Journal articles: 'V.E.C.T.O.R project' – Grafiati (2024)

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Least of using thermoelectric module as an electric generator in society was often because of energy which was produced by it was unstable. So we need voltage stabilizer circuit to push up and down the voltage to certain voltage. The purpose of this final project is to design a voltage stabilizer circuit in pico scale DC voltage based on boost converter. This experiment is done by three stage there are, stabilizer experiment by adaptor, performance of thermoelectric generator and also stabilizer experiment by thermoelectric generator.The yield of the first experiment, when we gave input voltage 3 until 9 V produced 5,07 until 5,08 V, so it has 98,55% accuracy toward 5 V expect. On the second experiment, when it is given by ∆T 30, 50 and 70 °C produced 2,5, 3,04 and 3,39 V. While on third experiment, with the same ∆T produced 5,08 until 5,09 V. But, when ∆T which given by 12 °C produced only 0,8 and 0,9 V in second and third experiment, it is because of the voltage is not fulfill accupation voltage 2 until 24 V on datasheet of used IC. Relation between ∆T and Voltage (V), Current (I) also Power (P) which was produced have positive R value 0,76 until 1, this mean that ∆T directly proportional to V,I and P. So, the higher ∆T we give, the higher V, I and P will be.Keywords : stabilizer, thermoelectric, boost converter.

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O b j e c t i v e : To estimate the prevalence of diabetes, high total cholesterol, obesity, smoking and physical activity in urbanpopulation of Faisalabad. R e s e a r c h d e s i g n and m e t h o d s : The project was limited to population based screening for above mentionedvariables using WHO criteria. Study was conducted by holding numerous screening camps in different urban areas over the course of two years.People age 20 years or above were included in the study. Total 5349 people, 58%males (3102) and 42% females (2247) were screened fordiabetes and high blood cholesterol. Body mass index was calculated by measuring height in meter square and weight in kilograms. Peoplewere interviewed for smoking and physical activity and relevant data was entered in the designed proforma. R e s u l t s : Within the chosen agerange, total prevalence of diabetes was 16% and among them 11 % were previously diagnosed and 5% were unaware of their diabetes (newlydiagnosed). Cholesterol was high (>200 mg/dl) in 48 % males and 34% females. 9.2 % of the males were found to be obese (BMI>30) incomparison to 14.3 % of females whereas 36.26% of males and 36.84 % of females were overweight (BMI > 25 to 29.9 kg/m2). The prevalenceof smoking was 38.8% in males and 1.2 % in females respectively. In daily routines only 6.8 % of the males were doing the physical exercise(30 minutes exercise five days a week or equivalent) whereas among females it was 1.9 %. C o n c l u s i o n : Diabetes and metabolic syndromein adults is now a global health problem, and the population of developing countries like Pakistan are facing this menace especially in the urbanareas where it is on the rise with each passing day.

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Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. COVID-19 Adversity to Opportunity Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021). In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills. Interprofessional Collaboration This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals. DBR- Design Principles in response to COVID Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulation education using immersive reality and biometrics (Cochrane et al., 2020), designing authentic learning for graduate entry nursing students (Macdiarmid et al., 2021), designing public and environmental health education (Kersey et al., 2018), Biomedical engineering (Lam et al., 2021), and physiology education (Fabris et al., 2019). References Chen, W., Sandars, J., & Reeves, T. C. (2020). Navigating complexity: The importance of design-based research for faculty development. Medical Teacher, 1-3. https://doi.org/10.1080/0142159X.2020.1774530 Cochrane, T., Aiello, S., Cook, S., Aguayo, C., & Wilkinson, N. (2020). MESH360: A framework for designing MMR enhanced Clinical Simulations [Journal]. Research in Learning Technology, 28(Mobile Mixed Reality - Themed Collection). https://doi.org/10.25304/rlt.v28.2357 Cochrane, T., Narayan, V., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29th November- 1st December 2021). Post Pandemic Socially Constructed Blended Synchronous Learning: Vignettes from the Mobile Learning SIG. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Cochrane, T., & Sinfield, D. (2021). STUDIO602: A model for designing real world collaborations between Higher education and Industry. In K. MacCallum & D. Parsons (Eds.), Industry Practices, Processes and Techniques Adopted in Education - Supporting innovative teaching and learning practice (Vol. In preparation). Springer. http://davidparsons.ac.nz/industry-in-ed/ Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR [Journal]. Research in Learning Technology, 26, 2130. https://doi.org/10.25304/rlt.v26.2130 Fabris, C. P., Rathner, J. A., Fong, A. Y., & Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(8). Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. https://doi.org/10.1007/s11528-020-00509-0 Kersey, K., Lees, A., Conn, C., Cochrane, T., Narayan, V., & Williams, M. (2018). “Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland. Pacific Health, 1(1), 1-12. https://doi.org/https://doi.org/10.24135/pacifichealth.v1i1.8 Lam, L., Cochrane, T., Rajagopal, V., Davey, K., & John, S. (2021). Enhancing student learning through trans-disciplinary project-based assessment in bioengineering. Pacific Journal of Technology Enhanced Learning, 3(1), 4-5. https://doi.org/10.24135/pjtel.v3i1.80 Macdiarmid, R., Winnington, R., Cochrane, T., & Merrick, E. (2021). Using educational design research to develop authentic learning for Graduate Entry Nursing students in New Zealand. Nurse Education in Practice, 102965. https://doi.org/10.1016/j.nepr.2021.102965 Narayan, V., Cochrane, T., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29 November - 1 December). Mobile learning and socially constructed blended learning through the lens of Activity Theory. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Stretton, T., Cochrane, T., & Narayan, V. (2018). Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review [Journal]. Research in Learning Technology, 26, 2131. https://doi.org/10.25304/rlt.v26.2131

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Engineering is part of one of the most forward-thinking careers in industries. In this work, the elementary principles of engineering projects in university education are evaluated and the minimum criteria that an engineering project should have are established so that the future professional develops the necessary skills for their performance as an engineer. A bibliographic review of engineering education is then carried out and the formulation of projects that make the development of practical skills possible. Keywords: Engineering practices, academic projects, industry 4.0. References [1]A. Olaya, Bioinformática como recurso educativo: Proyecto de ingeniería, Córdoba: Universidad de Córdoba, 2018. [2]L. Antoni, La Industria 4.0 en la sociedad digital, Barcelona: Marge Books, 2019. [3]d. V. José, «Industria 4.0: la transformación digital de la industria,» Universidad de Deusto, Deusto. [4]G. Mendizábal and A. Escalante, «El reto de la educación 4.0: competencias laborales para el trabajo emergentepor la covid-19,» RICSH, vol. 10, nº 19, pp. 261 - 283., 2021. [5]R. Ramirez-Mendoza, R. Morales-Menendez, H. Iqbal and R. Parra-Saldivar, «Educación en Ingeniería 4.0: - propuesta para un nuevo currículo,» de EDUCON, Conferencia Global de Educación en Ingeniería de la IEEE 2018, 2018. [6]T. P. Ngoc and N. M. Tri, «Desarrollar la educación superior en el contexto de la revolución industrial 4.0,» Multicultural Education, vol. 7, nº 6, pp. 208-217, 2021. [7]A. Benešová and J. Tupa, «Requisitos para la educación y calificación de las personas en la industria 4.0,» Procedia Manufacturing, vol. 11, pp. 2195-2202, 2017. [8]C. Huerta and M. Velázquez, «Educación 4.0 como respuesta a la Industria 4.0: un estudio analítico-descriptivo,» Ciencia Latina, vol. 5, nº 1, 2021. [9]R. L. Katz, «Capital humano para la transformación digital en América Latina,» CEPAL, 2018. [10]R. Pallás-Areny, «LA INGENIERÍA ELECTRÓNICA Y LA MEDICINA,» [Online]. Available: https://www.researchgate.net/profile/Ramon-Pallas-Areny/publication/239813249_La_Ingenieria_electronica_y_la_medicina/links/0deec539fea82baf03000000/La-Ingenieria-electronica-y-la-medicina.pdf. [Last access: 27 12 2021]. [11]H. Medellín, G. González, R. Espinosa, E. Govea and T. Lim, «Desarrollo de Aplicaciones de Realidad Virtual y Sistemas Hápticos en Ingeniería, medicina y arte,» de Ciencias de la Ingeniería y Tecnología, San Luis Potosí-Mexico, Universidad Autónoma de San Luis Potosí, 2014, pp. 77-93. [12]S. Chris, E. Ray, J. Andrew and L. Jason, «Designing cranial implants in a haptic augmented reality environment,» Communications of the ACM, vol. 47, nº 8, pp. 33-38, 2004. [13]G. Sabine, K. Erwin and G. Bernd, «Advances in interactive craniofacial surgery planning by 3D simulation and visualization.,» Oral and Maxillofacial Surgery, vol. 24, pp. 120-125, 1995. [14]P. Philipp, G. B. Alexander, P. Andreas, V. S. Norman, P. Bernhard, P. Andreas, H. Karl-Heinz, T. Ulf, S. Ingo and H. Max, «Virtual Dental Surgery as a New Educational Tool in Dental School,» Journal of Cranio- Maxillo-Facial Surgery, vol. 38, pp. 560-564, 2010. [15]C. Castañeda and F. Vázquez, «Realidad Virtual, un apoyo en la Terapia de Acrofobia, Claustrofobia y Agorafobia, » de Memorias del VIII Congreso Internacional sobre Innovación y Desarrollo Tecnológico (CIINDET 2011), Cuernavaca Morelos, México., 2011. [16]F. Suárez, O. Flor and L. Rosales, «Sistema de interpretación de conductas para identificación de situaciones de riesgo,» Revista Ibérica de Sistemas e Tecnologias de Informação, vol. E31, pp. 309-317, 2020. [17]La importancia de las letras, «La historia de la educación,» 2010. [Online]. Available: http://historiageneraldelaeducacion.blogspot.com/2010/03/historia-de-la-educacion-conclusion.html. [Last access: 27 11 2021]. [18]V. Guichot, «HISTORIA DE LA EDUCACIÓN: REFLEXIONES SOBRE SU OBJETO, UBICACIÓN EPISTEMOLÓGICA, DEVENIR HISTÓRICO Y TENDENCIAS ACTUALES,» Revista Latinoamericana de Estudios Educativos, vol. 2, nº 1, pp. 11-51, 2006. [19]K. Zambrano, «Línea de tiempo de la historia de la educación,» 13 septiembre 2018. [Online]. Available: https://prezi.com/p/oashlaqm_uxn/linea-del-tiempo-historia-de-la-educacion/. [Last access: 24 11 2021]. [20]M. Begoña Tellería, «Educación y nuevas tecnologías. Educación a Distancia y Educación Virtual,» Revista de Teoría y Didáctica de las Ciencias, nº 9, pp. 209-222, 2004. [21]R. Nieto, «EDUCACIÓN VIRTUAL O VIRTUALIDAD DE LA EDUCACIÓN,» Rev.hist.educ.latinoam, vol. 14, nº 19, 2012. [22]S. Levy, D. Romero and R. Pasini, «Implementacón práctica del agilismo en proyecto de Ingeniería de Software, » de XLV Jornadas Argentinas de Informática e Investigación Operativa, Argentina, 2016.

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The main purpose of this project was to see if there is a difference in performance between blind and sighted subjects when reading raised letters by feel. A secondary purpose was to attempt to find the optimum height while keeping all other variables constant. Six blind and 22 blindfolded subjects were asked to identify raised plastic letters by feel. The following confusion letters were used: E,F,P,R,G,C,O,Q,D,B,U,V,J,I,T. The heights were 1.27, 1.91 and 2.54 cm. The time it took to identify the letter and whether or not the letter was misidentified were recorded. There was not enough evidence to conclude a difference between blind and blindfolded subjects. The sizes 1.91 and 2.54 cm were not significantly different. However, 1.27 cm was harder to identify. There were significant differences between letters. There was no correlation between identification time and accuracy.

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Ionic liquids (ILs) are a unique class of electrolytes, which characteristics make them suitable for use in solar cells, supercapacitors, and fuel cells1. Due to the appealing properties such as good electrochemical stability, low vapour pressure, high concentration of ions and the lack of solvent, they have been under intense study since the early 2000s. Although numerous theoretical2,3, computational4,5, and experimental studies6,7 have shed light on the interfacial properties of ILs, which differ noticeably from the aqueous electrolytes, multiple open questions remain. One such problem is how the interfacial capacitance is affected by the ambient temperature, as studies have shown both positive and negative temperature dependences8,9. Understanding the temperature dependence of interfacial capacitance is crucial as it is relevant for the description of energy storage and is one of the few quantities, which can be estimated both experimentally and computationally. In this study, we combine the density functional theory (DFT) calculations with molecular dynamics (MD) simulations of graphene (Gr) | EMImBF4 IL interface to explain the effect of temperature on capacitance. MD simulations allow us to investigate the probable distribution of ions near the electrode’s surface and relate the changes of ILs structure to the capacitance using the interfacial bilayer model (IBL). We show that the increase of temperature affects the capacitance near the potential of zero charge by attenuating the overscreening without a notable change in the IL interfacial structure. The characteristic peaks and plateaus in the capacitance potential dependence are explained through the concepts of IL layering and saturation of the second IL layer described in the IBL. Using the DFT calculations, we estimate the impact of the quantum capacitance of Gr on the total interfacial capacitance and its temperature dependence. By accounting for the limiting quantum capacitance, the total interfacial capacitance was significantly altered in the case of the Gr electrode, as the effect of the temperature was dampened, and a V-shaped capacitance curve was obtained. Acknowledgements: This work was supported by the Estonian Research Council grant PSG249 and by the EU through the European Regional Development Fund under project TK141 (2014-2020.4.01.15-0011). The financial support from FCT/MCTES through the Portuguese national funds, project No. UID/QUI/50006/2021 (LAQV@REQUIMTE) is also acknowledged. References: 1 D. R. MacFarlane, N. Tachikawa, M. Forsyth, J. M. Pringle, P. C. Howlett, G. D. Elliott, J. H. Davis, M. Watanabe, P. Simon and C. A. Angell, Energy Environ. Sci., 2014, 7, 232–250. 2 A. A. Kornyshev, J. Phys. Chem. B, 2007, 111, 5545–5557. 3 Z. A. H. Goodwin and A. A. Kornyshev, Electrochem. Commun., 2017, 82, 129–133. 4 M. Salanne, Phys. Chem. Chem. Phys., 2015, 17, 14270–14279. 5 I. V. Voroshylova, H. Ers, V. Koverga, B. Docampo-Álvarez, P. Pikma, V. B. Ivaništšev and M. N. D. S. Cordeiro, Electrochim. Acta, 2021, 379, 138148. 6 L. Siinor, K. Lust and E. Lust, J. Electrochem. Soc., 2010, 157, F83. 7 V. Lockett, M. Horne, R. Sedev, T. Rodopoulos and J. Ralston, Phys. Chem. Chem. Phys., 2010, 12, 12499–12512. 8 F. Silva, C. Gomes, M. Figueiredo, R. Costa, A. Martins and C. M. Pereira, J. Electroanal. Chem., 2008, 622, 153–160. 9 M. Drüschler, N. Borisenko, J. Wallauer, C. Winter, B. Huber, F. Endres and B. Roling, Phys. Chem. Chem. Phys., 2012, 14, 5090–5099.

