No abstract

This study assessed the relationship between magnesium status and C-reactive protein concentration in obese and nonobese women. This cross-sectional study included 131 women, aged between 20 and 50 years, who were divided into two groups: obese (n=65) and control (n=66) groups. Magnesium intake was monitored using 3-day food records and NutWin software version 1.5. The plasma, erythrocyte, and urinary magnesium concentrations were determined by flame atomic absorption spectrophotometry. C-reactive protein concentration in serum was measured by immunoturbidimetric assay. The mean values of the magnesium content in the diet were lower than those recommended, though there was no significant difference between groups (p>0.05). The mean concentrations of plasma and erythrocyte magnesium were within the normal range, with no significant difference between groups (p>0.05). Urinary excretion of this mineral was less than the reference values in both groups, with no significant difference (p>0.05). The mean concentration of serum C-reactive protein was within the normal range in both groups, with no significant difference (p>0.05). There was a positive correlation between urinary magnesium and serum C-reactive protein (p=0.015). Obese patients ingest low dietary magnesium content, which seems to induce hypomagnesuria as a compensatory mechanism to keep plasma concentrations of the mineral at adequate levels. The study shows a positive correlation between urinary magnesium concentrations and serum C-reactive protein, suggesting the influence of hypomagnesuria on this inflammatory protein in obese women.

Este estudo avaliou a formação do profissional de nutrição na percepção dos docentes nutricionistas de uma instituição de Ensino Superior do nordeste brasileiro. Trata-se de pesquisa qualitativa realizada com vinte professores nutricionistas que ministraram disciplinas do ciclo profissional no período de 1980 a 2008. A principal limitação foi a deficiência de infraestrutura física, de material e de equipamentos, sobretudo para a realização de aulas práticas. Limitações relacionadas à atividade docente e ao conhecimento adquirido pelos estudantes foram mencionadas. Apesar das dificuldades apontadas, melhorias estruturais foram referidas. Adequações adicionais são necessárias na infraestrutura, bem como medidas voltadas para melhor planejamento do trabalho docente e para conscientização do corpo discente do seu papel no processo ensino-aprendizagem, possibilitando a formação de profissionais mais capacitados para o mercado de trabalho.