Preparation and characterization of beta-lactam antibiotic as Ionic liquids and salts

With the increase of bacterial resistance a large number of therapeutic strategies have been used to fight different kind of infections. In recent years ionic liquids (ILs) have been increasing the popularity and the number of applications. First ionic liquids were used mainly as solvent in organic synthesis, but now they are used in analytical chemistry, separation chemistry and material science among others. Additional to significant developments in their chemical properties and applications, ionic liquids are now bringing unexpected opportunities at the interface of chemistry with the life sciences Ionic liquids (ILs) are currently defined as salts that are composed solely of cations and anions which melt below 100ºC. Our goal in this work is to explore the dual activity of the ionic liquids, due to the presence of two different ions, an ion with bacterial activity as a beta-lactam antibiotic and different kinds of cations. In this work the anions of ILs and salts were derived from three different antibiotics: ampicillin, penicillin and amoxicillin. The cations were derived from substituted ammonium, phosphonium pyridinium and methylimidazolium salts, such as: tetraethyl ammonium, trihexiltetradecilphosphonium, cetylpyridinium, choline (an essential nutrient), 1-ethyl-3-methylimidazolium, and 1-ethanol-3-methyl imidazolium structures. Commercial ammonium and phosponium halogen salts were first transformed into hydroxides. on ionic exchange column (Amberlite IRA-400) in methanol. The prepared hydroxides were then neutralized with beta-lactam antibiotics. After crystallization we obtained pure ILs and salts containing beta-lactam antibiotics. This work presents a novel method for preparation of new salts of antibiotics with low melting point and their characterization.

As regiões na política de informação e comunicação europeia: a política de informação e divulgação dos fundos estruturais

Dissertação de Mestrado, Relações Internacionais, 22 de Novembro de 2013, Universidade dos Açores.

Towards an Academic Social Network for Bologna Process

The Bologna Process aimed to build a European Higher Education Area promoting student's mobility. The adoption of Bologna Declaration directives requires a self management distributed approach to deal with student's mobility, allowing frequent updates in institutions rules or legislation. This paper suggests a computational system architecture, which follows a social network design. A set of structured annotations is proposed in order to organize the user's information. For instance, when the user is a student its annotations are organized into an academic record. The academic record data is used to discover interests, namely mobility interests, among students that belongs the academic network. These ideas have been applied into a demonstrator that includes a mobility simulator to compare and show the student's academic evolution.

Consultoria de gestão operacional e gestão da formação

Relatório de estágio apresentado ao Instituto de Contabilidade e Administração do Porto para a obtenção do título de Mestre em Auditoria Orientada por Dr. Rodrigo Carvalho Coorientador: Dr. José Rui Dias

Analysing organochlorine pesticides in strawberry jams using GC-ECD, GC-MS/MS and QuEChERS sample preparation

This paper describes a comparison of adaptations of the QuEChERS (quick, easy, cheap, effective, rugged and safe) approach for the determination of 14 organochlorine pesticide (OCP) residues in strawberry jam by concurrent use of gas chromatography (GC) coupled to electron capture detector (ECD) and GC tandem mass spectrometry (GC-MS/MS). Three versions were tested based on the original QuEChERS method. The results were good (overall average of 89% recoveries with 15% RSD) using the ultrasonic bath at five spiked levels. Performance characteristics, such as accuracy, precision, linear range, limits of detection (LOD) and quantification (LOQ), were determined for each pesticide. LOD ranged from 0.8 to 8.9 microg kg-1 ; LOQ was in the range of 2.5–29.8 microg kg- 1; and calibration curves were linear (r2>0.9970) in the whole range of the explored concentrations (5–100 microg kg- 1). The LODs of these pesticides were much lower than the maximum residue levels (MRLs) allowed in Europe for strawberries. The method was successfully applied to the quantification of OCP in commercially available jams. The OCPs were detected lower than the LOD.

