Resumo Apesar da alta importância social da Spondias tuberosa Arruda, têm sido raros os estudos sobre as substâncias voláteis de frutos do umbuzeiro conhecido como umbu. Por isso, o objetivo deste estudo foi determinar as melhores condições de extração destas substâncias por microextração em fase-sólida no modo headspace (MEFS-HS) para caracterizar o perfil de voláteis na polpa dos frutos de umbu por cromatografia gasosa acoplada à espectrometria de massas (CC-EM). As condições ótimas de extração foram obtidas usando 4 g da polpa da fruta e 0,2 NaCl/polpa (m/m), mantidos por 10 min em incubação a 40 °C. A fibra de MEFS foi exposta por 20 min para a extração dos compostos e, em seguida, por 40 min para dessorção no injetor do cromatógrafo. Nestas condições, um total de 25 substâncias voláteis foram detectadas, sendo 11 delas identificadas pela primeira vez na fração volátil de polpa de umbu e 3 compostos pela primeira vez no gênero Spondias. As principais classes químicas foram os terpenos e os ésteres, os quais, juntos, representam mais de 90 % da área cromatográfica total.

Abstract despite the high social and economic importance of Spondias tuberosa Arruda, to the best of our knowledge there are very few detailed studies on the volatile compounds of this fruit popularly named umbu. Therefore, the aim of this study was to find the best extraction conditions by solid-phase microextraction in headspace mode (HS-SPME) to determine the volatile compounds from umbu fruit pulp by gas-chromatography coupled to mass spectrometry (GC-MS). The optimal conditions were obtained using 4 g of pulp and 0.2 NaCl/pulp (w/w), maintained for 10 min in incubation at 40 °C. The SPME-fiber was exposed for 20 min for extraction and then for 40 min for desorption. Thus, a total of 25 volatile compounds were detected and 16 were identified under these conditions, with 9 compounds being identified for the first time in the volatile fraction of umbu fruit pulp and two compounds were identified for the first time in the Spondias genus. The major chemical class was terpenes and esters, which together represent more than 90% of total chromatographic area.

Abstract In this study, the volatile organic compounds from Spondias tuberosa fruits of 16 accessions with different origins were extracted by solid-phase microextraction in headspace mode (HS-SPME) and analyzed by gas-chromatography coupled to mass spectrometry (GC-MS). The volatile compounds present in the fruit from the 16 accessions were identified and submitted to multivariate analysis, with the main volatile compounds identified (from a total of 25) being: ethyl butanoate, α-pinene, myrcene/ethyl caproate, limonene, ocimene isomers, linalool/nonanal and p-menth-1-en-4-ol. The major chemical classes were terpenes (about 7-72%) and esters (about 14-72%). The relative chromatographic areas of the volatile compounds were used in Principal Component Analysis (PCA) and Hierarchical Cluster Analysis (HCA), which accumulated 67.69% of the explained variance. The compounds classified as esters and terpenes were the main compounds responsible for forming distinct groups. The PC1 and PC2 enabled distinguishing the percentage of compounds responsible for grouping in the PCA quadrants and the HCA shows the grouping of these compounds.

Resumo O processo de aprendizagem envolve, entre outros aspectos, capacidades específicas do aprendiz, tais como as estratégias de aprendizagem, as quais são fundamentais para aperfeiçoar a escolha e o planejamento de estratégias de ensino em ações educacionais ofertadas à distância. O objetivo deste estudo, predominantemente quantitativo, consiste em comparar o uso de estratégias de aprendizagem de participantes em cursos de licenciatura e extensão ofertados à distância. Os participantes são professores em formação inicial e continuada em cursos ofertados à distância por uma instituição de ensino superior de natureza pública. Os resultados encontrados através do Teste t apontam que os participantes do curso de extensão fazem maior uso de estratégias cognitivas, autorregulatórias e de controle da emoção. Destaca-se a necessidade do reconhecimento e uso de estratégias de aprendizagem que possibilitem ao professor em formação inicial ou continuada monitorar e regular a organização e o processamento cognitivo dessas informações.

