5 research outputs found

    Development, validation, and application of a novel LC-MS/MS trace analysis method for the simultaneous quantification of seven iodinated X-ray contrast media and three artificial sweeteners in surface, ground, and drinking water

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    A new method for the simultaneous determination of iodated X-ray contrast media (ICM) and artificial sweeteners (AS) by liquid chromatography-tandem mass spectrometry (LC-MS/MS) operated in positive and negative ionization switching mode was developed. The method was validated for surface, ground, and drinking water samples. In order to gain higher sensitivities, a 10-fold sample enrichment step using a Genevac EZ-2 plus centrifugal vacuum evaporator that provided excellent recoveries (90 ± 6%) was selected for sample preparation. Limits of quantification below 10ng/L were obtained for all compounds. Furthermore, sample preparation recoveries and matrix effects were investigated thoroughly for all matrix types. Considerable matrix effects were observed in surface water and could be compensated by the use of four stable isotope-labeled internal standards. Due to their persistence, fractions of diatrizoic acid, iopamidol, and acesulfame could pass the whole drinking water production process and were observed also in drinking water. To monitor the fate and occurrence of these compounds, the validated method was applied to samples from different stages of the drinking water production process of the Industrial Works of Basel (IWB). Diatrizoic acid was found as the most persistent compound which was eliminated by just 40% during the whole drinking water treatment process, followed by iopamidol (80% elimination) and acesulfame (85% elimination). All other compounds were completely restrained and/or degraded by the soil and thus were not detected in groundwater. Additionally, a direct injection method without sample preparation achieving 3-20ng/L limits of quantification was compared to the developed method

    The measurement of volatile organic compounds in faeces of piglets as a tool to assess gastrointestinal functionality

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    There is an increasing interest in developing innovative means to monitor animal health through precision farming. As part of this drive, we have targeted digestive health and in particular the microbiota. In this study, we investigated the effect of different dietary interventions in piglets, feeding these piglets with one of two different feeds (high protein and low protein). We then evaluated its effects by measuring the volatile organic compounds (VOC) that emanated from these faecal samples using various forms of Ion Mobility Spectrometry. Piglets were monitored for 19 days, with faecal samples collected on days 6, 12 and 19, providing a total of 69 samples. The statistical analysis attempted to separate the samples using either dietary intervention or faecal score. First, the faecal score was investigated using a value based on a visual faecal scoring system, from 0 to 3, with 0 being normal and 3 having diarrhoea. Then the VOCs were analysed in regard to dietary intervention (high vs low protein). Results indicated that our approach was able to separate the dietary intervention (area under the curve (AUC) 0.81) using VOC data. Furthermore, we were able to separate samples based on faecal score (AUC between 0.71 and 1, with six different comparisons undertaken). We believe that faeces volatiles hold potential as a future means to monitor animal health

    Experiência realizada pela Universidade Federal do Paraná abre novo caminho para a formação do professor de 1º grau na área de Ciências

