Intelligence, Creativity and Fantasy

UID/HIS/04666/2019 This is the 2nd volume of PHI series, published by CRC Press, the 4th published by CRC Press and the 5th volume of PHI proceedings.The texts presented in Proportion Harmonies and Identities (PHI) - INTELLIGENCE, CREATIVITY AND FANTASY were compiled with the intent to establish a multidisciplinary platform for the presentation, interaction and dissemination of research. The aim is also to foster the awareness and discussion on the topics of Harmony and Proportion with a focus on different visions relevant to Architecture, Arts and Humanities, Design, Engineering, Social and Natural Sciences, and their importance and benefits for the sense of both individual and community identity. The idea of modernity has been a significant motor for development since the Western Early Modern Age. Its theoretical and practical foundations have become the working tools of scientists, philosophers, and artists, who seek strategies and policies to accelerate the development process in different contexts.authorsversionpublishe

Application of the ADAPTED FRISCO framework in case-based learning activities

Acquisition of clinical skills is of upmost importance for health sciences profes- sionals, and a guarantee that safe and effective patient care will be provided. Clinical competencies may encompass a series of skills that are introduced through graduation and developed during professional activity, namely the technical skills, communication skills, clinical reasoning and reflexion in daily practice. Therefore, clinical competence is not a static skill, but it grows with practice and is lifelong learning. Case-based learning is frequently used to en- hance learning in clinical reasoning and judgment for rational decision-making, competencies that are also associated to critical thinking. To be effective, case- based activities need to be structured, the learning objectives adjusted to each situation and students sought to be guided throughout the activity, so that they are actively engaged in the learning process bridging learning to professional environments. In this paper the authors present a model for a case-based activity aiming to enhance clinical competency in health science students. Framed by the application of the FRISCO guidelines adapted in previous work, the au- thors illustrate, by an example, how, in the proposed activity, congruence may be achieved among intended learning, instructional activities, and assessment methods while teaching diagnostic reasoning to health sciences students. Keywords: critical thinking; case-studies learning; health science

Shell we cook it? An experimental approach to the microarchaeological record of shellfish roasting

In this paper, we investigate the microarchaeological traces and archaeological visibility of shellfish cooking activities through a series of experimental procedures with direct roasting using wood-fueled fires and controlled heating in a muffle furnace. An interdisciplinary geoarchaeological approach, combining micromorphology, FTIR (in transmission and ATR collection modes), TGA and XRD, was used to establish a baseline on the mineralogical transformation of heated shells from aragonite to calcite and diagnostic sedimentary traces produced by roasting fire features. Our experimental design focused on three main types of roasting procedures: the construction of shallow depressions with heated rocks (pebble cuvette experiments), placing shellfish on top of hot embers and ashes (fire below experiment), and by kindling short-lived fires on top of shellfish (fire above experiments). Our results suggest that similar shellfish roasting procedures will largely create microstratigraphic signatures of anthropogenically reworked combusted material spatially “disconnected” from the actual combustion locus. The construction of shallow earth ovens might entail an increased archaeological visibility, and some diagnostic signatures of in situ hearths can be obtained by fire below roasting activities. We also show that macroscopic visual modifications and mineralogical characterization of discarded shellfish might be indicative of specific cooking activities versus secondary burning

An efficient assay for detection of Phytophthora cinnamomi in the rhizosphere of Sweet Chestnut (Castanea sativa Mill.)

O ciclo biológico de Phytophthora cinnamomi Rands e P. cambivora (Petri) Buisman espécies associadas com a Doença da Tinta do Castanheiro, ocorre integralmente no ambiente solo. A presença de qualquer uma destas espécies parasitas inviabiliza as novas plantações de castanheiro e coloca sérios problemas à manutenção dos soutos já instalados. Para garantir a ausência de propágulos dos parasitas no material de multiplicação do castanheiro e avaliar o estado sanitário dos solos é necessário que os métodos de detecção sejam sensíveis e rápidos, o que nem sempre é conseguido com as espécies de Phytophthora cujo ciclo de vida ocorre no ambiente solo. Neste estudo desenvolveuse e optimizou-se um método de biodetecção conjugado com a utilização de meios de cultura selectivos. Como material biológico utilizaram-se discos de folha de castanheiro (Castanea sativa), azevinho (Ilex aquifolium) e camélia (Camellia japonica), em condições de temperatura constante (25º) e em condições normais de laboratório com a adição ou não de biocidas (pimaricina e penicilina) na água de diluição do solo. Os discos de folha de castanheiro foram mais eficientes na detecção de Phytophthora, obtendo-se maior percentagem de isolamentos positivos no meio de cultura selectivo (P10VPH). Os resultados obtidos neste estudo permitiram estabelecer um protocolo experimental de fácil utilização e tornar mais eficiente a detecção de Phytophthora cinnamomi associada com a Doença da Tinta do Castanheiro

