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This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students’ processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten adjunct questions with the text available, being tested on learning 5 days afterwards. Questions were presented either after reading the whole text or inserted in the text after reading the relevant information. Online processing data were recorded while reading and searching the texts, and measures of processing strategies (i.e., paraphrases, elaborations) while answering the questions were collected. Compared to students in the post-reading condition, those in the inserted condition spent more time reading the text initially, were more efficient at searching for information in the text, and produced more accurate elaborations, all of which may explain why answering inserted questions in an available text were more effective in terms of learning than answering post-reading questions. Limitations and educational implications of these results are also discussed.

Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacognitive operations (e.g., monitoring readers’ own comprehension or self-regulating reading behaviors) in order to successfully use textual information to meet the task demands. The aim of the study was to explore the meaning-making processes readers activate while answering questions and using textual information at hand, and how they monitor and control the processing of these tasks. Method. Forty eighth graders read two expository texts and answered ten multiple-choice comprehension questions per text. For each question, participants were forced to select the relevant pieces of textual information to provide the correct answer. Further, participants thought aloud in one of the texts, whereas they performed the task in silence in the other. This reading scenario served to collect valuable data on the reader’s question-answering process. The task was administered individually on a computer-based environment, which allowed recording the students’ reading behavior online. Results. Results showed processing differences between the two recursive steps of question-answering. While reading the question readers mainly restated information and focused on monitoring the comprehension of the questions and their correspondence with the alternatives. However, they tended to paraphrase and assess textual relevance when searching the text. The study also reveals that think-aloud methodology affected these processes and outcomes differently. Discussion and Conclusion. This study advances on our knowledge of cognitive and metacognitive processes involved in answering questions from an available text, a task extensively used to measure reading literacy skills as well as for learning purposes in academic settings. It shows how readers activate meaning-making processes while reading questions and searching the text for task-relevant information, and how they monitor the question-answering process. The study also reveals that think-aloud methodology may affect these processes differently. Apart from advancing our theoretical knowledge, our study also has important practical applications for the assessment of reading literacy skills.

Entre los múltiples residuos generados por la producción cafetera destaca la pulpa o cereza del fruto, la cual es responsable por cerca del 30% del peso en base seca del total del grano. La pulpa del café ofrece diferentes compuestos químicos de alto interés para la industria alimenticia y farmacéutica, donde destacan los compuestos fenólicos disponibles en esta, en especial los Ácidos Clorogénico, Cafeico, Ferúlico y Cumárico. Se realizó una extracción de los compuestos fenólicos por medio de una percolación en un equipo Soxhlet para evaluar el impacto del tipo de solvente, el tiempo de extracción y la relación de pulpa:solvente en el contenido de fenoles totales (TPC) del extracto. Se caracterizó el TPC de los 30 extractos realizados usando el método de Folin-Ciocalteu usando Ácido Gálico para la curva de calibración. Se encontró una influencia significativa en el TPC de cada extracto por el tipo de solvente utilizado en la extracción, mientras que los otros dos factores no fueron estadísticamente significativos. Se obtuvo un rendimiento máximo de de contenido de polifenoles por gramo de pulpa usado en la extracción utilizando Etanol al 95% de pureza. Se discute una oportunidad industrial en la extracción de los mencionados compuestos de la pulpa de café, donde los rendimientos alcanzados ofrecen un valor agregado al residuo, pudiendo beneficiar a la agroindustria cafetera con ingresos adicionales para los caficultores.

[EN] Plum pox virus(PPV) is the causal agent of sharka, the most devastating virus disease ofPrunusspecies. PPV is transmitted by vegetative propagation, particularly by grafting, as well as by aphid species in a nonpersistent manner. The objective of this paper was to evaluate the prevalence and diversity of PPV-vector aphid species in representative European areas of prunus cultivation. Four experimental nursery plots were established in Skierniewice (Poland), Liria (Spain), Plovdiv (Bulgaria) and Bistrita (Romania). Aphid population was weekly monitored using the sticky shoot method in spring and/or autumn in each nursery plot. Furthermore, we estimated the relative efficiency factor for the main PPV-vector aphid species using bibliographic and reference data. Aphid diversity in each nursery plot was assessed using the Shannon index and the number of estimated aphid species was calculated by the rarefaction method. The highest diversity of aphid species population was reported in Plovdiv in spring while the lowest diversity was found in Liria in spring. A cluster analysis based on Morisita-Horn similarity index was performed to study the differences in species composition between the four nursery plots and seasons. Aphid population was clearly grouped by location and season. Results showedAphis spiraecolaandHyalopterus prunicomplex were typically spring aphid species, whileAnoecia corniandRhopalosiphum padidominated autumn catch. Regarding PPV-vector aphid species present in nursery plots,A. spiraecolawas the most prevalent PPV-vector aphid species in Liria and in Bistrita, showing a high relative efficiency factor of PPV transmission (0.91). Consequently,A. spiraecolashould be considered a key actor in the spread of PPV in these regions.Hyalopterus prunicomplex was the most prevalent PPV-vector aphid species in Skierniewice and Plovdiv, showing a very low relative efficiency factor of PPV transmission (0.09). Therefore, the role ofH. prunicomplex in spread of PPV in these regions can be considered negligible. Furthermore, we statistically demonstrated that the presence of specific PPV-vector aphid species is associated with the spread of the disease, whereas the biodiversity of aphid species population does not affect the spread of PPV. Finally, the advantages of the use of vector pressure index in the management of sharka disease are discussed., The research leading to these results were funded by the EU Seventh Framework Programme (FP7/2007-2013), SharCo project grant no. 204429 and by grants from the Spanish Ministry of Science and Education (MEC, AGL2009-07531 and INIA RTA2005-00190). Authors thank I. Baias, S. Sabin (SCDP, Bistrita), B. Tamargo and J. Micó (Cooperativa Vinícola, Líria) for technical assistance in the experimental plots, Viveros Orero and Agromillora Iberia for providing the certified rootstock plants. E. Vidal was recipient of a grant from the Spanish Instituto Nacional de Investigación y Tecnología Agraria y Alimentaria (INIA).

