Facile Synthesis of Sustainable Biomass-Derived Porous Biochars as Promising Electrode Materials for High-Performance Supercapacitor Applications

Preparing sustainable and highly efficient biochars as electrodes remains a challenge for building green energy storage devices. In this study, efficient carbon electrodes for supercapacitors were prepared via a facile and sustainable single-step pyrolysis method using spruce bark as a biomass precursor. Herein, biochars activated by KOH and ZnCl2 are explored as templates to be applied to prepare electrodes for supercapacitors. The physical and chemical properties of biochars for application as supercapacitors electrodes were strongly affected by factors such as the nature of the activators and the meso/microporosity, which is a critical condition that affects the internal resistance and diffusive conditions for the charge accumulation process in a real supercapacitor. Results confirmed a lower internal resistance and higher phase angle for devices prepared with ZnCl2 in association with a higher mesoporosity degree and distribution of Zn residues into the matrix. The ZnCl2-activated biochar electrodes' areal capacitance reached values of 342 mF cm(-2) due to the interaction of electrical double-layer capacitance/pseudocapacitance mechanisms in a matrix that favors hydrophilic interactions and the permeation of electrolytes into the pores. The results obtained in this work strongly suggest that the spruce bark can be considered a high-efficiency precursor for biobased electrode preparation to be employed in SCs

The role of ischemic preconditioning and pentoxifylline in intestinal ischemia/reperfusion injury of rats

Purpose: To investigate the role of ischemic preconditioning (IPC) and pentoxifylline (PTX) in intestinal mucosa ischemia/reperfusion injury (IR). Methods: Thirty rats were assigned to 5 groups (N= 6): (CG): no clamping of the superior mesenteric artery (90 min.)(IR-SS): saline + ischemia (30 min.) + reperfusion (60 min.)(IRPTX): PTX + ischemia (30min.) + reperfusion (60 min.)(IPC-IR-SS): 5 min. of ischemia + 5 minutes of reperfusion (IPC) + saline + ischemia (30 min.) + reperfusion (60 min.)(IPC-IR-PTX): 5 min. of ischemia + 5 min. of reperfusion (IPC) + PTX + 30 min. of I + 60 minutes of R. Results: The IR-PTX, IPC-IR-SS and IPC-IR-PTX groups had significantly lower scores of mucosa damage than the IR-SS group. IR-PTX group showed higher scores than the IPC-IR-PTX group, in accordance with the hypothesis of a favorable effect of IPC alone or in association with PTX. Additionally, IPC-IR-SS had a higher damage score than the IPC-IR-PTX. The villi height and crypt depth were similar in all groups. The villi height in the IR-SS was significantly lower. Conclusion: Ischemic preconditioning or pentoxifylline alone protect the intestinal mucosa from ischemia/reperfusion injury. However, they do not have a synergistic effect when applied together.UFGD, Ministerio da Educacao do BrasilUFGD, Sch Hlth Sci, Dourados, MS, BrazilUniv Sao Paulo UNIFESP, Dept Morfol & Genet, Sao Paulo, SP, BrazilUniv Estadual Campinas UNICAMP, Sch Med, Dept Publ Hlth, Publ Hlth, Campinas, SP, BrazilUniv Fed Sao Paulo, Dept Biochem, Sao Paulo, SP, BrazilUniv Fed Sao Paulo UNIFESP, Dept Surg, Div Surg Tech & Expt Surg, Sao Paulo, SP, BrazilUniv Sao Paulo UNIFESP, Dept Morfol & Genet, Sao Paulo, SP, BrazilUniv Fed Sao Paulo, Dept Biochem, Sao Paulo, SP, BrazilUniv Fed Sao Paulo UNIFESP, Dept Surg, Div Surg Tech & Expt Surg, Sao Paulo, SP, BrazilUFGD, Ministerio da Educacao do BrasilWeb of Scienc