Tuning of fiber optic surface reflectivity through graphene oxide-based Layer-by-Layer film coatings

SFRH/BD/135820/2018 UID/EEA/50014/2019 UID/FIS/00068/2019 M-ERA-NET2/0002/2016The use of graphene oxide-based coatings on optical fibers are investigated, aiming to tune the reflectivity of optical fiber surfaces for use in precision sensing devices. Graphene oxide (GO) layers are successfully deposited onto optical fiber ends, either in cleaved or hollow microspheres, by mounting combined bilayers of polyethylenimine (PEI) and GO layers using the Layer-by-Layer (LbL) technique. The reflectivity of optical fibers coated with graphene oxide layers is investigated for the telecom region allowing to both monitor layer growth kinetics and cavity characterization. Tunable reflective surfaces are successfully attained in both cleaved optical fibers and hollow microsphere fiber-based sensors by simply coating them with PEI/GO layers through the LbL film technique.publishersversionpublishe

Acoustic optical fiber sensor based on graphene oxide membrane

A Fabry–Pérot acoustic sensor based on a graphene oxide membrane was developed with the aim to achieve a faster and simpler fabrication procedure when compared to similar graphene-based acoustic sensors. In addition, the proposed sensor was fabricated using methods that reduce chemical hazards and environmental impacts. The developed sensor, with an optical cavity of around 246 µm, showed a constant reflected signal amplitude of 6.8 ± 0.1 dB for 100 nm wavelength range. The sensor attained a wideband operation range between 20 and 100 kHz, with a maximum signal-to-noise ratio (SNR) of 32.7 dB at 25 kHz. The stability and sensitivity to temperatures up to 90◦C was also studied. Moreover, the proposed sensor offers the possibility to be applied as a wideband microphone or to be applied in more complex systems for structural analysis or imaging.publishersversionpublishe

Vivência tecnológica na educação básica: uma estratégia para o ensino e aprendizagem de professores e alunos

This article presents a discussion about Technological Experience classes in Elementary School of the São Paulo Industry Social Service network (SESI / SP) as a pedagogical strategy to assist teachers in the teaching and learning process and students in digital autonomy. The trend towards the increasing use of computers and other technologies at school is well-known. For this reason, the Technological Experience was implemented in the network to enhance the didactic and methodological aspects of teaching and learning. This research aims to analyze the dynamics of the "Technological Experience", based on the constructivist theory with contributions of two professionals. The proposal is to verify if classes in Computer Laboratories, involving assembly and programming, contribute to teaching as a pedagogical approach to develop thinking, reasoning, problem solving, reading and writing practices. Thus we can understand the relationship between the two professionals, by identifying the articulation among courseware, computer classes and regular classes in the first grade. This study promoted the deepening of the characteristics used, by evaluating the quality of the relationship and socialization between these two spheres of education and their methodological procedures and also by investigating educational agent professionalization and training.El objetivo de este artículo es discutir si las clases de Vivencia Tecnológica, impartidas a los alumnos de la Enseñanza Fundamental I, de la red del Servicio Social de la Industria de São Paulo SESI / SP, es una estrategia pedagógica que auxilia a los docentes en el proceso de enseñanza y aprendizaje y Los alumnos en la autonomía digital. Es notable la tendencia del uso cada vez más frecuente de computadoras y otras tecnologías en la educación escolar. Por ello, la Vivencia Tecnológica fue implantada en la red para potenciar los aspectos didácticos y metodológicos para la enseñanza y el aprendizaje. Por esta razón, esta investigación objetiva analizar la dinámica de este momento de "Vivencia Tecnológica", que recibe el subsidio de la teoría constructivista y contribuciones de dos profesionales, y verificar si las clases en el Laboratorio de Informática y los montajes y programaciones en el Laboratorio de Ciencias y Tecnologías Con los recursos de bloques de montaje, contribuyen a un abordaje metodológico de enseñanza relacionado al desarrollo del pensamiento, del razonamiento, de la resolución de problemas, de las prácticas de lectura y escritura. A la vez, se busca comprender si puede la referida estrategia servir como acción pedagógica significativa. La investigación buscó el entendimiento de las relaciones entre las dos profesionales, identificando la articulación entre el material de enseñanza, las clases informáticas y las clases regulares en el aula del primer año. Este trabajo posibilitó la profundización de las características utilizadas, evaluando la calidad de la relación y socialización entre estas dos esferas formativas para el alumno del primer año de la enseñanza fundamental, identificando los procedimientos metodológicos y aún, investigando la profesionalización de los agentes educativos así como su formación.O objetivo deste artigo é discutir se as aulas de Vivência Tecnológica, ministradas aos alunos do Ensino Fundamental I, da rede do Serviço Social da Indústria de São Paulo SESI/SP, é uma estratégia pedagógica que auxilia os docentes no processo de ensino e aprendizagem e os alunos na autonomia digital. É notória a tendência do uso cada vez mais frequente de computadores e outras tecnologias na educação escolar; por este motivo, a Vivência Tecnológica foi implantada na rede para potencializar os aspectos didáticos e metodológicos para o ensino e aprendizagem. Por essa razão, esta pesquisa objetiva analisar a dinâmica deste momento de “Vivência Tecnológica”, que recebe o subsídio da teoria construtivista e contribuições de duas profissionais, e verificar se as aulas no Laboratório de Informática e as montagens e programações no Laboratório de Ciências e Tecnologias, com os recursos de blocos de montagem, contribuem para uma abordagem metodológica de ensino relacionada ao desenvolvimento do pensar, do raciocinar, da resolução de problemas, das práticas de leitura e escrita. E ainda, verificar se esta estratégia pode ser referenciada como estratégia pedagógica significativa. A pesquisa buscou o entendimento das relações entre as duas profissionais, identificando a articulação entre o material de ensino, as aulas de informática e as aulas regulares na sala de aula do primeiro ano. Este trabalho possibilitou o aprofundamento das características utilizadas, avaliando a qualidade da relação e socialização entre estas duas esferas formativas para o aluno do primeiro ano do ensino fundamental, identificando os procedimentos metodológicos, e, ainda, investigando a profissionalização dos agentes educacionais, assim como sua formação