EnglishTeachers usually assign text comprehension activities to their students and provide them with feedback on the correctness of their answers for learning purposes. In traditional classrooms, teachers have little to no chance to delivering individual feedback in an adapted and timely manner. Digital environments overcome these limitations. Computer-based systems provide researchers and practitioners the opportunity to trace the student’s actions while performing tasks and transform data into individualized feedback messages immediately. Elaborated Feedback (EF) has proven to be more effective than mere corrective feedback, such as Knowledge-of-Response feedback (KR, e.g., Correct/Incorrect) or Knowledge-of-Correct-Response feedback (KCR, e.g., The correct response is X). EF may include additional information, such as monitoring hints, feedback about the student’s accuracy to assess textual relevance, or inference prompts. When performing question-answering tasks, students are expected to deploy both comprehension and specific reading skills (e.g., searching the text for task-relevant information). This work examines recent research recording online measurements on how students perform question-answering tasks and react to different forms of EF on their question-answering process. Overall, it suggests that computer-based EF may enhance both comprehension performance outcomes and text processing strategies, although students often pay more attention to the corrective part of feedback messages than to the additional information of EF, and they rarely engage in processing feedback deeply. Theoretical and practical contributions are discussed. francaisLes enseignants proposent habituellement des activites de comprehension de texte a leurs eleves et leur fournissent, a des fins d’apprentissage, une retroaction visant l’exactitude de leurs reponses. Dans les classes traditionnelles, les enseignants n’ont que peu d’opportunite pour fournir une retroaction individuelle adaptee. Les environnements numeriques surmontent ces limites. Les systemes informatises donnent aux chercheurs et aux praticiens l’occasion de retracer les actions de l’eleve qui execute les tâches et de transformer immediatement les donnees en messages de retroaction personnalises. La retroaction elaboree (RE) s’est averee plus efficace que la simple retroaction corrective, telle la retroaction sur la connaissance de la reponse (CR, par ex. Correct/Incorrect) ou la retroaction sur la connaissance de la reponse correcte (CRC, par ex. La bonne reponse est X). RE peut inclure des informations supplementaires, telles que des indices de suivi, des commentaires sur la precision de l’eleve pour evaluer la pertinence du texte, ou des invites d’inference. Lorsqu’ils repondent a des questions, les eleves doivent faire preuve a la fois de comprehension et d’aptitudes particulieres a la lecture (par ex. rechercher dans le texte de l’information pertinente). Cet article examine des recherches recentes qui enregistrent des mesures en ligne sur la facon dont les etudiants effectuent des tâches de questions-reponses et reagissent a differentes formes de RE sur leur processus de questions-reponses. Les resultats obtenus suggerent que la RE assistee par ordinateur peut ameliorer a la fois les resultats de comprehension et les strategies de traitement de texte, bien que les eleves accordent souvent plus d’attention a la partie corrective des messages de feedback qu’aux informations complementaires de la RE ; ils s’engagent par ailleurs rarement dans un traitement approfondi du feedback. Les contributions theoriques et pratiques presentees sont discutees.

