Analytical evaluation of paper degradation

The aim of this work was in first place to define a methodology for the use of Py-GC/MS as a characterization technique for the organic compounds present in paper samples containing foxing stains, paper have a complex structure and mostly consist with cellulose fibers. Additionally, it was intent to characterize paper samples containing foxing stains with a batch of non-destructive analytical techniques. The work intent to deepen our knowledge on foxing stains, its chemical nature and morphological aspects. For characterization of the morphology of paper samples and foxing stains was used photography under different illuminations and optical microscopy. The presence of fibers disruption was observed with scanning electron microscopy coupled with energy dispersive spectroscopy (SEM-EDS), and also the nature of the fillers that is present in different areas. Attenuated total reflection Fourier transform infrared spectroscopy (ATR-FTIR) was used for identification of the sizing agents, determination of the chemical composition of additives that were used for production of paper, and comparison between foxing stains and unfoxed areas was allowed. Micro X-ray diffraction was used to evaluate the crystalline fillers in the sample. Pyrolysis-Gas Chromatography/Mass Spectrometry (Py-GC/MS was used for chemical analysis to identify the organic components and different classes of organic compounds; Resumo: O objetivo deste trabalho foi definir, em primeiro lugar, uma metodologia para o uso de Py-GC / MS como técnica de caracterização dos compostos orgânicos presentes em amostras de papel contendo manchas de foxing, o papel tem uma estrutura complexa e consiste principalmente com fibras de celulose. Além disso, pretendia caracterizar amostras de papel contendo manchas de raposas com técnicas analíticas não destrutivas. Para a caracterização da morfologia das amostras de papel e das manchas de foxing foi usada fotografia sob diferentes iluminações e microscopia óptica. A presença de fibras de ruptura foi observada por microscopia electrónica de varrimento juntamente com espectroscopia dispersiva de energia (EDS-SEM), assim como a natureza dos materiais de enchimento que está presente em diferentes áreas. Espectroscopia de infravermelho com transformada de Fourier em modo de reflexão total atenuada (ATR-FTIR) foi utilizada na identificação dos agentes de colagem, e na determinação da composição química de aditivos usados na produção de papel, e a comparação entre foxing manchas e áreas unfoxed foi deixada. Micro difracção de raios X foi usada para avaliar o enchimentos cristalinos na amostra. Cromatografia pirólise-gasosa / espectrometria de massa (Py-GC / MS) foi utilizada para análise química para identificar os componentes orgânicos e diferentes classes de compostos orgânicos.

Moçambique: educação e VIH/SIDA: as perspectivas dos professores e directores face ao VIH/SIDA na realidade ecolar

Esta dissertação centra-se na análise da perspectiva dos directores/ professores de Educação Cívica e Moral da 6ª e 7ª das Escolas Primárias e Completas (EPCs) na realidade do VIHISIDA nessas mesmas escolas, considerando as representações que estes actores têm face a esta patologia. Este estudo visa apreender a construção da resposta ao fenómeno no quotidiano escolar. Pretende, igualmente, avaliar as representações dos actores face às intervenções e hipóteses de melhoria da resposta dada. E, ainda, chamar a atenção da sociedade, do ministério e da escola, para a necessidade de se ouvir as diversidades que caracterizam as escolas na resposta ao VIH/SIDA. O trabalho de campo foi realizado nas EPCs do Distrito de Quelimane e Nicoadala, com base em entrevistas semi-estruturadas realizadas aos Directores e aos professores da província da Zambézia. Foi igualmente feita recolha documental e bibliográfica, tendo-se recorrido ao apoio de teorias pertinentes ao estudo. Face à investigação realizada, podemos concluir que, apesar do envolvimento dos actores locais no processo de prevenção do VIH/SIDA, existem carências e lacunas a nível da respectiva formação pedagógica e epidemiológica, a nível das condições de trabalho e no que diz respeito às fracas articulações entre o Ministério da Educação e o Ministério da Saúde. ABSTRACT: This dissertation focuses on the perspectives of the principals/teachers of civic and moral education of the 6th and 7th classes o EPC’s on the reality on HIV/AIDS in schools, considering the representation that they have on this pathology. This study aims to understand the construction of responses to the phenomenon in the everyday life. It also aims to take a closer look at the representations of the actors on the interventions and the possibilities of improving the daily responses of the EPC's. Another aspect that was considered was of the society, the ministry and schools on the relevance of listening and nuances of schools in response to HIVIAIDS. Based on the fieldwork in the districts of Quelimane and Nicoadala, semi-structured interviews with school principals/ teachers were carried out as well as the collection of documents, bibliographies and the support of pertinent theories. According to this research we can conclude that besides the local actors' involvements in the prevention process of HIVIAIDS, there are lacks and needs on teaching training and on epidemics, on working conditions and a weak dialogue between Education and Health Ministries.