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Background & Object൴ves: The Immune-modulat൴ng Nutr൴t൴onal Supplements based on Grapeseeds r൴ch ൴n Sterols and V൴tam൴ns can be useful ൴n Management of Resp൴ratory V൴ral ൴nfect൴ons ൴nclud൴ng COVID 19, but stud൴es reveal൴ng the൴r comb൴ned eff ects are lack൴ng ൴n l൴terature. Therefore the German manufactured Oro-Nasal Immune spray (NAFLAN- A Nutr൴t൴onal Supplements Product) based on comb൴nat൴on of Plant Sterols & V൴tam൴n, B, D, E needs urgent explorat൴on ൴n context of Preva൴l൴ng COVID 19 Pandem൴c across the world ൴nclud൴ng Ind൴a. Methods: Th൴s cl൴n൴cal tr൴al was done on 40 healthy Volunteers, as part of a Phase 1 tr൴al Project of Pure Derm GmBH, Germany for ൴ts evaluat൴on ൴n Management of Resp൴ratory Infect൴ons ൴nclud൴ng COVID 19. The volunteers were selected from an NGO Hosp൴tal and th൴s tr൴al was enrolled at CTRI ICMR Ind൴a and conducted accord൴ng to WHO, PATH & CONSORT gu൴del൴nes . Tr൴al was done from 15th March 2021- 15th June 2021 ൴n wh൴ch th൴s Immune spray was used for 1 month (1st May 2021- 31st May). Th൴s Cl൴n൴cal tr൴al ൴ncluded all types of COVID 19 ൴nclud൴ng Ind൴an Mutat൴on Delta Var൴ant. Results: Symptoms such as Cough and D൴arrhoea were reduced s൴gn൴f൴cantly after use of Immune( Nafl an Spray) [χ2 =9.25 (Yates Correct൴on), P <0.05, RR Adjusted=1.8, 95% C.I=1.5-2.1], but no eff ect on h൴gh fever, headache, and Common cold were seen. Interpretation & Conclusions: Nafalan Spray can be useful in Prevention of Cough in Respiratory Infections (possibly also COVID 19). However Large scale Multicentric trial is however advocated by authors before reaching a more defi nite conclusion of role of Nafalan Spray in Prevention of COVID 19 Infection.

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Este estudo descreve e analisa o processo variável da vogal epentética em palavras na língua inglesa iniciadas por clusters por aprendizes brasileiros de inglês como segunda língua (L2). O objetivo dessa pesquisa é, então, identificar a frequência de inserção da vogal de apoio na posição inicial das palavras em língua inglesa que se iniciam com um dos seguintes clusters: /sp/, /st/, /sk/, /sl/, /sm/, e /sn/. O corpus deste estudo é constituído por 18 informantes paraibanos, aprendizes de inglês como L2, estratificados nos níveis básico, intermediário e avançado de proficiência. Os dados mostram que as variáveis sonoridade do encontro consonantal, nível de proficiência, instrução explícita na L2 e contexto precedente foram as mais relevantes à realização do fenômeno. REFERÊNCIASALLAN, D. Oxford placement test 1. Oxford: Oxford University Press, 2004.ALVES, U. K. O que é consciência fonológica. IN: LAMPRECHT et. al. Consciência dos sons da língua: subsídios teóricos e práticos para alfabetizadores, fonoaudiólogos e professores de língua inglesa. 2 ed. Porto Alegre: EDIPUCRS, 2012, p. 29-41.BOUDAOUD, M.; CARDOSO, W. Vocalic [e] epenthesis and variation in Farsi-English interlanguage speech. Concordia Working Papers in Applied Linguistics, 2, 2009.CARDOSO, W. The variable development of English word-final stops by Brazilian Portuguese speakers:A stochastic optimality theoretic account. Language variation and change, v.19, 2007, p. 1-30.______, W. The Development of sC Onset Clusters in interlanguage: markedness vs. frequency effects. Proceedings of the 9th Generative Approaches to Second Language Acquisition Conference, (GASLA 2007), ed. Roumyana Slabakova et al., 15-29. Somerville, MA: Cascadilla Proceedings Project, 2008.CARLISLE, R. The effects of markedness on epenthesis in Spanish/English interlanguage phonology. Issues and Developments in English and Applied Linguistics, 3, 1988, 15-23._______, R.S. The Influence of Environment on Vowel Epenthesis in Spanish/English Interphonology. Applied linguistics, v.12, n.1, 1991, p. 76-95._______, R. Environment and markedness as interacting constraints on vowel epenthesis. In:_______ J. Leather; JAMES, A (Eds.), New sounds 92 (p. 64–75). Amsterdam: University of Amsterdam Press, 1992._______, R. S. Markedness and environment as internal constraints in the variability of interlanguage phonology. In:_____. M. Yavas (ed.) First and Second Language Phonology. San Diego: Singular Publishing Company, 1994 p. 223-249.______, R. The modification of onsets in a markedness relationship: Testing the interlanguage structural conformity hypothesis. Language learning, v.47, 1997, p. 327-361.______, R. The acquisition of onsets in a markedness relationship. A longitudinal study. Studies in second language acquisition. 20, 1998, 245–260.COLLISCHONN, G. Um estudo da epêntese à luz da teoria da sílaba de Junko Ito (1986). Letras de hoje, Porto Alegre: v. 31, n.2, 1996, p. 149-158.CORNELIAN JR, D. Brazilian learners’ production of initial /s/ clusters: Phonological structure and environment. New Sounds 2007: Proceedings of the Fifth International Symposium on the Acquisition of Second Language Speech, 2007.DUBOIS, J. et al. Dicionário de lingüística. São Paulo: Cultrix, 2006.ESCARTÍN, C. I. The development of sC onset clusters in Spanish English. Tese – Concordia University, Canadá, 2005.GASS, S.; SELINKER, L. (eds). Language transfer in language vs learning. Newbury House, Rowley, Massachusetts, 2008.LABOV, W. Padrões sociolinguísticos. Tradução de Marcos Bagno; Mª Marta Pereira Scherre e Caroline Rodrigues Cardoso. São Paulo: Parábola Editorial, (1972) 2008.LUCENA, R. M; ALVES, F. C. Análise Variacionista da Aquisição do /p/ em Coda Silábica por Aprendizes de Inglês Como LE. Revista Intertexto. v. 5, n. 2, 2012.PEREYRON, L. Epêntese vocálica em encontros consonantais mediais por falantes porto-alegrenses de inglês como língua estrangeira. Dissertação (Mestrado) – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre: 2008.RAUBER, A. S. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Unpublished Master's thesis, Universidade Federal de Santa Catarina, Florianópolis, SC: Brazil, 2002.RAUBER S.; BAPTISTA. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Rev. Est. Ling. Belo Horizonte: v. 12, n. 2, 2004, p. 459-473.REBELLO, J. T. The acquisition of English initial /s/ clusters by Brazilian EFL learners. Florianópolis: UFSC, 1997.SANKOFF, D.; TAGLIAMONTE, S.; SMITH, E. GoldVarb X: a variable rule application for Macintosh and Windows. Department of Linguistics. University of Toronto, 2005.SELINKER, L. Rediscovering interlanguage. New York: Longman, 1972.SILVA. T. C. Dicionário de fonética e fonologia. São Paulo: Contexto, 2011. Recebido em 30-10-2018.Aceito em 22-02-2019.

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e3649016The present experience report aims to describe the effects of an intervention with the theme of sexuality to promote health and prevent violence. Twenty children of both sexes, aged between 7 and 13 years, who attended the activities of a social project during school hours in a city in the interior of São Paulo, Brazil. Children were divided into two groups according to their age (07-09 years; 10-13 years). Throughout the meetings, issues related to physical changes, sexuality, and sexual abuse were developed through the reading of books, the exhibition of films and drawings. It was possible to verify changes in children's behavior related to these issues. It discusses the challenges observed in the practice of activities, seeking to problematize the issues that permeate the theme, as well as to highlight the effects of the experience for children and adolescents involved in the process.ResumoO presente relato de experiência tem como objetivo descrever os efeitos de uma intervenção com a temática de sexualidade para promoção e prevenção de saúde e violência. Participaram 20 crianças de ambos os sexos com idades entre 07 e 13 anos que frequentavam as atividades de um projeto social no contraturno escolar em um município do interior de São Paulo. As crianças foram divididas em grupos de acordo com a idade (07-09 anos; 10-13 anos). Ao longo dos encontros foram trabalhadas questões referentes às mudanças físicas, sexualidade e abuso sexual a partir da leitura de livros, exposição de filmes e desenhos. Foi possível verificar mudanças nos comportamentos das crianças relacionadas a essas questões. Discute-se sobre os desafios observados na prática das atividades, buscando problematizar as questões que permeiam a temática, assim como ressaltar os efeitos da experiência para as crianças e adolescentes envolvidos no processo.Palavras-chave: Gênero, Educação, Adolescência, Sexualidade.Keywords: Gender, Education, Adolescence, Sexuality.ReferencesANDRY, Andrew C.; SCHEPP, Steven. De onde vêm os bebês. In: De onde vêm os bebês. 1988.ARCARI, C. Pipo e Fifi: Prevenção de violência sexual na infância. São Paulo, SP. 2013.BALISCEI, J. P.; CALSA, G. C.; JORDÃO, V. H. O Homem-Malbec e a construção visual da masculinidade. TEXTURA-Revista de Educação e Letras, v. 18, n. 37, 2016.BORGES, M. V. Um mal-estar na educação: uma revisão psicanalítica sobre as questões da sexualidade humana e como a educação se imbrica neste processo. Revista FAROL, v. 8, n. 8, p. 384-397, 2019.BRANCALEONI, A. P. L.; DE OLIVEIRA, R. R. Silêncio! Não desperte os inocentes: sexualidade, gênero e educação sexual a partir da concepção de educadores. Revista Ibero-Americana de Estudos em Educação, v. 10, n. 6, 2016a.BRANCALEONI, A. P. L.; DE OLIVEIRA, R. R. Educação sexual na promoção do respeito à diversidade sexual e de gênero. Revista ELO–Diálogos em Extensão, v. 5, n. 2, 2016b.BRASIL. Ministério da Mulher, da Família e dos Direitos Humanos. Dados de violência sexual contra crianças e adolescentes. Disponível em https://www.gov.br/mdh/pt-br/assuntos/noticias/2020-2/maio/ministerio-divulga-dados-de-violencia-sexual-contra-criancas-e-adolescentes Acesso em 03.09.2020.BRASIL. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Ações Programáticas e Estratégicas. Área Técnica de Saúde de Adolescente e Jovem. Caderneta de Saúde do Adolescente (MENINA). Brasília: Editora do Ministério da Saúde; 2013.BRASIL. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Ações Programáticas e Estratégicas. Área Técnica de Saúde de Adolescente e Jovem. Caderneta de Saúde do Adolescente (MENINO). Brasília: Editora do Ministério da Saúde; 2013.BRASIL. Ministério da Saúde. 20 anos de pesquisas sobre aborto no Brasil. Brasília: Ministério da Saúde, 2009.BRASIL. Ministério do Planejamento. Agenda 2030. ODS – Metas Nacionais dos Objetivos de Desenvolvimento Sustentável. Metas Brasileiras. Brasília: Ministério do Planejamento; 2018.BRÊTAS, J. R.; SILVA, C. V. Orientação sexual para adolescentes: relato de experiência. Acta Paulista de Enfermagem, v. 18, n. 3, p. 326-333, 2005.BRINO, R. F.; WILLIAMS, L. C. D. A. Concepções da professora acerca do abuso sexual infantil. Cadernos de Pesquisa, n. 119, p. 113-128, 2003.CARDOSO, F. L. O conceito de orientação sexual na encruzilhada entre sexo, gênero e motricidade. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 2008.CERQUEIRA-SANTOS, E.; BOURNE, J. Estereotipia de gênero nas brincadeiras de faz de conta de crianças adotadas por casais hom*oparentais. Psico-USF, v. 21, n. 1, p. 125-133, 2016.COLE, B. Mamãe botou um ovo. Tradução de Lenice Bueno da Silva. São Paulo: Ática, 1993.DEMARCO, T. T.; DE PAULA, M. H. P.; SCHLOSSER, A. adultização e erotização infantil: a influência social. Anuário Pesquisa e Extensão Unoesc Videira, v. 4, p. e20431-e20431, 2019.DE SOUZA MONTEIRO, S. A.; RIBEIRO, P. R. M.. Sexualidade e Gênero na atual BNCC: possibilidades e limites. Pesquisa e Ensino, v. 1, p. e202011-e202011, 2020.DIAS, A. B.; AQUINO, E. M. L. Maternidade e paternidade na adolescência: Algumas constatações em três cidades do Brasil. Cadernos de Saúde Pública, 22, 2006, 1447-1458.DOWLING, C. Complexo de cinderela. In: Complexo de Cinderela. 1985.FREIRE, P. ‘Ideologia de gênero' e a política de educação no Brasil: exclusão e manipulação de um discurso heteronormativo. Ex aequo, n. 37, p. 33-46, 2018.FUNDO DAS NAÇÕES UNIDAS PARA A INFÂNCIA (UNICEF). A educação que protege contra a violência, 2018, Disponível em: https://www.unicef.org/brazil/media/4091/file/Educacao_que_protege_contra_a_violencia.pdfGLOBO NEWS. Arquivo N: Caso do assassinato da menina Araceli chocou o país em 1973. Globo.com. Disponível em http://g1.globo.com/globo-news/arquivo-n/videos/v/arquivo-n-caso-do-assassinato-da-menina-araceli-chocou-o-pais-em-1973/5066099 Acesso em 10 Abr. 2017.HABIGZANG, L. F.; KOLLER, S. H.; AZEVEDO, G. A.; MACHADO, P. X. Abuso sexual infantil e dinâmica familiar: Aspectos observados em processos jurídicos. Psicologia: Teoria e Pesquisa, 21(3), 341–348, 2005, https://doi.org/10.1590/S0102-37722005000300011HABIGZANG, L. F.; RAMOS, M. DA S.; KOLLER, S. H. A revelação de abuso sexual: As medidas adotadas pela rede de apoio. Psicologia: Teoria e Pesquisa, 27(4), 467–473, 2011, https://doi.org/10.1590/S0102-37722011000400010HAMES, C.; KEMP, A. T. Diversidade de Gênero e Sexualidade no processo formativo docente. Revista Insignare Scientia-RIS, v. 2, n. 1, p. 67-74, 2019.KIM, Y. O segredo de Nara. Youtube. Postado em 30 de outubro de 2015. Disponível em https://www.youtube.com/watch?v=vgw4yj9jveQ. Acesso em 15 Fev. 2017.LAGEMANN, R. Anjos do Sol. Dailymotion. Postado em 20 de janeiro de 2015. Disponível em https://www.dailymotion.com/video/x2f5vfp . Acesso em 25 Fev. 2017.LOINAZ, I.; BIGAS, N.; SOUSA, A. M. Comparing intra and extra-familial child sexual abuse in a forensic context. Psicothema, 31(3), 271–276, 2019, https://doi.org/10.7334/psicothema2018.351LOVATTO, A. Desvendando o poder do macho: um encontro com Heleieth Saffioti. Lutas Sociais, n. 27, p. 110-118, 2011.LOWENKRON, L. Abuso sexual infantil, exploração sexual de crianças, pedofilia: diferentes nomes, diferentes problemas?. Sexualidad, Salud y Sociedad-Revista Latinoamericana, n. 5, p. 9-29, 2010.MACHADO FILHO, H. Glossário de termos do objetivo de desenvolvimento sustentável 5: alcançar a igualdade de gênero e empoderar todas as mulheres e meninas. [Brasília, DF]: ONUBR, 2016. Disponível em http://www.onumulheres.org.br/onu-mulheres/documentos-de-referencia. Acesso em 31 ago. 2020.ORGANIZAÇÃO MUNDIAL DA SAÚDE. Global plan of action: Health systems address violence against women and girls (WHO/RHR/16.13). Article WHO/RHR/16.13, 2016, disponível em: https://apps.who.int/iris/handle/10665/251664PADILLA, H. Saúde e Sexualidade de Adolescentes. Organização Pan-Americana de Saúde. Ministério da Saúde. 2017.PEIRCE, K. Meninos não Choram. Youtube. Postado em 19 de outubro de 2016. Disponível em https://www.youtube.com/watch?v=Z1we6cwiQzg. Acesso em 03 Mar. 2017.PINTO, A. D. V.; AMARAL MADUREIRA, A. F.. p*rnOGRAFIA E QUESTÕES DE GÊNERO: UM OLHAR CRÍTICO DO PODER PEDAGÓGICO DAS IMAGENS NA CONSTRUÇÃO DAS SUBJETIVIDADES. Programa de Iniciação Científica-PIC/UniCEUB-Relatórios de Pesquisa, n. 3, 2018.POMBO, M. F. Desconstruindo e subvertendo o binarismo sexual: apostas feministas e queer. Revista Periódicus, v. 1, n. 7, p. 388-404, 2017.SÃO CARLOS. Subnotificação dos casos de abuso e exploração sexual infanto-juvenil ainda é grande. Portal de notícias Município São Carlos. Disponível em http://www.saocarlos.sp.gov.br/index.php/noticias-2018/172139-subnotificacao-dos-casos-de-abuso-e-exploracao-sexual-infantojuvenil-ainda-e-grande.html. Acesso em 03 Mar. 2018.TAVEIRA, F.; FRAZÃO, S.; DIAS, R.; MATOS, E.; MAGALHÃES, T. O abuso sexual intra e extra-familiar. Acta Médica Portuguesa, 22(6), 759-66, 2009.WORLD HEALTH ORGANIZATION. Sexual and Reproductive Health of Women Living with HIV ? AIDS: Guidelines on Care, Treatment and Support for Women Living with HIV ? AIDS and Their Children in Resource-Constrained Settings. WHO ? UN-FPA, Geneva, 2006.ZAMBON, M. P.; ÁVILA JACINTHO, A. C. DE; MEDEIROS, M. M. DE; GUGLIELMINETTI, R.; MARMO, D. B. Violência doméstica contra crianças e adolescentes: Um desafio. Revista da Associação Médica Brasileira, 58(4), 465–471, 2012, https://doi.org/10.1590/S0104-42302012000400018