Introdução: a atresia de vias biliares (AVB) é uma patologia pediátrica rara, mas é a principal causa de transplante hepático em crianças, se não revertida com a realização da portoenterostomia em Y-de-Roux (cirurgia de Kasai) em tempo adequado. Nota-se tendência de atraso do procedimento cirúrgico em todo o Brasil, sendo necessária investigação de sua causa. Objetivo: determinar o perfil epidemiológico do paciente com AVB e avaliar a atenção em saúde voltada para este em hospital terciário. Método: foi realizado um estudo descritivo, retrospectivo, transversal, a partir de prontuários dos pacientes com diagnóstico de AVB acompanhados em hospital terciário entre 1996 e 2015. Resultados: dos 72 pacientes da amostra inicial, somente 52 pacientes tiveram prontuários completamente disponibilizados pelo arquivo do hospital. Dentre os 26 pacientes incluídos, a média de idade à admissão foi de 87,9 dias (± 57,9), com realização de ultrassonografia (USG) em 24 casos e necessidade de repetição do exame em 10. A cirurgia de Kasai foi realizada em 50% dos pacientes, sendo 38,4% antes dos 60 dias de vida. Dos pacientes operados tardiamente, 25% foram transplantados e 50% foram a óbito, enquanto que, entre os 4 operados em tempo hábil, somente um foi transplantado e não houve óbitos. Conclusão: as dificuldades diagnósticas, em especial, falha de suspeição de AVB, na atenção básica ou terciária, além de um percentual de 41,6% de USG com resultados falso-negativos retardaram o momento cirúrgico, confirmando o pior desfecho do paciente operado tardiamente.

Introdução: Ao final de 2019, vários casos de infecção respiratórias de origem desconhecida surgiram na cidade de Wuhan, China, causando preocupação na comunidade científica e na população, devido a sua rápida transmissão e alto grau de mortalidade nos grupos de risco. Meses depois, a Organização Mundial de Saúde declarou o surto como emergência de saúde pública, denominando de novo coronavírus (SARS-Cov-2), conhecida mundialmente como COVID-19. Devido ao cenário imposto pelo coronavírus, ocorreu uma grande procura por estratégias farmacoterapêuticas, porém, até o momento, ainda não há protocolos estabelecidos para esta patologia. Dentre os fármacos com crescentes taxas de automedicação destaca-se a ivermectina, um agente antiparasitário que embora estudos demonstrem sua atividade in vitro, impedindo a replicação viral do SARS-Cov-2, a dose necessária para alcançar atividade antiviral em humanos é mais de cem vezes a dose usual, podendo causar efeitos tóxicos se usado de forma irracional. Objetivos: Avaliar os riscos potenciais associados ao uso indiscriminado de ivermectina na pandemia da COVID-19. Materiais e métodos: Realizou-se uma revisão de literatura de caráter descritivo nas bases de dados: SciELO, PubMed e BVS. Utilizou-se os descritores: Ivermectina “ivermectin”, COVID-19 e Uso indiscriminado “indiscriminate use” sendo combinados pelo operador booleano “AND”. Selecionou-se artigos entre os anos de 2020 e 2021, dentro dos idiomas inglês e português, de caráter descritivo, exploratório ou experimental, com conteúdo relativo ao objetivo do estudo. Estudos que não se enquadravam nesses critérios foram excluídos. Encontrou-se 426 (quatrocentos e vinte e seis) artigos sobre a temática, mas, após aplicação dos critérios de exclusão restaram-se apenas 16 artigos. Resultados: Foi possível observar que a utilização de ivermectina, de forma indiscriminada, pode causar diversos problemas, dentre os quais destacam-se: resistência bacteriana e parasitária, distúrbios gastrointestinais, fraqueza muscular, hipotensão, taquicardia e hepatite medicamentosa em pacientes com COVID-19. Conclusão: Apesar deste fármaco ocasionar diversos efeitos adversos, ainda é necessário que novos estudos acerca da avaliação da ivermectina como agente antiviral e seu efeito na COVID-19 sejam realizados pois, o mesmo, em estudos in vitro, foi capaz de impedir a replicação viral do novo coronavírus. Entretanto, ainda não existem evidências fortes acerca de seu efeito para esta patologia.

OBJETIVO: Avaliar os aspectos epidemiológicos e a assistência pré e pós-natal de pacientes tratados com hérnia diafragmática congênita (HDC) em um hospital terciário no nordeste do Brasil. MÉTODOS: Foi realizado um estudo descritivo, retrospectivo do tipo corte transversal através da análise dos prontuários dos pacientes com diagnóstico de HDC no período entre janeiro de 2008 a dezembro de 2017. Foram estudados aspectos relacionados ao pré-natal, ao puerpério imediato e ao período pós-natal, observando as taxas de sobrevida, características da hérnia e do tratamento da patologia. O estudo se desenvolveu através do preenchimento de formulários de acordo com os dados colhidos nos prontuários desses pacientes e de suas genitoras. RESULTADOS: Entre os 54 pacientes analisados, 64,8% foram diagnosticados no período pré-natal. 38% apresentavam a falha no lado esquerdo do diafragma e 50% dos pacientes tinham registro de fígado intratorácico. 63% dos pacientes foram submetidos à correção cirúrgica. 53,7% dos portadores de hérnia diafragmática congênita evoluíram para óbito. CONCLUSÃO: Observou-se uma elevada taxa de mortalidade entre os pacientes, principalmente daqueles que são portadores de outras malformações além da hérnia diafragmática congênita, sendo necessário investigar e avaliar a presença das mesmas durante o pré-natal e no período pós-natal.

