COMPARISON OF INDIRECT IMMUNOFLUORESCENCE WITH AGAR-GEL IMMUNODIFFUSION FOR THE DIAGNOSIS OF BLUETONGUE VIRUS-INFECTION

1. Sera from 190 cows and from 72 sheep were examined to compare the results obtained with the agar gel immunodiffusion (AGID) and indirect immunofluorescence (IIF) tests for the diagnosis of bluetongue (BT) disease. 2. In the AGID test, 96 of 190 (50.5%) cattle serum samples and 38 of 72 (52.7%) sheep serum samples were positive, for a total of 134 out of 262 (51.1%) sera. In the IIF test, 98 of 190 (51.6%) cattle serum samples and 39 of 72 (54.2%) sheep serum samples were positive, for a total of 137 out of 262 (52.3%) sera. 3. The fluorescence of the IIF test presented a granular cytoplasmic aspect, which in some cells was observed only on the cell membranes. 4. Statistical analysis of the data showed close agreement between the two techniques, regardless of the kind of sera examined. The IIF test showed high sensitivity (93.8% and 92.1%), specificity (91.4% and 88.2%) and positive (91.8% and 89.7%) and negative (93.48% and 90.9%) predictive values for cattle serum and sheep serum, respectively. 5. The results obtained with IIF were comparable to those obtained with the AGID test, indicating that both techniques can be used routinely in epidemiologic studies of BT. However, the IIF offers the additional advantages that it can be used for antibody quantification and for the detection of viral antigens in BT-infected cell lines.25550350

Formação para merendeiras: uma proposta metodológica aplicada em escolas estaduais atendidas pelo programa nacional de alimentação escolar, em Salvador, Bahia Professional training for school lunch cooks: a methodological experiment done in state schools supported by the National School Feeding Program in Salvador, Bahia, Brazil

OBJETIVO: Descrever uma experiência de formação desenvolvida para merendeiras de escolas atendidas pelo Programa Nacional de Alimentação Escolar. MÉTODOS: Trata-se de um estudo descritivo, cujo objeto de análise foi um curso realizado para merendeiras de 97 escolas estaduais, em Salvador (BA). A definição e a implementação da formação apresentou três etapas: sondagem de conteúdos e metodologias junto às merendeiras, desenvolvimento das atividades de formação e avaliação da metodologia do curso pelas merendeiras. RESULTADOS: A consulta às merendeiras possibilitou a indicação dos conteúdos de maior interesse e a metodologia a ser utilizada. O curso teve duração de 20 horas, em turmas de aproximadamente 35 pessoas, e foi realizado em unidades escolares. O programa da atividade apresentou conteúdos diferenciados, incluindo: o Programa Nacional de Alimentação Escolar, a merendeira no sistema da alimentação escolar, princípios de nutrição e alimentação e boas práticas de produção. Como recursos metodológicos foram adotados: teatro, exposição dialogada, oficinas, gincana, experiências práticas, jogos interativos, atividades em grupo, aplicação de formulários e um módulo que contemplava todas as apresentações. Ao final do evento, as merendeiras avaliaram o curso segundo os seguintes aspectos: explicação dos conteúdos, recursos utilizados, ritmo das atividades, atendimento às perguntas, apreensão dos conteúdos, aspectos positivos e negativos e sugestões. CONCLUSÃO: A experiência evidenciou a possibilidade de orientar a construção de um novo modelo de formação, mediante a contribuição e a valorização da consulta ao público-alvo, o que permitiu uma ressignificação das práticas tradicionais de formação e proporcionou maior chance de êxito, devido às demandas específicas apresentadas pelos próprios participantes.<br>OBJECTIVE: This study reports a professional training experiment directed at school lunch cooks in state schools supported by the National School Feeding Program. METHODS: This descriptive study was carried out among school lunch cooks from 97 state schools, in Salvador (Bahia , Brazil). Definition and implementation of the professional training consisted of three stages: a preliminary survey among the cooks in search of contents and methodology, professional training activities and the subjects' assessment of such activities. RESULTS: The preliminary survey pointed to both those contents of major interest among the cooks and the methodology. Professional training activities were designed as a 20-hour event for groups of about 35 people, taking place in school units. The activity program carried a number of different contents, including the National School Feeding Program, the school lunch cooks in the school feeding system, feeding and nutrition principles, and Good Manufacturing Practices. Methodological resources comprised dramatization, dialogued presentations, workshops, group contests, practical activities, interactive games, form completion, guided group activities and a printed brochure with all presentations. At the end of the event, an assessment was requested from the subjects as to the following features: content presentation, resources employed, pace of activities, question answering, content learning, positive and negative aspects as well as suggestions. CONCLUSION: The experiment showed the feasibility of building a new professional training model by using and valuing the contributions from the target subjects, thus allowing the reframing of traditional professional training practices and increasing the chances of success, since the subjects' specific demands were taken into account