No abstract

The effect of dietary carbohydrate complexity on growth, feed utilization, and glycemia was studied in European sea bass juveniles. Four isonitrogenous (50% crude protein) and isolipidic (15% crude lipids) diets were formulated to contain 20% pregelatinized maize starch (PGS diet), dextrin (DEX diet), maltose (MAL diet), or glucose (GLU diet). No effect of dietary carbohydrate complexity on growth was noticed. Feed efficiency and protein efficiency ratio were lower in fish fed the GLU diet than in the other groups, whereas the opposite was observed for feed intake. Plasma glucose peaked 3-4 h after feeding in fish fed the MAL and GLU diets, whereas in fish fed the PGS and DEX diets the peak was reached 5-6 h after feeding. Peak plasma glucose concentration (13 mmol/L) was higher in fish fed the GLU diet than the other diets (9 mmol/L). Shorter hyperglycemia duration was observed in fish fed the MALT and GLU diets (6 h) than the PGS and DEX diets (10 h). Complex carbohydrates delayed plasma glucose concentration peak compared with simple sugars, whereas the opposite was observed for hyperglycemia duration. Overall, dietary maltose, dextrin, and starch were apparently better utilized as energy source than glucose by European sea bass juveniles.

No abstract

No abstract

There are many children with disabilities who need specialised devices to communicate and to be understood, which poses an added challenge for their caregivers. This study aims to diagnose the training needs of informal caregivers concerning high-tech devices for augmentative and alternative communication (AAC), to enhance the use of these devices in the home setting. The aim is to study children’s performance and their interaction with caregivers, to improve practices and contribute to reducing technology abandonment at home. Participant observation sessions were carried out in three home settings to describe the interaction between children and their caregivers, as well as to assess the former’s need for assistance in using the Grid3 software when combined with eye-gaze-controlled technology. The findings seem to demonstrate the importance of interactions between caregivers and children for carrying out tasks and improving performance. Therefore, it can be inferred that positive reinforcement is important to foster children’s motivation to overcome difficulties in using such devices, along with corrective feedback. The data suggest the need to promote technology-mediated communicative interaction in all life contexts. It is also possible to infer that the lack of regular device use at home compromises skills development. These findings have contributed to the planning and implementation of parental training intervention regarding using assistive technology for augmentative and alternative communication.