The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehension questions. Prior to responding, students were asked to select the textual information relevant to answer each question. Students received formative feedback that included information about the answer correctness and an elaborative message, either automatically delivered or optionally accessed. Students’ actions, as well as verbal protocols during feedback processing, were recorded. The results showed that: (a) students paid more attention to the answer correctness than to elaborative feedback messages; (b) students paid more attention to feedback information after failure than after success; (c) students actively monitored the accuracy of their responses; and (d) differences between skilled and less-skilled comprehenders in processing feedback were very limited. Theoretical and practical implications of these results are discussed.

Within the context of finite-time thermodynamics several regimes of performance have been used to study the well known Curzon-Ahlborn (CA) heat engine model [1-5]. Also the optimal performance and the effects on environment are studied to find the best approximation with real heat engines. In this work we present a model of an arrangement in series of irreversible Carnot heat engines, which consist of k reservoirs connected in series, this heat engine model is working under three different regime of performance: maximum power output, maximum ecological function [6] and maximum efficient power [7]. At first we used three reservoirs, and we calculated its efficiency. For the case of maximum power output we calculated the efficiency for the case of the generalizing of k reservoirs, and we get an efficiency expression similar to the one of Curzon-Ahlborn, the irreversibilities are taken into account by irreversibility parameter R. Finally we present the comparison of the efficiencies obtained under three differents regimes of performance.

O compósito cerâmico Al2 O3 -YAG possui alta resistência à corrosão e à fluência em ambientes agressivos, o que permite vislumbrar aplicações bastante atrativas, tais como aletas de motores a jato e de turbinas a gás. Esse compósito também apresenta elevada dureza e alta resistência à abrasão, possibilitando o seu emprego em blindagens balísticas. Uma de suas rotas de produção é por meio da sinterização de pós de Al2 O3 e Y2 O3 ou YAG. Neste estudo, os pós-precursores de Al2 O3 e YAG foram sinterizados em presença de fase líquida, com uso de Nb2 O5 como aditivo de sinteriza- ção. O objetivo desta pesquisa foi analisar o comportamento das propriedades físicas e morfológicas, desse produto final. Os pós foram cominuídos em moinho de bolas planetário por 4h, secados em estufa a 120°C por 48h, desaglomerados e peneirados. A mistura obtida foi, em seguida, compactada a 70 MPa, por 20s e os corpos verdes produzidos foram sinterizados a 1450°C por 180min. Os materiais sinterizados foram caracterizados por difração de Raios X (DRX) com a determina- ção semiquantitativa de fases pelo Método de Rietveld, Microscopia Eletrônica de Varredura (MEV) com avalia- ção por Espectrometria de Dispersão de Energia (EDS), densidade e porosidade. A densidade medida, de 64%, revelou que a densificação completa não foi atingida e que ainda são necessários ajustes nas condições de sinterização.

One of the main objectives of violin acoustics is a detailed analysis of the vibration state of the instrument, the source of its sound. The goal of this work was to extend a straightforward technique, naked-eye and non-destructive, to detect details of violin vibrations: laser streak patterns. Essentially, the experimental set-up only requires harmonically driving a violin in resonance, illuminating its surface with a handheld laser, and focusing on the speckle plane. The streak patterns obtained from signature modes of the violin revealed details hardly available using other real-time techniques. For example, results showed the behavior of the island —the area between the f-holes— changing from rigid rocking in CBR to bending motion in B 1 - and B 1 + ; in fact, the high sensitivity of the streak patterns even allowed detecting specific areas with major deflections on the island: the soundpost side in B 1 - , and the bassbar side in B 1 + . Therefore, employing streak patterns as a tool for real-time analysis of violins is encouraged not only for researchers but also for violin makers.

Internet-based reading involves integration and evaluation of information from different sources and different formats, but also requires fluent navigation skills for adequate comprehension. The effects of linguistic (word decoding and comprehension-based print reading) and non-cognitive factors (reading frequency and self-efficacy) have extensively been studied for print reading; we know very little about their role in Internet reading, which is our focus in this study. 558 students from grades 7 to 10 performed a set of comprehension-based Internet reading tasks on a computer, while their navigation and comprehension scores were recorded. They were also assessed on print reading literacy, word decoding, Internet reading frequency and self-efficacy. Multiple regression analyses suggest that navigation skills increase proportionally with grade level and that print reading literacy and comprehension-based Internet reading share common processes. Moreover, the positive effect of navigation efficiency on Internet comprehension increases in higher grade levels. Finally, reading frequency of the Internet for informational purposes predicts Internet comprehension scores, and self-efficacy predicts more persistent and quicker navigation.