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O constante e crescente uso de ferramentas digitais no ensino de línguas tem (re)significado a prática de professores (DOOLY; SADLER, 2016). Do mesmo modo, esse fenômeno tem influenciado campos de pesquisa na área da Linguística Aplicada como, por exemplo, processos de ensino e aprendizagem, que focam em affordances promovidas pelo uso de ferramentas digitais em aulas de língua inglesa (DOOLY; SADLER, 2016; RAMA et al, 2012; SILVA, 2015; TOUR, 2015). Este trabalho, de natureza teórico-prática, visa a aproximar conceitos de Leitura Crítica (SCOTT, 1988) e Letramento Crítico (LANKSHEAR; KNOBEL, 1997; SINGH; MORAN, 1997) do Letramento Digital (DOOLY; SADLER, 2016). Após advogar o uso de ferramentas digitais para a leitura e transformação da realidade social, apresenta-se uma proposta didática que materializa tais conceitos teóricos. Referências:AGUDELO, O. L.; SALINAS, J. Flexible Learning Itineraries Based on Conceptual Maps. New Approaches in Educational Research, Colombia, v.4, n.2, p.70-76, 2015.CORADIM, J. N. Ensino de língua inglesa e letramento crítico: uma proposta didática de leitura e produção escrita. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.99-124.DAWSON, M. A. (Ed.) Developing comprehension – including critical reading. Newark: International Reading Association, 1968.D’ALMAS, J. Da passividade à agência: desenvolvimento de professoras como resultado de empoderamento. 2016. 314f. Tese (Doutorado em Estudos da Linguagem) – Universidade Estadual de Londrina, Londrina, 2016.DOOLY, M.; SADLER, R. Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning and Technology, Hawai, v.20, n.1, 54-78. 2016.FAIRCLOUGH, N. Language and power. London: Longman, 1989.FRANCESCON, P. K.; REIS, S. Contexto da situação em foco em leituras críticas do cotidiano. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.83-98.FREIRE, P. Pedagogia do oprimido. São Paulo, SP: Paz Terra, 2015 [1974], 59ed.______. Education for critical consciousness. New York, NY: Continuum, 2005 [1974].GIROUX, H. A. Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem. Porto Alegre, RS: Artes Médicas, 1997 [1988].GOODMAN, K. The reading process. In: CARRELL, P. L.; DEVINE, J.; ESKEY, D. (Eds.). Interactive Approaches to Second Language Reading. London, UK: Cambridge Press, 1988, p.11-21.GUILLEMIN, M.; GILLAM, L. Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry, California, n.10, v.2, p.261-280. 2004.HALLIDAY, M. A. K.; HASAN, R. Language, Context, and Text: aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press, 1989.LANKSHEAR, C.; KNOBEL, M. Critical Literacy and Active Citizenship. In: MUSPRATT, S.; LUKE, A.; FREEBODY, P. (Eds.). Constructing Critical Literacies: Teaching and Learning Textual Practice. Broadway, NY: Hamption Press, 1997, p.95-124.LEFFA, V. J. Perspectivas no estudo da leitura: texto, leitor e interação social. In: ______. (Org.). O ensino da leitura e produção textual: alternativas de renovação. Pelotas, RS: EDUCAT, 1999, p.13-37.LINCOLN, Y. S.; GUBA, E. G. Paradigmatic Controversies, Contradictions, and Emerging Confluences. In: DENZIN, N. K.; LINCOLN, Y. S. (Ed.). Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 2000. p. 253-291.MOORE, J. et al. Effectiveness of Adaptive Concept Maps for Promoting Conceptual Understanding: Findings from a Design-Based Case Study of a Learner-Centered Tool. Advances in Engineering Education, Virginia, v.[s], n.[s], p.1-35, 2015.PESSOA, R. R.; URZÊDA-FREITAS, M. T. Challenges in Critical Language Teaching. TESOL Quartely, v. [s], n.[s], p.1-24, 2012.REA-RAMIREZ, M. A.; RAMIREZ, T. M. Changing Attitudes, Changing Behaviors. Conceptual Change as a Model for Teaching Freedom of Religion or Belief. Journal of Social Science Education, Germany, v.16, n.4, p.97-108.REIS, S.; EGIDO, A. A. Ontologia, Epistemologia e Ética como determinantes metodológicos em Estudos da Linguagem. In: REIS, S. (Org.). História, Políticas e Ética na área profissional da linguagem. Londrina: Eduel, 2017. p.227-250.REIS, S.; D’ALMAS, J.; MANTOVANI, L. Leituras críticas para transformação do cotidiano. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.125-150.SAITO, L. M. Leitura crítica: origens conceituais e sugestões de atividades didáticas para aulas de língua inglesa. 2018. 72f. Dissertação (Programa de Mestrado Profissional em Letras Estrangeiras Modernas) – Universidade Estadual de Londrina, 2018.SCOTT, M. Critical reading needn’t be left out. The ESPecialist, São Paulo. v.9, n.1, p.123-137. 1988. SELWYN, N. Discourses of digital “disruption” in education: A critical analysis. Paper presented to Fifth International Roundtable on Discourse Analysis, City University, Hong Kong. 2013.SILVA, A. T. Affordances e restrições na interação interpessoal escrita online durante a aprendizagem de inglês como língua estrangeira. 2015. 342 f. Tese (Doutorado em Linguística) – Universidade Federal do Ceará, Centro de Humanidades.SINGH, M. G.; MORAN, P. Critical Literacies for Informed Citizenship: Further Thoughts on Possible Actions. In: MUSPRATT, S.; LUKE, A.; FREEBODY, P. (Eds.). Constructing Critical Literacies: Teaching and Learning Textual Practice. Broadway, NY: Hamption Press, 1997, p.125-136.STREET, B. V. Letramentos sociais: abordagens críticas do letramento no desenvolvimento, na etnografia e na educação. São Paulo, SP: Parábola, 2014 [1995],TOUR, E. Digital Mindsets: Teachers’ technology use in personal life and teaching. Language Learning Technology, Hawai, v.19, n.3, p.124-139, 2015.URZÊDA-FREITAS, M. T.; PESSOA, R. R. Discursos de identidades, ensino crítico de línguas e mudança social: análise de uma experiência localizada. In: MATEUS, E.; OLIVEIRA, N. B. (Org.). Estudos Críticos da Linguagem e Formação de Professores/as de Línguas: contribuições Teórico-Metodológicas. Campinas: Pontes, p. 365-396, 2014.VAN LIER, L. From input to affordance: Social-interactive learning from an ecological perspective. In: LANTOLF, J. (Ed.). Sociocultural theory and second language learning. Oxford: Oxford University Press. 2000.Recebido em 31-12-2018.Aceito em 21-03-2019.

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BackgroundGliomas represent the most common brain tumors within the central nervous system, with glioblastoma being the most aggressive type.1 Conventional treatment combines several approaches including surgery, chemotherapy, and radiation.2 However, the prognosis for glioblastoma remains unfavorable, with only 5% of patients surviving more than 5 years post-diagnosis.3 Thus, new treatment approaches are urgently needed. Natural killer (NK) cells directly lyse malignantly transformed or virally infected cells and secrete inflammatory cytokines that polarize cytotoxic immunity. Allogeneic NK cell adoptive transfer has shown clinical benefit in patients with advanced cancer.4–7 However, limitations of this approach include relatively low numbers of donor NK cells that can be isolated during an apheresis and variability in the quality of NK cells between donors. To overcome these limitations, we have developed a GMP manufacturing strategy to mass produce NK cells from induced pluripotent stem cells (iPSCs) as an approach to off-the-shelf cancer immunotherapy. We refer to these cells as ‘iNK’ (iPSC-derived NK) cells. Here, we provide preclinical data demonstrating the efficacy of iNK cells for immunotherapy against glioblastoma.Abstract 155 Figure 1Engineered iNK cells exhibit highly effective antitumor function in a xenogeneic model of glioblastoma. (A) Schematic of the experimental design to test iNK cell function against glioblastoma in vivo. (B) Kaplan Meier plots showing survival for groups of mice that received either vehicle alone or iNK cells after tumor engraftment (n=5 mice/group)MethodsWe generated iNK cells using previously published methods.8–10 iNK cells were used as effectors against an array of patient-derived glioblastoma lines in 2-dimensional live imaging IncuCyte assays where iNK cell-mediated killing was observed over the course of 48 hours. To investigate iNK cell infiltration and cytotoxicity in a more physiological context that accounts for the 3-dimensional architecture of the tumor, we also performed live imaging IncuCyte assays using iNK cells as effectors against glioblastoma spheroids. To test the anti-tumor function of iNK cells in vivo, we implanted patient-derived glioblastoma cells into mice via intracranial injection. Seven days later, 5 mice received intratumoral injections of iNK cells, and 5 mice received vehicle alone (as a control; figure 1A). All mice were monitored for weight and survival over 100 days.Results iNK cells exhibited strong and sustained cytotoxicity against 6 primary patient-derived mesenchymal glioblastoma lines in 2-dimensional IncuCyte assays and complete infiltration and destruction of glioblastoma spheroids in 3-dimensional IncuCyte assays. In xenogeneic adoptive transfer experiments, all mice receiving intratumoral injections of iNK cells survived out to day 100, while all mice in the vehicle group became moribund and had to be sacrificed by day 60 (figure 1B).ConclusionsiNK cells are highly cytotoxic against glioblastoma cells, and our preclinical in vivo data provides proof-of-concept for future clinical trials.Ethics ApprovalThis project has been approved by the University of Minnesota IACUC. Approval ID: 1812-36595AReferencesLouis D N, Perry A, Reifenberger G, von Deimling A, Figarella-Branger D, Cavenee W K, Ohgaki H, Wiestler O D, Kleihues P, Ellison D W. The 2016 world health organization classification of tumors of the central nervous system: a summary. Acta Neuropathol 2016;131:803–820.Stupp R, Mason W P, van den Bent M J, Weller M, Fisher B, Taphoorn M J B, Belanger K, Brandes A A, Marosi C, Bogdahn U, Curschmann J, Janzer R C, Ludwin S K, Gorlia T, Allgeier A, Lacombe D, Cairncross J G, Eisenhauer E, Mirimanoff R O, European Organization for Research and Treatment of Cancer Brain Tumor and Radiotherapy Groups; National Cancer Institute of Canada Clinical Trials Group. Radiotherapy plus concomitant and adjuvant temozolomide for glioblastoma. N Engl J Med 2005;352:987–996.Thakkar JP, Dolecek TA, Horbinski C, Ostrom QT, Lightner DD, Barnholz-Sloan JS, Villano JL. Epidemiologic and molecular prognostic review of glioblastoma. Cancer Epidemiol Biomarkers Prev 2017;23:1985–1996.Miller J S, Soignier Y, Panoskaltsis-Mortari A, McNearney S A, Yun G H, Fautsch S K, McKenna D, Le C, Defor T E, Burns L J, Orchard P J, Blazar B R, Wagner J E, Slungaard A, Weisdorf D J, Okazaki J, McGlave P B. Successful adoptive transfer and in vivo expansion of human haploidentical NK cells in patients with cancer. Blood 2005;105:3051–3057.Bachanova V, Cooley S, Defor T E, Verneris M R, Zhang B, McKenna D H, Curtsinger J, Panoskaltsis-Mortari A, Lewis D, Hippen K, McGlave P, Weisdorf D J, Blazar B R, Miller J S. Clearance of acute myeloid leukemia by haploidentical natural killer cells is improved using IL-2 diphtheria toxin fusion protein. Blood 2014;123:3855.Ciurea S O, Schafer J R, Bassett R, Denman C J, Cao K, Willis D, Rondon G, Chen J, Soebbing D, Kaur I, Gulbis A, Ahmed S, Rezvani K, Scpall E J, Lee D A, Champlin R E. Phase 1 clinical trial using mbIL21 ex vivo-expanded donor-derived NK cells after haploidentical transplant. Blood 2017;130:1857–1868.Romee R, Rosario M, Berrien-Elliott M M, Wagner J A, Jewell B A, Schappe T, Leong J W, Abdel-Latif S, Schneider S E, Willey S, Neal C C, Yu L, Oh T, Lee S, Mulder A, Cooper M A, Fehniger T A. Cytokine-induced memory-like natural killer cells exhibit enhanced responses against myeloid leukiemia. Sci Transl Med 2016:8;375ra123.Valamehr B, Abujarour R, Robinson M, Le T, Robbins D, Shoemaker D, Flynn P. A novel platform to enable the high-throughput derivation and characterization of feeder-free human iPSCs. Sci Rep 2012:2;213.Valamehr B, Robinson M, Abujarour R, Rezner B, Vranceanu F, Le T, Medcalf A, Lee T T, Fitch M, Robbins D, Flynn P. Platform for induction and maintenance of transgene-free hiPSCs resembling ground state pluripotent stem cells. Stem Cell Reports 2014;2:366–381.Zhu H, Blum R H, Bjordahl R, Gaidarova S, Rogers P, Lee T T, Abujarour R, Bonello G B, Wu J, Tsai P-F, Miller J S, Walcheck B, Valamehr B, Kaufman D S. Pluripotent stem cell-derived NK cells with high-affinity noncleavable CD16a mediate improved antitumor immunity. Blood 2020;135:399–410.

