Search

Se ensiló cogollo de caña quemado, usando como aditivos melazas al 3% y úrea al 1% en base fresca. Los tratamientos consistieron en una combinación de ensilaje de cogollo quemado y ensilaje de maíz como dieta básica a voluntad y dos suplementos que contenían 1.5 kg de gallinaza, 1.0 kg de melaza y/o 0.1 kg de úrea para el tratamiento uno y 0.4 kg de torta de soya para el tratamiento dos, con nueve novillos cebú mestizos por tratamiento. Las ganancias de peso diario fueron de 0.52 y 0.54 kg; y los consumos de materia seca por animal de 11.37 y 11.01 kg/día para los tratamientos uno y dos respectivamente. La factibilidad del uso del cogollo de caña depende de la eficiencia de los procesos de ensilado y de la suplementación adecuada y de bajo costo.Were used burned sugar cane tops silage with 3 % of molasses and 1% of urea on fresch base and com silage as basic diet. The treatments were as follow: Treatment 1 (t1) - Burned sugar cane tops silage + Com Silage + 1.5 kg of poultry litter + 1.0 kg of molasse + 0.1 kg of urea and 0.4 kg of soybean meal by urea for treatment 2 (T2), with nine crossbreed steers for treatment. The average daily gains were 0.52 and 0.54 and 0.54 kg/day and the total consumption per animal were 11.37 and 11.01 kg/day for TI and T2 respectively. The use of sugar cane tops depends on silage process efficiency and the adition of adecuate supplements with low prices.

Introducción: La homofobia es un importante problema social, en particular para los adolescentes. La discriminación y el desprecio a que son sometidos aquellos adolescentes homosexuales o los que tienen dudas en torno a su identidad sexual, tiene consecuencias adversas en todo su desarrollo ulterior. Detectar y enfrentar conductas homofóbicas en los colegios, resulta clave si pretendemos una sociedad justa y sana, donde la convivencia con la diversidad se respete. La UNESCO invita a todas las sociedades a enfrentar estas conductas desde la ética individual y las políticas públicas en ambientes escolares. Objetivos: Conocer la prevalencia de homofobia en los adolescentes escolarizados de un colegio de la localidad de suba en la ciudad de Bogotá e identificar los métodos preventivos. Metodología: Se aplicó una encuesta presencial auto diligenciada y dicotómica a estudiantes de sexto a once grados, indagando por variables sociodemográficas y utilizando un test cuantitativo, en donde el total de su sumatoria indica si es o no homofóbico. Resultados: Se encuestaron 843 estudiantes. El 24,9% de la población encuestada no son homofóbicos, el 49,1% aún tienen algunos prejuicios y el 26% son homofóbicos. Se compararon los homofóbicos versus los no homofóbicos entre sexo femenino y masculino obteniendo como relaciones significativas un OR de 0.25, IC 95% Li 0.16 y Ls 0.37, también se comparó la homofobia versus la no homofobia entre edades de 13-15 años con 10-12 años obteniendo OR de 0.43, Li 0,27 y Ls 0,70, entre edades de 16-19 años con 10-12 años obteniendo OR de 0.3, Li 0.17 y Ls 0.51 y finalmente entre edades de 16-19 años con 13-15 años obteniendo OR 0.68, Li 0.42 y Ls 1.09. Conclusión: La homofobia es un rechazo que se puede generar de manera involuntaria a través del desprecio y la discriminación, ya que no se tiene en común la misma orientación social, pensamientos o ideologías. Se encontró que el 26% de los adolescentes escolarizados son homofóbicos. Se evidenció mayores actitudes homofóbicas en el sexo masculino que el femenino y se observó que entre menos edad entre los adolescentes, hay más actitudes homofóbicas.

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities.

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities.

Copyright of Revista de Historía da Sociedade e da Cultura is the property of Revista de Historia da Sociedade e da Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Cuarzo (REC) is the property of Fundacion Universitaria Juan N. Corpas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article uses a global model to analyse empirically how the personal and professional development of educators (personal mastery) facilitates the creation of a series of basic shared values (shared vision) and of team learning by the members of the educational centre, these inter-related strategic factors favouring, in turn, educational organizational learning and subsequent improvement in organizational performance. Likewise, verification is made of different learning barriers that hinder the acquisition, dissemination and sharing of knowledge by blocking shared vision and team learning. Using a national survey in educational centres in Spain, we found that these hypotheses are verified and that organizational learning plays a key role in the generation of organizational performance.