Synthesis of bis-amino acid derivatives by Suzuki cross-coupling, Michael addition and substitution reactions

Several bis-amino acids were prepared using a bis-Suzuki coupling (compounds 4-8, 10), a sequential Michael addition and bis-Suzuki coupling (compounds 12, 13) and a Michael addition followed by a substitution reaction (compounds 18, 19). Thus, the pure stereoisomer of the methyl esters of N-(tert-butoxycarbonyl)-beta-bromodehydroaminobutyric acid and dehydrophenylalanine and of N-benzyloxycarbonyl-beta-bromodehydroaminobutyric acid were reacted with 1,4-phenylene-bis-boronic acid or 9,9-dioctyl-9H-fluorene-2,7-bis-boronic acid using modified Suzuki coupling conditions. The corresponding bis-dehydroamino acid derivatives were obtained in good to high yields maintaining the stereochemistry of the starting materials. This reaction was also applied successfully to a brominated dehydrodipeptide and 1,4-phenylene-bis-boronic acid showing that it could be used to create cross-links in peptide chains. An N,N-diacyldehydroalanine derivative was used in a sequential Michael addition and bis-Suzuki coupling giving a p-terphenyl bis-amino acid and a fluorenyl bis-amino acid in good yields. Two bis-alpha,beta-diamino acids were obtained by a Michael addition of 1,2,4-triazole to the methyl esters of N-(4-toluenesulfonyl), N-(tert-butoxycarbonyl) dehydroamino acids followed by treatment with ethylenediamine.We acknowledge the Foundation for Science and Technology (FCT), Portugal and the Fundo Europeu de Desenvolvimento Regional (FEDER) for financial support through the Centro de Quimica of University of Minho and through the project POCI/QUI/59407/2004

D 5.5.1.1. Final report on sensory testing in Africa for Group 1. Project AFTER “African Food Tradition rEvisited by Research”