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Among the hydrogen-based energy conversion devices, the proton exchange membrane fuel cell (PEMFC) has shown some advantages in high conversion efficiency, no polluted gas generation, and low-temperature operation, which made it possible to be applied in many fields[1]. To date, Pt/C catalysts are still regarded as one the most promising catalysts for the PEMFC. However, for the real application of platinum, the activity will be influenced by the operation environment, like the specific adsorption of the sulfo group in the Nafion ionomer, which is critical to applying the Pt/C as practical electrocatalysts in PEMFC[2]. Recently, the two-dimensional material overlayers like nitrogen-doped carbon shells have shown the function to tune the electronic statement of the metal surface, which was considered to originate from the strong p-d coupling between the doped nitrogen and the platinum nanoparticles and could optimize the O binding energy to improve the activity[3]. In this research, the nitrogen-doped carbon-coated platinum (PTCN) was synthesized by facile thermal treatment from the polydopamine to carbon shells with tunable thickness. To measure the electronic statement change on the catalysts modified with Nafion ionomer during the oxygen reduction reaction (ORR), the Operando X-ray absorption spectroscopy (XAS) was applied at BL36XU in Spring-8. After being coated with the nitrogen-doped carbon shell, the specific activity of PTCN increased by 1.3 times higher than commercial Pt/C catalysts, which could be originated from the interaction between the nitrogen-doped carbon shell and the platinum surface atom. It could be identified by the changes after coated with a nitrogen-doped carbon shell from the X-ray photoelectron spectroscopy (XPS) and XAS N K-edge results. To explore the protective effect of nitrogen-doped carbon shell against the specific adsorption by Nafion ionomer, different amount of ionomer was modified onto the Pt/C and PTCN catalysts, of which the specific activity showed a 16 % decay on Pt/C, however, almost no changes on PTCN. To illustrate this protection effect, the CO displacement charge test was applied to quantitatively analyze the adsorbed species coverage on the platinum surface, and increased coverage of anion species was observed on the higher amount of ionomer additive for Pt/C, however, it showed slight changes on PTCN varying different ionomer content, which suggested the sulfo-group from ionomer could hardly be absorbed on the platinum surface after coated with nitrogen-doped carbon shell. Furthermore, since the CO will get oxidation on the platinum surface from 0.6 V (vs. RHE), the Operando XAS was applied to measure the electronic statement and structure changes during the reaction potential range (0.5 V – 1.1 V vs. RHE). It also showed less change on the 5d vacancy for PTCN. These results showed potential for using carbon-coated catalysts in solving the specific adsorption problem from Nafion ionomer and promoting the large-scale application for the PEMFCs. Figure 1. Influence of the I/C ratio on the specific activity of Pt/C and PTCN at 0.90 V vs RHE. Acknowledgement This work was supported by the project (JPNP20003) and a NEDO FC-Platform project commissioned by the New Energy and Industrial Technology Development Organization (NEDO). And China Scholarship Council (CSC) was acknowledged for the doctoral scholarship of Yunfei Gao (202006270046). Reference s : 1. Debe, M. K. Nature 2012, 486 (7401), 43-51. 2. Kodama, K.; Nagai, T.; Kuwaki, A.; Jinnouchi, R.; Morimoto, Y., Nature Nanotech . 2021, 16 (2), 140-147. 3. Gan, T.; Yang, J.; Morris, D.; Chu, X.; Zhang, P.; Zhang, W.; Zou, Y.; Yan, W.; Wei, S.-H.; Liu, G., Commun. 2021, 12 (1), 2741. Figure 1

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Proton-exchange membrane water electrolyzers (PEMWEs) electrodes use scarce and costly platinum group metals (PGMs), but only such devices are able to meet the requirements associated with renewable energies (large amplitude and frequent and rapid variations in the current applied to the cell). Catalysts represent only 8 % to the overall stack cost, 6 % being associated with the high iridium (Ir) loading used to electrocatalyze the anodic oxygen evolution reaction (OER). High surface area supported Ir oxide (IrOx) catalysts thus represent a promising strategy to reduce the cost of this technology and limit the geological pressure on Ir. However, the Gibbs-Thompson effect, which controls the electrochemical stability of nanomaterials casts a doubt on the viability of this approach. To shed light into the benefits and limitations of supported and unsupported IrOx catalysts, we benchmarked commercial materials (unsupported IrO2, Ir/C), unsupported porous IrOx microparticles, and IrOx nanoparticles (NPs) supported on carbon black or on doped tin oxide aerogels (AG)/nanofibers (NFs). Transmission electron microscopy (TEM) and identical-location transmission electron microscopy (IL-TEM) provided changes in morphology during accelerated stress testing. Complementarily, a flow cell connected to an inductively-coupled mass spectrometer (FC-ICP-MS) was used to assess their stability number (S-number, see Figure 1). The results show that supported IrOx nanocatalysts are extremely active toward the OER because they feature mixed Ir oxidation states and a high density of active sites (small crystallite/particle size). The lack of robustness of their supports, however, prevents the nanocatalysts from sustaining this high OER activity [1, 2]. Similar to what was observed on extended surfaces, we report that mild thermal annealing (450°C) leads to lower Ir atom dissolution rate. Overall, the best compromise between OER activity and stability was obtained for unsupported porous IrOx microparticles after mild thermal annealing under air at 450°C [2]. On the cathode side, IL-TEM measurements revealed mild changes in morphology for Pt/C nanoparticles [3]. Ackowledgements This work was supported by the French National Research Agency in the frame of the MOISE project (grant number ANR-17-CE05-0033). References S. Abbou, R. Chattot, V. Martin, F. Claudel, L. Solà-Hernández, C. Beauger, L. Dubau, F. Maillard, ACS Catal. 10 (2020) 7283-7284. C. Daiane Ferreira da Silva, F. Claudel, V. Martin, R. Chattot, S. Abbou, K. Kumar, I. Jiménez-Morales, S. Cavaliere, D. Jones, J. Rozière, L. Solà-Hernandez, C. Beauger, M. Faustini, J. Peron, B. Gilles, C. Beauger, L. Piccolo, F. H. Barros de Lima, L. Dubau, F. Maillard, ACS Catal. 11 (2021) 4107-4116. A. Viola, L. Dubau, F. Maillard, in preparation. Figure 1. S-number values calculated for supported and unsupported IrOx electrocatalysts during a galvanostatic accelerated stress test (j = 10 mA cm-2 geo, T = 80 °C, U cut-off = 2 V vs. RHE) performed in Ar-saturated 0.05 M H2SO4. Reprinted with permission from ref. [2]. Copyright 2021 American Chemical Society. Figure 1

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Lithium-ion batteries (LIBs) find use in a wide range of applications, each of which has its own design specifications and practical requirements. With regards to the role of LIBs in mitigating carbon emissions, and therefore climate change, it is desirable to support the rapidly growing adoption of electric vehicles and renewable grid-storage systems via development of higher energy density, lower cost, and improved rate capability. However, the design of energy-dense, low-cobalt, and/or high-rate cell chemistries is impeded by inherent trade-offs with cycling and calendar lifetimes. A key goal for the automotive and utilities industries is therefore to predict battery lifetime for new cell designs and chemistries at a very high level of confidence, for example through improved understanding of the physical and chemical processes that determine the state of health of battery systems. As part of the Faraday Institution, the UK’s independent institute for electrochemical energy storage technology, the Battery Degradation Project has built new understanding of the underlying physical and chemical processes that can lead to degradation in energy-dense NMC811/graphite lithium-ion cells as a model system. Led by the University of Cambridge (Clare Grey PI) in collaboration with eight UK universities, the research consortium is working closely with industry partners to create a new hub for lithium-ion battery research and to address key challenges and opportunities in the field. This presentation will give an overview of the research consortium’s diverse membership, key milestones, and technical progress. To date, the consortium has been applying a variety of analytical techniques to study degradation processes in NMC811/graphite cells. For example, electrochemical testing and operando solid-state 7Li nuclear magnetic resonance spectroscopy (NMR) were combined to monitor processes in both electrodes individually, including Li-ion mobility and its changes with temperature.1 The method is now being applied to understand how the dynamics are affected by long-term structural damage to the NMC811 material. A series of differential voltage analysis experiments have been paired with operando X-ray diffraction measurements to propose the mechanism behind a critical ‘turning point’ in NMC811/graphite cells, following which degradation accelerates significantly.2 New operando cell designs have been developed to measure changes in cell pressure,3 which are being paired with solution NMR spectroscopy,4 and differential electrochemical mass spectrometry to quantify electrolyte oxidation. The role and rate of transition-metal dissolution in cells under stressed cycling conditions, namely cycling at high temperature (60 °C) and high upper cut-off voltages (4.4, 4.6 V), has been investigated.5 Scanning transmission electron microscopy-energy dispersive X-ray spectroscopy (STEM-EDX) measurements were coupled with time-of-flight secondary-ion mass spectrometry (Tof-SIMS) to observe the Al-containing phases at NMC811 surfaces and grain boundaries.7 New spectroscopic methods are also being developed, including Kerr-gated Raman, which allows sensitive measurements of electrode materials and electrolytes with lower background signal than conventional Raman spectroscopy.6 Finally, X-ray computed tomography methods have been developed that enable operando imaging and spectroscopic mapping of heterogeneities at a sub-particle length scale and across large areas of electrodes, which are being applied to study the origins of microstructural defects, cracking, and redox activity during charging, cycling, or storage.8,9 Reference s: K. Märker, C. Xu, and C. P. Grey, J. Am. Chem. Soc., 142, 17447–17456 (2020). W. M. Dose, C. Xu, C. P. Grey, and M. F. L. De Volder, Cell Rep. Phys. Sci., 1, 100253 (2020). N. Ryall and N. Garcia-Araez, J. Electrochem. Soc., 167, 110511 (2020). B. L. D. Rinkel, D. S. Hall, I. Temprano, and C. P. Grey, J. Am. Chem. Soc., 142, 15058–15074 (2020). Z. Ruff, C. Xu, and C. P. Grey, J. Electrochem. Soc., 168, 060518 (2021). L. Cabo-Fernandez, A. R. Neale, F. Braga, I. V. Sazanovich, R. Kostecki, and L. J. Hardwick, Phys. Chem. Chem. Phys., 21, 23833–23842 (2019). J. Lee, H. Amari, M. Bahri, Z. Shen, C. Xu, Z. Ruff, C. P. Grey, O. Ersen, A. Aguadero, N. D. Browning, and B. L. Mehdi, Batter. Supercaps, 4, 1813–1820 (2021). T. M. M. Heenan, A. Wade, C. Tan, J. E. Parker, D. Matras, A. S. Leach, J. B. Robinson, A. Llewellyn, A. Dimitrijevic, R. Jervis, P. D. Quinn, D. J. L. Brett, and P. R. Shearing, Adv. Energy Mater., 10, 2002655 (2020). C. Tan, A. S. Leach, T. M. M. Heenan, H. Parks, R. Jervis, J. N. Weker, D. J. L. Brett, and P. R. Shearing, Cell Rep. Phys. Sci., 100647 (2021).

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This article is an inductive argumentation and an empirical-analytical paradigm that evaluates the actual relationship between Gross Domestic Product (GDP) per capita and the Carbon Dioxide (CO2) in country groups of the G8 considered as developed in a period of time from 1960 to 2011. It was developed an Augmented Dickey-Fuller unit root (ADF), a Granger Causality Test and a Johansen Cointegration test. The results evidence the non-stationary of constrains in both countries. It was obtained a VAR model with two variables with a number of lags of four - VAR2 (4) to which were tested for causality by demonstrating a unidirectionality of GDP per capita to CO2. Keywords: economic growth, economic development, income distribution, environmental economics. References [1]G. Brundtland, «Our Common Future,» de Report of the World Commission on Environment and Development , 1987. [2]R. Bermejo, Del desarrollo sostenible según Brundtland a la sostenibilidad como biomimesis, Bilbao: Hegoa, 2014. [3]R. B. and. P. C. Fander Falconí, «Flacso,» 16 03 2016. [Online]. Available: https://www.flacsoandes.edu.ec/agora/62767-la-discutible-curva-de-kuznets. [Last access: 15 01 2021]. [4]E. Urteaga, «Las teorías económicas del desarrollo sostenible,» Cuadernos de Economía, vol. 32, nº 89, pp. 113-162, 2009. [5]V. K. Smith, Scarcity and Growth Reconsidered, Baltimore: The Johns Hopkins Press, 1979. [6]J. y. A. Medina, «Ingreso y desigualdad: la Hipótesis de Kuznets en el caso boliviano,» Espacios, vol. 38, nº31, p. 23, 2017. [7]M. Ahluwalia, «Inequality, poverty and development, » Journal of Development Economics, nº 3, pp. 307-342, 1976. [8]A. and R. D. Alesina, «Distributive politics and economic growth,» Quarterly Journal of Economics, vol. 109, nº 2, pp. 465-490, 1994. [9]R. Barro, «Inequality and growth in a panel of countries, » Journal of Economic Growth, vol. 5, nº 1, pp. 5-32, 2000. [10]M. A. Galindo, «Distribución de la renta y crecimiento económico,» de Anuario jurídico y económico escurialense, 2002, pp. 473-502. [11]A. Álvarez, «Distribución de la renta y crecimiento económico, Información Comercial Española, ICE,» Revista de economía, nº 835, pp. 95-100, 2007. [12]J. C. Núñez, «Crecimiento económico y distribución del ingreso: una perspectiva del Paraguay,» Población y Desarrollo, nº 43, pp. 54-61, 2016. [13]S. Kuznets, «Economic Growth and Income Inequality, » American Economic Review, nº 45, pp. 1-28, 1955. [14]J. A. and. C. J. Araujo, «Relación entre la desigualdad de la renta y el crecimiento económico en Brasil: 1995-2012.,» Problemas del desarrollo, vol. 46, nº 180, pp.129-150, 2015. [15]F. V. A. and P. C. Correa, «La Curva Medioambiental de Kuznets: Evidencia Empírica para Colombia Grupo de Economía Ambiental (GEA),» Semestre Económico, vol. 8, nº 15, pp. 13-30, 2005. [16]W. Malenbaum, World Demand for Raw Materials in 1985 and 2000, McGraw-Hill: New York, 1978. [17]W. Beckerman, «Economists, scientists, and environmental catastrophe,» Oxford Economic Papers, vol. 24, nº 3, 1972. [18]G. y. K. A. Grossman, «Economic Growth and the Environment,» The Quarterly Journal of Economics, vol. 110, nº 2, pp. 353-377, 1995. [19]N. Stokey, «Are there Limits to Growth?,» International Economic Review, vol. 39, nº 1, 1998. [20]W. and. C. W. Jaeger, «A Theoretical Basis for the Environmental Inverted-U Curve and Implications for International Trade,» de Discussant: Clive Chapple, New York, 1998. [21]T. B. K. B. R. and. G. K. Cavlovic, «A Mets-Analysis of Environmental Kuznets Curve Studies,» Agricultural and Resource Economics, nº 29, pp. 32-42, 2000. [22]M. and. S. T. Heil, «Carbon emissions and economic development: future trajectories based on historical experience, » Environment and Development Economics, vol. 6, nº 1, pp. 63-83, 2001. [23]U. S. R. and E. B. Soytas, «Energy consumption, income, and carbon emissions in the United States,» Ecological Economics, vol. 62, nº 3, pp. 482-489, 2007.[24]C. W. J. Granger, «Investigating causal relations by econometrics models and cross spectral methods,» Econometrica, nº 37, pp. 424-438, 1969. [25]M. and U. R. Nasir, «Environmental Kuznets Curve for carbon emissions in Pakistan: An empirical investigation,» Energy Policy, vol. 39, nº 3, pp. 1857-1864,2011. [26]S. Johansen, «Statistical Analysis of Cointegration Vectors,» Journal of Economic Dynamics and Control, vol. 12, nº 2, pp. 231-254, 1988. [27]B. Goldman, «Meta-Analysis of Environmental Kuznets Curve Studies: Determining the Cause of the Curve’s Presence,» de Honors Projects, 2012. [28] M. B. and T. T. Fosten, «Dynamic misspecification in the environmental Kuznets curve: Evidence from CO2 and SO2 emissions in the United Kingdom,» Ecological Economics, vol. 76, pp. 25-33, 2012.

