There is another Socratic method, Socratic mimēsis, and an instance of this is when Plato has Socrates play ‘the annoying questioner’ in the Hippias Major. Other interpreters have suggested that the reasons for Socrates’s dramatic play are depersonalization and distance. I argue for viewing Socrates’s role-playing as a way to dramatize the inner dialogue that happens inside one’s mind in what we may call conscience. Hippias the sophist lacks a conscience: his focus is acquisitive as opposed to inquisitive. Plato has (...) staged a pedagogical theater of Hippias’s failed lesson for the benefit of Plato’s audience, the listeners/readers of the dialogue. -/- . (shrink)

This article will contrast two portrayals of Protagoras: one in the "Theaetetus," where Socrates discusses Protagorean theory and even comes to his defense by imitating the deceased sophist; and another in the "Protagoras," where Socrates recounts his encounter with the sophist. I suggest that Plato wants listeners and readers of the dialogues to hear the dissonance between the two portraits and to wonder why Socrates so distorts Protagoras in the "Theaetetus." Protagoras in the "Protagoras" behaves and speaks in ways that (...) are incompatible with the Protagorean position presented in the "Theaetetus.". (shrink)

This is a short entry on "Metatheatre" in Section 4, "Concepts, Themes and Topics Treated in the Dialogues," in The Bloomsbury Handbook of Plato, edited by Gerald Press and Mateo Duque.

This is a short entry on "Comedy" in Section 3, "Important Features of the Dialogues," in The Bloomsbury Handbook of Plato, edited by Gerald Press and Mateo Duque.

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to ask (...) that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

In the "Republic," Plato has Socrates attack poetry’s use of mimēsis, often translated as ‘imitation’ or ‘representation.’ Various scholars (e.g. Blondell 2002; Frank 2018; Halliwell 2009; K. Morgan 2004) have noticed the tension between Socrates’ theory critical of mimēsis and Plato’s literary practice of speaking through various characters in his dialogues. However, none of these scholars have addressed that it is not only Plato the writer who uses mimēsis but also his own character, Socrates. At crucial moments in several dialogues, (...) Socrates takes on a role and speaks as someone else. I call these moments “Socratic mimēsis.” While previous commentators have noticed some of these moments, they have either overstated their rarity or they have not studied them collectively. My dissertation is the first in-depth investigation of this phenomenon in the dialogues. Socrates’ dramatic imitation of others is way of teaching in a voice separate from his own, and it is also a way for Plato to speak to, and to educate, different kinds of audiences. Although “Socratic mimēsis” occurs throughout the Platonic corpus, I focus on three passages from three different dialogues, which are paradigm instances: [1] in the "Crito" Socrates plays the part of ‘the Laws’ (50a-54c); [2] in the "Theaetetus" he acts the part of ‘Protagoras’ (166a-168c); and [3] in the "Menexenus" he recites a funeral speech learned from ‘Aspasia’ (236d-249c). Instead of one-sidedly reading the dialogues as either only literary works of art or as only a series of philosophical arguments, this study gleans philosophic insights from the literary and dramatic details of the dialogues. In chapter one I argue that in the "Crito" Socrates tries to convince Crito of a universal and absolute ethics based on never committing injustice, but Crito is not able to understand. In order to make Crito more just—but not yet at the level of Socratic ethics—Socrates creates ‘the Laws’ to persuade Crito to expand his personal notion of justice. Socrates instills a political obedience in place of Crito’s existing lawlessness as a second-best recourse. Plato expects the astute listener or reader to see the contrast between Socrates’ earlier ethical principles, said in his own voice, with what he says in the voice of ‘the Laws.’ In chapter two I argue that in the part of the "Theaetetus" where Socrates defends Protagoras (often called ‘the Defense’), Socrates, by imitating ‘Protagoras,’ is actually criticizing Protagorean relativism. The Protagorean theory cannot account for mimēsis and Socrates’ mimetic act performatively contradicts the identity of appearance and reality, which the theory presupposes. Finally, in chapter three I argue that in the Menexenus the funeral oration that Socrates recounts for Menexenus that he heard from ‘Aspasia’ is actually a disguised criticism of political rhetoric and of Athenian imperialism. Although the speech is never interrogated within the dialogue, Plato provokes the listener or reader outside the dialogue to question its message and to see how it conflicts with many of Socrates’ positions in other dialogues. Beyond reconsidering the long-standing and persistent view that Plato was against poetry and mimetic performance, I re-examine the role that performance and role-playing can have in philosophy and pedagogy more generally. Actors, by taking on other personas, and audience members, in observing actors and their actions, are both involved in acts of imagination that can expand their horizon of thinking and feeling. (shrink)

