Analysis Statistics in Practical Problems of Food Health

This study aimed at the application of dietary supplementation in elderly people and, after a period, to prepare a statistical diagnosis of before and after some dimensional information to verify the great influence of diet in these patients. In order to do so, statistical analyzes were used, which are important tools that allow us to perceive the transformations in different chronological periods. As a result, it was possible to verify the history of the patients that were being altered in the last months by the new food supplement implanted, having a statistical explanation besides the nutritional one. However, care has been taken to demonstrate how misunderstanding can hamper interpretation and originate erroneous information from work

PERFORMANCE EVALUATION OF NaI(Tl) AND LaBr3(Ce) PORTABLE RADIOLOGICAL IDENTIFIERS IN THE IDENTIFICATION OF 226-Ra AND 228-Ra IN SCALES FROM THE PETROLEUM INDUSTRY

The scales from the oil industry are constantly being studied, due to their formation problem, which reduces the plant's production capacity, and the radioactivity in them, which originates from production wells (NORM), which can lead workers to significant exposures. The extraction process makes these scales radioactive, as the 226-Ra and 228-Ra that are mobilized precipitate with the scales. These are directly responsible for the dose increase to which workers are exposed during routine maintenance. In this study, ten scale samples were analyzed, taken from different parts of an oil production plant, using portable radiological identifiers of NaI(Tl) and LaBr3(Ce) to assess the dose rates and performance of these equipment in detection 226-Ra and 228-Ra. The identification of 226-Ra, was given by its daughter 214-Pb and 214-Bi, energies of 295.222 keV and 351.93 keV; and 609.32 keV, respectively. The identification of 228-Ra, by his daughter 212-Pb and 208-Tl, energies of 238.632 keV; and 583.187 keV and 2614.511 keV, respectively. The energy of 583.187 keV appeared only in the spectra obtained with the PRI of LaBr3(Ce). The energy of 2614.511 keV of 208-Tl was discriminated in all spectra obtained with NaI(Tl). The NaI(Tl) PRI performed better due to its better counting efficiency. The identifiers were able to identify 226-Ra and 228-Ra in inlays containing NORM. It was concluded that the PRIs allow fast analysis even in samples with little mass