This deliverable concerns the sensory evaluation of the reengineered group 1 African products in the AFTER project. Specifically, it related to reengineered akpan and gowe from Benin, kenkey from Ghana and Kishk Sa'eedi in Egypt. Concerning reengineered akpan from Benin, the sensory evaluation was undertaken in Montpellier, France. Re-engineering of akpan has focused primarily on improvement of sanitary properties of the product, which was a great achievement and will allow producing Akpan on a larger scale in SMEs in Africa. Sensory evaluation of the Akpan products was carried out using CATA and JAR techniques that have been developed for use with consumers instead of a trained panel. Three Akpan products were tested by 102 consumers: Akpan added with 10% sugar (AS10), Akpan added with 3% spray-dried milk and 8.7% sugar (AMS8.7) and Akpan added with 3% spray-dried milk and 15% sugar (AMS15). Independently of the Akpan tasted, Acidity or Sweetness attributes were scored “Just About Right, as I like” by 56 to 77% of consumers. Odour perception was perceived differently, depending on consumers. However, Texture was found “Too weak”, too liquid by the majority of consumers (49 to 55%) and Taste “too strong” (46 to 54%). The most frequently CATA descriptors checked by consumers which better described Akpan products were: “Artificial”, “Floral”, “New/Different”, “Strong in Taste”, “Mealy”, followed by “Liquid”, “Drinking yoghurt”, “Sweet”, “Acidic”, and “Rough”. At the opposite, an ideal-yoghurt was described as Creamy, Natural, Good for health, Refreshing, Homogeneous, with a texture of a Bulgarian yoghurt-type, Thick, Sweet, Attractive, Nutritious and Milk taste. In terms of sensory evaluation, the three Akpan products did not significantly. If we remove the terms such as “artificial”, “strong in taste”, “floral” due to a manufacturing error (use of a few drops of citronella essential oil instead of citronella infusion as a traditional flavouring of Akpan in Benin), it remains the terms “mealy”, “liquid” “drinking yoghurt” that better describe the product and were previously used for describing traditional Akpan product. This suggests that sensory properties of the reengineered Akpan may not be acceptable to French consumers who prefer a product with a creamy, homogeneous, Bulgarian yoghurt-type taste. Gowe in Benin was not tested using sensory evaluation. Sensory testing of Gowe in Benin was not undertaken because this was planned to be undertaken in Europe. The reason is because the methodology used in sensory evaluation is independent of the location provided the samples are the same. However, the particular samples provided for French sensory testing contained a concentration of aflatoxin that was higher than the minimum EU allowable limit. It was not possible to repeat the sensory test in France because it would have taken too long to obtain a replacement supply from Benin and to repeat the processing (takes one week). In which case the samples would have been took different to enable a comparison. The sensory evaluation of kenkey was carried at the Food Research Institute, Ghana. Current trends in urbanization, and the increasing popularity of kenkey among consumers, require larger scale production with consistent quality. Testing was conducted to determine the sensory profile of white reengineered kenkey made using the optimum pre-process conditions of steeping time (30 and 45h), steeping temperature (30ᵒC and 35ᵒC) and dough fermentation time of 12 hours. The qualitative descriptive analysis showed that the sensory profile of white kenkey was dependent on preprocessing variables. Thus merely optimizing the pre-processing variables with regards to acid production and other readily measurable constituents though could shorten the production process could not guarantee the best product sensory quality. The results show that all the descriptors generated were appropriate for differentiating sensory qualities among samples and could be used for basic research and product development for white kenkey. Soft and sticky texture in white kenkey was highly appreciated. Sensory evaluation of Kishk Sa'eedi (KS) was undertaken in Egypt. KS is an Egyptian indigenous wheat-based fermented food prepared traditionally according to the method applied by Upper Egyptians. This work is done to characterize sensory properties and sensory profile of the reengineered KS. Quantitative descriptive analysis (QDA) coupled with principal component analysis (PCA) was used to study the interrelationship among and between sensory attributes. 14 terms regarding appearance, odour, flavour and texture of the samples, was selected and a glossary describing each descriptor was developed. Three KS samples were profiled by 11 assessors using the chosen 14 sensory descriptors. Mean intensity ratings of the descriptive attributes showed that there were significant differences (p<0.05) within KS samples for all the 14 attributes tested. In general, high ratings for creamy colour, fresh odour, KS taste and fracturability are considered as positive effects that would be favoured by panellists while increase in caramel colour, sour taste, denseness and mouth coating are regarded as undesirable. The re-engineered KS sample perceived as less sour and less salty compared with the traditional ones. With regard to texture quality, reengineered sample was easy to fracture, and scored higher for grittiness. Meanwhile, the sample was rated lower than the traditional ones with regard to Kishk taste and fermented odour. Descriptive sensory evaluations between of the traditional and re-engineered KS samples showed that tastes i.e. sour, salty, and KS taste; fracutability and grittiness were discriminating attributes. Fermented odour, colour i.e. creamy and caramel; presence of fissure and presence of bran were least discriminating. Evaluation of the KS sensory characteristics provide in depth understanding of the sensory quality criteria as perceived by the sensory trained panel. The present study showed that substantial differences in sensory character were noted between the traditional and re-engineered KS in particular, differences in colour, fresh odour, KS taste, fracutability and mouth coating. This work showed that the application of QFD and PCA techniques could provide the useful information to KS and helped to identify the importance of product attributes. In conclusion the sensory evaluation showed clear sensory differences between the traditional and reengineered products relating to akpan from Benin, kenkey from Ghana and Kishk Sa'eedi from Egypt. Other deliverables will report on the acceptance by consumers