At the end of the first hypothesis, Parmenides gets Aristotle to agree that being [οὐσίας] must be in time; that is, that being must partake in at least one of the temporal modes: either to have been in the past, to be in the present, or it will be in the future (140e-142a). If this is true, then “the one does not partake in being” (141e7-8), meaning temporal being—to which Aristotle agrees, saying “Apparently not” (141e9). Parmenides then gets Aristotle to (...) agree that “Therefore, ‘the one’ in no way is” (141e9-10). This, however, contradicts the very first premise that begins Parmenides’ entire gymnastic exercise, “if one is” (137c4). The problem with the previous conclusion—that to be is to be in time—is that in professing his assent to it, Aristotle, in fact, gainsays it. He performatively contradicts the very thing he wants to assert. Aristotle answers Parmenides question, “Therefore could something partake of being in any way other than in one of those ways?” (141e7-8) with a two-word answer in Greek: “οὐκ ἔστιν [It’s not possible].” We can, therefore, ask of the very claim Aristotle is making—that it is impossible for something to be and not be in time—when in time does it hold true? At what time is it “not possible [οὐκ ἔστιν]” for something to not partake of temporal being? Is it not possible only in the present moment, in the past, or in the future? If Aristotle’s assertion is to have any force it must hold always. It has the same tenselessness as mathematical propositions, like ‘1+1=2.’ Forms, like mathematical entities, must necessarily have atemporal existence. Accordingly, in atemporally maintaining that anything that is must be in time, Aristotle undermines his own assertion. He performatively contradicts the very thing that he wants to affirm. (shrink)

In this essay, I propose a reading of two contrasting passions, two kinds of erōs, in the "Symposium." On the one hand, there is the imperialistic desire for conquering and possessing that Alcibiades represents; and on the other hand, there is the productive love of immortal wisdom that Diotima represents. It’s not just what Alcibiades says in the Symposium, but also what he symbolizes. Alcibiades gives a speech in honor of Socrates and of his unrequited love for him, but even (...) here Alcibiades recounts his attempted seduction of Socrates as a failed conquest, as an unsuccessful attempt to violently take possession of something that Socrates has within him. Even more importantly, in 416 BCE (the dramatic date of Agathon’s symposium) Alcibiades was soon to encourage his fellow countrymen to set off on the ruinous Sicilian expedition. Alcibiades’s actions behind-the-scenes of the "Symposium" reveal the clearest manifestation of his imperialistic erōs (for political power in Athens). They also constitute some necessary background to the dialogue, which Plato’s Athenian readers would have had in mind. Where else can we catch a glimpse of this disastrous desire? It is best illustrated in Thucydides’s "History." I show that the beginnings of this political passion can already be seen in Pericles’s funeral oration (2.35-46, specifically 2.43.1) and that after Pericles’s death, Alcibiades stokes this erōs to such a fevered pitch that the Athenians agree to launch the tragic venture against Sicily. Opposed to this political passion, is Diotima’s. She tries to reorient this misguided erōs and presents an alternative form of desire for everlasting wisdom (philosophia). (shrink)

