloric (12.0 ME MJ kg-1). Complete randomized design was used and each diet was replicated three times. Each replicate comprised 22 birds (10 females and 12 males) with initial mean live weight of 668 g per bird. Variables measured included feed intake, weight gain, feed conversion efficiency, mortality, feed cost, haemoglobin level (Hb), and packed cell volume (PCV). Feed and water were provided ad lib. Mean daily weight gain and feed intake did not differ significantly (P>0.05) for birds fed diets containing 2.5 per cent SNC and the control diet. There was, however, a significant (P0.05) for all diets except 4.5 per cent SNC diet, which was poor. The PCV and Hb values were significantly increased (P 0.05) pour les volailles nourries de régime contenant 2.5 de SNKM et pour le régime de contrôle. Il y avait toutefois une dépression en gain de poids et en consommation alimentaire lorsque plus hauts niveaux de SNKM ( 3.5 et 4.5% ) étaient inclus dans les régimes. Les proportions d'aliment / gain étaient semblables (P > 0.05) pour tous les régimes sauf le régime de 4.5% de SNKM qui était faible. Les valeurs de VCT et NH étaient considérablement augmentées (P < 0.05) avec l'augmentation de l' inclusion de SNKM. Le coût d'aliment était considérablement réduit avec l' augmentation du niveau de SNKM dans le régime. L' inclusion de SNKM dans le régime de poulets de chair à 2.5% n' avait pas aucun effet délétère à leur résultats de croissance et réduisait aussi le coût d' alimentation. Ghana Journal of Agricultural Science Vol. 39 (2) 2006: pp. 203-20

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream

The transformative potential of international service-learning at a university with a Christian foundation in the UK

This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call for discussion around pedagogical approaches underpinning counter-cultural and critical service programmes aligned with the radical principles of the Catholic social teaching. This study is grounded in a holistic conceptualisation of transformative learning that demands looking beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to our being in the world. It investigated how LHU students describe their ongoing experience of ISL and explored the conditions for learning and the associated transformative processes and outcomes in this context. Data analysis involved phenomenological description, constant comparative thematic analysis followed by a critical, hermeneutical analysis. This article will explicate the themes of moral and spiritual learning that emerged as part of a broader framework. In particular, it was found that the development of authentic relationships between travelling companions, accompanying tutors and partners overseas is central to learning that is reciprocated and provides a model of the transformative process in this context. This article concludes that this presents a pedagogical approach grounded in social justice that enables ISL to reach its transformative potential

Comparação das incidências de tumores cutâneos malignos em pacientes submetidos à cirurgia ambulatorial no PACS nos períodos de 1998-1999 e 2000-2001

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Prevalência das patologias mais frequentes diagnosticadas por anatomopatológicos entre junho de 2000 e de 2001 em procedimentos realizados num posto de atendimento primário de Porto Alegre

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The Pierre Auger Observatory III: Other Astrophysical Observations

Astrophysical observations of ultra-high-energy cosmic rays with the Pierre Auger ObservatoryComment: Contributions to the 32nd International Cosmic Ray Conference, Beijing, China, August 201

Diagnósticos anatomopatológicos de cirurgias eletivas no HPS-Sul/PAM3

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Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates)

The article addresses how remnant or transformed colonialist structures continue to shape science and science education, and how that impact might be mitigated within a postcolonial environment in favor of the development of the particular community being addressed. Though cognizant of, and resistant to, the ongoing colonial impact globally and nationally (and any attempts at subjugation, imperialism, and marginalization), this article is not about anticolonial science. Indeed, it is realized that the postcolonial state of science and science education is not simply defined, and may exist as a mix of the scientific practices of the colonizer and the colonized. The discussion occurs through a generic postcolonial lens and is organized into two main sections. First, the discussion of the postcolonial lens is eased through a consideration of globalization which is held here as the new colonialism. The article then uses this lens to interrogate conceptions of science and science education, and to suggest that the mainstream, standard account of what science is seems to represent a globalized- or arguably a Western, modern, secular-conception of science. This standard account of science can act as a gatekeeper to the indigenous ways of being, knowing, and doing of postcolonial populations. The article goes on to suggest that as a postcolonial response, decolonizing science and science education might be possible through practices that are primarily contextually respectful and responsive. That is, localization is suggested as one possible antidote to the deleterious effects of globalization. Trinidad, a postcolonial developing Caribbean nation, is used as illustration