EAD AND BRAZILIAN HIGHER EDUCATION: PUBLIC POLICIES AND USE OF ICT

O presente artigo faz uma revisão da literatura disponível sobre a Educação a Distância (EAD) e, também, apresenta um panorama das Políticas Públicas de educação brasileira, vistas como instrumento de inclusão social e democratização no Brasil. Como um fator potencializador da EaD apresenta uma breve revisão teórica acerca do uso das Tecnologias de Informação e Comunicação (TICs) e das Tecnologias Digitais de Informação e Comunicação (TIDCs), que são as ferramentas facilitadoras para o processo de ensino e aprendizagem nos ambientes educacionais, em especial na EaD. Em seguida, apresenta os resultados e análises de uma pesquisa realizada com estudantes de cursos superiores (graduação, especialização, mestrado, doutorado e pós-doutorado) na modalidade de Educação a Distância (EAD). A metodologia para este estudo foi a seleção e a análise de textos orientam as Políticas Públicas voltadas para o Ensino a Distância. Ele está estruturado em três partes, sendo que na primeira serão apresentados os conceitos e as concepções da Educação a Distância; na segunda, uma visão geral das Políticas Públicas voltadas para o Ensino a Distância, e na terceira a análise da pesquisa com estudantes de EaD, concluindo com as considerações finais e as referências bibliográficas.O presente artigo faz uma revisão da literatura disponível sobre a Educação a Distância (EAD) e, também, apresenta um panorama das Políticas Públicas de educação brasileira, vistas como instrumento de inclusão social e democratização no Brasil. Como um fator potencializador da EaD apresenta uma breve revisão teórica acerca do uso das Tecnologias de Informação e Comunicação (TICs) e das Tecnologias Digitais de Informação e Comunicação (TIDCs), que são as ferramentas facilitadoras para o processo de ensino e aprendizagem nos ambientes educacionais, em especial na EaD. Em seguida, apresenta os resultados e análises de uma pesquisa realizada com estudantes de cursos superiores (graduação, especialização, mestrado, doutorado e pós-doutorado) na modalidade de Educação a Distância (EAD). A metodologia para este estudo foi a seleção e a análise de textos orientam as Políticas Públicas voltadas para o Ensino a Distância. Ele está estruturado em três partes, sendo que na primeira serão apresentados os conceitos e as concepções da Educação a Distância; na segunda, uma visão geral das Políticas Públicas voltadas para o Ensino a Distância, e na terceira a análise da pesquisa com estudantes de EaD, concluindo com as considerações finais e as referências bibliográficas.Este artículo revisa la literatura disponible sobre Educación a Distancia (ODL) y también presenta una visión general de las Políticas Públicas de la educación brasileña, vista como un instrumento de inclusión social y democratización en Brasil. Como factor potenciador de la educación a distancia se presenta una breve revisión teórica sobre el uso de las Tecnologías de la Información y la Comunicación (TIC) y las Tecnologías de la Información y la Comunicación Digital (TIDC), que son las herramientas facilitadoras para el proceso de enseñanza y aprendizaje en entornos educativos, especialmente en EaD. A continuación, se presentan los resultados y análisis de una investigación realizada con estudiantes de cursos de educación superior (pregrado, especialización, maestría, doctorado y postdoctorado) en la modalidad de Educación a Distancia (EAD). La metodología para este estudio fue la selección y análisis de textos que orientan las Políticas Públicas enfocadas en la Educación a Distancia. Se estructura en tres partes, y en la primera se presentarán los conceptos y concepciones de la Educación a Distancia; en el segundo, una visión general de las Políticas Públicas centradas en la Educación a Distancia, y en el tercero el análisis de la investigación con estudiantes de educación a distancia, concluyendo con las consideraciones finales y las referencias bibliográficas.This article reviews the available literature on Distance Education (ODL) and also presents an overview of the Public Policies of Brazilian education, seen as an instrument of social inclusion and democratization in Brazil. As an enhancing factor of distance education, a brief theoretical review is presented on the use of Information and Communication Technologies (ICT) and Information and Digital Communication Technologies (ICT), which are the facilitating tools for the teaching and learning process in educational environments, especially in EaD. Below are the results and analysis of a research carried out with students of higher education courses (undergraduate, specialization, master's, doctorate and postdoctorate) in the Distance Education (EAD) modality. The methodology for this study was the selection and analysis of texts that guide Public Policies focused on Distance Education. It is structured in three parts, and in the first the concepts and conceptions of Distance Education will be presented; in the second, an overview of Public Policies focused on Distance Education, and in the third the analysis of research with distance education students, concluding with the final considerations and bibliographic references

GERAÇÃO SCREENAGERS E UM NOVO MODELO DE “E-EDUCAÇÃO”