We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading.

Direct systems to process samples allow high-throughput testing or identification of Citrus tristeza virus (CTV) by the sensitive real-time reverse transcription coupled to polymerase chain reaction (RT-PCR) neither with extract preparation nor nucleic acid purification. Immobilized CTV targets are amplified from fresh sections of plant tissues or squashes of fresh or already caught vectors onto paper, nitrocellulose, or positively charged nylon membranes. The printed or squashed support can be stored or mailed at room temperature. These validated user-friendly methods are recommended by IPPC-FAO standard for CTV diagnosis, detection, and identification. The methods are safe, not under current quarantine regulations because they do not involve any risk of introduction of exotic CTV isolates or vectors and are discrete and useful for epidemiological studies or screening for large-scale analyses. In this chapter, tissue-printing and squashing capture methods for direct sample preparation without extract preparation or nucleic acid extraction and purification were coupled with validated real-time RT-PCR detection protocols based on TaqMan chemistry for CTV detection.

The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions regarding the text with the text available, and subsequently repeated the procedure with a second text (immediate condition). The other group read both texts first and then answered, with the texts available, the questions for the first text and then for the second text (delayed condition). In both conditions, the readers’ actions during the task were recorded. The results demonstrated that the students in the delayed condition made more search decisions. In addition, moderated mediation analyses indicated that setting a delay had a positive indirect effect on performance via increased searching only for the students with average and high comprehension skills. Moreover, decisions regarding what information to search for depended exclusively on comprehension skill. Instructional implications are discussed.

The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading e.g. answering questions from an available text. Secondary-school students read and answered multiple-choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditions. The most effective was a procedure that forced students to select relevant text information to answer each question and provided accurate feedback based on that selection. Experiment 2 was designed to disentangle the role played by the selection task from that played by the feedback provided. We found that the two components contribute to transfer the self-regulation strategies, although each one has a specific role for different strategies. Theoretical and practical implications of the studies are discussed.

Direct systems to process samples allow high-throughput testing or identification of Citrus tristeza virus (CTV) by the sensitive real-time reverse transcription coupled to polymerase chain reaction (RT-PCR) neither with extract preparation nor nucleic acid purification. Immobilized CTV targets are amplified from fresh sections of plant tissues or squashes of fresh or already caught vectors onto paper, nitrocellulose, or positively charged nylon membranes. The printed or squashed support can be stored or mailed at room temperature. These validated user-friendly methods are recommended by IPPC-FAO standard for CTV diagnosis, detection, and identification. The methods are safe, not under current quarantine regulations because they do not involve any risk of introduction of exotic CTV isolates or vectors and are discrete and useful for epidemiological studies or screening for large-scale analyses. In this chapter, tissue-printing and squashing capture methods for direct sample preparation without extract preparation or nucleic acid extraction and purification were coupled with validated real-time RT-PCR detection protocols based on TaqMan chemistry for CTV detection.

Reading on the Internet requires specific skills (e.g., navigation), apart from comprehension abilities, but there is no test in Spanish to assess these skills in adolescents. The goal of this study is to fill this gap with a test called WebLEC, inspired by the PISA framework.WebLEC was validated with secondary education students (n = 941). It includes 28 items of three types (accessretrieve, integrateinterpret, and reflectevaluate) applied to four reading scenarios (e.g., web portal, search engines, Internet forums, and Wikipedia). WebLEC provides a general reading literacy index, plus two navigation indices.The validity and reliability of WebLEC was confirmed, and a scale to diagnose reading literacy skills is provided.WebLEC assesses adolescentsrsquo; Internet reading literacy skills. Given the growing importance of the Internet in daily life and learning situations, assessing these skills is the first step in implementing instructional interventions to foster Internet reading.