Child welfare work in Colorado; a study of public and private agencies and institutions and conditions of service, in the care of dependent, delinquent and defective children,

Mode of access: Internet.

The extinction of the defective delinquent, a working program ...

"A paper read before the American Prison Association at Baltimore, November 12th, 1912."

Structural inquiry, human agency and the contribution of Harre and Bhaskar : a case study of Wright’s “Classes”

This paper examines the contribution of aspects of critical and referential realism to the “logic” of structural explanation through an analysis of Erik Olin Wright’s Classes and the debate surrounding this work. Wright’s Classes has been selected as a case study because it offers an opportunity to examine issues pertaining to “objective” and “subjective” determinations of class and related questions of agency and structure at the level of actual methodological strategies. A close examination of the structure of Wright’s inquiry reveals a number of places where Harre’s and Bhaskar’s approaches may contribute to the prescription of methodological strategies which could overcome some of the antinomies on which the debate on Classes is based. As a case study, the paper underlines the important “underlabourer” role of critical and referential realism and their contribution to questions of agency and structure in the context of actual stages involved in structural explanation

Data modeling in elementary and middle school classes : a shared experience

This paper argues for a renewed focus on statistical reasoning in the elementary school years, with opportunities for children to engage in data modeling. Data modeling involves investigations of meaningful phenomena, deciding what is worthy of attention, and then progressing to organizing, structuring, visualizing, and representing data. Reported here are some findings from a two-part activity (Baxter Brown’s Picnic and Planning a Picnic) implemented at the end of the second year of a current three-year longitudinal study (grade levels 1-3). Planning a Picnic was also implemented in a grade 7 class to provide an opportunity for the different age groups to share their products. Addressed here are the grade 2 children’s predictions for missing data in Baxter Brown’s Picnic, the questions posed and representations created by both grade levels in Planning a Picnic, and the metarepresentational competence displayed in the grade levels’ sharing of their products for Planning a Picnic.

Using turning technologies to engage tutors and facilitate effective marking and moderation in large classes

Audience Response Systems (ARS) have been successfully used by academics to facilitate student learning and engagement, particularly in large lecture settings. However, in large core subjects a key challenge is not only to engage students, but also to engage large and diverse teaching teams in order to ensure a consistent approach to grading assessments. This paper provides an insight into the ways in which ARS can be used to encourage participation by tutors in marking and moderation meetings. It concludes that ARS can improve the consistency of grading and the quality of feedback provided to students.

Governing the dangerous classes : welcome to E-Nose, CCTV and the Mosquito

In urban locations in Australia and elsewhere, public space may be said to be under attack from developers and also from attempts by civic authorities to oversee and control it (Davis 1995, Mitchell 2003, Watson 2006, Iveson 2006). The use of public space use by young people in particular, raises issues in Australia and elsewhere in the world. In a context of monitoring and control procedures, young people’s use of public space is often viewed as a threat to the prevailing social order (Loader 1996, White 1998, Crane and Dee 2001). This paper discusses recent technological developments in the surveillance, governance and control of public space used by young people, children and people of all ages.