GAMIFICAR: A GAMIFICAÇÃO APLICADA EM AMBIENTES DE ENSINO E APRENDIZAGEM

Digital resources are increasingly seen as tools for work and personal and professional growth. It is necessary that the school and the teacher are prepared to face these new challenges. Teaching is no longer just about teaching how to read and write, just in pencil, board and chalk, to the classroom space. It is important to understand that education needs to adapt to the new reality and it is up to the teacher to prepare for this new reality, becoming the great protagonist of this new Technological Age. The new technological resources, used pedagogically by teachers, will contribute effectively to innovative learning. However, it is necessary to evaluate the context in which the teacher is inserted, his difficulties and his pedagogical practice and his ability to adapt to the role of mediator of contents allied to the use of technology. Another point that needs to be taken into consideration is the community in which the school is inserted, because the impact of a digital education needs to go beyond learning to handle digital devices. It is essential to configure a problematizing education, which goes beyond the walls of the school. The teacher needs, through the use of new technologies, to prepare the student to read the world and provide him with tools to be the author of the story of his life and to be a citizen capable of acting ethically to transform the world into a better place to live.Los recursos digitales se ven cada vez más como herramientas para el trabajo y el crecimiento personal y profesional. Es necesario que la escuela y el profesor estén preparados para afrontar estos nuevos retos. La enseñanza ya no se trata solo de enseñar a leer y escribir, solo a lápiz, pizarra y tiza, al espacio del aula. Es importante entender que la educación necesita adaptarse a la nueva realidad y depende del profesor prepararse para esta nueva realidad, convirtiéndose en el gran protagonista de esta nueva Era Tecnológica. Los nuevos recursos tecnológicos, utilizados pedagógicamente por los profesores, contribuirán eficazmente al aprendizaje innovador. Sin embargo, es necesario evaluar el contexto en el que se inserta el profesor, sus dificultades y su práctica pedagógica y su capacidad para adaptarse al papel de mediador de contenidos aliados al uso de la tecnología. Otro punto que debe tenerse en cuenta es la comunidad en la que se inserta la escuela, porque el impacto de una educación digital debe ir más allá de aprender a manejar dispositivos digitales. Es fundamental configurar una educación problematizante, que vaya más allá de las paredes de la escuela. El profesor necesita, a través del uso de las nuevas tecnologías, preparar al alumno para leer el mundo y proporcionarle herramientas para ser el autor de la historia de su vida y ser un ciudadano capaz de actuar éticamente para transformar el mundo en un lugar mejor para vivir.Cada vez mais os recursos digitais são encarados como ferramentas de trabalho e de crescimento pessoal e profissional. Faz-se necessário que a escola e o professor estejam preparados para enfrentar esses novos desafios. Ensinar já não diz respeito apenas a ensinar a ler e escrever, apenas ao lápis, quadro e giz, ao espaço da sala de aula. É importante compreender que a educação precisa se adaptar à nova realidade e cabe ao professor preparar para esta nova realidade, se tornando o grande protagonista desta nova Era Tecnológica. Os novos recursos tecnológicos, usados pedagogicamente pelos docentes, irão contribuir eficazmente para uma aprendizagem inovadora. No entanto, se faz necessário avaliar sobre o contexto no qual o professor está inserido, suas dificuldades e sobre sua prática pedagógica e sua capacidade de se adaptar ao papel de mediador de conteúdos aliados ao uso da tecnologia. Outro ponto que precisa ser levado em consideração é a comunidade em que a escola está inserida, pois o impacto de uma educação digital precisa ir além de aprender a manusear aparelhos digitais. É essencial que se configure uma educação problematizadora, que vá além dos muros da escola. O professor precisa, através do uso das novas tecnologias, preparar o aluno para ler o mundo e lhe fornecer ferramentas para ser o autor da história de sua vida e de ser um cidadão capaz de agir eticamente para transformar o mundo num lugar melhor para se viver.Cada vez mais os recursos digitais são encarados como ferramentas de trabalho e de crescimento pessoal e profissional. Faz-se necessário que a escola e o professor estejam preparados para enfrentar esses novos desafios. Ensinar já não diz respeito apenas a ensinar a ler e escrever, apenas ao lápis, quadro e giz, ao espaço da sala de aula. É importante compreender que a educação precisa se adaptar à nova realidade e cabe ao professor preparar para esta nova realidade, se tornando o grande protagonista desta nova Era Tecnológica. Os novos recursos tecnológicos, usados pedagogicamente pelos docentes, irão contribuir eficazmente para uma aprendizagem inovadora. No entanto, se faz necessário avaliar sobre o contexto no qual o professor está inserido, suas dificuldades e sobre sua prática pedagógica e sua capacidade de se adaptar ao papel de mediador de conteúdos aliados ao uso da tecnologia. Outro ponto que precisa ser levado em consideração é a comunidade em que a escola está inserida, pois o impacto de uma educação digital precisa ir além de aprender a manusear aparelhos digitais. É essencial que se configure uma educação problematizadora, que vá além dos muros da escola. O professor precisa, através do uso das novas tecnologias, preparar o aluno para ler o mundo e lhe fornecer ferramentas para ser o autor da história de sua vida e de ser um cidadão capaz de agir eticamente para transformar o mundo num lugar melhor para se viver