Abstract The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

Abstract Introduction Feeding, swallowing and breathing are fundamental activities for the survival and well-being of humans; these functions are performed by themost complex neuromuscular unit of the human body, which, when altered, may raise morbidity and mortality rates. Objective To evaluate deglutition in patients with mental disability in order to determine the incidence and the severity of dysphagia. Methods A total of 189 institutionalized adult patients with mental disability were analyzed using a 3.2 mm flexible fiberscope (Machida, Japan 1995). The following food consistencies were tested: pasty, thickened liquid and liquid. Results Among the total of 189 patients, 101 (53.4%) were female aged between 14 and 55 years old. Most of them 120 (63.5%) had profound mental deficiency, 58 (30.7%) had severe mental deficiency, 9 (4.8%) had moderate mental deficiency, and 2 (1.1%) had mild mental deficiency. Gender and the degree of mental deficiency did not influence significantly the degree of dysphagia. Age, degree of disability and interaction between age groups and degrees of disability influenced significantly the degree of dysphagia. Younger patients are more likely to present more severe dysphagia. Stabilization occurs between 31 and 40 years of age, and above this age, a greater chance of less severe dysphagia, because the increase in the degree of mental deficiency decreases the probability of more severe dysphagia. Conclusion The population that mostly presented severe dysphagia was characterized by being mostly female, with profound mental deficiency, with an average age of 36.7 years. There was no relationship between gender and the degree of mental disability concerning the degree of dysphagia.

Resumo A Educação a Distância (EAD) tem se mostrado adequado ao atual campo de Treinamento, Desenvolvimento e Educação (TD&E), que passa constantemente por transformações decorrentes de inovações tecnológicas. Características dos estudantes é um dos fatores responsáveis pelo abandono de programas de EAD. O objetivo deste estudo foi relacionar a possibilidade de evasão de um curso em EAD e as variáveis pertencentes às características do estudante (Estratégias e Estilos de Aprendizagem). Responderam, virtualmente, aos instrumentos de Estilos e Estratégias de Aprendizagem, 135 alunos matriculados em um curso superior a distância. Os resultados demonstraram que a maioria dos participantes que não abandonariam o curso utilizam as Estratégias de Aprendizagem Autorregulatórias e Comportamentais e apresentam o Estilo de Aprendizagem relacionado ao Ambiente de Estudo. Os dados obtidos contribuem para futuros planejamentos de programas de TD&E, que devem levar em consideração as características da clientela.

Abstract Distance Learning (DL) has been shown to be adequate to the current field of Training, Development and Education (TD&E), which constantly undergoes transformations resulting from technological innovations. Students’ characteristics is one of the factors responsible for abandoning DL programs. This study aimed to relate the possibility of evasion of a DL course and the variables belonging to the student’s characteristics (Learning Strategies and Styles). A total of 135 students enrolled in a distance learning degree responded virtually to the instruments of Learning Strategies and Styles. The results showed that most participants who would not abandon the course used the Behavioral and Self-Regulated Learning Strategies and presented the Learning Style related to the Study Environment. The data obtained contribute to future planning of TD&E programs, which should consider the clientele’s characteristics.

Resumen La Educación a Distancia (EAD) se ha demostrado apropiada para el campo actual de Capacitación, Desarrollo y Educación (CD&E), que está experimentando constantemente transformaciones resultantes de las innovaciones tecnológicas. Una de las razones para el abandono de los programas de EAD son las características de los estudiantes. El presente estudio tuvo como objetivo relacionar la posibilidad de deserción de un curso EAD con las variables que pertenecen a las características del estudiante (Estrategias y Estilos de Aprendizaje). Han respondido virtualmente a los instrumentos de Estilos y Estrategias de Aprendizaje 135 estudiantes que estaban inscriptos en un curso de educación superior a distancia. Los resultados revelaron que la mayoría de los participantes que no abandonaron el curso usan Estrategias de Aprendizaje Autorreguladoras y Conductuales y presentan el Estilo de Aprendizaje relacionado con el Ambiente de Estudio. Los datos obtenidos contribuyen a futuras planificaciones de programas de CD&E, que deben tener en cuenta las características de la clientela.