Molecular dynamics simulation of fracture strength and morphology of defective graphene

Different types of defects can be introduced into graphene during material synthesis, and significantly influence the properties of graphene. In this work, we investigated the effects of structural defects, edge functionalisation and reconstruction on the fracture strength and morphology of graphene by molecular dynamics simulations. The minimum energy path analysis was conducted to investigate the formation of Stone-Wales defects. We also employed out-of-plane perturbation and energy minimization principle to study the possi-ble morphology of graphene nanoribbons with edge-termination. Our numerical results show that the fracture strength of graphene is dependent on defects and environmental temperature. However, pre-existing defects may be healed, resulting in strength recovery. Edge functionalization can induce compressive stress and ripples in the edge areas of gra-phene nanoribbons. On the other hand, edge reconstruction contributed to the tensile stress and curved shape in the graphene nanoribbons.

Phylodynamic analysis of the emergence and epidemiological impact of transmissible defective dengue viruses

Intra-host sequence data from RNA viruses have revealed the ubiquity of defective viruses in natural viral populations, sometimes at surprisingly high frequency. Although defective viruses have long been known to laboratory virologists, their relevance in clinical and epidemiological settings has not been established. The discovery of long-term transmission of a defective lineage of dengue virus type 1 (DENV-1) in Myanmar, first seen in 2001, raised important questions about the emergence of transmissible defective viruses and their role in viral epidemiology. By combining phylogenetic analyses and dynamical modelling, we investigate how evolutionary and ecological processes at the intra-host and inter-host scales shaped the emergence and spread of the defective DENV-1 lineage. We show that this lineage of defective viruses emerged between June 1998 and February 2001, and that the defective virus was transmitted primarily through co-transmission with the functional virus to uninfected individuals. We provide evidence that, surprisingly, this co-transmission route has a higher transmission potential than transmission of functional dengue viruses alone. Consequently, we predict that the defective lineage should increase overall incidence of dengue infection, which could account for the historically high dengue incidence reported in Myanmar in 2001-2002. Our results show the unappreciated potential for defective viruses to impact the epidemiology of human pathogens, possibly by modifying the virulence-transmissibility trade-off, or to emerge as circulating infections in their own right. They also demonstrate that interactions between viral variants, such as complementation, can open new pathways to viral emergence.

Molecular dynamics simulation of fracture strength and morphology of defective graphene

Different types of defects can be introduced into graphene during material synthesis, and significantly influence the properties of graphene. In this work, we investigated the effects of structural defects, edge functionalisation and reconstruction on the fracture strength and morphology of graphene by molecular dynamics simulations. The minimum energy path analysis was conducted to investigate the formation of Stone-Wales defects. We also employed out-of-plane perturbation and energy minimization principle to study the possible morphology of graphene nanoribbons with edge-termination. Our numerical results show that the fracture strength of graphene is dependent on defects and environmental temperature. However, pre-existing defects may be healed, resulting in strength recovery. Edge functionalization can induce compressive stress and ripples in the edge areas of graphene nanoribbons. On the other hand, edge reconstruction contributed to the tensile stress and curved shape in the graphene nanoribbons.

Systematic differences in membrane acyl composition associated with varying body mass in mammals occur in all phospholipid classes : an analysis of kidney and brain

The acyl composition of membrane phospholipids in kidney and brain of mammals of different body mass was examined. It was hypothesized that reduction in unsaturation index (number of double bonds per 100 acyl chains) of membrane phospholipids with increasing body mass in mammals would be made-up of similar changes in acyl composition across all phospholipid classes and that phospholipid class distribution would be regulated and similar in the same tissues of the different-sized mammals. The results of this study supported both hypotheses. Differences in membrane phospholipid acyl composition (i. e. decreased omega-3 fats, increased monounsaturated fats and decreased unsaturation index with increasing body size) were not restricted to any specific phospholipid molecule or to any specific phospholipid class but were observed in all phospholipid classes. With increase in body mass of mammals both monounsaturates and use of less unsaturated polyunsaturates increases at the expense of the long-chain highly unsaturated omega-3 and omega-6 polyunsaturates, producing decreases in membrane unsaturation. The distribution of membrane phospholipid classes was essentially the same in the different-sized mammals with phosphatidylcholine (PC) and phosphatidylethanolamine (PE) together constituting similar to 91% and similar to 88% of all phospholipids in kidney and brain, respectively. The lack of sphingomyelin in the mouse tissues and higher levels in larger mammals suggests an increased presence of membrane lipid rafts in larger mammals. The results of this study support the proposal that the physical properties of membranes are likely to be involved in changing metabolic rate.

