Antioxidant,antimicrobial and toxicological properties of Schinus molle L. essential oils

Ethnopharmacological relevance: Schinus molle L. has been used in folk medicine as antibacterial, antiviral, topical antiseptic, antifungal, antioxidant, anti-inflammatory, anti-tumoural as well as antispasmodic and analgesic; however, there are few studies of pharmacological and toxicological properties of S. molle essential oils. Aim of the study: The aim of this study was to evaluate the antioxidant and antimicrobial activities of S. molle leaf and fruit essential oils, correlated with their chemical composition and evaluate their acute toxicity. Materials and methods: The chemical composition of S. molle leaf and fruit essential oils were evaluated by GC-FID and GC-MS. Antioxidant properties were determined using the 2,2-diphenyl-1-picryl-hydrazyl (DPPH) free radical and β-carotene/linoleic acid methods. Antimicrobial properties were evaluated by the agar disc diffusion method and minimal inhibitory concentration assay. Toxicity in Artemia salina and acute toxicity with behavioural screening in mice were evaluated. Results: The dominant compounds found in leaf and fruit essential oils (EOs) were monoterpene hydrocarbons, namely -phellandrene, β-phellandrene, β-myrcene, limonene and α-pinene. EOs showed low scavenging antioxidant activity by the DPPH free radical method and a higher activity by the β-carotene/linoleic acid method. Antimicrobial activity of EOs was observed for Gram+, Gram– pathogenic bacteria and food spoilage fungi. EOs showed cytotoxicity for Artemia salina and lower toxicity in Swiss mice. Conclusions: The result showed that EOs of leaves and fruits of S. molle demonstrated antioxidant and antimicrobial properties, suggesting their potential use in food or pharmaceutical industries

Emotional literacy program (ELP) – How to improve learning for well-being

This paper describes the Emotional Literacy Program (ELP) of the main project titled: “Promoting changes in learning - School Communities of Learning Gulbenkian XXI". The main purpose of this project is to promote the quality of student’s learning and their well-being, reflected through the quality of their school results, and manifests itself through the acquisition of basic knowledge within the formal curriculum and reasoning abilities (analytical reasoning, practical reasoning and creativity), resilience and responsibility. The main focus is the unique and the full potential of each student, a compromise between the basic pillars of knowledge and the fundamental pillars of citizenship in order to improve a culture of well-being. This project are implemented in three basic schools from the Portuguese Educational System, namely the 3rd, 4th, 5th and 6th grade, and it starts with cohorts of students of the 3rd grade. The pilot program start in academic year 2014-2015 and it expires in July 2018, involving seven classes, in three groups of schools; 79 boys and 72 girls (median of age =9 years old). ELP is designed to promote emotion regulation, empathy and responsible decision making, and it is focalized in identification of basics emotions: joy, fear, sadness, surprise, anger, disgust, and explanation of these emotions in a story “The master of his nose”, from Álvaro Magalhães

Social and Emotional Learning and Academic Achievement in Portuguese Schools: a bibliometric study.

Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students’ academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.Fundação Calouste Gulbenkia

Measuring children perceived social competence (PSC): studies of validity with children and young adolescents from elementary and secondary school

Social competence is a multidimensional construct, with emotional, cognitive and contextual dimensions, that plays a central role in the establishment of positive relations by individuals and its well. Applied to the developmental scope, social competencies play a central role, since they allow individuals to establish positive relationships with others, to adopt appropriate behaviours in social situations, among others. In this sense the assessment of social skills should have a central role to understanding developmental process. However, there is a lack of psychological scales concerning the understanding of social skills in children and young adolescents. In this sense, this study aims to present and discuss studies of validity and stability of a scale that evaluates children and young adolescents ‘perceptions about social competence to deal with interpersonal daily life situations and school situations. Participants were 842 children and adolescents’, 477 girls (56.7%) and 365 boys (43.3%), aged 7 to 16 years old (µ=11.50±2.00), attending the 4th (N=278), 6th (N=313), and 9th (N=251) grades, at elementary and secondary schools, in the northern, central and southern Portugal. These participants fulfill the Perceived Social Competence (PSC; [1]), which consists of five social situations, and express the perception of social performance into two subscales related with perceived poor or excellent performance in all of those situations. PSC was administered in two different assessment moments, with an intermission of one year. Results indicate psychometric qualities of PSC, namely, reliability (consistency and stability) and validity, in this sense the usefulness of PSC to acess social competence is proved. In addiction results also indicates gender differences with statistical significant differences in 6th grade, boys increase his perceived social competence and girls decrease, as if developmental and educational transitions from childhood to adolescence create a different way of looking to social competence in boys and girls. Implications are drawn to the development of future educational interventions that promote social competence of boys and girls. Implications are discussed for the development of educational and counseling interventions within scholar and familiar context