This essential reference text on the life, thought and writings of Plato uses over 160 short, accessible articles to cover a complete range of topics for both the first-time student and seasoned scholar of Plato and ancient philosophy. It is organized into five parts illuminating Plato’s life, the whole of the Dialogues attributed to him, the Dialogues’ literary features, the concepts and themes explored within them and Plato’s reception via his influence on subsequent philosophers and the various interpretations of his (...) work. This fully updated 2nd edition includes 19 newly commissioned entries on topics ranging across comedy, tragedy, Xenophon, metatheatre, gender, musical theory, animals, Orphism, political theory, religion, time, Hellenistic philosophy and post-Platonic ancient commentaries. It also features revisions to the majority of articles from the 1st edition, including 8 which have been completely re-written, and 12 which have had the references substantially revised. Reflecting the growing diversity of Plato scholarship across the world, this edition includes contributions from a wide range of scholars who enrich the field and provide students and scholars with a vital resource for study and reference. (shrink)

The abrupt shift in learning mode demands students to adjust from the comfort of their homes, as well as the challenges of face-to-face learning. As a result, as the pandemic fades, institutions in the Philippines have begun to reopen their doors to students. Hence, this study employed a correlational design to investigate the relationship between procrastination and academic burnout among 150 first-year college students in a state university. Based on the statistical analysis, the r coefficient of 0.67 indicates a moderate (...) positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between procrastination and academic burnout among first-year college students. Implications and recommendations were discussed in the study. (shrink)

El presente estudio analiza el avance del populismo penal en Ecuador, tomando en cuenta los últimos índices de violencia, las reformas constitucionales más recientes y los lineamientos para un correcto desarrollo de la política criminal. Se busca contribuir a un debate informado en la academia sobre este tema crucial para la seguridad pública y la justicia en el país, en este momento de coyuntura social en el que el populismo penal ha tomado auge en Ecuador. La presente investigación tiene como (...) objetivo desarrollar un método neutrosófico para la evaluación del avance del populismo penal en Ecuador. Se caracteriza por reformas legislativas que endurecen las penas, amplían el catálogo de delitos y restringen los beneficios penitenciarios. Si bien estas medidas pueden generar una sensación de falsa seguridad en la población, no abordan las causas estructurales de la criminalidad y, en muchos casos, tienen consecuencias negativas en los derechos humanos y la reincidencia delictiva. (shrink)

Matteo Ricci (1552-1610) was an Italian Jesuit and one of the first Christian missionaries to China in the modern era. He was a genuine polymath—a translator, cartographer, mathematician, astronomer, and musician. Above all, Ricci was a missionary for the gospel. As we briefly examine his 1603 seminal work, The True Meaning of the Lord of Heaven, our hope is that we, as evangelical educators, will perceive some of the deeper principles necessary for our own missionary work among unreached people.

Metaphysics, seen as a legitimizing narrative or a paradigm (Lyotard, 1984), prop up a certain practice in providing the basis for its assumptions. While Western medicine can be properly characterized as governed by a biophysical model (Hewa, 1994; Bates, 2002), such a model for traditional healing practices in the Philippines has yet to be derived. No philosopher has attempted to derive an indigenous metaphysics from traditional healing practices. The only study made so far (Fajardo & Pansacola, 2013), however, needlessly pigeonholes (...) these unique practices into incommensurable Western scientific concepts. While they collated data from healers all over the country, they attempted to use Western scientific concepts such as oxygen, carbon, electro-magnetic force, and others. These concepts dangerously obfuscate indigenous understandings of the human body and reality as a whole since they are directly lifted from a language and practice informed by Western metaphysics. Therefore, there has yet to be an adequate extraction of a locally derived metaphysics that informs and self-legitimizes these medicinal practices. Conscious of recent critiques to homogenizing tendencies in Philippine Studies (Guillermo, 2009) and Filipino philosophy (Pada, 2014; Abulad, 2016), specifically that of Mercado (1972) and Timbreza (2017), I attempt to derive a Filipino metaphysics from the traditional healing practices of two traditional healers in San Mateo, Rizal of the Southern Tagalog Region in Luzon through a particularist anthropological approach in Filipino philosophy. I derive four distinct characteristics of this metaphysics which are distinct from the biophysical presuppositions of Western medicine: (1) a law of conservation based on the concept of “balik,” (2) predestination, (3) an ontological dualism between the visible and the invisible, and (4) the performativity of words as utterances. (shrink)