Evidence for increasing global wheat yield potential

Wheat is the most widely grown food crop, with 761 Mt produced globally in 2020. To meet the expected grain demand by mid-century, wheat breeding strategies must continue to improve upon yield-advancing physiological traits, regardless of climate change impacts. Here, the best performing doubled haploid (DH) crosses with an increased canopy photosynthesis from wheat field experiments in the literature were extrapolated to the global scale with a multi-model ensemble of process-based wheat crop models to estimate global wheat production. The DH field experiments were also used to determine a quantitative relationship between wheat production and solar radiation to estimate genetic yield potential. The multi-model ensemble projected a global annual wheat production of 1050 ± 145 Mt due to the improved canopy photosynthesis, a 37% increase, without expanding cropping area. Achieving this genetic yield potential would meet the lower estimate of the projected grain demand in 2050, albeit with considerable challenges.Fil: Guarin, Jose Rafael. National Aeronautics and Space Administration; Estados Unidos. Columbia University; Estados Unidos. Florida State University; Estados UnidosFil: Martre, Pierre. Institut Agro Montpellier SupAgro; FranciaFil: Ewert, Frank. Universitat Bonn; Alemania. Leibniz Centre for Agricultural Landscape Research; AlemaniaFil: Webber, Heidi. Universitat Bonn; Alemania. Leibniz Centre for Agricultural Landscape Research; AlemaniaFil: Dueri, Sibylle. Institut Agro Montpellier SupAgro; FranciaFil: Calderini, Daniel Fernando. Universidad Austral de Chile; ChileFil: Reynolds, Matthew. International Maize and Wheat Improvement Center ; MéxicoFil: Molero, Gemma. KWS; FranciaFil: Miralles, Daniel Julio. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura. Universidad de Buenos Aires. Facultad de Agronomía. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura; ArgentinaFil: Garcia, Guillermo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura. Universidad de Buenos Aires. Facultad de Agronomía. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura; ArgentinaFil: Slafer, Gustavo Ariel. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura. Universidad de Buenos Aires. Facultad de Agronomía. Instituto de Investigaciones Fisiológicas y Ecológicas Vinculadas a la Agricultura; Argentina. Universitat de Lleida; España. Institució Catalana de Recerca i Estudis Avancats; EspañaFil: Giunta, Francesco. Consiglio Nazionale Delle Ricerche. Istituto Di Scienze Dell Atmosfera E del Clima.; ItaliaFil: Pequeno, Diego N.L.. International Maize and Wheat Improvement Center; MéxicoFil: Stella, Tommaso. Universitat Bonn; Alemania. Leibniz Centre for Agricultural Landscape Research; AlemaniaFil: Ahmed, Mukhtar. University Of Pakistan; PakistánFil: Alderman, Phillip D.. Oklahoma State University; Estados UnidosFil: Basso, Bruno. Michigan State University; Estados UnidosFil: Berger, Andres G.. Instituto Nacional de Investigacion Agropecuaria;Fil: Bindi, Marco. Università degli Studi di Firenze; ItaliaFil: Bracho-Mujica, Gennady. Universität Göttingen; AlemaniaFil: Cammarano, Davide. Purdue University; Estados UnidosFil: Chen, Yi. Chinese Academy of Sciences; República de ChinaFil: Dumont, Benjamin. Université de Liège; BélgicaFil: Rezaei, Ehsan Eyshi. Leibniz Institute Of Plant Genetics And Crop Plant Research.; AlemaniaFil: Fereres, Elias. Universidad de Córdoba; EspañaFil: Ferrise, Roberto. Michigan State University; Estados UnidosFil: Gaiser, Thomas. Universitat Bonn; AlemaniaFil: Gao, Yujing. Florida State University; Estados UnidosFil: Garcia Vila, Margarita. Universidad de Córdoba; EspañaFil: Gayler, Sebastian. Universidad de Hohenheim; Alemani

Evidence for increasing global wheat yield potential

Wheat is the most widely grown food crop, with 761 Mt produced globally in 2020. To meet the expected grain demand by mid-century, wheat breeding strategies must continue to improve upon yield-advancing physiological traits, regardless of climate change impacts. Here, the best performing doubled haploid (DH) crosses with an increased canopy photosynthesis from wheat field experiments in the literature were extrapolated to the global scale with a multi-model ensemble of process-based wheat crop models to estimate global wheat production. The DH field experiments were also used to determine a quantitative relationship between wheat production and solar radiation to estimate genetic yield potential. The multi-model ensemble projected a global annual wheat production of 1050 +/- 145 Mt due to the improved canopy photosynthesis, a 37% increase, without expanding cropping area. Achieving this genetic yield potential would meet the lower estimate of the projected grain demand in 2050, albeit with considerable challenges