Development of socio-emotional and creative skills in primary education: teachers’ perceptions about the Gulbenkian XXI School Learning Communities Project

In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative 4-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers' reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education

Parotidite Como Primeira Manifestação de Infecção por VIH

Introdução: Actualmente, a maioria dos casos pediátricos de infecção por VIH é devida a transmissão materna do vírus. Na ausência de medidas de profilaxia, verificam se taxas de transmissão vertical do VIH-1 entre 15-25% na Europa Ocidental e Estados Unidos, 65% dos casos no peri-parto, 23% in útero e 12% no período pós-natal durante a amamentação. Caso clínico: Criança de 9 anos, sexo feminino, que recorre à urgência por febre, anorexia e tumefacção cervical com 2 dias de evolução. Dos antecedentes pessoais há a destacar: gravidez não vigiada, parto eutócico de termo, aleitamento materno até aos 3 anos e atraso do desenvolvimento estaturo-ponderal. Antecedentes patológicos de parotidite bilateral aos 5 anos e múltiplas cáries dentárias. À observação apresentava-se febril, emagrecida (peso < P5 e estatura no P5), com tumefacção cervical e retroauricular direitas, e aumento de volume das glândulas parótidas. Sem hepatoesplenomegalia e sem adenopatias palpáveis nas restantes cadeias ganglionares periféricas. Analíticamente, VS de 90 mm/h, sem outras alterações relevantes. Ecografia cervical mostrou adenofleimão e alterações compatíveis com parotidite. Internada com a hipótese diagnóstica de adenofleimão cervical e medicada com penicilina e clindamicina endovenosas (ev). Realizou serologias para VIH, com positividade para VIH tipo 1, confirmado por Western Blot. Contagem de linfócitos T CD4+ de 240 células/mm3. Carga viral de 3,82 x 103 cópias de RNA/mL. Genótipo HLA-B*5701 negativo. Confirmada infecção VIH 1 materna por Western Blot. Diagnóstico prévio de infecção VIH no período neonatal ocultado pela mãe. Restantes serologias negativas, assim como a pesquisa de BK no suco gástrico e o estudo do lavado bronco-alveolar. Ao 17º dia de internamento foi realizada punção do adenofleimão e alterada a antibioticoterapia para flucloxacilina ev (7 dias de terapêutica). Pesquisa de micobactérias e fungos no pús drenado negativa. Durante o internamento manteve-se clinicamente estável, iniciando profilaxia para Pneumocystis jirovecii com cotrimoxazol, e terapêutica anti-retroviral (Lamivudina, Abacavir, Lopinavir/Ritonavir), com melhoria clínica, virulógica e imunológica. Conclusões: Este caso ilustra um exemplo de transmissão vertical do VIH-1 caracterizado por uma evolução crónica, cuja apresentação cursou com parotidite, um dos sinais indicadores de infecção VIH

Density Functional Theory Calculations on η5-Monocyclopentadienylmetal Complexes with Conjugated Nitrile Chromophores

During the past decade, the interest on organometallic compounds for the development of novel nonlinear optical (NLO) materials with large second-order nonlinearities has considerably increased in view of their potential application in the area of integrated optics [1]. Experimental and computational investigations utilizing quantum theory afforded useful insights concerning the molecular structural requirements necessary to induce large second-order nonlinearity response. The strategy to obtain these properties has been the synthesis of compounds with highly polarizable asymmetric structures through the existence of delocalized electronic system bridge (chromophore) between an electron-withdrawing and electron-donating group. Recent experimental work on 5-monocyclopentadienylmetal complexes with p-substituted benzonitrile and oligothiophene nitrile chromophores showed a correlation between the first hyperpolarizability () and the communicability between the chromophores and the organometallic fragments [2]. In addition, some EHMO calculations on nickel and iron complexes had corroborated that the larger values of experimental hyperpolarizability correspond to lower HOMO-LUMO gaps [3]. In order to get a better understanding on the electronic factors that may be responsible for the second-order nonlinear optical behavior of [CoCp(dppe)(p-NCC6H4R)]2+ and [FeCp(dppe)(NC{SC4H2}nNO2)]+ complexes and their correlation with experimental spectroscopic and electrochemical data, density functional theory calculations were made in the model complexes [CoCp(H2PCH2CH2PH2)(p-NCC6H4R)]2+ and [FeCp(H2PCH2CH2PH2) (NC{SC4H2}nNO2)]+ (n=1,2). Especial emphasis was given to the HOMO-LUMO gaps and their character. Spatial localization of electron charge by means of topological analysis of the electron localization function (ELF) as been performed to gain insight into the nature of the chromophores binding to the metal centers