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OBJECTIVES/GOALS: Characterize formal informatics methods and approaches for enabling reproducible translational research. Education of reproducible methods to translational researchers and informaticians. METHODS/STUDY POPULATION: We performed a scoping review [1] of selected informatics literature (e.g. [2,3]) from PubMed and Scopus. In addition we reviewed literature and documentation of translational research informatics projects [4–21] at the University of Utah. RESULTS/ANTICIPATED RESULTS: The example informatics projects we identified in our literature covered a broad spectrum of translational research. These include research recruitment, research data requisition, study design and statistical analysis, biomedical vocabularies and metadata for data integration, data provenance and quality, and uncertainty. Elements impacting reproducibility of research include (1) Research Data: its semantics, quality, metadata and provenance; and (2) Research Processes: study conduct including activities and interventions undertaken, collections of biospecimens and data, and data integration. The informatics methods and approaches we identified as enablers of reproducibility include the use of templates, management of workflows and processes, scalable methods for managing data, metadata and semantics, appropriate software architectures and containerization, convergence methods and uncertainty quantification. In addition these methods need to be open and shareable and should be quantifiable to measure their ability to achieve reproducibility. DISCUSSION/SIGNIFICANCE OF IMPACT: The ability to collect large volumes of data collection has ballooned in nearly every area of science, while the ability to capturing research processes hasn’t kept with this pace. Potential for problematic research practices and irreproducible results are concerns.Reproducibility is a core essentially of translational research. Translational research informatics provides methods and means for enabling reproducibility and FAIRness [22] in translational research. In addition there is a need for translational informatics itself to be reproducible to make research reproducible so that methods developed for one study or biomedical domain can be applied elsewhere. Such informatics research and development requires a mindset for meta-research [23].The informatics methods we identified covers the spectrum of reproducibility (computational, empirical and statistical) and across different levels of reproducibility (reviewable, replicable, confirmable, auditable, and open or complete) [24–29]. While there are existing and ongoing efforts in developing informatics methods for translational research reproducibility in Utah and elsewhere, there is a need to further develop formal informatics methods and approaches: the Informatics of Research Reproducibility.In this presentation, we summarize the studies and literature we identified and discuss our key findings and gaps in informatics methods for research reproducibility. We conclude by discussing how we are covering these topics in a translational research informatics course.1.Pham MT, Rajić A, Greig JD, Sargeant JM, Papadopoulos A, McEwen SA. A scoping review of scoping reviews: advancing the approach and enhancing the consistency. Res Synth Methods. 2014 Dec;5(4):371–85.2.McIntosh LD, Juehne A, Vitale CRH, Liu X, Alcoser R, Lukas JC, Evanoff B. Repeat: a framework to assess empirical reproducibility in biomedical research. BMC Med Res Methodol [Internet]. 2017 Sep 18 [cited 2018 Nov 30];17. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5604503/3.Denaxas S, Direk K, Gonzalez-Izquierdo A, Pikoula M, Cakiroglu A, Moore J, Hemingway H, Smeeth L. Methods for enhancing the reproducibility of biomedical research findings using electronic health records. BioData Min. 2017;10:31.4.Burnett N, Gouripeddi R, Wen J, Mo P, Madsen R, Butcher R, Sward K, Facelli JC. Harmonization of Sensor Metadata and Measurements to Support Exposomic Research. In: 2016 International Society of Exposure Science [Internet]. Research Triangle Park, NC, USA; 2017 [cited 2017 Jun 17]. Available from: http://www.intlexposurescience.org/ISES20175.Butcher R, Gouripeddi RK, Madsen R, Mo P, LaSalle B. CCTS Biomedical Informatics Core Research Data Service. In Salt Lake City; 2016.6.Cummins M, Gouripeddi R, Facelli J. A low-cost, low-barrier clinical trials registry to support effective recruitment. In Salt Lake City, Utah, USA; 2016 [cited 2018 Nov 30]. Available from: //campusguides.lib.utah.edu/UtahRR16/abstracts7.Gouripeddi R, Warner P, Madsen R, Mo P, Burnett N, Wen J, Lund A, Butcher R, Cummins MR, Facelli J, Sward K. An Infrastructure for Reproducibile Exposomic Research. In: Research Reproducibility 2016 [Internet]. Salt Lake City, Utah, USA; 2016 [cited 2018 Nov 30]. Available from: //campusguides.lib.utah.edu/UtahRR16/abstracts8.Eilbeck K, Lewis SE, Mungall CJ, Yandell M, Stein L, Durbin R, Ashburner M. The Sequence Ontology: a tool for the unification of genome annotations. Genome Biol. 2005;6:R44.9.Gouripeddi R, Cummins M, Madsen R, LaSalle B, Redd AM, Presson AP, Ye X, Facelli JC, Green T, Harper S. Streamlining study design and statistical analysis for quality improvement and research reproducibility. J Clin Transl Sci. 2017 Sep;1(S1):18–9.10.Gouripeddi R, Eilbeck K, Cummins M, Sward K, LaSalle B, Peterson K, Madsen R, Warner P, Dere W, Facelli JC. A Conceptual Architecture for Reproducible On-demand Data Integration for Complex Diseases. In: Research Reproducibility 2016 (UtahRR16) [Internet]. Salt Lake City, Utah, USA; 2016 [cited 2017 Apr 25]. Available from: https://zenodo.org/record/16806711.Gouripeddi R, Lane E, Madsen R, Butcher R, LaSalle B, Sward K, Fritz J, Facelli JC, Cummins M, Shao J, Singleton R. Towards a scalable informatics platform for enhancing accrual into clinical research studies. J Clin Transl Sci. 2017 Sep;1(S1):20–20.12.Gouripeddi R, Deka R, Reese T, Butcher R, Martin B, Talbert J, LaSalle B, Facelli J, Brixner D. Reproducibility of Electronic Health Record Research Data Requests. In Washington, DC, USA; 2018 [cited 2018 Apr 21]. Available from: https://zenodo.org/record/1226602#.WtvvyZch27013.Gouripeddi R, Mo P, Madsen R, Warner P, Butcher R, Wen J, Shao J, Burnett N, Rajan NS, LaSalle B, Facelli JC. A Framework for Metadata Management and Automated Discovery for Heterogeneous Data Integration. In: 2016 BD2K All Hands Meeting [Internet]. Bethesda, MD; November 29-30 [cited 2017 Apr 25]. Available from: https://zenodo.org/record/16788514.Groat D, Gouripeddi R, Lin YK, Dere W, Murray M, Madsen R, Gestaland P, Facelli J. Identification of High-Level Formalisms that Support Translational Research Reproducibility. In: Research Reproducibility 2018 [Internet]. Salt Lake City, Utah, USA; 2018 [cited 2018 Oct 30]. Available from: //campusguides.lib.utah.edu/UtahRR18/abstracts15.Huser V, Kahn MG, Brown JS, Gouripeddi R. Methods for examining data quality in healthcare integrated data repositories. Pac Symp Biocomput Pac Symp Biocomput. 2018;23:628–33.16.Lund A, Gouripeddi R, Burnett N, Tran L-T, Mo P, Madsen R, Cummins M, Sward K, Facelli J. Enabling Reproducible Computational Modeling: The Utah PRISMS Ecosystem. In Salt Lake City, Utah, USA; 2018 [cited 2018 Oct 30]. Available from: //campusguides.lib.utah.edu/UtahRR18/abstracts17.Pflieger LT, Mason CC, Facelli JC. Uncertainty quantification in breast cancer risk prediction models using self-reported family health history. J Clin Transl Sci. 2017 Feb;1(1):53–9.18.Shao J, Gouripeddi R, Facelli J. Improving Clinical Trial Research Reproducibility using Reproducible Informatics Methods. In Salt Lake City, Utah, USA; 2018 [cited 2018 Oct 30]. Available from: //campusguides.lib.utah.edu/UtahRR18/abstracts19.Shao J, Gouripeddi R, Facelli JC. Semantic characterization of clinical trial descriptions from ClincalTrials.gov and patient notes from MIMIC-III. J Clin Transl Sci. 2017 Sep;1(S1):12–12.20.Tiase V, Gouripeddi R, Burnett N, Butcher R, Mo P, Cummins M, Sward K. Advancing Study Metadata Models to Support an Exposomic Informatics Infrastructure. In Ottawa, Canada; 2018 [cited 2018 Oct 30]. Available from: = http://www.eiseverywhere.com/ehome/294696/638649/?&t=8c531cecd4bb0a5efc6a0045f5bec0c321.Wen J, Gouripeddi R, Facelli JC. Metadata Discovery of Heterogeneous Biomedical Datasets Using Token-Based Features. In: IT Convergence and Security 2017 [Internet]. Springer, Singapore; 2017 [cited 2017 Sep 6]. p. 60–7. (Lecture Notes in Electrical Engineering). Available from: https://link.springer.com/chapter/10.1007/978-981-10-6451-7_822.Wilkinson MD, Dumontier M, Aalbersberg IjJ, Appleton G, Axton M, Baak A, Blomberg N, Boiten J-W, da Silva Santos LB, Bourne PE, Bouwman J, Brookes AJ, Clark T, Crosas M, Dillo I, Dumon O, Edmunds S, Evelo CT, Finkers R, Gonzalez-Beltran A, Gray AJG, Groth P, Goble C, Grethe JS, Heringa J, ’t Hoen PAC, Hooft R, Kuhn T, Kok R, Kok J, Lusher SJ, Martone ME, Mons A, Packer AL, Persson B, Rocca-Serra P, Roos M, van Schaik R, Sansone S-A, Schultes E, Sengstag T, Slater T, Strawn G, Swertz MA, Thompson M, van der Lei J, van Mulligen E, Velterop J, Waagmeester A, Wittenburg P, Wolstencroft K, Zhao J, Mons B. The FAIR Guiding Principles for scientific data management and stewardship. Sci Data. 2016 Mar 15;3:160018.23.Ioannidis JPA. Meta-research: Why research on research matters. PLOS Biol. 2018 Mar 13;16(3):e2005468.24.Stodden V, Borwein J, Bailey DH. Setting the default to reproducible. Comput Sci Res SIAM News. 2013;46(5):4–6.25.Stodden V, Mcnu*tt M, Bailey DH, Deelman E, Gil Y, Hanson B, Heroux MA, Ioannidis JPA, Taufer M. Enhancing reproducibility for computational methods. Science. 2016 Dec 9;354(6317):1240–1.26.Stodden V, Mcnu*tt M, Bailey DH, Deelman E, Gil Y, Hanson B, Heroux MA, Ioannidis JPA, Taufer M. Enhancing reproducibility for computational methods. Science. 2016 Dec 9;354(6317):1240–1.27.Stodden V. Reproducible Research for Scientific Computing: Tools and Strategies for Changing the Culture. Comput Sci Eng. 2012 Jul 1;14(4):13–7.28.Baker M. Muddled meanings hamper efforts to fix reproducibility crisis. Nat News Available from: http://www.nature.com/news/muddled-meanings-hamper-efforts-to-fix-reproducibility-crisis-1.2007629.Barba LA. Terminologies for Reproducible Research. ArXiv180203311 Cs 2018 Feb 9; Available from: http://arxiv.org/abs/1802.03311