Facile Synthesis of Sustainable Biomass-Derived Porous Biochars as Promising Electrode Materials for High-Performance Supercapacitor Applications

Preparing sustainable and highly efficient biochars as electrodes remains a challenge for building green energy storage devices. In this study, efficient carbon electrodes for supercapacitors were prepared via a facile and sustainable single-step pyrolysis method using spruce bark as a biomass precursor. Herein, biochars activated by KOH and ZnCl2 are explored as templates to be applied to prepare electrodes for supercapacitors. The physical and chemical properties of biochars for application as supercapacitors electrodes were strongly affected by factors such as the nature of the activators and the meso/microporosity, which is a critical condition that affects the internal resistance and diffusive conditions for the charge accumulation process in a real supercapacitor. Results confirmed a lower internal resistance and higher phase angle for devices prepared with ZnCl2 in association with a higher mesoporosity degree and distribution of Zn residues into the matrix. The ZnCl2-activated biochar electrodes’ areal capacitance reached values of 342 mF cm−2 due to the interaction of electrical double-layer capacitance/pseudocapacitance mechanisms in a matrix that favors hydrophilic interactions and the permeation of electrolytes into the pores. The results obtained in this work strongly suggest that the spruce bark can be considered a high-efficiency precursor for biobased electrode preparation to be employed in SCs

Wheat crop traits conferring high yield potential may also improve yield stability under climate change

Increasing genetic wheat yield potential is considered by many as critical to increasing global wheat yields and production, baring major changes in consumption patterns. Climate change challenges breeding by making target environments less predictable, altering regional productivity and potentially increasing yield variability. Here we used a crop simulation model solution in the SIMPLACE framework to explore yield sensitivity to select trait characteristics (radiation use efficiency [RUE], fruiting efficiency and light extinction coefficient) across 34 locations representing the world’s wheat-producing environments, determining their relationship to increasing yields, yield variability and cultivar performance. The magnitude of the yield increase was trait-dependent and differed between irrigated and rainfed environments. RUE had the most prominent marginal effect on yield, which increased by about 45 % and 33 % in irrigated and rainfed sites, respectively, between the minimum and maximum value of the trait. Altered values of light extinction coefficient had the least effect on yield levels. Higher yields from improved traits were generally associated with increased inter-annual yield variability (measured by standard deviation), but the relative yield variability (as coefficient of variation) remained largely unchanged between base and improved genotypes. This was true under both current and future climate scenarios. In this context, our study suggests higher wheat yields from these traits would not increase climate risk for farmers and the adoption of cultivars with these traits would not be associated with increased yield variability

NLRP3 inflammasome mediates aldosterone-induced vascular damage

Background: Inflammation is a key feature of aldosterone-induced vascular damage and dysfunction, but molecular mechanisms by which aldosterone triggers inflammation remain unclear. The NLRP3 inflammasome is a pivotal immune sensor that recognizes endogenous danger signals triggering sterile inflammation. Methods: We analyzed vascular function and inflammatory profile of wild-type (WT), NLRP3 knockout (NLRP3−/−), caspase-1 knockout (Casp-1−/−), and interleukin-1 receptor knockout (IL-1R−/−) mice treated with vehicle or aldosterone (600 µg·kg−1·d−1 for 14 days through osmotic mini-pump) while receiving 1% saline to drink. Results: Here, we show that NLRP3 inflammasome plays a central role in aldosterone-induced vascular dysfunction. Long-term infusion of aldosterone in mice resulted in elevation of plasma interleukin-1β levels and vascular abnormalities. Mice lacking the IL-1R or the inflammasome components NLRP3 and caspase-1 were protected from aldosterone-induced vascular damage. In vitro, aldosterone stimulated NLRP3-dependent interleukin-1β secretion by bone marrow–derived macrophages by activating nuclear factor-κB signaling and reactive oxygen species generation. Moreover, chimeric mice reconstituted with NLRP3-deficient hematopoietic cells showed that NLRP3 in immune cells mediates aldosterone-induced vascular damage. In addition, aldosterone increased the expression of NLRP3, active caspase-1, and mature interleukin-1β in human peripheral blood mononuclear cells. Hypertensive patients with hyperaldosteronism or normal levels of aldosterone exhibited increased activity of NLRP3 inflammasome, suggesting that the effect of hyperaldosteronism on the inflammasome may be mediated through high blood pressure. Conclusions: Together, these data demonstrate that NLRP3 inflammasome, through activation of IL-1R, is critically involved in the deleterious vascular effects of aldosterone, placing NLRP3 as a potential target for therapeutic interventions in conditions with high aldosterone levels