RELAÇÃO E EFEITOS BIOQUÍMICO-NUTRICIONAIS SOBRE AS ALTERAÇÕES DO CORPO LÚTEO EM VACAS -/- Emanuel Isaque Cordeiro da Silva Departamento de Agropecuária – IFPE Campus Belo Jardim [email protected] ou [email protected] WhatsApp: (82)98143-8399 -/- •__7. ALTERAÇÕES DO CORPO LÚTEO -/- A estrutura funcional desenvolve-se a partir da cavidade folicular após a ovulação. O corpo lúteo é constituído pelas células da teca interna (pequenas e ativas na primeira fase do seu desenvolvimento) e células da granulosa (grandes e ativas na segunda metade do seu (...) desenvolvimento). As principais características de cada tipo de célula podem resumir-se da seguinte forma: As células pequenas são mais sensíveis à ação da LH porque possui uma quantidade maior de receptores biologicamente ativos para esta hormona e a resposta é mediada pelo sistema AMPc-adelinato ciclase. As grandes células lúteas têm menos receptores para a LH (a maior quantidade são para a PGF2α e a PGE2), e são as responsáveis pela produção da oxitocina luteal (BAH, et al. 2006; CAMPO, 2003). Contrariamente às pequenas células lúteas, a produção de progesterona (P4) é parcialmente controlada pelo sistema Ca+2 - Fosfatil inositol-quinase C (CAMPO, 2003). A regulação da função do corpo lúteo é um mecanismo complexo. Nela intervêm fatores tróficos e líticos que estão presentes em forma simultânea durante todo o ciclo estral, e portanto a estimulação ou inibição da síntese e secreção de P4 depende do balanço entre estes fatores. (CAMPO, 2003). Dentro dos fatores tróficos, os nutrientes desempenham um papel relevante sobre a luteólise e as funções luteotrópicas, entre estas pode-se citar a ação das seguintes: -/- 7.1 Vitaminas Deficiência em betacarotenos. Vitamina A é um termo genérico que designa qualquer composto com atividade de retinol, o trans-retinol, é o composto base, sua forma aldeído e ácido são chamados de retinol e ácido retinóico, respectivamente. Por outro lado, a forma ativa da Vitamina A participa no mecanismo da visão, como 11-cis-retinal. Adicionalmente, o betacaroteno, considerado uma provitamina A é a única forma em que esta encontra nas plantas. Em sentido nutricional, a família da Vitamina A compreende todos os compostos que possuem atividade de retinol, incluindo cerca de cinquenta carotenoides que possuem atividade de provitamina A, aceitando-se que o mais ativo é o trans-betacaroteno (TORRES, et al. 2002). As vitaminas que são necessárias para o crescimento e a produção, também são essenciais para a reprodução. As recomendações atuais de vitamina A são de 75.000 UI/dia durante a lactação e 80.000 UI/dia (nota: 1 mg de Vitamina A = 400 UI) durante o período seco nas vacas leiteiras. A suplementação com vitamina A tem pouco risco de toxicidade, enquanto a sua deficiência pode retardar o aparecimento do primeiro cio/estro, induzir cios/estros silenciosos, aumentar o número de quistos ováricos, reduzir os índices de concepção, causar abortos, mortes embrionárias e ocasionar o nascimento de bezerros debilitados e fracos, uma vez que não irão nascer com os índices e requerimentos ideais de nutrientes passados da mãe para o feto pela placenta, e que, já que a mãe possui deficiência nutricional, o colostro não terá o efeito completo para passar a imunidade essencial ao neonato. Embora os mecanismos de ação não sejam claros, foram notificadas maiores secreções de esteroides ováricos quando as concentrações de β-carotenos no fluido folicular foram elevadas; logo, foram observadas maiores concentrações elevadas de β- estradiol e vitamina A nos folículos que terminaram em ovulação do que naqueles que terminaram em atresia. Para evitar as perdas reprodutivas por deficiência de vitamina A, pode-se optar pela administração oral ou injetável desta ao animal, mediante dois métodos: o primeiro consiste em adicionar 1 a 2,5 kg de premix vitamínico em 1 tonelada de grãos o que supre de 4 a 6.000 UI o que é desejável; o segundo é a administração via injetável em quantidades vide bula do fármaco. 