Nonlinear Optical Properties of η5-Monocyclopentadienyliron Complexes From DFT Calculations

Recently, organometallic complexes have emerged as potential building blocks for second-order nonlinear optical (SONLO) materials in view of their potential application in the area of integrated optics [1]. Unlike organic molecules, whose optical nonlinearities have been extensively studied by computational methodologies using both semi-empirical and ab initio methods, organometallic systems have received much less attention due to the difficulty in the calculation of reliable hyperpolarizabilities in the presence of transition metal atoms. ZINDO has been the most widely used program to calculate SONLO coefficients of organometallic compounds. A more reliable approach, using the density functional theory (DFT) method is less explored but has been increased in the recent years. Experimental work on 5-monocyclopentadienyliron complexes with p-nitro benzonitrile ligands showed that the first hyperpolarizability decreases with increasing conjugation length of the chromophores [2]. EHMO calculations performed on model complexes [FeCp(PH3)2(p-NCR)]+ confirms this behavior and showed that the larger values of experimental hyperpolarizabilities correspond to lower HOMO-LUMO gaps [3]. For similar complexes possessing a thiophene based conjugated backbone, a dramatic increase in experimental first hyperpolarizability with increasing conjugation length was observed [4]. The explanation of this different behaviour was not definitively established. In order to get a better understanding on the electronic factors that may be responsible for the SONLO behavior of these compounds and their correlation with experimental spectroscopic and electrochemical data, high accuracy DFT calculations using GAMESS-US were made in model complexes [FeCp(H2PCH2CH2PH2)(NC{SC4H2}nNO2)]+ (n=1-3). Spatial localization of electron charge as been performed to gain insight into the nature of the chromophores binding to the metal center. First static hyperpolarizability was calculated, compared with experimental results and correlated to the HOMO-LUMO gaps

Sound production in the Meagre, Argyrosomus regius (Asso, 1801): intraspecific variability associated with size, sex and context

Many fish taxa produce sound in voluntary and in disturbance contexts but information on the full acoustic repertoire is lacking for most species. Yet, this knowledge is critical to enable monitoring fish populations in nature through acoustic monitoring.Portuguese Foundation for Science and Technology: PTDC/BIA-BMA/30517/2017; SFRH/BD/115562/2016; UID/MAR/04292/2019; UID/BIA/00329/2019; PTDC/BIA-BMA/29662/2017.info:eu-repo/semantics/publishedVersio

Quality of board members’ training and bank financial performance : evidence from Portugal

This study examines the impact of the quality of board members’ training on the financial performance of Portuguese banks. The study employs a sample of 276 board members. Financial ratios such as return on average assets (ROAA) and return on average equity (ROAE) are used as measures for gauging banks’ financial performance. Three indexes are used as proxies for board members’ educational qualifications, specifically: Eduindex, for all academic qualifications obtained in areas such as business or economics; EduindexDP, for all qualifications obtained in prestigious domestic business schools; and EduindexFP, for all qualifications obtained in prestigious foreign business schools. The study findings have important policy implications, specifically a positive and significant impact on the bank’s financial performance from having board members holding degrees from prestigious foreign business schools. In particular, the findings suggest that the prudential supervision developed by Banco de Portugal in cooperation with the European Central Bank should include a more rigorous process in the selection of board members. The present study is one of the first attempts in the literature emphasizing all these aspects simultaneously, that is, the banking sector, quality of board members’ training, and Eduniversal Rankings, in the context in which all the banks of a specific country are analysed.peer-reviewe