Publications

Abstract Mobile devices seem to be more present in language education and classrooms, but the role of such technologies on educator's identity and practice is still at its early stages. This investigation aimed to gather a better understanding around the use of mobile-assisted language learning (MALL) through the lenses of educators that base their practices on the second language acquisition (SLA) theory, what are their perceptions on the relevancy of mobile devices for language acquisition and its potential role on their professional identities (as well as their views on using mobile technologies to promote opportunities for second language acquisition to occur). Since second language acquisition education and professional identity are not covered alongside in MALL literature, the goal of this research was to gather data on the perceptions around mobile devices used for language acquisition from the educators' perspective and their professional identity. A semi-structured interview script with open questions was developed to cover all three main topics as well as to promote participants' insights around the current use of mobile technologies in their language education scenarios. The research included 12 second language acquisition educators from Brazil, acting in different educational scenarios were selected to be interviewed via Skype. The data gathered was analyzed using NVivo and interpreted by using the guidelines provided by grounded theory. Results showed that: a) participants consider mobile devices as ad-value for language acquisition when they recognize relevancy in using such devices in what they describe as "acquisition opportunities". The use is not standardized and varies according to the educator. The lack of support from schools is accounted as a factor for non-use. b) Second language educators view themselves as facilitators between students and language. They understand that their professional identities are in constant change by social, cultural, and economic factors, and adding new tools and methodologies to their practices are expected; therefore, mobile devices are not viewed as threats to educators' professional identity. However, participants showed concerns that the mandatory use of mobile devices and technologies in classes without previous training and debate around its proper use might contribute to an unwanted professional identity change. c) Participants do not consider themselves proficient in what they understand to be an ideal use of mobile devices for language acquisition. However, this lack of understanding does not impede them from using mobile devices as a pedagogical instrument as they seem fit. The discussion focuses on the paradox between the relevancy recognized by educators in mobile devices for language acquisition and their lack of repertoire for the use of such devices.

Abstract Ionic liquids derived from classical antimalarials are emerging as a new approach towards the cost-effective rescuing of those drugs. Herein, we disclose novel surface-active ionic liquids derived from chloroquine and natural fatty acids whose antimalarial activity in vitro was found to be superior to that of the parent drug. The most potent ionic liquid was the laurate salt of chloroquine, which presented IC(50)values of 4 and 110 nM against a chloroquine-sensitive and a chloroquine-resistant strain ofPlasmodium falciparum, respectively, corresponding to an 11- and 6-fold increase in potency as compared to the reference chloroquine bisphosphate salt against the same strains. This unprecedented report opens new perspectives in both the fields of malaria chemotherapy and of surface-active ionic liquids derived from active pharmaceutical ingredients.

Abstract Public awareness of science-astronomy (PASa), in the particular case of Astronomy, can be considered satisfactory when compared to other sciences. The public and, in particular, the elementary school teachers, show to be interested and have a positive attitude towards Astronomy. Yet, they reveal lack of knowledge and lack of consciousness about the processes studied in this scientific field. Thus, we need to develop the public understanding of science-astronomy (PUSa) which can take place in a dialogical and participatory matrix of public engagement with science-astronomy and technology (PESaT). In this context CoAstro: @n Astronomy Condo emerged a citizen science project based on the involvement of elementary school teachers, with the Research Group on the "Origin and Evolution of Stars and Planets" at the Institute de Astrofisica e Ciencias do Espaco (IA). This initiative aimed, among other things, to promote the appropriation of substantial knowledge of key astronomy contents and scientific processes. For this purpose, the "Astronomy Questionnaire" (AQ) was elaborated, based on the "Astronomy Diagnostic Test 2.0" (ADT), already tested with teachers, in previously studies (performed by other authors). To produce AQ we started by translating ADT into Portuguese. This first translation went through a scientific and linguistic validation process. The validated version of the questionnaire allowed us to proceed to the pilot study aiming the facial and content validation. To monitor the teachers' level of substantial knowledge, at the beginning and end of the CoAstro project, the pretest was applied in late 2018 and the post-test in mid-2019. At both times the AQ was answered by 9 elementary school teachers (8 female and 1 male, with an average age of 44.8 years) who volunteered to participate in CoAstro. The teachers had degrees in subjects outside the scientific field of astronomy and they had never taken any specific training in Astronomy. The results show an increase in knowledge from the pretest (M=20.6%; SD=9.5%) to the posttest (M=36.0%; SD=16.2%). It also shows: i) an improvement in all conceptual categories of AQ ("notion of scale", "movements", "gravity" and "general category"); ii) more significant improvements in thematic categories that were most worked in CoAstro and for longer time; iii) less significant improvements in items that appealed to some mathematical reasoning; iv) that teachers at the post-test, despite not being totally confident in their answers, have, at least, an opinion about the items under analysis; v) that teachers' wrong conceptions at the post-test are different from the initial ones and reveal a evolutive process towards the scientific concept (they are closer to it). Analysing the evolution of substantial knowledge of key astronomy content will help to better assess CoAstro, by measuring the relevance, of a PESaT citizen science project (which combines remote interactions with systematic bilateral interactions) for a more holistic awareness and understanding of knowledge in Astronomy.

