EFFECTIVENESS OF POSTHARVEST SOLUTIONS FOR THE CONSERVATION OF CUT Oncidium varicosum (ORCHIDACEAE) INFLORESCENCES

The orchid Oncidium varicosum is a tropical plant with significant commercial value due to the beauty of its yellow inflorescences. Several authors have observed a reduction in the water content of cut flowers, consequently, wilting and senescence of petals are the main reasons for the termination of the decorative life of cut flowers. In this research, we studied the effects of several chemical compounds on the postharvest life of cut inflorescences of Oncidium varicosum 'Samurai'. These chemicals are as follows: sucrose (5%) plus 8-hidroxiquinoline citrate (8-HQC) (100 mg L-1) plus silver nitrate (AgNO3) (50 mg L-1); sucrose (5%) plus citric acid (75 mg L-1); quaternary ammonia at 30% (50 mg L-1); and sucrose (5%) plus quaternary ammonia at 30% (50 mg L-1). The highest values for average of relative water content, reducing carbohydrates and soluble sugars were recorded in the flowers treated with the sucrose (5%) plus 8-HQC (100 mg L-1) plus AgNO3 (50 mg L-1) solution. A reduction in color intensity occurred at 12 days postharvest in all treatments and the carotenoid content was reduced to the greatest extent in flowers maintained in distilled water. The lowest numbers of open flowers were observed at 12 and 15 days in the distilled water and quaternary ammonium treatments, being that the others treatments favored the anthesis. The Oncidium inflorescences treated with sucrose plus HQC plus AgNO3 demonstrated a higher number of open flowers and reached the longest longevity (22 days)

The experience of collaborative assessment in e-learning.

ABSTRACT This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e-learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student’s course work. The process involves two stages: review and discussion of the student’s work with a view to bringing different critical yet supportive perspectives to the work. This is followed by the use of two sets of criteria to make judgements on the student’s work: one set provided by the student, the other by the tutor. The purpose of collaborative assessment is to foster a learning approach to assessment and to develop a shared power relationship with students. From analysis of face-to-face interviews, examination of e-learning discussions and student-completed questionnaires, a set of analytic categories was built describing the learners’ experiences of collaborative e-assessment. These categories are: (1) the appropriateness of collaborative assessment; (2) collaborative assessment as a learning event; and (3) the focus for assessment. The paper focuses on analysing and discussing these categories of experience. The research shows that a positive social climate is necessary in developing and sustaining collaborative assessment and that this form of assessment helps students to reduce depen-dence on lecturers as the only or major source of judgement about the quality of learning. Students develop skill and know-how about self- and peer assessment and see themselves as competent in making judgements about their own and each other’s work, which are surely good lifelong learning skills

Pensamento crítico: um enfoque na educação de enfermagem Pensamiento crítico: un enfoque en la educación de enfermería Critical thinking: a focus in nursing education

Neste estudo identificamos e analisamos os artigos que apresentavam o termo "pensamento crítico" no título ou no resumo, publicados em periódicos nacionais e internacionais, de julho/1992 a julho/1997. Essa pesquisa bibliográfica buscou responder os questionamentos dos educadores de como melhorar o ensino da enfermagem. Analisamos cinqüenta e dois artigos publicados nos índices Comprehensive Medline, Lilacs e Cinahl. A análise dos dados confirmou que o desenvolvimento do pensamento crítico é uma opção para a mudança do paradigma do processo ensino-aprendizagem. Precisa ser implementado na educação de enfermagem, mas exige planejamento dos currículos e estratégias de ensino que favoreça a participação ativa do aluno.<br>El objetivo de este estudio fue identificar y analizar los artículos publicados en revistas nacionales e internacionales en los últimos cinco años, de julio/1992 a julio/1997, que contenían la expresión "pensamiento crítico" en el título o en su resumen. Realizamos una Investigación bibliográfica buscando responder a las preguntas de los educadores sobre cómo mejorar la enseñaza de Enfermería. Analizamos 52 artículos publicados en los índices Comprehensive Medline, Lilacs e Cinahl. El análisis de los datos demostró que el desarrollo del pensamiento crítico necesita ser materializado en la educación de Enfermería, lo que exige planeación de los currículos y estrategias de enseñanza que favorezcan la participación activa del alumno.<br>In this study we identify and analyse articles published in national and international journals, that used the term "critical thinking" in the title or summary. The aim of the analysis was to seek answers to educators' queries as to how to improve teaching-learning the process in nursing. We analysed 52 articles published in the indexes Comprehensive Medline, Lilacs and Cinahl, in the last five years, from July, 1992 to July, 1997. Data analysis showed that critical thinking should be implemented in nursing education, what demands syllabus planning and teaching-learning strategies that will favour active participation by both educators and learners