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    Orientadora: Zélia Milléo PavãoDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Curso de Pós-Graduação em EducaçãoInclui referências: p. 71-75Resumo: A experiência realizada pela Universidade Federal do Paraná através do desenvolvimento do Curso de Licenciatura Parcelada Experimental de Ciências e a flagrante incoerência existente entre a função do professor de Ciências de 1° grau e o que os cursos que atualmente habilitam legalmente o professor para o magistério no l9 grau, na área de Ciências, oferecem, motivaram a realização do presente trabalho. O trabalho descreve o plano, relata o desenvolvimento e a conclusão do Curso desenvolvido pela UFPR, apresentando as vantagens e os inconvenientes. Outrossim, sugere, com base na experiência analisada, a implantação de cursos regulares para a formação de professores de Ciências de 1° grau, não integralmente nos moldes daquele analisado, mas em cursos que poderiam ser inspirados naquela experiência. Um retrospecto histórico dos cursos que formavam e dos que formam os professores de Ciências e apresentado. E, por outro lado, descrito o rol dos objetivos gerais de Ciências previstos para o aluno egresso do 1º grau e os padrões de competência vistos como indispensáveis ao professor de Ciências de 1° grau. Na conclusão, o trabalho aponta uma serie de aspectos problemáticos inseridos no esquema de formação do professor de Ciências de 1° grau e, externa varias duvidas, através de indagações, cujas respostas poderiam emergir, na medida em que os responsáveis pela educação, nos diferentes níveis, passassem a ver na formação do professor o ponto de partida para uma educação mais eficiente, oferecendo condições para novas experiências e aproveitando as bem sucedidas.Résumé: L'experience realisee par l 'Universite Federale du Parana a travers de deroulement du Cours de Science Fragmentee Experi mental de Science et 1'evidente incoherence existant entre la fonction du professeur de Science du premier degre et le conte nu du cours offert par la Chaise de Sciences, qui habilite legalement le professeur pour le magistere du premier degre, motiverent la realisation du present travail. Le travail decrit le plan, relate le deroulement et la conclusion du cours organise par l'UFPR en presentant les avantages et les inconvenients. Il suggere d'autre part sur la base de l'experience analysee, la creation de cours reguliers pour la formation de professeurs de Sciences du premier degre non calques integralement sur les modeles deja analyses, mais qui pourraient etre inspires de cette experience - la. Une retrospective historique des cours qui formaient et des cours qui forment des professeurs de Sciences est presentee . D'autre part est egalement decrite la liste des connaisan ces generales de Sciences a acquerir par l'eleve du premier de gre et les modeles de competence juges comme indispensables au professeur de Sciences du premier degre. Dans la conclusion, le travail montre une serie d'aspects problemathiques inseres dans le schema de formation de professeur de Sciences du premier degre et exprime plusieurs doutes, a travers de questions dont les reponses pourraient laisser prevoir un resultat positif, dans la mesure ou les responsables de l'education, aux differents niveaux arriveraient a voir dans la formation du professeur, le point de depart pour une education plus efficace, en offrant des conditions pouf de nouvelles experiences et en profitant de celles qui ont le mieux reussi.abstract: This dissertation has as its motivation the experiment carried out by the Federal University of the State of Parana, giving a course of "Licenciatura Experimental de Ciências" and the notorius incoherence that exists between the function of the Elementary School teacher of Science and by what the courses presently offer as its legal formation. This work describes the plan and the development of the course, as well as presents the conclusions obtained after its ending, showing its advantages and disadvantages. It also suggests, based on that experiment, the implantation of regular courses for the graduation of teachers of Science for the Elementary School. These courses would not be exactly the same as those of the Federal University of the State of Parana, but based on the experience that resulted from it. An historical review of the courses that used to graduate Science teachers and of those that now do it, is presented. Also exposed are the general objectives of Science, foreseen for the students finishing the Elementary School, and the competence standards seen as indispensable for the teachers of Science for the Elementary School. In the conclusions, the dissertation shows several proble matic aspects inserted in the scheme for the preparation of these Elementary School teachers. Some questions are made, expecting that the answers can emerge as soon as those that are responsable for the Education, in its different levels, start to observe that the preparation of the teacher is the starting point for a better education, creating new opportinities and experiments, and knowing how to make better use of those that have succeeded

    Experiência realizada pela Universidade Federal do Paraná abre novo caminho para a formação do professor de 1º grau na área de Ciências

