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Desenvolvimento de sensores nanoestruturados para análise de tetraciclina em leite
(Universidade Federal de São Carlos, 2015-02-13) Scagion, Vanessa Priscila; Corrêa, Daniel Souza; https://lattes.cnpq.br/0461451015026948; https://lattes.cnpq.br/8411639103941965
This work deals with the application of two arrays of sensors composing an electronic tongue for the quality evaluation of UHT-type milk, with the specific aim of detecting the antibiotic tetracycline in this dairy product. The electronic tongue device was made up by sensing units composed by gold interdigitated electrodes assembled onto glass substrates. Polyamide 6 (PA6) nanofibers and PA6/polyaniline (PAni) blends were deposited on the electrodes via the electrospinning technique. The nanofibers were characterized by means of scanning electron microscopy (SEM), X-ray diffraction (XRD), FTIR spectroscopy, Raman spectroscopy, differential scanning calorimetry (DSC) and thermogravimetric analysis (TGA/DTG). The electronic tongue measurements were carried out using an impedance analyzer to collect capacitance and resistance data at 1 KHz. As chemometric tool we employed the Principal Component Analysis (PCA) technique to verify the efficiency of the electrospinning nanofibers-based electronic tongue in distinguishing different types of milk, as well as those contaminated by tetracycline. The results showed that the use of PAni for obtaining polymer blend fibers caused some small changes on the physical chemical properties compared to the neat PA6 fiber. However, PAni addition allowed a great reduction on the fiber diameter. Our results demonstrated that the electronic tongue system is a potential methodology to be used for classifying milk samples, in terms of fat content and quality regarding the presence of antibiotic tetracycline. The electronic tongue system system was able to detect milk samples contaminated up to 1ppb of tetracycline, regardless of milk fat content.
Softwares educativos no contexto da alfabetização e do letramento nos anos iniciais do ensino fundamental
(Universidade Federal de São Carlos, 2015-02-13) Landin, Rita de Cassia de Souza; Monteiro, Maria Iolanda; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/9819875536500712
In recent years we observed an increase in the number of computers, internet, software and other technologies and technological resources of information and communication in school environments (ALONSO, 2008; KENSKI, 2007; 2012). The educational use of technological information and communication resources requires the development of teacher knowledge (TARDIF, 2012) that allow the contemporary teacher pedagogical work through the digital society (KENSKI, 2012). In this context, the process of literacy and literacy remains fundamental. Thus, the main objective of this research is the reflection of teaching knowledge (TARDIF, 2012) for the use of these resources, specifically of educational software for literacy and literacy. Therefore, we aimed specifically: 1) mapping the use of digital technology resources in the investigated school units; 2) description and analysis of teaching experience with the use of educational software in the early years of primary education, specifically in literacy and literacy process (KLEIMAN, 1995; MONTEIRO, 2010; SOARES, 2004; 2013); c) research and analysis of the conceptions and methods of literacy and literacy activities that support the selected educational software. The research was guided on the qualitative method (LÜDKE; ANDRÉ, 1986), with a theoretical framework on the technological resources of information and communication, teacher training and literacy and literacy; mapping the use of educational software in six public schools in the early years of elementary schools of São Carlos/SP through questionnaires; interviews in two public schools, with teachers about their teaching and methodological experiences with the use of educational software in the literacy process and literacy and epistemological analysis of educational software. We seek to build theoretical knowledge that will permit the teaching critical look at these resources, basing the assessments of their potential and limitations for literacy and literacy. At the same time, scoring undertake knowledge teachers needed for teacher training, both initial and ongoing, for the critical use of these resources in order to insert them as educational and methodological resources complementary teaching practices. We observed that the educational context is a rich and important source in the consolidation of teaching knowledge (TARDIF, 2012) for both the use of ICT, and in relation to the methods and conceptions of literacy and literacy, and the experiential knowledge a rich source of learning and professional development. However, we also see the need for strengthening of knowledge on which to base concepts, methodologies and teaching about the literacy and digital literacy (FANTIN; GIRARDELLO, 2009) and media literacy (WILSON et al, 2013).