Introdução: A melancia e o mamão são de grande importância econômica e nutricional. A melancia um alto valor de licopeno, no qual esse valor é superior sobre de outros frutos e vegetais, sendo ainda uma grande fonte de vitamina C e A, que atuam como antioxidantes para o corpo combatendo os radicais livres, já o mamão é uma fruta que possui além do seu valor nutracêutico é uma grande fonte de betacaroteno, um antioxidante que reduz o risco de câncer e de doenças cardiovasculares. O processamento destas frutas gera uma série de subprodutos, entre os quais se destacam as sementes, as quais apresentam características nutricionais que justificam sua aplicação comercial em outras matrizes alimentícias. . No presente estudo objetivo foi desenvolver uma técnica de secagem artesanal das sementes destas frutas e aplicá-las em cookies como uma alternativa de utilização comercia destas sementes. Metodologia: Inicialmente as sementes foram extraídas de forma manual, sendo separado em porções de 100g e colocado em microondas (Panasonic®, Brasil) por 1 minuto em potência máxima, esse processo foi repetido entorno de 5 a 6 minutos para obter a secagem por completa. Posteriormente as sementes foram trituradas em liquidificador domestico (Britania®, Brasil) e passada em uma peneira para obter a farinha da semente que foi utilizada na elaboração de cookies, as quais foram desenvolvidas nas seguintes formulações: FC – farinha controle, F2 - farinha mamão 25%, F3 – farinha mamão 50%, F4 farinha melancia 25%, F5 farinha melancia 50% procedimentos de análise sensorial foram realizados em cabines específicas, as amostras foram servidas em copos com algarismos de 3 dígitos de forma aleatorizada.Foram avaliados a aceitação global, aparência, aroma, sabor, textura das usando uma escala hedônica estruturada de 9 (nove) pontos cujos extremos correspondiam à “gostei muitíssimo – 9” e “desgostei muitíssimo – 1”, também foi avaliado a intenção de compra por meio de uma escala estruturada em 5 (cinco) pontos, cujos extremos correspondiam à “certamente compraria – 5” e “certamente não compraria – 1”. Os dados foram avaliados estatisticamente utilizando ANOVA e Tukey. Resultados e discussões: Os atributos aceitação global, aroma, sabor, textura e intenção de compra diferiram estatisticamente (p

Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates read science texts using two research tools. The Reading Strategy-Assessment Tool provided a measure of bridging skill. Texts and postreading questions were presented in Read&Answer, and the availability of the text while answering was manipulated. Contrary to prior research, bridging skill was comparably correlated with performance in both availability conditions. Although bridging skill was not correlated with search decisions, there was a trend toward a positive correlation with search time, suggesting that readers who tend to bridge more may also tend to persist longer in searching for answers. The results are discussed in terms of dynamic perspectives of task...

This study analyses the efficacy of formative feedback to boost students’ search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students’ performance. Sixty-five high school students read two texts and answered eight multiple-choice comprehension questions per text using the software Read&Answer, which recorded all the students’ actions. After answering each question, students received either global-search-feedback or specific-search-feedback, which differed in the specificity of their information, or no-feedback. Participants who received any feedback had a second chance to correct their wrong answers. Specific-search-feedback increased students’ search decisions and improved their use of relevant information to repair wrong answers over global-search-feedback. Consequently, specific-search-feedback improv...

This study investigates the possibility of assessing strategic reading literacy skills with computers. The critical value of this assessment is the recording of online indices of the reader's behavior that can be interpreted in terms of strategies. The study uses materials of a standardized paper-and-pencil reading literacy test called CompLEC (Llorens et?al., 2011) and a technology called Read&Answer (Vidal-Abarca et?al., 2011) that presents texts and questions with a masking procedure that allows the recording of reading time and readers' actions to develop a computer-based version called e-CompLEC. We found that reliability and validity of the two versions are largely equivalent, and that e-CompLEC provides self-regulation and reading behavior indices predictive of performance. The study also shows how self-regulation is an important component of reading literacy processes. We test the possibility of assessing reading literacy skills automatically.The assessment includes performance and online indices of the reader's behavior.Our computer-based and paper-and-pencil assessments tools are largely equivalent.Online self-regulation and reading behavior indices predict performance scores.

This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety-two high school students read two non-continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer-based technology that provided automatic adaptive feedback depending on the experimental condition: right-answer feedback, strategic-search-decisions feedback and placebo feedback. We found that strategic-search-decisions feedback improved strategic decisions over right-answer and placebo feedback in the final text, which in turn improved question-answering performance. Some positive effects were also found during training. These results open new possibilities to adaptive automatic procedures to teach task-oriented reading skills to students.

Huanglongbing (HLB) disease is seriously threatening and/or damaging the citrus industry worldwide. Accurate detection of the three species associated with HLB disease, Candidatus Liberibacter asiaticus', Candidatus Liberibacter africanus' and CandidatusLiberibacter americanus', is essential for the preventive control of the disease. Real-time PCR is a useful tool for bacterial detection. However, nucleic acid purification steps limit the number of samples that can be processed by PCR. Universal detection of Ca.Liberibacter' species was achieved by direct tissue-printing and spotting of plant leaf petiole extracts or squashing of individual psyllids onto paper or nylon membranes. Primers were designed and used with TaqMan chemistry for accurate detection of the bacterium in immobilized targets (prints of 10 overlapping leaf pedicels per tree, or squashed single vectors), by extraction with water and direct use for real-time PCR. This simplified method was validated and could detect HLB-liberibacters in 100% of leaves with symptoms and 59% of symptomless leaves collected from HLB-infected trees. The use of direct assays as template showed good agreement with use of purified DNA (=076 +/- 0052). The squash assay allowed detection of the bacterium in 40% of mature Diaphorina citri that fed on leaves of HLB-infected trees with or without symptoms. A commercial ready-made kit based on this technology showed 96% accuracy in intra-laboratory performance studies. The simplified direct methods of sample preparation presented herein can be effectively adopted for use in rapid screening of HLB agents in extensive surveys, certification schemes or for epidemiological and research studies.