    No full text
    Orientadora: Zélia Milléo PavãoDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Curso de Pós-Graduação em EducaçãoInclui referências: p. 71-75Resumo: A experiência realizada pela Universidade Federal do Paraná através do desenvolvimento do Curso de Licenciatura Parcelada Experimental de Ciências e a flagrante incoerência existente entre a função do professor de Ciências de 1° grau e o que os cursos que atualmente habilitam legalmente o professor para o magistério no l9 grau, na área de Ciências, oferecem, motivaram a realização do presente trabalho. O trabalho descreve o plano, relata o desenvolvimento e a conclusão do Curso desenvolvido pela UFPR, apresentando as vantagens e os inconvenientes. Outrossim, sugere, com base na experiência analisada, a implantação de cursos regulares para a formação de professores de Ciências de 1° grau, não integralmente nos moldes daquele analisado, mas em cursos que poderiam ser inspirados naquela experiência. Um retrospecto histórico dos cursos que formavam e dos que formam os professores de Ciências e apresentado. E, por outro lado, descrito o rol dos objetivos gerais de Ciências previstos para o aluno egresso do 1º grau e os padrões de competência vistos como indispensáveis ao professor de Ciências de 1° grau. Na conclusão, o trabalho aponta uma serie de aspectos problemáticos inseridos no esquema de formação do professor de Ciências de 1° grau e, externa varias duvidas, através de indagações, cujas respostas poderiam emergir, na medida em que os responsáveis pela educação, nos diferentes níveis, passassem a ver na formação do professor o ponto de partida para uma educação mais eficiente, oferecendo condições para novas experiências e aproveitando as bem sucedidas.Résumé: L'experience realisee par l 'Universite Federale du Parana a travers de deroulement du Cours de Science Fragmentee Experi mental de Science et 1'evidente incoherence existant entre la fonction du professeur de Science du premier degre et le conte nu du cours offert par la Chaise de Sciences, qui habilite legalement le professeur pour le magistere du premier degre, motiverent la realisation du present travail. Le travail decrit le plan, relate le deroulement et la conclusion du cours organise par l'UFPR en presentant les avantages et les inconvenients. Il suggere d'autre part sur la base de l'experience analysee, la creation de cours reguliers pour la formation de professeurs de Sciences du premier degre non calques integralement sur les modeles deja analyses, mais qui pourraient etre inspires de cette experience - la. Une retrospective historique des cours qui formaient et des cours qui forment des professeurs de Sciences est presentee . D'autre part est egalement decrite la liste des connaisan ces generales de Sciences a acquerir par l'eleve du premier de gre et les modeles de competence juges comme indispensables au professeur de Sciences du premier degre. Dans la conclusion, le travail montre une serie d'aspects problemathiques inseres dans le schema de formation de professeur de Sciences du premier degre et exprime plusieurs doutes, a travers de questions dont les reponses pourraient laisser prevoir un resultat positif, dans la mesure ou les responsables de l'education, aux differents niveaux arriveraient a voir dans la formation du professeur, le point de depart pour une education plus efficace, en offrant des conditions pouf de nouvelles experiences et en profitant de celles qui ont le mieux reussi.abstract: This dissertation has as its motivation the experiment carried out by the Federal University of the State of Parana, giving a course of "Licenciatura Experimental de Ciências" and the notorius incoherence that exists between the function of the Elementary School teacher of Science and by what the courses presently offer as its legal formation. This work describes the plan and the development of the course, as well as presents the conclusions obtained after its ending, showing its advantages and disadvantages. It also suggests, based on that experiment, the implantation of regular courses for the graduation of teachers of Science for the Elementary School. These courses would not be exactly the same as those of the Federal University of the State of Parana, but based on the experience that resulted from it. An historical review of the courses that used to graduate Science teachers and of those that now do it, is presented. Also exposed are the general objectives of Science, foreseen for the students finishing the Elementary School, and the competence standards seen as indispensable for the teachers of Science for the Elementary School. In the conclusions, the dissertation shows several proble matic aspects inserted in the scheme for the preparation of these Elementary School teachers. Some questions are made, expecting that the answers can emerge as soon as those that are responsable for the Education, in its different levels, start to observe that the preparation of the teacher is the starting point for a better education, creating new opportinities and experiments, and knowing how to make better use of those that have succeeded

    Os jesuítas e a educação colonial

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    As pesquisas e os estudos, que nós, os mestrandos da Universidade federal do Paraná tivemos a oportunidade de realizar em EDUCAÇÃO BRASILEIRA, despertaram-nos de uma forma toda especial para a melhor compreensão do problema educacional brasileiro da atualidade, desde a sua estruturação até a sua qualidade. Constatamos que, apesar dos erros, que hoje julgaríamos graves, registrados nos primeiros tempos do desenvolvimento do nosso país, muito sacrifício, muita dedicação e muita vontade de acertar, se patenteou, principalmente, no grupo de padres da Companhia de jesus, que viu como sendo a sua missão desenvolver a educação na Colônia. Realizamos um esforço para aqui deixar uma síntese da pesquisa que fizemos neste campo, acompanhada de uma visão crítica. Muito mais poderia ser acrescentado. Limotamo-nos ao que julgamos, sob certos aspectos, essencial
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