Determination of total petroleum hydrocarbons in soil from different locations using infrared spectrophotometry and gas chromatography

Total petroleum hydrocarbons (TPH) are important environmental contaminants which are toxic to human and environmental receptors. Several analytical methods have been used to quantify TPH levels in contaminated soils, specifically through infrared spectrometry (IR) and gas chromatography (GC). Despite being two of the most used techniques, some issues remain that have been inadequately studied: a) applicability of both techniques to soils contaminated with two distinct types of fuel (petrol and diesel), b) influence of the soil natural organic matter content on the results achieved by various analytical methods, and c) evaluation of the performance of both techniques in analyses of soils with different levels of contamination (presumably non-contaminated and potentially contaminated). The main objectives of this work were to answer these questions and to provide more complete information about the potentials and limitations of GC and IR techniques. The results led us to the following conclusions: a) IR analysis of soils contaminated with petrol is not suitable due to volatilisation losses, b) there is a significant influence of organic matter in IR analysis, and c) both techniques demonstrated the capacity to accurately quantify TPH in soils, irrespective of their contamination levels.

"Knock, knock! Is it english or portuguese sign language?"

A presente investigação mostra a importância do contacto de crianças muito jovens com línguas estrangeiras. Este trabalho concentra-se na tentativa de investigar, numa abordagem plurilingue, com enfoque para a Língua Inglesa e a Língua Gestual Portuguesa, a sensibilização de um grupo de alunos do 1º Ciclo do Ensino Básico para uma língua diferente da sua língua materna. Nesta pesquisa, adotou-se uma postura de investigação-ação, apoiando-se com grande particularidade numa metodologia qualitativa e com menor relevância numa metodologia quantitativa, onde os alunos, através das várias atividades que desenvolveram foram adquirindo diferentes competências nas duas línguas. Isto permitiu aos alunos despertarem todas as suas potencialidades para a aprendizagem destas duas línguas (Língua Inglesa e Língua Gestual Portuguesa), tendo como ponto de partida a sua sensibilização e a aprendizagem de alguns vocábulos. Acreditamos que esta abordagem plurilíngue poderá auxiliar os alunos no desenvolvimento de habilidades linguísticas, cognitivas e pessoais tais como: a intercompreensão, o conhecimento de características específicas de diferentes línguas existentes em seu redor, a comparação linguística entre elas, a sua compreensão lexical, e por fim a competência em relacionar as línguas a culturas, e acima de tudo, o respeito e valorização da diversidade linguística e cultural. Foram utilizadas nas aulas atividades de nível de compreensão e produção oral, num processo de sensibilização e aprendizagem de alguns vocábulos destas línguas, sendo que os resultados foram posteriormente analisados, através de grelhas de observação das atividades, de dois inquéritos por questionário e fotos. Das observações e conclusões retiradas desta análise, confirmou-se que a sensibilização quanto à Língua Inglesa assim como quanto à Língua Gestual Portuguesa promove o desenvolvimento da criança, assim como a valorização da respetiva diversidade linguística e cultural.

Brewer's spent grain from different types of malt: Evaluation of the antioxidant activity and identification of the major phenolic compounds

The antioxidant activity and phenolic composition of brewer's spent grain (BSG) extracts obtained by microwave-assisted extraction from twomalt types (light and darkmalts) were investigated. The total phenolic content (TPC) and antioxidant activity among the light BSG extracts (pilsen, melano, melano 80 and carared)were significantly different (p b 0.05) compared to dark extracts (chocolate and black types), with the pilsen BSG showing higher TPC (20 ± 1 mgGAE/g dry BSG). In addition, the antioxidant activity assessed by 2,2-diphenyl- 1-picrylhydrazyl, 2,2′-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) and deoxyribose assays decreased as a result of increasing kilning temperatures in the following order: pilsen N melano N melano 80 N carared N chocolate N black. HPLC-DAD/ESI-MS/MS analysis indicated the presence of phenolic acids, such as ferulic, p-coumaric and syringic acids, as well as several isomeric ferulate dehydrodimers and one dehydrotrimer. Chocolate and black extracts, obtained frommalts submitted to the highest kilning temperatures, showed the lowest levels of ferulic and p-coumaric acids. These results suggested that BSG extracts from pilsen malt might be used as an inexpensive and good natural source of antioxidants with potential interest for the food, pharmaceutical and/or cosmetic industries after purification.

Viva@Matemática project: a different way to see math

Viva@Mat is a project developed by four Math teachers from the School of Industrial Studies and Management (ESEIG) that was born with the fundamental objective of engaging ESEIG students with different math backgrounds in Math challenging activities. Some of these activities were transformed into real palpable materials and others into small interactive ones, being the great majority of them proposed by ESEIG’ students themselves. This small project rapidly grew into something we didn’t expect – it did flow over the walls of our institution to the general involving community – specifically to pre-university schools through the Viva@Math Exhibits – Orange, Blue and Green (the fourth, the Purple one is still in development). Nowadays, Viva@Math Exhibits – the public face of the Project – are itinerant and have been travelling between several, and different institutions (pre-university schools, preparatory schools, libraries, among others), around ESEIG and IPP area of influence and having registered visitors/participants of all ages. In this article we will describe the Viva@Math Project, its different activities that are categorized in some “great groups” like Numerical Trivia, Logic Activities and Mental Calculation, Puzzles, Geometric Curiosities, Magic Tricks, among others, designed to challenge students to use the underlying logical-mathematical reasoning to any ordinary and everyday activity. We will give specific and concrete examples of some of the activities developed and, also, reproduce of the general stimulating feedback the Project receives from the enrolled “actors” (teachers, students and their relatives, institutions, among others). We feel that this Project has become a small “bridge” between the pre-university schools and Higher Education Institutions (HEI), in trying to shorten the “gap” between the institutions of different levels of education and bring them to work together.