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The multiple factors that define and relate service quality and customer or consumer satisfaction have served as the basis for the development of several multidimensional models that have allowed the study of this important issue. The level of research that will be used in this work is the explanatory levelbecause it is intended to evaluate the role of innovation in the design of the service quality improvement plan and its impact on customer satisfaction. As a case study, the M7D model was applied to two national banks. Among other results, national banks obtained 83.5% compliance with the M7D model, the dimensions with the best performance are customer satisfaction, organization, processes and social responsibility. While, medium-sized banks have a compliance level of 62.7% with the M7D model, the dimensions with the best performance are customer satisfaction, Social responsibility and leadership. It is concluded that banks must innovate at the level of preparation and training of human resources and adequacy. Keywords: quality of service, customer satisfaction, models, innovation References [1]Silva-Treviño J. C., Macías-Hernández B. A., Tello-Leal E., Jesús Gerardo Delgado-Rivas (2021) Ciencia UAT. 15(2): 85-101. [2]Mora Contreras C. E.(2011) REMark - Revista Brasileira de Marketing, São Paulo, v. 10, n. 2, p 146-162, mai./ago. 2011. [3]Bustamante, J. C. (2015). Uso de variables mediadoras y moderadoras en la explicación de la lealtad del consumidor en ambientes de servicios. Estudios Gerenciales. 31(136): 299-309. [4]Lai, C. and Nguyen, M. (2017). Factors affecting service quality, customer satisfaction and loyalty of mobile phone servi-ce providers in Vietnam. International Journal of Organizatio-nal Innovation. 10(2): 75-85. [5]Ahrholdt, D. C., Gudergan, S. P., and Ringle, C. M. (2017). Enhancing service loyalty: The roles of delight, satisfaction, and service quality. Journal of Travel Research. 56(4): 436-450. [6]Blut, M., Frennea, C. M., Mittal, V., and Mothersbaugh, D. L. (2015). How procedural, financial and relational switching costs affect customer satisfaction,repurchase intentions, and repurchase behavior: A meta-analysis. International Journal of Re- search in Marketing. 32(2): 226-229. [7]Kasiri, L. A., Guan-Cheng, K. T., Sambasivan, M., and Sidin, S. M. (2017). Integration of standardization and customization: Impact on service quality, customer satisfaction, and loyalty. Journal of Retailing and Consumer Services. 35: 91-97. [8]Bilderbeek, R y otros. Services en Innovation: Knowledge Intensive Business Services (KIBS) as Co-producers of Innovation. En SI14S Project. SI14SSynthesis Papers nro. 3. STEP Group, 1998. [9]Parasuraman, V; Zeithaml, A; Berry, L. SERVQUAL: A Multiple Item Scale for Measuring Costumer Perceptions of Service Quality. Journal of Retailing.Vol 64, Nro 1. Spring. pp. 12-40, 1998. [10]Puente, Raquel. Del mercadeo de servicios a la gerencia de servicios. Revista Debates IESA. Vol. X. Nro. 3. Caracas. pp. 13-16, 2005. [11]Santarelli, E; Piergiovanni, R. Analyzing literature based innovation output indicators: the Italian experience. Research Policy. Vol 25. pp. 689-711, 1996. [12] ACSI, American Customer Satisfaction Index (2018). Customer satisfaction reports. American Customer Satisfaction In-dex. [Online]. Available:https://www.theacsi.org/news-and -resources/customer-satisfaction-reports/reports-2018. [13]Azman, I. and Yusrizal, S. (2016). Service quality as a predictor of satisfaction and customer loyalty. Scientific Journal of Logistics. 12(4): 269-283. [14]Aznar, J. P., Bagur, L., and Rocafort, A. (2016). Impact of service quality on competitiveness and profitability: The hotel industry in the Catalan coast. Intangible Capital. 12(1): 147-166. [15]Cronin, J., Morris, M. H., and Taylor, S. (1994). Servperf vs. Servqual: reconciling performance based and perceptions minus expectations measurement of service quality. Journal of Marketing. 58(1): 125-131. [16]El-Adly, M. I. (2019). Modelling the relationship between hotel perceived value, customer satisfaction, and customer loyalty. Journal of Retailing and Consumer Services. 50: 322-332. [17]Guesalaga, R. and Pitta, D. (2014). The importance and formalization of service quality dimensions: a comparison of Chile and the USA. Journal of Consumer Marketing. 31(2): 145-151. [18]Kumar, V. and Hundal, B. S. (2019). Evaluating the service quality of solar product companies using SERVQUAL model. In- ternational Journal of Energy Sector Management. 13(3): 670-693. [19]Shi, Y., Prentice, C., and He, W. (2014). Linking service quality, customer satisfaction and loyalty in casinos, does membership matter. International Journal of Hospitality Management. 40: 81-91. [20]Tomaz-de-Aquino, J., Valença-de-Souza, J., Lima da Silva, V., Jerônimo, T., and Melo, F. (2018). Factors that influence the quality of services providedby the bus rapid transit system. Ben-chmarking: An International Journal. 25(9): 4035-4057. [21]López, L. I. y Díaz, J. D. (2012). Propuesta metodológica para la gestión del cliente. Mercados y Negocios. 25(13): 5-20. [22]Michna, A. (2018). The mediating role of firm innovativeness in the relationship between knowledge sharing and custo- mer satisfaction in SMEs. Engineering Economics 29(1): 93-103. [23]Jain, P. and Aggarwal, V. S. (2017). The effect of perceived service quality on customer satisfaction and customer loyalty in organized retail chains. Amity Business Review. 18(2): 77-89. [24]Palese, B. and Usai, A. (2018). The relative importance of service quality dimensions in E-commerce experiences. Inter- national Journal of Information Management. 40: 132-140. [25]Zhang, S. and Hou, Y. (2013). A SERVQUAL model for assess- ment of service quality in supply chain. Information Technology Journal. 12(15): 3472-3475. [26]Duque, E. (2005). Revisión del concepto de calidad del servicio y sus modelos de medición. Revista Innovar, 25(ene-jun), 64-80. [27]Falk, T., Hammerschimdt, M., & Schepers, J. (2010). The service quality-satisfaction link revisted: asymmetries and dynamics. Journal of the Academy ofMarketing Science, 38(3), 288-302. [28]Arzola, Minerva; Mejías, Agustín Modelo conceptual para gestionar la innovación en las empresas del sector servicios Revista Venezolana de Gerencia, vol. 12, núm. 37, enero-marzo, 2007, pp. 80-98. [29]González, A., & Brea, F. (2006). Relación entre la calidad del servicio y la satisfacción del consumidor: Su evaluación en el ámbito del turismo termal.Investigaciones Europeas de Dirección y Economía de la Empresa, 12(1): 251-272. [30]Olorunniwo, F.; Hsu, M.K., and Udo, G.J. (2006). Service Quality, customer satisfaction, and behavioral intentions in the service factory. Journal ofServices Marketing, 20(1), 59-72. [31]Morales S. V., and Hernández, A. (2004). Calidad y Satisfacción en los servicios: Conceptualización. Efedeportes Revista Digital, 10(73). [32]Olorunniwo, F.; Hsu, M.K., and Udo, G.J. (2006). Service Quality, customer satisfaction, and behavioral intentions in the service factory. Journal of Services Marketing, 20(1), 59-72. [33]Parasuraman, A.; Zeithalm, V., and Berry, L. (1988). SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality.Journal of Retailing, 64(1), 12-40. [34]Guadarrama Tavira, E.; Rosales Estrada, E. M. (2015) Marketing relacional: valor, satisfacción, lealtad y retención del cliente. análisis y reflexión teórica Ciencia y Sociedad, vol. 40, núm. 2. 307-340. [35]Bilderbeek, R y otros. Services en Innovation: Knowledge Intensive Business Services (KIBS) as Co-producers of Innovation. En SI14S Project. SI14SSynthesis Papers nro. 3. STEP Group, 1998. [36]Arzola M. (2007) ¿cómo medir la innovación en el sector servicios?: evidencia empírica en el sector financiero, Venezuela, UCT, 11, 45. 115-122.

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The proposed research constitutes a completed author’s p r o j e c t of creating a complicated complex of multi-module methodological optics of multidisciplinary research of the post-non-classical mode-level of thought-activity implementation, which super-reflexively and meta-systemically complements: a) appropriate multi-parametric optics of the classical, non-classical and post-non-classical t y p e s of scientific rationality according to the logic of their categorical, criterion, attributive and thought-activity complication; b) a five-level structure-functional organization (implemented according to the philosophical categories “universal – general – special – specific”) of methodological m o d u l e s as collective tools of professional methodologization within the framework of the most culturally significant methodologies; c) the ideals, principles, strategies, and norms of the nascent p o s t – n o n – c l a s s i c a l methodology which advocates an interpenetrating type of connection between all sciences, establishes a dialogue of cultures, integrates the unity of truth and morality, rational knowledge and ethical behavior, legalizes mixed methods, paradigms, methodologems; d) foundations-postulates, categories, canons and epistemological organizations of a metamethodological optics which is currently being formed as the newest post-non-classical project of interconnected development trajectories of philosophy, science, methodology, is based on the understanding the optics as an integral mechanism or a complicated complex of selection tools and equipping the lenses-modules of interdependent understanding, thinking, activity, reflection in the canonical format of realization the a c t of metamethodologization, the subject of which is the study of existing methodological theories and systems, at the same time, it is the methodological optics that is the main synthetic objectification and paradigmatic center of the post-non-classical v e r s i o n of methodology advocated here. First of all, in connection with this, based on the principle of action, the essential quaternary subjectifications, the main causes, the instrument-categorical modules of logically perfected methodological optics, as well as the defining criteria for typological distinction of historically variable and culturally different in significance and influence i d e a l s of scientific rationality were revealed. At the same time, m o d e l s of methodological optics of classical, non-classical and post-non-classical science were created and characterized in detail for the first time, their ever-growing quantitatively and qualitatively parametric set was clearly defined, structure-functional connections were described, invariantly were accepted ideals and norms of cognitive activity and the main epistemological organizations and products. In addition, the arguments-positions of the emergence of a post-non-classical epistemology in the complementarity of epistemological and purely cognitive aspects of reflective consideration are detailed and systematized. A five-level categorical scheme of clearly organized lenses-modules of the latest methodological optics of theoretical construction and psychological cognition of modular-developmental interaction as a complex-systemic psychosocial phenomenon is argued. As a result, the methodological optics is grounded in four d i m e n s i o n s or m o d e s of its own thought-active being, namely: “metaphorical construct and categorical concept of philosophical and scientific methodologies”; “a special setting of the research and constructive consciousness in its essential environment – the intentionality of methodological thinking – to its own self-reflection”; “an original reasoning instrument and an effective tool for thought-activity and competent methodologization”; “an innovative modular complex of self-reflective lenses (mainly methods, means, mechanisms and instruments) of construction, cognition and transformation of reality which is used under specific conditions, tasks, resources, capabilities”.