Abstract Titanium dioxide (TiO2) is well known for its photocatalytic capabilities, and its applications cover different areas, such as wastewater treatment, sunscreen and ultraviolet (UV) blocking, among others. Its application as a photocatalytic additive for self-cleaning properties has been reported with different substrates, resulting in stain degradation. As such, the goal of this work was to functionalise two types of nubuck leather, conferring on them self-cleaning properties. For this purpose, two photocatalytic materials were tested: A commercial TiO2(Degussa P25 TiO2) and SiO2@TiO2nanoparticles, which were applied onto leather surfaces by a spray coating technique. The hydrophilic behaviour of these two types of nubuck leather was determined by contact angle (CA) measurement, using the sessile drop technique. The finished samples of nubuck leather were characterized by measuring their diffuse reflectance. The self-cleaning properties of finished nubuck leather samples were evaluated through their ability to photodegrade an organic stain, rhodamine-B dye. The P25 TiO2and SiO2@TiO2particles did not provide self-cleaning properties for the two types of nubuck leather, indicating the need for more in-depth research on the use of these particles for self-cleaning purposes.

Abstract In the last years, sustainable practices have been developed to minimize the negative effects of production and excessive consumption on the environment. The textile and clothing industry is one of the most polluting industries globally and needs to rethink its strategies. The fast-fashion caused an increase in production, and the environmental weight associated with the textile industry also increased. The problems range from the enormous expenditure of water resources to the carbon and greenhouse gas emissions to reaching the consumer. This review focuses on the eco-friendly approaches taken by the industry towards supportable apparel manufacturing, from the choice of raw materials to the last step in the textile industry.

Abstract <jats:p>The I SEA project aimed at the development of a non-obtrusive, valid and replicable method to evaluate audience attitudes about science communication projects through an immersive virtual reality environment that can improve exhibitions while educating and empowering citizens. To achieve the objectives of this highly complex, highly interdisciplinary, and innovative project, a permanent articulation of the scientific approach with the technical and design development took place, aiming the construction of the non- invasive evaluation method. Because it is an intricate project, it required constant iterations and interactions among the team members. So, we’ve learned somehow to consider limitations as engines for developing the project, instead of seeing them as obstacles.</jats:p>

Abstract Contextualized and socially relevant hands-on activities are an effective way to promote students' involvement in the construction of knowledge. Considering the UN's 2030 Agenda for Sustainable Development, the preservation of water resources is crucial for the sustainable development of a country. Therefore, the PVC project was implemented in the context of water quality monitoring. There were 440 students and 9 chemistry teachers involved. A low-cost portable pedagogical kit was developed in order to determine the temperature, turbidity, pH, concentration of nitrates and nitrites, percentage of dissolved oxygen, salinity, and presence of microplastics in coastal water samples. The results indicate that the hands-on activities have contributed to the learning of chemical contents related to water quality parameters. Finally, the commitment, motivation, and autonomy of the participating students should be highlighted.