Risk assessment of trihalomethanes exposure by consumption of IV gamma products: Evidences from a Portuguese regional survey

Due to the current demand for healthier food, the IV gamma products industry has grown over the years. Additionally, it is well known that chlorine is a disinfectant largely used in this industry. However, the risk assessment associated with the formation of carcinogenic by-products from this halogenated disinfection has not been widely studied. The aim of this study was to assess the trihalomethanes (THMs) exposure through the consumption of IV gamma products, more specifically, salad mixes, and potential health risk in Portuguese population using a deterministic method. The quantification of THMs in salad mixes from the most representative Portuguese brands was performed by gas chromatography coupled to mass spectrometry (GC–MS). The THMs exposures were estimated by combining the THMs concentration data with a ready-to-eat salad mix consumption survey (case study applied in the Lisboa e Vale do Tejo area; n = 271). The concentration of THMs in all samples was below the limit of quantification of the equipment (1 μg/L), and this limit was used for the evaluation of the exposure. It was found that it is very small for the consumption pattern of these products in the studied population categories, suggesting that there is no risk for consumers due to the halogenated disinfection process. The highest estimated daily exposure was 7,65X10−5 mg/ kg bw/ week, which corresponds to a person who consumes such products daily.info:eu-repo/semantics/publishedVersio

Narrating by doing: a bridging concept for understanding and informing the design of tangible interfaces for storytelling

We present and discuss the concept ‘narrating by doing’ as the process of creating narratives by performing different embodied actions with tangible interfaces for storytelling. We characterize it as a ‘bridging concept’ that can facilitate exchange between theory and design, informing research and design of TUIs for storytelling targeting young children. The concept builds on theories of cognition, learning and narration, specifically drawing upon the following perspectives: Constructionism, Socio-Constructivism, Embodied Cognition, Narratology and The Narrative Practice Hypothesis. Building upon these theoretical foundations, we identify and discuss four ‘design articulations’ (i.e. important parameters that express the qualities of the concept), namely communicative situation, narrative function of the tangible objects, collaborative and embodied actions and the narrator’s position. Finally, we add evidence to the concept and discuss its productiveness by presenting a set of considerations to inform the design of tangible interfaces for storytelling.This work has been financed by national funds through the Portuguese Foundation for Science and Technology (FCT) and by the European Regional Development Fund through the Competitiveness and Internationalization Operational Program under the reference POCI/01/0145/FEDER/032580. This work is funded by CIEd—Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT

Enfrentando os desafios do design de textos multimodais para promover a pedagogia das multiliteracias

This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The re-search question addressed was: what can we learn about the design of multimodal texts aimed at promoting intercultural learning from the design of this story app? The app incorporates tangible and digital storytelling materials to promote intercultural skills among young children, focusing specifically on Brazil. Mobeybou in Brazil was studied to characterize the design of its multimodal representations of meaning, using categories from the grammar of storytelling and multimodal meaning-making, particularly those concerned with representing the experiential diversity and personal positioning of the app users. The findings provide evidence of the complexity involved in designing multimodal texts to meet the challenges of promoting multiliteracies pedagogy, highlighting the urgent need to narrow the interface between research undertaken in education, semiotics, and digital media design. The article concludes by identifying the study’s limitations and some future developments.Este artigo pretende contribuir para a compreensão dos desafios colocados pelo design de textos digitais especificamente destinados a promover a pedagogia das multiliteracias. Esta abordagem pedagógica defende que a compreensão e produção de significados multimodais e a diversidade cultural são conteúdos incontornáveis no novo currículo escolar. Apresentamos o estudo de uma story app multimodal interativa, intitulada Mobeybou no Brasil, desenvolvida para dar resposta à seguinte questão de investigação: o que se pode aprender sobre o design de textos multimodais destinados a promover a aprendizagem intercultural a partir do design desta story app? Na nossa análise, utilizamos categorias da gramática da narrativa e da representação multi-modal incidentes na representação da diversidade experiencial e do posicionamento pessoal dos utilizadores. Os resultados sugerem a complexidade envolvida no design de textos multimodais que respondem aos desafios da pedagogia das multiliteracias, salientando a necessidade urgen-te do estreitamento da colaboração entre a investigação realizada nas áreas da educação, da se-miótica e do design de média digitais. Por fim, identificamos as limitações do estudo, apontando alguns desenvolvimentos futuros.This research is funded by the FCT within the scope of the project PTDC/CEDEDG/ 0736/2021, by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT, and by the LARSyS - FCT Plurianual funding 2020-202

Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point

In this paper, we present a descriptive case study of the Mobeybou materials, a kit of tangible and digital tools aimed at offering young children opportunities to read, create and share intercultural stories. The tools comprise a set of story apps that present interactive, multimodal and intercultural stories for children to make meanings with, a digital manipulative (DM) and a storyMaker (a digital replication of the DM) that offer the possibility for embodied, collaborative and creative construction of stories by the children them- selves. After presenting the materials, we describe how they evolved as an interface of convergence of several complementary theories. By doing this, our major intention is to contribute to the understanding that the design of tools and technologies aimed at creating meaningful and inclusive opportunities for digital story telling in troubled times is a complex, de- manding endeavour, but can also be a powerful tool to address the complexities of the troubled times we are living in.This work has been financed by national funds through the Portuguese Foundation for Science and Technology (FCT) - and by the European Regional Development Fund (ERDF) through the Competitiveness and Internationalization Operational Program under the reference POCI/01/0145/FEDER/032580. As well as by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT

Development and optimization of high-protein and low-saturated fat bread formulations enriched with lupin and microalgae

Increased consumer awareness of healthier foods is driving the growth in the functional bread market. In view of this potential, three bread formulations were developed using various types of flour enriched with microalgae. The multigrain breads were composed of lupin and rye (F–R), lupin and spelt (F–S), and lupin, oats, and carob (F-OC) enriched with a mixture of Chlorella vulgaris (C. vulgaris White and C. vulgaris Smooth (4:1)). All breads were high in protein and low in saturated fat. Response surface methodology (RSM) following a central composite design (CCD) was used to evaluate the effect of selected technological parameters, namely water content (64.6–94.6% (w/w of flours)) and microalgae concentration (1.9–3.9% (w/w of flours)) on color, aroma, taste, texture, and overall sensory acceptance of the products. Only water content was found to affect the bread's sensory scores, especially texture, with higher water content increasing bread acceptance. This study allowed the development and optimization of three novel multigrain bread formulations enriched with microalgae that met the requirements of “rich in proteins” and “low in saturated fats” claims.info:eu-repo/semantics/publishedVersio

Pegvisomant-Induced Cholestatic Hepatitis in an Acromegalic Patient with UGT1A1∗ 28 Mutation

Pegvisomant (PEGv) is a growth hormone receptor antagonist approved for the treatment of acromegaly; one of its documented adverse effects is reversible elevation of hepatic enzymes. We report a 39-year-old male acromegalic patient with a pituitary macroadenoma who underwent transsphenoidal surgery. The patient’s condition improved but GH and IGF-I levels did not normalize; as a consequence, we first administered dopamine agonists and then somatostatin receptor ligands (SRLs) with poor response. PEGv 15mg every other day was added to lanreotide 120mg monthly. The patient developed a severe hepatitis five months after starting the combination therapy. Elevated ferritin, iron, and transferrin saturation suggested probable hepatitis due to haemochromatosis. We performed a liver biopsy which showed an acute cholestatic hepatitis consistent with toxic etiology. A heterozygous genotype UGT1A1∗28 polymorphism associated with Gilbert’s syndrome was also found in this Argentine patient. The predominant clinical presentation resembled an acute cholestatic hepatitis associated with severe hemosiderosis, a different and new pattern of PEGv hepatotoxicityS

Nannochloropsis oceanica as a sustainable source of n-3 polyunsaturated fatty acids for enrichment of hen eggs