Introdução: O desperdício de alimentos no Brasil é elevado, e uma maneira de reduzi-lo é utilizando todas as partes dos alimentos, a fim de atribuir valor a esses subprodutos, uma vez que são fontes de nutrientes e fibras. Sementes são exemplos de subprodutos gerados no processamento de frutas e verduras de considerável valor nutricional. As sementes de abóbora e melão são exemplos disso, sendo que alimentos como cookies, podem ser uma alternativa de utilização destes produtos. Portanto o objetivo do presente estudo foi desenvolver e avaliar sensorialmente cookies com incorporação de sementes de abóbora japonesa e melão. Métodos: As farinhas de sementes de abóbora e melão foram obtidas através das seguintes etapas: secagem das sementes por micro-ondas, trituração em liquidificador e peneiradas para obtenção da farinha. Logo em seguida a farinha foi incorporada na preparação de cookies. Foram desenvolvidas 5 formulações, sendo, cookies controle (F1), cookies 50% de farinha de semente de abobora (F2), cookies 25% de farinha de semente de abobora (F3), cookies 50% de farinha de semente de melão (F4), cookies 25% de farinha de semente de melão (F5). A aceitação global, aparência, aroma, sabor e textura das cookies foram avaliadas por meio de escala hedônica estruturada de 9 pontos, cujos extremos correspondiam à “gostei muitíssimo – 9” e “desgostei muitíssimo – 1”. A intenção de compra foi avaliada por meio de escala estruturada de 5 pontos, cujos extremos correspondiam à “certamente compraria – 5” e “certamente não compraria – 1”. Os dados foram analisados estatisticamente usando ANOVA e Tukey. Resultados: As amostras diferiram estatisticamente para os atributos aceitação global, aparência, aroma, sabor e intenção de compra. A aceitação global foi 6,8 ± 1,6 BC (F1), 7 ± 1,4 AC (F2), 6,8 ± 1,5 BC (F3), 7,4 ± 1,5 BC (F4), 7,3 ± 1,6 A (F5). A aparência foi 6,4 ± 1,6 B (F1), 7 ± 1,5 AC (F2), 6,8 ± 1,5 BC (F3), 7,2 ± 1,5 BC (F4), 7,2 ± 1,4 AC (F5). O aroma foi 6,4 ± 1,8 B (F1), 6,9 ± 1,5 A (F2), 6,9 ± 1,6 A (F3), 7,3 ± 1,5 A (F4), 7,2 ± 1,5A (F5). O sabor foi 6,9 ± 1,8 BC (F1), 7,1 ± 1,5 BC (F2), 7,0 ± 1,7 BC (F3), 7,6 ± 1,6 A (F4), 7,4 ± 1,7 AC (F5). A intenção de compra foi 3,5 ± 1,1 BC (F1), 3,7 ± 1,0 BC (F2), 3,8 ± 1,0 BC (F3), 4,1 ± 1,0 A (F4), 4,0 ± 0,9 AC (F5). Conclusão: Foi possível desenvolver um produto com incorporação de subprodutos e com boa aceitação sensorial, podendo assim, ser uma opção viável para a indústria alimentícia que busca produtos inovadores para os consumidores.

This study describes an intelligent tutoring system to improve reading literacy skills called TuinLEC and it presents the results of its application to a group of sixth grade students. TuinLEC adopts the reading literacy theoretical framework of PISA (Program for International Students Assessment, OECD, 2009). TuinLEC includes eight lessons distributed in two phases, one for modeling and guided practice, and the second for independent practice. TuinLEC interacts with every student and it provides help and feedback for the task in a game-like environment. Half of the students were taught with TuinLEC, whereas the other half served as the control group. Children in both groups were paired according to reading comprehension scores. We measured students’ reading literacy skills after intervention, which showed that the experimental group significantly outperformed the control group. Students who were taught with TuinLEC were also given a questionnaire measuring satisfaction, usability, and self-effica...

People often read to fulfill the requirement of a task that demands comprehension, which can be called task-oriented reading. Task- oriented reading activities are associated with reading literacy competencies promoted by international reading literacy assessment programs and definitions of reading skills that emphasize the role of the reader, the tasks, and the social context in reading. Task- oriented reading situations place specific self-regulatory demands on readers that go beyond the scope of comprehension processes considered by current theories and models of comprehension. Read&Answer is an application developed to record actions and reading time on task-oriented situations in an electronic environment. In this paper we describe Read&Answer and summarize studies on the impact that tasks of different nature have on how readers interact with a text and their final performance, as well as some strategies specific to task-oriented reading situations.