This article explores the Screenagers generation, digital native learners raised in a connected world, and their relationship to education. Challenges arise from the contrast between their digital skills and traditional teaching methods, making the integration of technology into the educational environment crucial. Through research and bibliographical studies, it was observed that Screenagers are immersed in electronic devices and have instant access to information, which affects their expectations in relation to learning. Teachers and schools must adapt their pedagogical practices to engage this generation in a dynamic and relevant educational environment. The training of educators is essential to use technology as a central teaching tool and guide students on its ethical and responsible use. The integration of technology in education offers opportunities, allowing for more inclusive and personalized teaching. Collaboration between educators, managers, parents and the community is essential to adapt educational strategies to the needs of this generation, preparing Screenagers to be critical and creative citizens in a digital and globalized world. In conclusion, the Screenagers generation demands an up-to-date and innovative educational approach. By facing the challenges and exploring the possibilities offered by technology, education can prepare Screenagers for a future full of technological opportunities and challenges.Este artículo explora la generación Screenager, aprendices nativos digitales criados en un mundo conectado, y su relación con la educación. Los desafíos surgen del contraste entre sus habilidades digitales y los métodos de enseñanza tradicionales, lo que hace que la integración de la tecnología en el entorno educativo sea crucial. A través de investigaciones y estudios bibliográficos, se observó que los Screenager están inmersos en dispositivos electrónicos y tienen acceso instantáneo a la información, lo que afecta sus expectativas en relación al aprendizaje. Los maestros y las escuelas deben adaptar sus prácticas pedagógicas para involucrar a esta generación en un entorno educativo dinámico y relevante. La formación de los educadores es fundamental para utilizar la tecnología como herramienta central de enseñanza y orientar a los estudiantes en su uso ético y responsable. La integración de la tecnología en la educación ofrece oportunidades, permitiendo una enseñanza más inclusiva y personalizada. La colaboración entre educadores, directivos, padres y comunidad es fundamental para adaptar las estrategias educativas a las necesidades de esta generación, preparando Screenagers para ser ciudadanos críticos y creativos en un mundo digital y globalizado. En conclusión, la generación Screenagers demanda un enfoque educativo actualizado e innovador. Al enfrentar los desafíos y explorar las posibilidades que ofrece la tecnología, la educación puede preparar a los Screenagers para un futuro lleno de oportunidades y desafíos tecnológicos.Este artigo explora a geração Screenagers, alunos nativos digitais criados em um mundo conectado, e sua relação com a educação. Os desafios surgem do contraste entre suas habilidades digitais e os métodos tradicionais de ensino, tornando crucial a integração da tecnologia no ambiente educacional. Através de pesquisas e estudos bibliográficos foi observado que os Screenagers estão imersos em dispositivos eletrônicos e têm acesso instantâneo à informação, o que afeta suas expectativas em relação ao aprendizado. Professores e escolas devem adaptar suas práticas pedagógicas para engajar essa geração em um ambiente educacional dinâmico e relevante. A capacitação dos educadores é fundamental para utilizar a tecnologia como ferramenta central de ensino e orientar os alunos sobre seu uso ético e responsável. A integração da tecnologia na educação oferece oportunidades, permitindo um ensino mais inclusivo e personalizado. A colaboração entre educadores, gestores, pais e a comunidade é essencial para adaptar as estratégias educacionais às necessidades dessa geração, preparando os Screenagers para serem cidadãos críticos e criativos em um mundo digital e globalizado. Em conclusão, a geração Screenagers demanda uma abordagem educacional atualizada e inovadora. Ao enfrentar os desafios e explorar as possibilidades oferecidas pela tecnologia, a educação pode preparar os Screenagers  para um futuro repleto de oportunidades e desafios tecnológicos.Este artigo explora a geração Screenagers, alunos nativos digitais criados em um mundo conectado, e sua relação com a educação. Os desafios surgem do contraste entre suas habilidades digitais e os métodos tradicionais de ensino, tornando crucial a integração da tecnologia no ambiente educacional. Através de pesquisas e estudos bibliográficos foi observado que os Screenagers estão imersos em dispositivos eletrônicos e têm acesso instantâneo à informação, o que afeta suas expectativas em relação ao aprendizado. Professores e escolas devem adaptar suas práticas pedagógicas para engajar essa geração em um ambiente educacional dinâmico e relevante. A capacitação dos educadores é fundamental para utilizar a tecnologia como ferramenta central de ensino e orientar os alunos sobre seu uso ético e responsável. A integração da tecnologia na educação oferece oportunidades, permitindo um ensino mais inclusivo e personalizado. A colaboração entre educadores, gestores, pais e a comunidade é essencial para adaptar as estratégias educacionais às necessidades dessa geração, preparando os Screenagers para serem cidadãos críticos e criativos em um mundo digital e globalizado. Em conclusão, a geração Screenagers demanda uma abordagem educacional atualizada e inovadora. Ao enfrentar os desafios e explorar as possibilidades oferecidas pela tecnologia, a educação pode preparar os Screenagers  para um futuro repleto de oportunidades e desafios tecnológicos