This study aimed to evaluate the potential of the marine microalgae Nannochloropsis oceanica as a sustainable source of n-3 polyunsaturated fatty acids (n-3 PUFA) for hen eggs enrichment. During 4 weeks, hens were fed with 3% (w/w) of Nannochloropsis oceanica supplemented diet. Throughout the assay, eggs were analyzed according to several nutritional and physical parameters, namely: (i) protein, fat, and ash content; (ii) fatty acid profile; (iii) thickness and colour of the shell; (iv) total egg weight; (v) protein quality (HU) and (vi) yolk colour. A remarkable increase in eicosapentaenoic (EPA), from 2.1 ± 0.1 to 5.2 ± 1.2 mg/100 g, and docosahexaenoic (DHA), from 50.3 ± 4.0 to 105 ± 18 mg/100 g, fatty acids was observed. Yolk colour also changed significantly according to the La Roche scale, from 9.6 ± 0.8 to 11.4 ± 0.8 (more orange). Feed supplementation did not lead to changes in the remaining analyzed parameters. A shelf life study, carried out for 28 days at room temperature, showed a decrease in eggs protein quality. In conclusion, eggs from hens fed with Nannochloropsis oceanica had a yolk colour more appealing to consumers and higher levels of EPA and DHA, allowing its classification as high in n-3 PUFA (CE nº 1924/2006).info:eu-repo/semantics/publishedVersio

Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy

This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The research question addressed was: what can we learn about the design of multimodal texts aimed at promoting intercultural learning from the design of this story app? The app incorporates tangible and digital storytelling materials to promote intercultural skills among young children, focusing specifically on Brazil. Mobeybou in Brazil was studied to characterize the design of its multimodal representations of meaning, using categories from the grammar of storytelling and multimodal meaning-making, particularly those concerned with representing the experiential diversity and personal positioning of the app users. The findings provide evidence of the complexity involved in designing multimodal texts to meet the challenges of promoting multiliteracies pedagogy, highlighting the urgent need to narrow the interface between research undertaken in education, semiotics, and digital media design. The article concludes by identifying the study’s limitations and some future developments.Este artigo pretende contribuir para a compreensão dos desafios colocados pelo design de textos digitais especificamente destinados a promover a pedagogia das multiliteracias. Esta abordagem pedagógica defende que a compreensão e produção de significados multimodais e a diversidade cultural são conteúdos incontornáveis no novo currículo escolar. Apresentamos o estudo de uma story app multimodal interativa, intitulada Mobeybou no Brasil, desenvolvida para dar resposta à seguinte questão de investigação: o que se pode aprender sobre o design de textos multimodais destinados a promover a aprendizagem intercultural a partir do design desta story app? Na nossa análise, utilizamos categorias da gramática da narrativa e da representação multimodal incidentes na representação da diversidade experiencial e do posicionamento pessoal dos utilizadores. Os resultados sugerem a complexidade envolvida no design de textos multimodais que respondem aos desafios da pedagogia das multiliteracias, salientando a necessidade urgente do estreitamento da colaboração entre a investigação realizada nas áreas da educação, da semiótica e do design de média digitais. Por fim, identificamos as limitações do estudo, apontando alguns desenvolvimentos futuros

Toward the construction of the Multiliteracies Theory. Ideational dimensions (and pedagogical implications) of the textual multimodality of a StoryApp for children