The application of horticultural mineral oil (HMO) treatments has been reported as a possible control strategy to reduce Plum pox virus (PPV) incidence in Prunus nurseries. The effect of Sunspray Ultrafine HMO at 1% on the natural viral spread was evaluated in experimental nursery plots of Nemaguard and Mariana GF8-1 Prunus rootstock blocks established under high natural inoculum pressure of the most prevalent PPV-types. Tests were conducted in experimental nursery plots in Plovdiv, Bulgaria (PPV-M and PPV-Rec), in Bistrita, Romania (PPV-D and PPV-Rec) and in LlSpain (PPV-D). Horticultural mineral oil treatments were applied weekly during the vegetative period from spring to fall (treatments were interrupted in the summer). Nursery plants were analysed yearly by double-antibody sandwich enzyme- linked immunosorbent assay with 5B-IVIA/AMR monoclonal antibodies. The population dynamics of the aphids visiting plants in each experimental nursery plot was monitored by the sticky-shoot method and also by Moericke yellow water traps. At all three locations, the aphid population first peaked in the springtime. Furthermore, a variable second peak of aphid population was observed in Plovdiv and Bistrita in autumn. The treatments reduced PPV incidence in the three experimental locations and plots and in both assayed Prunus rootstocks grown under high PPV-inoculum pressure. A reduction from 10% to 20% of PPV-incidence between treated and control plants (P

Se presenta un nuevo método de evaluación dinámica de la competencia lectora automatizado para Educación Secundaria (EdiLEC). Su diseño se ajusta al marco teórico propuesto por el Informe PISA-2009 (OCDE, 2010) y los principios de la evaluación dinámica (Sternberg y Grigorenko, 2002). Esta herramienta electrónica, proporciona automáticamente mensajes de retroalimentación adaptados a cada individuo sobre el proceso y ejecución a lo largo de la prueba, añadiendo a los resultados de la evaluación tradicional de la competencia lectora la posibilidad de explorar las potencialidades de aprendizaje del estudiante. El método ha sido baremado con una muestra de 1008 estudiantes de entre 11 y 14 años. Los resultados muestran que consta de propiedades psicométricas de fiabilidad, homogeneidad y validez satisfactorias.

The purpose of the study was to explore students’ selection of information strategies in a task-oriented reading situation. 72 secondary school students read two texts and answered six questions per text, three of which were manipulated to induce a misleading matching between the wording of the question and distracting pieces of information in the text. The reading and question-answering were presented with the software Read&Answer. We analyzed how skilled and less-skilled comprehenders were attracted to the distracting pieces of information and how this affected reading patterns and task outcomes. Skilled comprehenders scored higher and were able to discard the distracting information. In contrast, less-skilled comprehenders copied and processed this information in more detail. On-line data provided evidence for these behaviors. These results suggest that skilled comprehension facilitates the use of idea-based selection of information strategies, whereas less-skilled comprehension induces the inappropriate use of word-matching selection of information strategies.

La tecnología actual permite el diseño de herramientas de evaluación basadas en computadora para proporcionar retroalimentación a los estudiantes mientras aprenden, así como también registrar sus efectos en el procesamiento y los resultados de aprendizaje. Esta contribución pretende demostrar las capacidades y opciones de configuración del entorno tecnológico Read&Learn, una herramienta para la investigación del proceso seguido por el alumnado en situaciones de lectura orientada a tareas desde el inicio hasta el final de la resolución de las actividades relacionadas con un enunciado. De esta manera, Read&Learn realiza un registro muy minucioso de la actividad del alumno que permite obtener una gran cantidad de información acerca del procedimiento y la manera en la que se resuelven las diferentes tareas planteadas. En particular, se exponen los resultados preliminares de un experimento llevado a cabo con Read&Learn en un curso universitario en una asignatura relacionada con la Estadística.

We present an application to study task-oriented reading processes called Read&Answer. The application mimics paper-and-pencil situations in which a reader interacts with one or more documents to perform a specific task, such as answering questions, writing an essay, or similar activities. Read&Answer presents documents and questions with a mask. The reader unmasks documents and questions so that only a piece of information is available at a time. This way the entire interaction between the reader and the documents on the task is recorded and can be analyzed. We describe Read&Answer and present its applications for research and assessment. Finally, we explain two studies that compare readers' performance on Read&Answer with students' reading times and comprehension levels on a paper-and-pencil task, and on a computer task recorded with eye-tracking. The use of Read&Answer produced similar comprehension scores, although it changed the pattern of reading times.

The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the interaction between the reader and the text. The results support our hypotheses. In the 2nd experiment, we hypothesized that monitoring the decision to search would be equivalent to judgments of learning (JOLs). Eighth graders made JOLs before answering every question, and then they decided whether to search the text. Our hypothesis was confirmed. Our study reveals that task-oriented reading places specific demands on readers related to metacognitive monitoring