Multielement analysis in beer cans using X-ray fluorescence

In this study the elemental concentrations of twenty-three beer cans of different brands and nationalities were determined using X-ray fluorescence technique. Beer cans from Brazil (20 beer cans), Germany, the United Kingdom and Colombia were analyzed, totalizing 15 different breweries. It was possible to calculate the concentration of 15 elements in the beer cans samples: Mg, Al, Si, S, Cl, V, Cr, Mn, Fe, Ni, Cu, Zn, Ga, Zr and Pb. The results showed that aluminum concentrations ranged from 94 % to 96 %. Other's elements can be considered trace elements, being the highest concentrations of them for Mg (approximately 2%) and Mn (approximately 1%). Some elements showed differences between cans from different nationalities, with Zn being much higher in samples from Brazil. The Zr element showed similarities between German and UK beer cans. In addition, the beer can sample from Colombian had lower concentrations of Cl and Ga. This study shows that the values found are comparable to those found in the literature and that the concentrations of some trace elements in beer cans may represent signs of impurities brought during the recycling process

ATLANTIC EPIPHYTES: a data set of vascular and non-vascular epiphyte plants and lichens from the Atlantic Forest

Epiphytes are hyper-diverse and one of the frequently undervalued life forms in plant surveys and biodiversity inventories. Epiphytes of the Atlantic Forest, one of the most endangered ecosystems in the world, have high endemism and radiated recently in the Pliocene. We aimed to (1) compile an extensive Atlantic Forest data set on vascular, non-vascular plants (including hemiepiphytes), and lichen epiphyte species occurrence and abundance; (2) describe the epiphyte distribution in the Atlantic Forest, in order to indicate future sampling efforts. Our work presents the first epiphyte data set with information on abundance and occurrence of epiphyte phorophyte species. All data compiled here come from three main sources provided by the authors: published sources (comprising peer-reviewed articles, books, and theses), unpublished data, and herbarium data. We compiled a data set composed of 2,095 species, from 89,270 holo/hemiepiphyte records, in the Atlantic Forest of Brazil, Argentina, Paraguay, and Uruguay, recorded from 1824 to early 2018. Most of the records were from qualitative data (occurrence only, 88%), well distributed throughout the Atlantic Forest. For quantitative records, the most common sampling method was individual trees (71%), followed by plot sampling (19%), and transect sampling (10%). Angiosperms (81%) were the most frequently registered group, and Bromeliaceae and Orchidaceae were the families with the greatest number of records (27,272 and 21,945, respectively). Ferns and Lycophytes presented fewer records than Angiosperms, and Polypodiaceae were the most recorded family, and more concentrated in the Southern and Southeastern regions. Data on non-vascular plants and lichens were scarce, with a few disjunct records concentrated in the Northeastern region of the Atlantic Forest. For all non-vascular plant records, Lejeuneaceae, a family of liverworts, was the most recorded family. We hope that our effort to organize scattered epiphyte data help advance the knowledge of epiphyte ecology, as well as our understanding of macroecological and biogeographical patterns in the Atlantic Forest. No copyright restrictions are associated with the data set. Please cite this Ecology Data Paper if the data are used in publication and teaching events. © 2019 The Authors. Ecology © 2019 The Ecological Society of Americ

Chemical profile of Lippia thymoides, evaluation of the acetylcholinesterase inhibitory activity of its essential oil, and molecular docking and molecular dynamics simulations.

The essential oils of the fresh and dry flowers, leaves, branches, and roots of Lippia thymoides were obtained by hydrodistillation and analyzed using gas chromatography (GC) and GC-mass spectrometry (MS). The acetylcholinesterase inhibitory activity of the essential oil of fresh leaves was investigated on silica gel plates. The interactions of the key compounds with acetylcholinesterase were simulated by molecular docking and molecular dynamics studies. In total, 75 compounds were identified, and oxygenated monoterpenes were the dominant components of all the plant parts, ranging from 19.48% to 84.99%. In the roots, the main compounds were saturated and unsaturated fatty acids, having contents varying from 39.5% to 32.17%, respectively. In the evaluation of the anticholinesterase activity, the essential oils (detection limit (DL) = 0.1 ng/spot) were found to be about ten times less active than that of physostigmine (DL = 0.01ng/spot), whereas thymol and thymol acetate presented DL values each of 0.01 ng/spot, equivalent to that of the positive control. Based on the docking and molecular dynamics studies, thymol and thymol acetate interact with the catalytic residues Ser203 and His447 of the active site of acetylcholinesterase. The binding free energies (ΔGbind) for these ligands were -18.49 and -26.88 kcal/mol, demonstrating that the ligands are able to interact with the protein and inhibit their catalytic activity