Este artigo pretende contribuir para o entendimento da teoria dos multiletramentos. Apresenta um recorte do estudo de um texto digital que integra um conjunto demateriais tangíveis e digitaisde storytelling para a promoção da competência intercultural de crianças do ensino fundamental. Trata-se de uma StoryApp, cujo tema é a diversidade cultural e a ecodiversidade do Brasil. A análise apresentada, sustentada por categorias centrais advindas da Linguística Sistêmico- Funcional, da Semiótica Social e da análise de narrativas visuais, incide na caraterização do gênero narrativo e na descrição dos significados ideacionais representados nos modos verbal, visual e aural em cada episódio do texto e das relações de significado intermodal estabelecidas. Os resultados sustentam a caraterização da história digital interativa como narrativa de tipo anedocte em que a representação dos significados ideacionais se constitui num complexo multimodal. Estes resultados permitem a discussão desta StoryApp como instanciação de pressupostos centrais da teoria dos multiletramentos, nomeadamente a multimodalidade dos textos desenhados com base nasaffordancesdas mídias digitais e a defesa de uma nova pedagogia. O artigo termina com a identificação de dimensões de trabalho futuro.This article aims to contribute to the understanding of the theory of multiliteracies. It presents a case study of a StoryApp, which is part of a kit of tangible and digital storytelling materials that aim at promoting intercultural competence in elementary school children. The theme of the StoryApp under study is the cultural diversity and the ecodiversity of Brazil. The presented analysis, supported by central categories of Systemic-Functional Linguistics, Social Semiotics and the analysis of visual narratives, focuses on the characterization of the narrative genre and on the description of the ideational meanings represented in verbal, visual and aural modes in each episode of the text and of the intermodal meaning relationships established therein. The results allow the characterization of the interactive story as a narrative anedocte, in which the representation of diversity comprises a multimodal ensemble. These results allow the discussion of this StoryApp as instantiating central assumptions of the theory of multiliteracies, namely, the multimodality of texts designed upon the affordances of digital media; the thematization of cultural diversity as learning content and the call for a new pedagogy. The article ends with the identification of dimensions for future work.Este trabalho foi financiado por fundos nacionais através da FCT e pelo FEDER através do Programa Operacional Competitividade e Internacionalização sob a referência POCI/01/0145/FEDER/032580. O trabalho da primeira autora também é financiado pelo CIEd - Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projetos UIDB/01661/2020 e UIDP/01661/2020, através de fundos nacionais da FCT

Escala de personalidade criativa: estudo preliminar para a sua construção

O conceito de criatividade é complexo, havendo divergência entre os autores na sua conceptualização e avaliação. No entanto, há algum consenso de que um dos âmbitos da investigação diz respeito à análise de características da personalidade criativa. Enquanto outros aspectos da criatividade, nomeadamente enquanto processo e enquanto produto, têm sido avaliados, havendo instrumentos em português para esse efeito, não encontrámos nenhum instrumento para avaliação da criatividade enquanto pessoa. A nível internacional, uma das autoras que mais se distingue no estudo e avaliação da criatividade é Solange Wechsler, a qual formulou a “Escala dos Estilos de Pensar e Criar” (2006), constituída por 100 itens. Nesta investigação pretendemos formular a Escala da Personalidade Criativa, para o que utilizámos o seguinte procedimento: 1. Procurámos identificar investigadores que, em Portugal, têm estudado o conceito de criatividade, tendo já realizado uma tese de mestrado ou doutoramento em que este seja um dos tópicos principais, ou tendo orientado pelo menos uma tese neste âmbito, ou tendo pelo menos uma publicação sobre este tópico. 2. Foram identificados nove investigadores, que são os autores deste trabalho, devendo cada um deles seleccionar os 20 itens do instrumento de Solange Wechsler que melhor podem caracterizar a personalidade criativa. Além disso, cada um poderia indicar ainda até mais 5 características da personalidade criativa. São apresentados os resultados obtidos neste processo, o qual nos permitiu elaborar uma versão inicial, constituída por 30 itens, da Escala de Personalidade Criativa.The concept of creativity is complex and there is disagreement among the authors about their conceptualization and evaluation. However, there is some consensus that one of the areas of research concerns the analysis os the characteristics of the creative personality. While other aspects of creativity, such as process and as product, have been evaluated, with instruments in Portuguese for this purpose, we have not found any instrument for the assessment of creativity as a person. One of the most distinguished authors in the study and assessment of creativity is Solange Wechsler, which formulated the "Thinking and Creating Styles Scale" (2006), consisting on 100 items. In this investigation we intend to formulate the Creative Personality Scale, and for that we used the following procedure:1. First, identify researchers in Portugal that have studied the concept of creativity, having already finished a master's or a doctoral thesis in which creativity is one of the main topics, or had directed at least one thesis about creativity, or having at least one publication on this topic. 2. After, identified nine researchers, who are the authors of this paper, each of them should select the 20 items of the Wechsler scale that can best characterize the creative personality. Moreover, each could also indicate even more five features of the creative personality. This paper presents the results obtained in this process, which allowed us to develop an initial version, consisting of 30 items, the Creative Personality Scale