7.2 Minerais O excesso de fósforo é absorvido principalmente no intestino delgado dos mamíferos através de um mecanismo de transporte ativo dependente do sódio, que é estimulado pela pró-hormona 1,25- hidroxivitamina D3. Os ruminantes são capazes de absorver o fósforo dietético em proporção direta às quantidades presentes na ração. Estima-se que aproximadamente 1% do corpo animal é composto de fósforo, do qual 85% está presente nos dentes e no tecido ósseo. Os tecidos moles são capazes de conter entre 0,15-0,20% de fósforo sob a forma de fosfoproteínas, nucleoproteínas, fosfolipídios, fosfato creatinina, adenosintrifosfato, glicose-6-fosfato, etc. Ao nível do plasma sanguíneo, o fósforo apresenta valores de 12,09 mg/dl. Os valores plasmáticos de fósforo são regulados principalmente pelo rim, sendo observado um aumento na excreção urinária do elemento inorgânico quando este excede a capacidade de transporte (REBOLLAR & MATEOS, 1999). O fósforo faz parte dos fosfolipídios, que são importantes no transporte de lipídios e seu metabolismo, como componente das membranas celulares. O fosfato faz parte do RNA e do DNA, componentes celulares vitais, e são essenciais para a síntese proteica. O fosfato faz parte de sistemas enzimáticos como a cocarboxilase e NAD, portanto está envolvido em todos os processos de síntese e regulação energética, dado que o corpo lúteo requer altas quantidades de energia para a síntese celular e hormonal, um excesso de fósforo pode bloquear a capacidade renal da sua regulação gerando um desequilíbrio catiônico que descompensa a relação Na:K, já que deverão ser excretados íons fosfato para regular o equilíbrio ácido-básico, desta forma, os processos celulares em tecidos de alta sensibilidade como o ovário serão afetados em sua função. A situação para prevenção de problemas relacionados ao fósforo (P) já foi tratada em assuntos anteriores, porém, sempre vale frisar para o leitor fiel que me lê que as exigências de P presentes na matéria seca (MS) variam entre 0,17 e 0,59% de P por kg/MS para bovinos de corte e em 0,32 a 0,44% por kg/MS para o gado leiteiro. Dessa forma, dados obtidos por pesquisas, ditam que para a mantença de uma vaca ou quaisquer outra categoria bovina o ideal é o consumo de 1.43 g/100 kg de peso vivo (PV), garantindo assim a prevenção de possíveis afecções reprodutivas como as alterações do corpo lúteo. Gramíneas, forragens, leguminosas e os concentrados fornecem muito bem os requerimentos de fósforo para os animais, todavia deve-se estar atento as relações e dependências do P com outros elementos como o Ca e a relação Na:K (10-15:1 idealmente). 7.3 Compostos estrogênicos Os fitoestrogênios afetam repetidamente a estabilidade do corpo lúteo. Os compostos estrogênicos encontrados principalmente em leguminosas pertencem principalmente a três grupos: isoflavanos, isoflavonas, presentes no gênero Trifolium e praticamente restritos às leguminosas, e cumestanos, que foram estudados na alfafa (Medicago sativa) e na Melilotus alba. Todas as isoflavonas sofrem algum grau de transformação no rúmen, sendo o Isoflavonoide formononetina, na realidade um pró-estrógeno, o único que se ativa no ecossistema ruminal ao ser convertido em equol, enquanto que as demais são degradadas a produtos inativos (RAMOS, et al. 1998). Por