Expression and efficient secretion of a functional chitinase from Chromobacterium violaceum in Escherichia coli

Background: Chromobacterium violaceum is a free-living β-proteobacterium found in tropical and subtropical regions. The genomic sequencing of C. violaceum ATCC 12472 has revealed many genes that underpin its adaptability to diverse ecosystems. Moreover, C. violaceum genes with potential applications in industry, medicine and agriculture have also been identified, such as those encoding chitinases. However, none of the chitinase genes of the ATCC 12472 strain have been subjected to experimental validation. Chitinases (EC 3.2.1.14) hydrolyze the β-(1,4) linkages in chitin, an abundant biopolymer found in arthropods, mollusks and fungi. These enzymes are of great biotechnological interest as potential biocontrol agents against pests and pathogens. This work aimed to experimentally validate one of the chitinases from C. violaceum. Results: The open reading frame (ORF) CV2935 of C. violaceum ATCC 12472 encodes a protein (439 residues) that is composed of a signal peptide, a chitin-binding domain, a linker region, and a C-terminal catalytic domain belonging to family 18 of the glycoside hydrolases. The ORF was amplified by PCR and cloned into the expression vector pET303/CT-His. High levels of chitinolytic activity were detected in the cell-free culture supernatant of E. coli BL21(DE3) cells harboring the recombinant plasmid and induced with IPTG. The secreted recombinant protein was purified by affinity chromatography on a chitin matrix and showed an apparent molecular mass of 43.8 kDa, as estimated by denaturing polyacrylamide gel electrophoresis. N-terminal sequencing confirmed the proper removal of the native signal peptide during the secretion of the recombinant product. The enzyme was able to hydrolyze colloidal chitin and the synthetic substrates p-nitrophenyl-β-D-N,N'-diacetylchitobiose and p-nitrophenyl-β-D-N,N',N"-triacetylchitotriose. The optimum pH for its activity was 5.0, and the enzyme retained ~32% of its activity when heated to 60°C for 30 min. Conclusions: A C. violaceum chitinase was expressed in E. coli and purified by affinity chromatography on a chitin matrix. The secretion of the recombinant protein into the culture medium was directed by its native signal peptide. The mature enzyme was able to hydrolyze colloidal chitin and synthetic substrates. This newly identified signal peptide is a promising secretion factor that should be further investigated in future studies, aiming to demonstrate its usefulness as an alternative tool for the extracellular production of recombinant proteins in E. coli

Long-Term Symptoms after Mild Coronavirus Disease in Healthy Healthcare Professionals: A 12-Month Prospective Cohort Study

The coronavirus disease 2019 (COVID-19) pandemic has changed the course of human history and killed millions of people worldwide. Its long-term consequences remain uncertain. This study aimed to describe the short- and long-term symptoms of COVID-19 among individuals in Goiás, central Brazil, who experienced acute mild or non-symptomatic SARS-CoV-2 infection during the first wave of the pandemic. This prospective cohort study included 110 healthcare workers, 18 safety workers, and 19 administrative support workers, who were followed up for 12 months after the onset of COVID-19. Most participants were healthy adult female healthcare professionals. At the onset of infection, the major symptoms were headache, myalgia, nasal congestion, cough, coryza, anosmia, ageusia, sore throat, fatigue, diarrhea, and dyspnea. Furthermore, 20.3% of the participants had three or more COVID-19 symptoms that persisted for at least 12 months. These included coryza, congestion, hair loss, sore throat, headache, myalgia, cough, memory loss, anosmia, and fatigue. This study revealed a high prevalence of persistent symptoms of COVID-19 in healthy individuals from central Brazil, which may present an additional burden on healthcare services. Further studies are required to investigate the sequelae of COVID-19 over periods greater than 12 months