A student personal system for Bologna process mobility

The Bologna Process aimed to build a European Higher Education Area with the objective of promoting students mobility. The adoption of Bologna Declaration directives requires a decentralized approach that accelerates student's mobility, based on frequently updated legislation. This paper proposes a student personal system to manage student's academic information. This system is supported by a flexible model that integrates, for instance, knowledge about the student attended courses or about a course that the student wishes to apply. Essentially, this model holds a (i) Student's Academic Record with skills acquired in academic course units, professional experience or training and an (ii) Individual Studies Plan, which places the student in a particular (iii) Course Plan setting the curricular structure that the student wishes to apply.

QuEChERS: a new sample preparation approach for the determination of ibuprofen and its metabolites in soils

Ibuprofen is one of the most used active pharmaceutical ingredients worldwide. A new method for the analysis of ibuprofen and its metabolites, hydroxyibuprofen and carboxyibuprofen, in soils is presented. The extraction of these compounds from the soil matrices was performed by using a modified quick, easy, cheap, effective, rugged, and safe (QuEChERS) method. The method involves a single extraction of the investigated compounds with purified water (acidified at pH 2.5 with hydrochloric acid), and a slow and continuous addition of the QuEChERS content, followed by the addition of acidified acetonitrile (1% acetic acid), prior to the determination by liquid chromatography coupled with fluorescence detection (LC–FLD). Validation studies were carried out using soil samples with a range of organic carbon contents. Recoveries of the fortified samples ranged from 79.5% to 101%. Relative standard deviations for all matrix–compound combinations did not exceed 3%. The method quantification limits were ≤22.4 μg kg−1 in all cases. The developed method was applied to the analysis of sixteen real samples.

Preparatory and field work phases in the qualitative empirical research process in management: the case studies approach

Purpose: The aim of this paper is to promote qualitative methodology within the scientific community of management. The specific objective is oriented to propose an empirical research process based on case study method. This is to ensure rigor in the empirical research process, that future research may follow a similar procedure to that is proposed. Design/methodology/approach: Following a qualitative methodological approach, we propose a research process that develops according to four phases, each with several stages. This study analyses the preparatory and field work phases and their stages. Findings: The paper shows the influence that case studies have on qualitative empirical research process in management. Originality/value:. Case study method assumes an important role within qualitative research by allowing for the study and analysis of certain types of phenomena that occur inside organisations, and in respect of which quantitative studies cannot provide an answer.

Distributed process execution in collaborative networks

Processes are a central entity in enterprise collaboration. Collaborative processes need to be executed and coordinated in a distributed Computational platform where computers are connected through heterogeneous networks and systems. Life cycle management of such collaborative processes requires a framework able to handle their diversity based on different computational and communication requirements. This paper proposes a rational for such framework, points out key requirements and proposes it strategy for a supporting technological infrastructure. Beyond the portability of collaborative process definitions among different technological bindings, a framework to handle different life cycle phases of those definitions is presented and discussed. (c) 2007 Elsevier Ltd. All rights reserved.

Contribuição para o desenvolvimento e a implementação do sistema de planeamento de emergência na Região Autónoma dos Açores

Dissertação de Mestrado em Vulcanologia e Riscos Geológicos

Unlocking the technology-mediated learning process : insights and articulating actions for an institutional approach

This paper is part of the results from the project "Implementation Strategies and Development of an Open and Distance Education System for the University of the Azores" funded by the European Social Fund. http://hdl.handle.net/10400.3/2327

O questionamento em sala de aula : práticas educativas e curriculares na Educação Pré-escolar e no Ensino do 1.º Ciclo do Ensino Básico

Mestrado (PES II) em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico.