fim, a alta concentração no sangue do equol retarda a retroalimentação sobre a hipófise mediante a qual se reduzem os níveis de FSH para dar lugar à onda ovulatória de LH, se esta não ocorrer, o corpo lúteo obviamente não se formará. O conhecimento acerca dos estrogênios na alimentação animal é defasado nos livros sobre o tema, no entanto, o criador pode ficar tranquilo no que tange o tema na prática da sua fazenda e dos seus animais, uma vez que tal elemento é muito bem fornecido naturalmente por meio dos alimentos volumosos presentes no seu pasto. -/- Apoio -/- Realização -/- REFERÊNCIAS BIBLIOGRÁFICAS BAH, Mamadou M. et al. Role of intraluteal prostaglandin F2α, progesterone and oxytocin in basal and pulsatile progesterone release from developing bovine corpus luteum. Prostaglandins & other lipid mediators, v. 79, n. 3-4, p. 218-229, 2006. BERCHIELLI, Telma Teresinha; PIRES, Alexandre Vaz; OLIVEIRA, SG de. Nutrição de ruminantes. Jaboticabal: funep, 2006. BINDARI, Yugal Raj et al. Effects of nutrition on reproduction-A review. Adv. Appl. Sci. Res, v. 4, n. 1, p. 421-429, 2013. BOLAND, M. P. Efectos nutricionales en la reproducción del ganado. XXXI Jornadas Uruguayas de Buiatría, 2003. CAMPO, E. Comportamiento reproductivo del ganado Bovino y Bufalino. 2003. Universidad Agraria de la Habana. Havana, 2003. DEHNING, R. Interrelaciones entre nutrición y fertilidad. In: Curso Manejo de la Fertilidad Bovina18-23 May 1987Medellín (Colombia). CICADEP, Bogotá (Colombia) Universidad de La Salle, Medellín (Colombia) Instituto Colombiano Agropecurio, Bogotá (Colombia) Sociedad Alemana de Cooperación Técnica-GTZ (Alemania), 1987. DE LUCA, Leonardo J. Nutrición y fertilidad en el ganado lechero. XXXVI Jornadas Uruguayas de Buiatría, 2008. FRAZER, Grant S. Bovine theriogenology. Veterinary Clinics: Food Animal Practice, v. 21, n. 2, p. xiii-xiv, 2005. GORDON, Ian. Controlled reproduction in farm animals series. Nova Iorque: CAB International, 1996. HURLEY, W. L.; DOANE, R. M. Recent developments in the roles of vitamins and minerals in reproduction. Journal of Dairy Science, v. 72, n. 3, p. 784-804, 1989. KUMAR, Sudhir et al. Importance of micro minerals in reproductive performance of livestock. Veterinary world, v. 4, n. 5, p. 230, 2011. MAAS, John. Relationship between nutrition and reproduction in beef cattle. The Veterinary Clinics of North America. Food Animal Practice, v. 3, n. 3, p. 633-646, 1987. PASA, Camila. Relação reprodução animal e os minerais. Biodiversidade, v. 9, n. 1, 2011. RAMOS, Graciano et al. Los compuestos secundarios de las plantas en la nutrición de los herbívoros. Archivos de Zootecnia. 47: 597-620, 1998. REBOLLAR, Paloma García; MATEOS, Gonzalo González. El fósforo en nutrición animal. Necesidades, valoración de materias primas y mejora de la disponibilidad. CURSO DE ESPECIALIZACIÓN FEDNA. Avances en nutrición y alimentaciín animal, XV, p. 19-64, 1999. SHORT, Robert E.; ADAMS, D. C. Nutritional and hormonal interrelationships in beef cattle reproduction. Canadian Journal of Animal Science, v. 68, n. 1, p. 29-39, 1988. TEIXEIRA, J. C.; TEIXEIRA, LFAC. Alimentação de bovinos leiteiros. FAEPE, Lavras, 1997. TEIXEIRA, J. C. Nutrição de ruminantes. Lavras: FAEPE, 1992. TORRES, M. et al. Aspectos Farmacológicos relevantes de las Vitaminas Antioxidantes (E, A y C). Archivos Venezolanos de Farmacología y Terapéutica, v. 21, n. 1, p. 22-27, 2002. YASOTHAI, R. Importance of minerals on reproduction in dairy cattle. International Journal of Science, Environment and Technology, v. 3, n. 6, p. 2051-2057, 2014. -/- Emanuel Isaque Cordeiro da Silva Belo Jardim, 29 de março de 2020. (shrink)