ABSTRACT The study aimed to verify the effect of diet and environmental temperature on traits of milk fat globules (MFG) of goats. The experiment was conducted in climatic chambers, where we housed 12 Alpine goats with a mean age of 4.02±1.78 years, live weight of 41.8±4.59 kg, and average milk production of 2.16±0.59 kg. The animals were subjected to two different controlled temperatures, T1 = 26 ℃ (thermoneutral) and T2 = 34 ℃ (stress), and diets with different energy levels (low, medium, and high). A milk sample of each animal was collected at 6.00 h, coinciding with milking. The effect of temperature and diet was verified on MFG. The highest MFG was observed at 26 ℃ and medium energy diet. The MFG reached lower values with the diet of medium energy and high temperature (34 ℃). On average, 35% of MFG is smaller than 2 μm, 50% is medium in size (2-5 μm), and 15% is large (>5 μm), with a maximum size of 9.57 μm. The higher prevalence of medium-sized MFG is indicative of excellent milk digestibility. The increase in dietary energy levels promoted both the fat and diameter of fat globules. The higher fat and the larger globules would positively affect the cheese-making aptitude and make it suitable for production of hard cheeses. The increase in dietary energy levels for goats promotes an increase in the diameter of fat globules and milk fat (%), essential traits to the cheese industry.

Este estudo tem por objetivo apresentar dados relativos à fidelidade e validade da Prova de Reconhecimento de Palavras (PRP), destinada a alunos dos 4 primeiros anos de escolaridade. A prova é constituída por 40 palavras regulares de 2 e 3 sílabas. Realizaram-se dois estudos. Um primeiro, com 328 alunos, e um segundo com 3.131. Os coeficientes de consistência interna foram elevados nos 4 anos (variando entre 0,96 e 0,98). A diferença na média de desempenho entre anos foi estatisticamente significativa, com valores moderados de magnitude do efeito. Não se encontraram diferenças estatisticamente significativas entre sexos. As correlações com critérios externos foram positivas e estatisticamente significativas. Os dados da AFC são ambíguos, apontando para a necessidade de realização novos estudos.

This study's purpose is to present data regarding the reliability and validity of the Word Recognition Test (WRT) for students of the first 4 years of schooling. The test consists of 40 regular words of 2 and 3 syllables. Two studies were performed. The first included 328 students, and the second one 3,131 students. The coefficients of internal consistency were high in the whole 4 years (ranging between .96 and .98). The difference on performance average was statistically significant between years, with moderate magnitude effect. No statistically significant differences were found between sexes. Correlations with external criteria were positive and statistically significant. Results of the Confirmatory Factor Analysis (CFA) are not conclusive, pointing to the need of further studies.

Neste estudo procura-se analisar a existência de diferenças nas estratégias auto-regulatórias de alunos universitários em áreas de formação distintas. Participaram 518 alunos de três níveis (inicial, intermédio e final) das áreas de ciências e humanidades. Aplicou-se a escala "CHE - Comportamentos e hábitos de estudo e aprendizagem", que avalia cinco dimensões: estratégias cognitivas de transformação e manipulação da informação, organização e planeamento de rotinas, gestão e monitorização, aquisição e selecção da informação, e reforço motivacional. Verificou-se uma maior utilização das estratégias cognitivas e metacognitivas de gestão e monitorização apesar dos resultados não indicarem diferenças substantivas entre os alunos diferenciados por nível e área. Os resultados podem indicar estabilidade nos comportamentos ou limitações no tipo de instrumento e amostra utilizada. O estudo de mudanças nestas estratégias deverá ser conduzido com recurso a delineamentos longitudinais. O impacto da estabilidade deverá ser ponderado na elaboração de projectos de intervenção.

In this study we seek to analyze the existence of differences in self-regulating strategies of university students in distinct graduation areas. 518 students of three levels (initial, intermediate and final) of science and humanities fields participated. We used the scale "Behavior and study skill", which evaluates five dimensions: cognitive strategies of transformation and manipulation of information, organization and planning of routines, management and monitoring, information acquisition and selection, and motivational reinforcement. A higher use of cognitive and metacognitive strategies of management and monitoring was noted although the results do not indicate major differences between students in different levels and graduation areas. The results can indicate stability in the behaviors or limitations in the type of instrument and in the sample used. The study of changes in these strategies must be carried out having in mind longitudinal outlines. The impact of the stability should be taken into account while elaborating intervention projects.