School and choice : Anethnography of a primary school with bilingual classes

Based on a one-year ethnographic study of a primary school in Finland with specialised classes in Finnish and English (referred to as bilingual classes by research participants), this research traces patterns of how nationed, raced, classed and gendered differences are produced and gain meaning in school. I examine several aspects of these differences: the ways the teachers and parents make sense of school and of school choice; the repertoires of self put forward by teachers, parents and pupils of the bilingual classes; and the insitutional and classroom practices in Sunny Lane School (pseudonym). My purpose is to examine how the construction of differentness is related to the policy of school choice. I approach this questions from a knowledge problematic, and explore connections and disjunctions between the interpretations of teachers and those of parents, as well as between what teachers and parents expressed or said and the practices they engaged in. My data consists of fieldnotes generated through a one-year period of ethnographic study in Sunny Lane School, and of ethnographic interviews with teachers and parents primarily of the bilingual classes. This data focuses on the initial stages of the bilingual classes, which included the application and testing processes for these classes, and on Grades 1─3. In my analysis, I pursue poststructural feminist theorisations on questions of knowledge, power and subjectivity, which foreground an understanding of the constitutive force of discourse and the performative, partial, and relational nature of knowledge. I begin by situating my ethnographic field in relation to wider developments, namely, the emergence of school choice and the rhetoric of curricular reform and language education in Finland. I move on from there to ask how teachers discuss the introduction of these specialised classes, then trace pupils paths to these classes, their parents goals related to school choice, teachers constructions of the pupils and parents of bilingual classes, and how these shape the ways in which school and classroom practices unfold. School choice, I argue, functioned as a spatial practice, defining who belongs in school and demarcating the position of teachers, parents and pupils in school. Notions of classed and ethnicised differences entered the ways teachers and parents made sense of school choice. Teachers idealised school in terms of social cohesiveness and constructed social cohesion as a task for school to perform. The hopes parents iterated were connected to ensuring their children s futurity, to their perceptions of the advantages of fluency in English, but also to the differences they believed to exist between the social milieus of different schools. Ideals such as openmindedness and cosmopolitanism were also articulated by parents, and these ideals assumed different content for ethnic majority and minority parents. Teachers discussed the introduction of bilingual classes as being a means to ensure the school s future, and emphasised bilingual classes as fitting into the rubric of Finnish comprehensive schooling which, they maintained, is committed to equality. Parents were expected to accommodate their views and adopt the position of the responsible, supportive parent that was suggested to them by teachers. Teachers assumed a posture teachers of appreciating different cultures, while maintaining Finnishness as common ground in school. Discussion on pupils knowledge and experience of other countries took place often in bilingual classes, and various cultural theme events were organized on occasion. In school, pupils are taught to identify themselves in terms of cultural belonging. The rhetoric promoted by teachers was one of inclusiveness, which was also applied to describe the task of qualifying pupils for bilingual classes, qualifying which pupils can belong. Bilingual classes were idealised as taking a neutral, impartial posture toward difference by ethnic majority teachers and parents, and the relationship of school choice to classed advantage, for example, was something teachers, as well as parents, preferred not to discuss. Pupils were addressed by teachers during lessons in ways that assumed self responsibility and diligence, and they assumed the discursive category of being good, competent pupils made available to them. While this allowed them to position themselves favourably in school, their participation in a bilingual class was marked by the pressure to succeed well in school.