Procedimentos e dinâmicas inerentes ao processo dos concursos públicos e à realização de "empreitadas de obras públicas, em Portugal"

Trabalho de relatório de Estágio de natureza científica para obtenção do grau de Mestre em Engenharia Civil na Área de Especialização em Edificações

A contabilidade até à harmonização contabilística: as grandes mudanças do SNC e seus impactos

Mestrado em Contabilidade

Relatório de estágio: que desafios(s) para a avaliação das aprendizagens? uma análise a partir de um mestrado em educação pré-escolar numa Escola Superior de Educação

A formação profissional, nomeadamente a formação profissionalizante (2ºCiclo de Estudos no âmbito de Bolonha) tem vindo a ser alvo de discussão entre as diferentes áreas do conhecimento, nomeadamente no que respeita às possíveis metodologias de avaliação a adotar (práticas profissionais supervisionadas, elaboração de portefólios individuais, realização de trabalhos de grupo com acompanhamento tutorial, redação de Relatórios de Estágio, entre outras). A presente comunicação tem como principal objetivo discutir e analisar as conceções dos educadores de infância recém-formados acerca da educação de infância e das aprendizagens realizadas no âmbito da Prática Profissional Supervisionada (PPS), através da análise dos Relatórios de Estágio elaborados no âmbito do Mestrado em Educação Pré-Escolar de uma escola superior de educação, especificamente os que dizem respeito a um grupo de mestrandos dos anos letivos 2010-2011, 2011-2012 e 2012-2013. Nesta análise, serão privilegiados os seguintes eixos: i) a caracterização reflexiva do contexto socioeducativo; ii) a análise reflexiva da intervenção; iii) as considerações finais realizadas. Pretende-se, a partir desta análise, identificar e compreender os potenciais desafios (que elementos e critérios de avaliação? Como caracterizar, de forma reflexiva, um determinado contexto socioeducativo?) trazidos ao processo de avaliação das aprendizagens dos mestrandos do curso em questão. O quadro teórico de referência centra-se numa revisão de literatura sobre a formação profissional dos educadores de infância e sobre a avaliação das aprendizagens dos adultos. A metodologia utilizada, de natureza qualitativa, inclui análise documental (objetivos do curso, perfil profissional de saída, guião para a elaboração dos Relatórios de Estágio), e a subsequente análise de conteúdo. Os resultados obtidos apontam para asseguintes conclusões: se por um lado, todos (12) os mestrandos do estudo seguiram, escrupulosamente, o guião fornecido pela equipa de docentes da Prática Profissional Supervisionada para a elaboração dos Relatórios de Estágio, por outro lado e no que se relaciona com a caracterização reflexiva do contexto socioeducativo, a análise reflexiva da intervenção e as considerações finais realizadas, constata-se que existem diferenças significativas na estrutura organizativa do discurso escrito, na escolha do quadro teórico de referência bem como nas reflexões pessoais realizadas. Enquanto que os mestrandos (5) do ano letivo 2010-2011 demonstram ter optado por construir um quadro teórico de referência ancorado, preferencialmente, por referências bibliográficas relacionadas com a Educação de Infância e facultadas pela equipa de docentes do mestrado em estudo, os mestrandos do ano letivo 2011-2012 (3) optaram por recorrer a um quadro teórico de referência mais alargado e abrangente, no qual se pode verificar, também, a existência de uma consulta e análise documental frequente sobre a legislação em vigor para o âmbito da Educação de Infância. Por sua vez, os mestrandos que terminaram a sua formação no ano letivo 2012-2013 (4) demonstraram, na elaboração dos seus relatórios de estágio, uma preocupação e intenção claras em dar resposta a todas as questões colocadas, fazendo emergir algumas questões de fundo: 1) por que razão os relatórios de estágio analisados apresentam diferenças significativas nas aprendizagens realizadas pelos mestrandos em estudo? 2) Quais as possíveis razões para estas diferenças? 3) Que aprendizagens realizaram estes mestrandos e quais foram as mais significativas? Estes são alguns dos possíveis desafios colocados à avaliação das aprendizagens.