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The higher availability of zinc (Zn) from organic than inorganic sources is already established, but more assertive and cost-friendly protocols on the total replacement of inorganic with organic Zn sources for laying hens still need to be developed. Because some discrepancy in the effects of this replacement in laying hen diets is noticeable in the literature, the objective of this meta-analysis was to properly quantify the effect size of total replacing inorganic Zn with organic Zn in the diet of laying hens on their laying performance, egg quality, and Zn excretion. A total of 2340 results were retrieved from Pubmed, Scielo, Scopus, WOS, and Science Direct databases. Of these, 18 primary studies met all the eligibility criteria and were included in this meta-analysis. Overall, the replacement of inorganic Zn with organic Zn, regardless of other factors, improved (p < 0.01) egg production by 1.46%, eggshell thickness by 0.01 mm, and eggshell resistance by 0.11 kgf/cm2. Positive results of the same nutritional strategy on egg weight and Zn excretion were only observed at specific conditions, especially when organic Zn was supplemented alone in the feed, not combined with other organic minerals. Therefore, there is evidence in the literature that the total replacement of inorganic Zn with organic Zn improves egg production, eggshell thickness, and eggshell resistance. Factors such as hen age and genetics, organic Zn source, concentration of Zn in the feed, and the strategy of its supplementation have to be more carefully considered in protocols designed to address egg weight and Zn excretion by the hen. [ABSTRACT FROM AUTHOR]

Even though there is a general presence of aesthetics in school curricula in most of western countries, both at the level of terminology and at the level of choice and definition of contents, objectives and skills to be developed, the approach to sports and physical education potential for the development of aesthetic education of students still does not seem to be a reality in the agenda of this subject. Moreover, it is not transversal in terms of its different didactic contents. In order to explore its relevance, the aim of this work was to deepen how aesthetics is internal and central to sports experience, and which elements of sports and physical education lived experiences can be relevant in the promotion and development of the aesthetic sensibility of students. We propose the deepening of the subject through an hermeneutical qualitative research approach, confronting the content collected in 19 semi-structured interviews that enabled the thematic analysis of its content, and through it, the discussion of viewpoints of representative subjects among those that are the main players in the consideration of an aesthetic education through sport, namely physical education teachers and researchers in the context of aesthetics and sports sciences. With the information gathered and after its processing, we could conclude that there are aesthetic elements of sport's experience that should be taken into account in an aesthetic educational point of view of physical education, namely: complexity, diversity, playability, tension between drama and accuracy, overcoming experience, risk and vulnerability, unpredictable storylines and uncertainty, technique and effectiveness. [ABSTRACT FROM PUBLISHER]

Copyright of Revista da Associação Brasileira de Nutrição is the property of Associacao Brasileira de Nutricao 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.)

Commencing with a discussion of the various conceptions of education for the development of humanity, this essay articulates four essential vectors of educational processes – epistemic, ethical, aesthetic, and political, as they are instantiated in Physical Education. Drawing on philosophical literature, it is argued that the sporting activities that typically comprise physical educational curricula can afford opportunities to experience and to open the athletic self to epistemic, political and especially aesthetic notions, and not merely ethical ones, as recent scholarship has tended to focus on. This essay explores the four vectors in the context of the modern urban self. [ABSTRACT FROM PUBLISHER]

The present study examined the association between athletic identity, career decision-making self-efficacy, future time attitude, gender, and age to explore the process of future career selection in athletes. The sample was composed of 153 athletes, and variables were measured using the Athletic Identity Measurement Scale–plus, the Career-Decision-Making Self-Efficacy Scale–Short Form, and the Time Attitude Scale. Results show that athletes with higher athletic identity have higher levels of career-decision-making self-efficacy and higher levels of optimism regarding the future. Furthermore, athletes with higher athletic identity are more likely intend to choose a sport-related profession in the future. [ABSTRACT FROM PUBLISHER]

Copyright of Psicologia: Reflexão e Critica is the property of Springer Nature 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.)