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An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category 'Science as culture' acquires in the current work a major importance: it enlightens the meaning of scientific literacy. Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities. On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions. In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the ...

The objective of this study was to evaluate the productive performance, ingestive behavior, apparent digestibility of the diet, rectal temperature, superficial thermography of skin and hull, and the carcass traits of heifers finished in confinement under the effect of inclusion of live yeasts (Saccharomyces cerevisiae as probiotic) in the diet. The treatments were: Control: diet without the inclusion of live yeasts, and Yeast: diet with the inclusion of live yeasts (7 g animal day-1, at the concentration of 107 CFU g-1. The diets were composed of corn silage at a constant forage: concentrate ratio of 50: 50, on a dry matter basis. The experimental design was completely randomized, composed of two treatments and nine replicates, wherein each replicate was represented by a stall with two animals. Thirty-six heifers, ½ blood Angus, from the same herd, with an average age of 11.9 months and an initial average body weight of 317 kg, were used in the experiment. Supplementation of live yeasts in the diet for finishing heifers proved to be efficient in the feedlot finishing phase because it provided improvement in the apparent digestibility of DM. In relation to the productive performance, ingestive behavior, rectal temperature, superficial thermography of skin and hull and carcass traits, no statistical difference was found between the treatments. The animals have already come from the property adapted to the feedlot system, defining small challenge against the presence of live yeasts included in the experimental diet, justifying the lack of expression on some results obtained.

Cationic micronutrients bioavailability depends on the chemical characteristics of soil fractions. Fourteen soils received individual doses of five micronutrients (Cu, Fe, Mn, Zn, B) arranged in seven treatments set according a Baconian Matrix. The soils incubated with treatments during 15 days had corn cultivated in greenhouse for 30 days, in three consecutive growth cycles. The cationic micronutrients were determined in the corn shoots after each growth cycle. Soil samples collected before the first and after each growth cycle had the available concentrations of Cu, Fe, Mn and Zn determined by single extractions (Mehlich-1 and DTPA-pH 7.3) and by sequential extraction. Correlation analysis was performed for the Cu, Fe, Mn and Zn concentrations determined in the corn shoots, the available concentrations of Cu, Fe, Mn and Zn in the soils (Mehlich-1 and DTPA) and the concentrations of Cu, Fe, Mn and Zn in the soil fractions (sequential extraction). The distribution of available metals forms in fractions reflected their affinity with soil components. Soil available Cu correlated with Cu bound to organic matter. The exchangeable fraction was the main source of soil available Mn and Zn. The Fe availability related mainly to the Mn oxides, Fe oxides, and exchangeable fractions. The plants absorbed Cu mainly from the Mn-oxides and organic matter fractions. Manganese absorbed by plants originated from the exchangeable and Mn-oxides fractions. The Zn absorbed by plants originated mainly from the exchangeable fraction. Correlations of single metal extractions (Mehlich-1 and DTPA) with Cu, Mn and Zn contents in plants were positive.