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Our studies have indicated that the relative concentration of Se or Hg to As in urine and blood positively correlates with percentage of inorganic arsenic (% Inorg-As) and percentage of monomethlyarsonic acid [% MMA (V)]. We also found a negative correlation with percentage of dimethylarsinic acid [% DMA (V)] and the ratio of % DMA (V) to % MMA (V). In another study, we found that a group of proteins were significantly over expressed and conversely other groups were under-expressed in tissues in Na-As (III) treated hamsters. Introduction.Inorganic arsenic (Inorg-As) in drinking water.One of the largest public health problems at present is the drinking of water containing levels of Inorg-As that are known to be carcinogenic. At least 200 million people globally are at risk of dying because of arsenic (As) in their drinking water1-3. The chronic ingestion of Inorg-As can results in skin cancer, bladder cancer, lung cancer, and cancer of other organs1-3. The maximum contamination level (MCL) of U.S. drinking water for arsenic is 10 ug/L. The arsenic related public health problem in the U.S. is not at present anywhere near that of India4, Bangladesh4, and other countries5. Metabolism and toxicity of Inorg-As and arsenic species.Inorg-As is metabolized in the body by alternating reduction of pentavalent arsenic to trivalent form by enzymes and addition of a methyl group from S-adenosylmethionine6, 7; it is excreted mainly in urine as DMA (V)8. Inorganic arsenate [Inorg-As (V)]is biotransformed to Inorg-As (III), MMA (V), MMA (III), DMA (V), and DMA (III)6(Fig. 1). Therefore, the study of the toxicology of Inorg-As (V) involves at least these six chemical forms of arsenic. Studies reported the presence of 3+ oxidation state arsenic biotransformants [MMA (III) and DMA (III)] in human urine9and in animal tissues10. The MMA (III) and DMA (III) are more toxic than other arsenicals11, 12. In particular MMA (III) is highly toxic11, 12. In increased % MMA in urine has been recognized in arsenic toxicity13. In addition, people with a small % MMA in urine show less retention of arsenic14. Thus, the higher prevalence of toxic effects with increased % MMA in urine could be attributed to the presence of toxic MMA (III) in the tissue. Previous studies also indicated that males are more susceptible to the As related skin effects than females13, 15. A study in the U.S population reported that females excreted a lower % Inorg-As as well as % MMA, and a higher % DMA than did males16. Abbreviation: SAM, S-adenosyl-L-methionine; SAHC, S-adenosyl-L-hom*ocysteine. Differences in susceptibility to arsenic toxicity might be manifested by differences in arsenic metabolism among people. Several factors (for examples, genetic factors, sex, duration and dosage of exposure, nutritional and dietary factors, etc.) could be influence for biotransformation of Inorg-As,6, 17 and other unknown factors may also be involved. The interaction between As, Se, and Hg.The toxicity of one metal or metalloid can be dramatically modulated by the interaction with other toxic and essential elements18. Arsenic and Hg are toxic elements, and Se is required to maintain good health19. But Se is also toxic at high levels20. Recent reports point out the increased risk of squamous cell carcinoma and non-melanoma skin cancer in those treated with 200 ug/day of selenium (Nutritional Prevention of Cancer Trial in the United States)21. However, it is well known that As and Se as well as Se and Hg act as antagonists22. It was also reported that Inorg-As (III) influenced the interaction between selenite and methyl mercury23. A possible molecular link between As, Se, and Hg has been proposed by Korbas et al. (2008)24. The identifying complexes between the interaction of As and Se, Se and Hg as well as As, Se, and Hg in blood of rabbit are shown in Table 1. Influence of Se and Hg on the metabolism of Inorg-As.The studies have reported that Se supplementation decreased the As-induced toxicity25, 26. The concentrations of urinary Se expressed as ug/L were negatively correlated with urinary % Inorg-As and positively correlated with % DMA27. The study did not address the urinary creatinine adjustment27. Other researchers suggested that Se and Hg decreased As methylation28-31(Table 2). They also suggested that the synthesis of DMA from MMA might be more susceptible to inhibition by Se (IV)29 as well as by Hg (II)30,31 compared to the production of MMA from Inorg-As (III). The inhibitory effects of Se and Hg were concentration dependent28-31. The literature suggests that reduced methylation capacity with increased % MMA (V), decreased % DMA (V), or decreased ratios of % DMA to % MMA in urine is positively associated with various lesions32. Lesions include skin cancer and bladder cancer32. The results were obtained from inorganic arsenic exposed subjects32. Our concern involves the combination of low arsenic (As) and high selenium (Se) ingestion. This can inhibit methylation of arsenic to take it to a toxic level in the tissue. Dietary sources of Se and Hg.Global selenium (Se) source are vegetables in the diet. In the United States, meat and bread are the common source. Selenium deficiency in the US is rare. The US Food and Drug Administration (FDA) has found toxic levels of Se in dietary supplements, up to 200 times greater than the amount stated on the label33. The samples contained up to 40,800 ug Se per recommended serving. For the general population, the most important pathway of exposure to mercury (Hg) is ingestion of methyl mercury in foods. Fish (including tuna, a food commonly eaten by children), other seafood, and marine mammals contain the highest concentrations. The FDA has set a maximum permissible level of 1 ppm of methyl mercury in the seafood34. The people also exposed mercury via amalgams35. Proteomic study of Inorg-As (III) injury.Proteomics is a powerful tool developed to enhance the study of complex biological system36. This technique has been extensively employed to investigate the proteome response of cells to drugs and other diseases37, 38. A proteome analysis of the Na-As (III) response in cultured lung cells found in vitro oxidative stress-induced apoptosis39. However, to our knowledge, no in vivo proteomic study of Inorg-As (III) has yet been conducted to improve our understanding of the cellular proteome response to Inorg-As (III) except our preliminary study 40. Preliminary Studies: Results and DiscussionThe existing data (Fig. 1) from our laboratory and others show the complex nature of Inorg-As metabolism. For many years, the major way to study, arsenic (As) metabolism was to measure InorgAs (V), Inorg-As (III), MMA (V), and DMA (V) in urine of people chronically exposed to As in their drinking water. Our investigations demonstrated for the first time that MMA (III) and DMA (III) are found in human urine9. Also we have identified MMA (III) and DMA (III) in the tissues of mice and hamsters exposed to sodium arsenate [Na-As (V)]10, 41. Influence of Se as well as Hg on the As methyltransferase.We have reported that Se (IV) as well as mercuric chloride (HgCl2) inhibited As (III) methyltransferase and MMA (III) methyltransferase in rabbit liver cytosol. Mercuric chloride was found to be a more potent inhibitor of MMA (III) methyltransferase than As (III) methyltransferase30. These results suggested that Se and Hg decreased arsenic methylation. The inhibitory effects of Se and Hg were concentration dependent30. Influence of Se and Hg in urine and blood on the percentage of urinary As metabolites.Our human studies indicated that the ratios of the concentrations of Se or Hg to As in urine and blood were positively correlated with % Inorg-As and % MMA (V). But it negatively correlated with % DMA (V) and the ratios of % DMA (V) to % MMA (V) in urine of both males and females (unpublished data) (Table 3). These results confirmed that the inhibitory effects of Se as well as Hg for the methylation of Inorg-As in humans were concentration dependent. We also found that the concentrations of Se and Hg were negatively correlated with % Inorg-As and % MMA (V). Conversely it correlated positively with % DMA (V) and the ratios of % DMA (V) to % MMA (V) in urine of both sexes (unpublished data). These correlations were not statistically significant when urinary concentrations of Se and Hg were adjusted for urinary creatinine (Table 3). Interactions of As, Se, Hg and its relationship with methylation of arsenic are summarized in Figure 2. Sex difference distribution of arsenic species in urine.Our results indicate that females have more methylation capacity of arsenic as compared to males. In our human studies (n= 191) in Mexico, we found that females (n= 98) had lower % MMA (p<0.001) and higher % DMA (p=0.006) when compared to males (n= 93) (Fig. 3). The means ratio of % MMA (V) to % Inorg-As and % DMA (V) to %MMA (V) were also lower (p<0.05) and higher (p<0.001), respectively in females compared to males. The protein expression profiles in the tissues of hamsters exposed to Na-As (III).In our preliminary studies40, hamsters were exposed to Na-As (III) (173 pg/ml as As) in their drinking water for 6 days and control hamsters were given only the water used to make the solutions for the experimental animals. After DIGE (Two-dimensional differential in gel electrophoresis) and analysis by the DeCyder software, several protein spots were found to be over-expressed (red spot) and several were under expressed (green spot) as compared to control (Figs. 4a-c). Three proteins (one was over-expressed and two were under-expressed) of each tissue (liver and urinary bladder) were identified by LC-MS/MS (liquid chromatography-tandem mass spectrometry).DIGE in combination with LC-MS/MS is a powerful tool that may help cancer investigators to understand the molecular mechanisms of cancer progression due to Inorg-As. Propose a new researchThese results suggested that selenium (Se) as well as mercury (Hg) may influence the methylation of Inorg-As and this influence could be dependent on the concentration of Se, Hg and/or the sex of the animal. Our study also suggested that the identification and functional assignment of the expressed proteins in the tissues of Inorg-As (III) exposed animals will be useful for understanding and helping to formulate a theory dealing with the molecular events of arsenic toxicity and carcinogenicity.Therefore, it would be very useful if we could do a research study with combination of Inorg-arsenic, Se, and Hg. The new research protocol could be the following:For metabolic processing, hamsters provide a good animal model. For carcinogenesis, mouse model is well accepted. The aims of this project are: 1) To map the differential distributions of arsenic (As) metabolites/species in relation to selenium (Se) and mercury (Hg) levels in male and female hamsters and 2) To chart the protein expression profile and identify the defense proteins in mice and hamsters after As injury. Experimental hamsters (male or female) will include four groups. The first group will be treated with Na arseniteNa-As(III), the second group with Na-As (III) and Na-selenite (Na-Se (IV)], the third group with Na As (III) and methyl mercuric chloride (MeHgCl), and the final group with Na-As (III), Na-Se (IV), and MeHgci at different levels. Urine and tissue will be collected at different time periods and measured for As species using high performance liquid chromatography/inductively coupled plasma-mass spectrometry (HPLC/ICP-MS). For proteomics, mice (male and female) and hamsters (male and female) will be exposed to Na-As (III)at different levels in tap water, and control mice and hamsters will be given only the tap water. Tissue will be harvested at different time periods. TWO dimensional differential in gel electrophoresis (2D-DIGE) combined with liquid chromatography-tandem mass spectrometry (LC-MS/MS) will be employed to identify the expressed protein. In summary, we intend to extend our findings to: 1) Differential distribution of As metabolites in kidney, liver, lung, and urinary bladder of male and female hamsters exposed to Na-As (III), and combined with Na-As (III) and Na-Se (IV) and/or MeHgCl at different levels and different time periods, 2) Show the correlation of As species distribution in the tissue and urine for both male and female hamsters treated with and without Na-Se (IV) and/or MeHgCl, and 3) Show protein expression profile and identify the defense proteins in the tissues (liver, lung, and urinary bladder epithelium) in mice after arsenic injury. The significance of this study: The results of which have the following significances: (A) Since Inorg-As is a human carcinogen, understanding how its metabolism is influenced by environmental factors may help understand its toxicity and carcinogenicity, (B) The interactions between arsenic (As), selenium (Se), and mercury (Hg) are of practical significance because populations in various parts of the world are simultaneously exposed to Inorg-As & Se and/or MeHg, (C) These interactions may inhibit the biotransformation of Inorg-As (III) which could increase the amount and toxicity of Inorg-As (III) and MMA (III) in the tissues, (D) Determination of arsenic species profile in the tissues after ingestion of Inorg-As (III), Se (IV), and/or MeHg+ will help understand the tissue specific influence of Se and Hg on Inorg-As (III) metabolism, (E) Correlation of arsenic species between tissue and urine might help to understand the tissue burden of arsenic species when researchers just know the distribution of arsenic species in urine, (F) The identification of the defense proteins (over-expressed and under-expressed) in the tissues of the mouse may lead to understanding the mechanisms of inorganic arsenic injury in human. The Superfund Basic Research Program NIEHS Grant Number ES 04940 from the National Institute of Environmental Health Sciences supported this work. Additional support for the mass spectrometry analyses was provided by grants from NIWHS ES 06694, NCI CA 023074 and the BIO5 Institute of the University of Arizona. Acknowledge:The Authorwantsto dedicate this paper to the memory of Dr. H. VaskenAposhian and Dr. Mary M. Aposhian who collected urine and bloodsamples from Mexican population. The work was done under Prof. H. V. Aposhian sole supervision and with his great contribution. References NRC (National Research Council). Arsenic in Drinking Water. Update to the 1999 Arsenic in Drinking Water Report. National Academy Press, Washington, DC. 2001. Gomez-Caminero, A.; Howe, P.; Hughes, M.; Kenyon, ; Lewis, D. R.; Moore, J.; Mg, J.; Aitio, A.; Becking, G. Environmental Health Criteria 224. Arsenic and Arsenic Compounds (Second Edition). International Programme on Chemical Safety, World Health Organization. 2001. Chen, C. J.; Chen, C. W.; Wu, M.; Kuo, T. L. Cancer potential in liver, lung, bladder, and kidney due to ingested inorganic arsenic in drinking water. Br. J. Cancer. 1992, 66, 888-892. Chakraborti, D.; Rahman, M.; Paul, K.; Chowdhury, U. K.; Sengupta, M. K.; Lodh, D.; Chanda, C. R.; Saha, K. C.; Mukherjee, S. C. Arsenic calamity in the Indian subcontinent. What lessons have been learned? 2002, 58, 3-22. Nordstrom, D. K. Worldwide occurrences of arsenic in ground water. Scienc 2002, 296, 2143-2145. Aposhian, H. V.; Aposhian, M. M. Arsenic toxicology: five question Chem. Res. Toxicol. 2006, 19, 1-15. Aposhian, H. V. Enzymatic methylation of arsenic species and other new approaches to arsenic toxicity. An Rev. Pharmacol. Toxicol. 1997, 37, 397-419. Vahter, M. Variation in human metabolism of arsenic. In: Abernathy, C. O.; Calderon, R. L.; Chappell, W. R., (eds) Arsenic exposure and Health effect Elsevier Science, New York, 1999, pp 267-279. Aposhian, H. V., Gurzau, E. , Le, X. C., Gurzau, A., Healy, S. M., Lu, X., Ma, M., Yip, L., Zakharyan, R. A., Maiorino, R. M., Dart, R. C., Tircus, M. G., Gonzalez-Ramirez, D., Morgan, D. L., Avram, D., Aposhian, M. M. (2000). Occurrence of monomethylarsonous acid in urine of humans exposed to inorganic arsenic. Chem. Res. Toxicol. 13, 693-697. ; U. K.; Zakharyan, R. A.; Hernandez, A.; Avram, M.D.; Kopplin, M. J.; Aposhian, H. V. Glutathione-S-transferase-omega [MMA (V) reductase] knockout mice: Enzyme and arsenic species concentrations in tissues after arsenate administration. Toxicol. Appl. Pharmacol. 2006, 216, 446-457. Styblo, M.; Del Razo, L. M.; Vega, L.; Germolec, D. R.; LeCluyse, E. L.; Hamilton, G. A.; Reed, W.; Wang, C.; Cullen, W. R.; Thomas, D.J. Comparative toxicity of trivalent and pentavalent inorganic and methylated arsenicals in rat and human cells. 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This article aims to describe and understand extension experiences and their (dis) encounters with Popular Education in a public University, from the perspective of extension project coordinators. It consisted of a qualitative-descriptive research, in which we used documentary and bibliographic review and semi-structured interviews. We dialogue with coordinators (s) in the form of interviews, analyzed by Content Analysis. One of the most significant results obtained was the fact that experience in University Extension can promote formative spaces at the University. Still, the results indicate a complexity of definitions of Extension, result of the historical-social process and; indicate Popular Education as educational praxis that legitimizes people's knowledge. It was possible to apprehend educational processes consolidated in extensionist praxis, such as the search for other conceptions of the world, of knowing and living, as well as the resistance within dominant university logic, problematizing what the University is for.ResumoEste artigo objetiva descrever e compreender experiências extensionistas e seus (des)encontros com a Educação Popular numa Universidade pública, sob a ótica de coordenadoras(es) de projetos extensionistas. Constituiu-se de uma pesquisa de cunho qualitativo-descritivo, para a qual utilizamos revisão documental e bibliográfica e entrevistas semi-estruturadas. Dialogamos com coordenadoras(es) por meio de entrevistas analisadas pela Análise de Conteúdo. Um dos mais expressivos resultados obtidos foi a constatação de que experiência na Extensão Universitária pode promover espaços formativos na Universidade. Ainda, os resultados apontam uma complexidade de definições de Extensão, resultado do processo histórico-social e indicam a Educação Popular como práxis educativa que legitima saberes do povo. Foi possível apreender processos educativos consolidados nas práxis extensionistas, como a busca por outras concepções de mundo, de saber e de viver, bem como a resistência dentro de uma lógica universitária dominante, problematizando para que(m) serve a Universidade.Palavras-chave: Processos educativos, Extensão universitária, Educação popular.Keywords: Educational processes, University extension, Popular education.ReferencesARAÚJO-OLIVERA, S. S.. Exterioridade. O outro como critério. In: OLIVEIRA, M. W.; SOUSA, F. R. (orgs.). Processos Educativos em práticas sociais. Pesquisas em educação. São Carlos: EduFSCar, 2014.BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 1977.BEZERRA, P. Polifonia. In: Brait, Beth (Org.). Bakhtin: conceitos-chave. Rio de Janeiro: Contexto, 2005.BRANDÃO, C. R.; ASSUMPÇÃO, Raiane. Cultura Rebelde – escritos sobre a educação popular de ontem e agora. São Paulo: Editora e Livraria Instituto Paulo Freire, 2009.CASTRO, L. M. C. A universidade, a extensão universitária e a produção de conhecimentos emancipadores: ainda existem utopias realistas. UFB: Rio de Janeiro, 2004 (tese de doutorado).CUNHA, A. L. S. A experiência como prática formativa de estudantes na Extensão Universitária. Dissertação de mestrado. Universidade Federal de Viçosa, março de 2013.DARON, V. A educação popular e saúde como referencial para nossas práticas na saúde. In: BRASIL. Ministério da Saúde. Secretaria de Gestão estratégica e Participativa. II Cadernos de Educação Popular em Saúde. Brasília: Ministério da Saúde. 2011, p. 123-146.DUSSEL, E. 1492: o encobrimento do outro – a origem do mito da modernidade. São Paulo: Vozes, 1993.DUSSEL, E. Oito ensaios sobre cultura latino-americana e libertação. São Paulo: Paulinas, 1997.DUSSEL, E. Transmodernidad e interculturalidad (interpretación desde la filosofia de la libertación). México City: UAM, 2005.DUSSEL, E. Ética da libertação na idade da globalização e da exclusão. 2ª edição. Petrópolis: Vozes, 2003.DUSSEL, E. A pedagógica latino-americana (a Antropológica II). In: DUSSEL, E. Para uma ética da libertação latino americana III: erótica e pedagógica. São Paulo: Loyola; Piracicaba: UNIMEP, s/d, p.153-281, 2001.DUSSEL, E. 20 teses de política. São Paulo: Expressão Popular, 2007.fa*gUNDES, J. Universidade e Compromisso Social. Extensão, limites e perspectivas. Campinas: Universidade Estadual de Campinas. 170p. (Tese de Doutorado), 1985.FIORI, J. L. Educação e Política. Textos escolhidos. Volume 2. 2. Ed. Porto Alegre: Editora da UFRGS, 2014.FREIRE, P. Considerações em torno do ato crítico de estudar. In: FREIRE, P. Ação Cultural para a Liberdade e outros escritos. 6. ed. Rio de Janeiro: Paz e Terra, 1982, p. 9-12.FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. 3 ed. São Paulo: Paz e Terra. 1997.GURGEL, M. R. Extensão Universitária: Comunicação ou Domesticação? São Paulo: Cortez, Universidade Federal do Ceará, 1986.JARA, O. H.; FALKEMBACH, M. F. Educação Popular e sistematização de experiências. In: STRECK; ESTEBAN, M. T. (orgs). Educação Popular: lugar de construção social coletiva. Petrópolis, RJ: Vozes, 2013.JOSSO, M. C. Experiências de Vida e Formação. São Paulo: Cortez, 2004.MEJÍA, M. R. Educação e pedagogias críticas a partir do sul: cartografias da educação popular. São Carlos: Pedro e João Editores, 2018.MINAYO, M. C. de S. Ciência, técnica e arte: o desafio da pesquisa social. In: MINAYO, M. C. de S.; DESLANDES, O. C. N.; GOMES, R. (Org.). Pesquisa social: teoria, método e criatividade. 21. ed. Petrópolis, RJ: Vozes, 1994, p. 9-29.OLIVEIRA, M. W.; GONÇALVES E SILVA, P. B.; GONÇALVES JUNIOR, L.; MONTRONE, A. V. G.; JOLY, I. Processos educativos em práticas sociais. Reflexões teóricas e metodológicas sobre a pesquisa educacional em espaços sociais. In: OLIVEIRA, M. W.; SOUSA, F. R. (orgs.). Processos Educativos em práticas sociais. Pesquisas em educação. São Carlos: EduFSCar. 2014.SANTOS, B. S. A Universidade do Século XXI: para uma reforma democrática e emancipatória da Universidade. 3.ed. Questões da Nossa Época. V.11. São Paulo: Cortez, 2010.SANTOS, B. S. Para um novo senso comum: a ciência, o direito e a política na transição paradigmática. V.1. A crítica da razão indolente – Contra o desperdício da experiência. 7. ed. – São Paulo: Cortez, 2009.SANTOS, B. S. Pela Mão de Alice – o social e o político na pós-modernidade. São Paulo: Cortez, 2001.SOUSA, A. L. A História da Extensão Universitária. Campinas: Alínea, 2010.TUTTMAN, M. T. Compromisso social da universidade: olhares da extensão. Rio de Janeiro, 2004.VÁZQUEZ, A. S. Filosofia da práxis. 2 ed. Rio de Janeiro: Paz e Terra, 1977.e3951126

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Variations in the interatomic distances lead to altered d-band centre for a given metal, and provide an elegant way to control its activity towards (electro)catalytic reactions (“strain-engineering” approach). The effect of strain was rationalized within the frame of the d-band theory of Hammer and Nørskov in the late 1990s [1,2]. The authors predicted that the rate of the sluggish oxygen reduction reaction (ORR) can be enhanced on catalysts binding *OH ca. 0.10 - 0.15 eV more weakly than Pt(111), [1, 2] and this prediction was experimentally verified using a Pt3Ni(111)-skin surface.[3] Nevertheless, these predictions hardly translated to nanomaterials, because of the wide variety of catalytic sites configurations. Also, the d-band theory mostly considers catalytic surfaces in vacuum, without any effect related to the electrical double layer and adsorption/desorption processes. Hence, an in situ picture of how strain develops on Pt-based surfaces is still lacking. In this contribution, we took benefit of recent advances in Bragg Coherent Diffraction Imaging (BCDI) [4, 5]and of the fourth generation Extremely Brilliant Source of the European Synchrotron (ESRF-EBS, Grenoble, France) to map strain over Pt nanoparticles in situ. Our results show that adsorption of anions causes appearance of compressive strain at under-coordinated (edges and corners) atoms and tensile strain at highly-coordinated ({001} and {111} facets) atoms. Strain heterogeneity increases with the electrode potential and reaches as large as 0.08 %. at ORR-relevant potential. These results provide direct insights into the dynamics of Pt nanoparticles in an electrochemical environment, and have direct consequences for electrocatalysis in general, and for ORR electrocatalysis in particular. Ackowledgements This project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant n° 818823). FM acknowledges the financial support from the French National Research Agency in the frame of the BRIDGE project (grant n° ANR-19-ENER-0008-01). References [1] B. Hammer, J. K. Nørskov, Surf. Sci. 1995, 343, 211. [2] B. Hammer, Y. Morikawa, J. K. Nørskov, Phys. Rev. Lett. 1996, 76, 2141. [3] V. R. Stamenkovic, B. Fowler, B. S. Mun, G. Wang, P. N. Ross, C. A. Lucas, N. M. Markovic, Science 2007, 315, 493. [4] I. Robinson, R. Harder, Nat. Mater. 2009, 8, 291. [5] J. Carnis, A. R. Kshirsagar, L. Wu, M. Dupraz, S. Labat, M. Texier, L. Favre, L. Gao, F. E. Oropeza, N. Gazit, E. Almog, A. Campos, J.-S. Micha, E. J. M. Hensen, S. J. Leake, T. U. Schülli, E. Rabkin, O. Thomas, R. Poloni, J. P. Hofmann, M.-I. Richard, Nat. Commun. 2021, 12, 5385. Figure 1. Schematic representation of observed strain distribution over a Pt nanoparticle in 0.05 M H2SO4. Figure 1

