Summary Whey proteins are of great nutritional and technological interest and their addition to bakery products can provide an increase in quality parameters such as texture, flavour and colour. In this study, four formulations were elaborated containing 0%, 10%, 20% and 30% of whey proteins. The physicochemical assessment included weight, height, volume, density, colour, hardness and centesimal and amino acid analysis. The sensory analysis included an affective test and buying intention. Height and volume after baking increased according to the amount of whey proteins added, while post‐baking density decreased. Whey protein added to cakes presented a protein increase higher than 50% when compared to the standard one. There was also a progressive increase in amino acids as quantities of whey proteins were added. The sensory showed a difference only in the 30% whey protein added cake, which proved to be less promising when compared to the other samples.

Eragrostis teff is an Ethiopian native grass plant (Poaceae or Gramineae family) whose importance as a crop grain has increased in recent years.

The COVID-19 pandemic has negatively impacted the provision of Palliative Care (PC), challenging the teams aiming to provide adequate care. This is a qualitative study that intends to know, from the perspective of health professionals of a Palliative Care Unit (PCU), the main challenges in providing PC during a pandemic and describes the strategies to be adopted to solve the identified difficulties. We utilized the content analysis, according to Bardin, for data analysis of written narratives of health professionals from a PCU (n=14). In the analysis of the difficulties in providing PC, from the perspective of health professionals, were identified five themes: 1) Altered relationship between healthcare professional and patients, 2) altered relationship between healthcare professional and family, 3) altered communication with patients and their family, 4) altered working dynamic within the PCU, and 5) altered use of healthcare resources. Concerning the strategies to be implemented, the health professionals identified two themes: 1) Strategies to implement between the patient and family members and 2) strategies to implement for the healthcare professionals. The provision of PC is affected by changes in the relationship between the health professional and the patient/caregiver or family, in communication with the patient/caregiver or family, and the use of health resources. In an attempt to lessen the impact of these changes, participants identified strategies to improve PC delivery in these circumstances. During this pandemic, it is imperative to implement rigorous strategies for managing specialized human resources. Physical distance and personal protective equipment are barriers to communication and emotional support, which is essential in PC and this barrier is further accentuated by the required physical distance from family members and caregivers. PC´s main aim continues to be the mitigation of suffering.

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RESUMOA educação no século XXI requer uma nova postura da escola e dos educadores, com uma metodologia de ensino que valorize e respeite as diferenças socioculturais em defesa dos valores democráticos. Para uma boa prática docente é essencial o conhecimento de outras culturas, nesse sentido o objetivo deste artigo é estabelecer um diálogo entre a antropologia e a história para o estudo das sociedades africanas em defesa de uma prática docente longe dos estereótipos raciais. Como metodologia de trabalho realizou uma revisão bibliográfica de autores da educação, história e antropologia. Os resultados nos permitiu observar que a temática da África em sala de aula ainda está permeada de dúvidas e preconceitos, e com isso concluímos que é preciso criar mecanismo didáticos-pedagógico para auxiliar os professores em sala de aula. ABSTRACTEducation in the twenty-first century requires a new attitude of school and educators, with a methodology of teaching that values and respect of the socio-cultural differences in defense of democratic values. For a good teaching practice is essential knowledge of other cultures, in this sense the purpose of this article is to establish a dialogue between anthropology and history for the study of African societies, in defense of teaching practice away from racial stereotypes. As a work methodology, a bibliographical review of authors of education, history and anthropology was carried out. The results allowed us to observe that the theme of Africa in the classroom is still permeated with doubts and prejudices, and with this we conclude that it is necessary to create didactic-pedagogical mechanism to assist teachers in the classroom.