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Abstract Background In addition to regulating the initiation of coagulation through inhibition of the tissue factor/factor VIIa complex, we have recently demonstrated a previously unrecognized anticoagulant function of TFPIα: inhibition of the prothrombinase complex (factor Xa (FXa), factor Va (FVa), Ca++, and phospholipids). No endogenous protein has previously been identified to inhibit prothrombinase under physiologically relevant conditions. The inhibition of prothrombinase is mediated by two specific binding events: (1) binding of TFPI’s second Kunitz domain to the FXa active site; and (2) an essential high–affinity exosite interaction between the TFPIα C-terminus and an acidic region within the factor V B-domain, retained in forms of FVa present in platelet alpha granules or generated through limited proteolysis with FXa. The TFPIα C-terminus contains a basic region (LIKTKRKRK) nearly identical to one found in the FV B-domain (LIKTRKKKK). Both of these sequences are highly conserved across mammalian species, suggesting they have an important physiological function. The basic residues of these sequences are necessary for the charge-based interaction with the FVa B-domain acidic region. We sought to determine the function of the absolutely conserved L, I, and T residues of this sequence. Methods Seven peptides containing different changes in the LIKT portion of the sequence, as shown below, were synthesized and tested in thrombin generation assays using forms of Factor Va containing (FVaAR) or lacking (FVaIIa) the acidic region of the B-domain. Results The wild type peptide (LIKTKRKRKK) inhibited FVaAR prothrombinase (IC50 = 1.03 µM) but did not inhibit FVaIIa prothrombinase at concentrations up to 225 µM, confirming that inhibition requires the presence of the B-domain acidic region. Substitution of LIKT with AAAA (AAAAKRKRKK) essentially abolished inhibitory activity with only ∼20% inhibition observed at 350 µM peptide, as did substitution of the L, I, and T (AAKAKRKRKK), demonstrating that the positively charged K and R residues alone do not mediate the inhibitory activity. Individual Ala substitutions of the L, I, and T residues resulted in decreased, but measurable, inhibitory function (IC50= 70.2 µM, 16.7 µM, and 107 µM, respectively). Finally, the peptide LIETKRKRKK was made to assess the effect of a K254E mutation, which has been identified in the NHLBI Exome Sequencing Project. This also essentially abolished inhibitory activity with only 20% inhibition observed in the presence of 340 µM peptide. Conclusions TFPIα inhibits thrombin generation by prothrombinase assembled with forms of FVa that retain the acidic region of the B-domain, which serves as a key exosite, binding the TFPIα basic C-terminus in a charge-dependent manner. The peptide studies presented here demonstrate that the hydrophobic residues L, I, and T are also absolutely essential for exosite binding and inhibition of thrombin generation. In addition, a natural mutation in the LIKT sequence (LIET) results in complete loss of prothrombinase inhibition, and therefore may represent a previously unrecognized prothrombotic risk factor. Thus, the regulation of coagulation occurring through TFPIα-mediated inhibition of prothrombinase appears to be relevant during normal hemostasis, as well as under pathologic conditions. Disclosures: Mast: Novo Nordisk: Honoraria, Research Funding.

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The heavy metals are found naturally on the Earth's crust. Due to the astounding increase of the use of heavy metals, it has resulted in an imminent surge of metallic substances in both the terrestrial environment and the aquatic environment. The urbanization and industrialization have caused the heavy metals to leak into the environment through the runoffs. The dye from textile industry leaked into the system blocked the photosynthesis process of aquatic plants and toxified organisms. Various methods including mechanical filtering, ozonolysis, reverse osmosis, and adsorption have been invented to filter heavy metals and organic matters. Adsorption is the most economical and effective method. Nanotechnology have been widely used in improving adsorption and many other research areas related to suitable and environmental issues such energy, catalysis, sensors and remediations [1-33]. In this research project, the alginate–zeolite gel beads functionalized with carbon quantum dots is synthesized and applied for filtering heavy metals from water. The gel beads was characterized by using X-Ray Diffraction (XRD), Scanning Electron Microscopy (SEM), Energy Dispersive Spectroscopy (EDS), and Fourier Transform Infrared (FTIR). The concentrations of heavy metals and methylene blue solution adsorbed by the gel beads were monitored by UV-Vis Spectrophotometer. References: M. Abdel Fattah, M.E. Mahmoud, S.B. Ahmed, M.D. Huff, J.W. Lee, S. Kumar, Journal of Industrial and Engineering Chemistry, 22, 103 (2015) M. Abdel-Fattah, M.E Mahmoud, M. M. Osmam, S.B. Ahmed, Journal of Environmental Science and health part A, 49, 1064-1076 (2014) ME Mahmoud, MA Khalifa, YM El Wakeel, MS Header, TM Abdel-Fattah, Journal of Nuclear Materials 487, 13-22 (2017) C Huff, T Dushatinski, TM Abdel-Fattah, International Journal of Hydrogen Energy 42 (30), 18985-18990 (2017) M Stacey, C Osgood, BS Kalluri, W Cao, H Elsayed-Ali, T Abdel-Fattah, Biomedical Materials 6 (1), 011002 (2011) SE Mohmed Labeb, Abdel-Hamed Sakr, Moataz Soliman, Tarek M.Abdel-Fattah, Optical Materials 79, 331-335 (2018) ME Mahmoud, MM Osman, SB Ahmed, TM Abdel-Fattah, Chemical engineering journal 175, 84-94 (2011) S Ebrahim, M Soliman, M Anas, M Hafez, TM Abdel-Fattah, International Journal of Photoenergy, 2013, 906820, 1 (2013). TM Abdel-Fattah, ME Mahmoud, Chemical engineering journal 172 (1), 177-183 (2011) R Bhure, TM Abdel-Fattah, C Bonner, JC Hall, A Mahapatro, Journal of biomedical nanotechnology 6 (2), 117-128 (2010) TM Abdel-Fattah, D Loftis, A Mahapatro, Journal of biomedical nanotechnology 7 (6), 794-800 (2011) OH Elsayed-Ali, T Abdel-Fattah, HE Elsayed-Ali, Journal of hazardous materials 185 (2-3), 1550-1557 (2011) R Bhure, A Mahapatro, C Bonner, TM Abdel-Fattah, Materials Science and Engineering: C 33 (4), 2050-2058 (2013) BE Bishop, BA Savitzky, T Abdel-Fattah, Ecotoxicology and Environmental Safety 73 (4), 565-571 (2010) C Huff, JM Long, A Heyman, TM Abdel-Fattah, ACS Applied Energy Materials 1 (9), 4635-4640 (2018) TM Abdel-Fattah, EM Younes, G Namkoong, EM El-Maghraby, Synthetic Metals 209, 348-354 (2015) S Ebrahim, M Soliman, TM Abdel-Fattah, Journal of electronic materials 40 (9), 2033-2041 (2011) SH Lapidus, A Naik, A Wixtrom, NE Massa, V Ta Phuoc, L del Campo, Crystal growth & design 14 (1), 91-100 (2014) A Mahapatro, TD Matos Negrón, C Bonner, TM Abdel-Fattah, Journal of Biomaterials and Tissue Engineering 3 (2), 196-204 (2013) S Ebrahim, M Labeb, T Abdel-Fattah, M Soliman, Journal of Luminescence 182, 154-159 (2017) T Dushatinski, C Huff, TM Abdel-Fattah, Applied Surface Science 385, 282-288 (2016) ME Mahmoud, SS Haggag, MA Rafea, TM Abdel-Fattah, Polyhedron 28 (16), 3407-3414 (2009) C Huff, JM Long, A Aboulatta, A Heyman, TM Abdel-Fattah, ECS Journal of Solid State Science and Technology 6 (10), M115 (2017) ME Mahmoud, SS Haggag, TM Abdel-Fattah, Polyhedron 26 (14), 3956-3962 (2007) TM Abdel-Fattah, ME Mahmoud, MM Osmam, SB Ahmed, Journal of Environmental Science and health, part A 49 (9), 1064-1076 (2014) ME Mahmoud, TM Abdel-Fattah, MM Osman, SB Ahmed, Journal of Environmental Science and Health, Part A 47 (1), 130-141 (2012) C Huff, E Biehler, Q Quach, JM Long, TM Abdel-Fattah, Colloids and Surfaces A: Physicochemical and Engineering Aspects 610 (5), 125734 (2021) K Foe, G Namkoong, TM Abdel-Fattah, H Baumgart, MS Jeong, DS Lee, Thin solid films 534, 76-82 (2013) M Abdel-Fattah, A Wixtrom, K Zhang, W Cao, H Baumgart, ECS Journal of Solid State Science and Technology 3 (10), M61 (2014) C Huff, T Dushatinski, A Barzanji, N Abdel-Fattah, K Barzanji, ECS Journal of Solid State Science and Technology 6 (5), M69 (2017) TM Abdel-Fattah, B Bishop, Journal of Environmental Science and Health, Part A 39 (11-12), 2855-2866 (2014) Quach, E. Biehler, A. Elzamzami, C. Huff, J.M. Long, T.M. Abdel Fattah, Catalysts, 11, 118 (2021). Biehler, Q. Quach, C. Huff, T. M. Abdel-Fattah, Materials, 15, 2692 (2022).

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During operational lifetime, proton exchange membrane fuel cells (PEMFCs) suffer from high performance losses. For the year 2025, the U.S. Department of Energy (DoE) set the durability target for PEMFC light-duty transportation applications at 5,000 hours.1 To meet the automotive target, different aging protocols were established in order to simulate load cycle variations.2 It is well known that load or voltage cycling induces substantial catalyst degradation due to an increasing loss of electrochemically active surface area (ECSA), which is known to be a main driver for the resulting performance penalties.3 Thus, an increasing interest exists in developing accelerated stress test (AST) protocols that can sufficiently describe the degradation of the different components of a membrane electrode assembly (MEA) during automotive application using shorter measurement times. In this study, we report on a strategy to predict the performance degradation of an MEA, making use of a strongly accelerated voltage cycling based ASTs. For this, voltage cycling based ASTs were performed using 5 cm2 MEAs with a 0.1 mgPt cmMEA -2 loaded Pt/C catalyst (TEC10V20E, Tanaka) for both cathode and anode. Voltage cycling was done under H2/N2 (200/75 nccm) at 80 °C, 95% RH, and ambient pressure using square wave profiles with a constant lower potential limit (LPL) of 0.6 V and different upper potential limits (UPLs) of 0.85, 0.95, and 1.0 V, with LPL/UPL hold times of 1, 2, or 8 s. Full characterization of the MEA at beginning-of-life and after each set of voltage cycling intervals was performed by: i) measuring H2/O2 and H2/air polarization curves; ii) determining the ECSA by cyclic voltammetry and CO stripping; iii) conducting limiting current measurement to calculate the O2 transport resistance (R O2 total); and, iv) conducting electrochemical impedance spectroscopy (EIS) measurements under blocking conditions to quantify the proton conduction resistance in the cathode catalyst layer (R H+ cath). When the ECSA loss ranges between ≈20-85%, it was found that the ECSA decreases approximately linearly when plotted against the logarithm of the number of cycles (see fig. 1), exhibiting higher slopes for procedures with higher UPLs and longer hold times, in agreement with the results from previous studies.3, 4 In addition, a direct and AST protocol independent correlation between the loss in total available surface area, i.e., the roughness factor (rf ≡ ECSA × Pt-loading), and the individual loss contributions in H2/air performance curves, namely kinetic (mass/specific activity for the oxygen reduction reaction (ORR)) and O2 transport resistance contributions, was shown. This is due to the fact, that these individual voltage losses are not only highly affected by the cathode rf,3, 5 but that the Pt dissolution/redeposition mechanism seems to be identical for all of the here investigated voltage cycling ASTs, despite the largely varying UPLs and hold times. As a result, a universal correlation between the H2/air performance losses and the rf deterioration was found throughout all ASTs. The important corollary of this finding is that the data from quickly degrading voltage cycling ASTs (i.e., with high UPL) can be used to project the H2/air performance losses when cycling under less degrading conditions. References: "Fuel Cell Technologies Program Multi-Year Research, Development, and Demonstration Plan", U.S. Department of Energy, (2005, revision: 2012, accessed: 30/11/2021), https://www.energy.gov/eere/fuelcells/articles/hydrogen-and-fuel-cell-technologies-office-multi-year-research-development. R. Petrone, D. Hissel, M. C. Péra, D. Chamagne, and R. Gouriveau, Int. J. Hydrog. Energy, 40 (36), 12489-12505 (2015). G. S. Harzer, J. N. Schwämmlein, A. M. Damjanović, S. Ghosh, and H. A. Gasteiger, J. Electrochem. Soc., 165 (6), F3118-F3131 (2018). A. Kneer, N. Wagner, C. Sadeler, A.-C. Scherzer, and D. Gerteisen, J. Electrochem. Soc., 165 (10), F805-F812 (2018). T. A. Greszler, D. Caulk, and P. Sinha, J. Electrochem. Soc., 159 (12), F831-F840 (2012). Acknowledgement: We gratefully acknowledge funding from the German Federal Ministry for Economic Affairs and Energy (BMWi) under the funding scheme POREForm (funding number 03ET B027C). Figure 1 : Loss of normalized cathode ECSA over the course of voltage cycling. The aging procedure was done by voltage cycling between 0.6 V and different UPL (0.85, 0.95, and 1.0 V) using square wave modulation with varying LPL/UPL hold times (1, 2, and 8 s). The red dashed line describes the minimum ECSA value (≈15% normalized ECSA, corresponding to an rf of ≈12 cmPt cmMEA -2) for that a linear trend of ECSA vs. log(cycles) was observed. Figure 1

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With the aim of understanding the insertion of higher education into a new context of organization of society and State, which is managed according to the New Public Management, this work presents a comparative historical study of the organization of French and Brazilian higher education. It is concluded that the French adherence to the New Public Management is based on the knowledge economy, while the Brazilian one is based on State size reduction along the lines of the Washington Consensus; in addition, higher education institutions in both countries are organized to participate in competitions: in France, the international competition promoted by rankings, and in Brazil, the market competition.ResumoCom o objetivo de compreender a inserção do ensino superior dentro de um novo contexto de organização da sociedade e do Estado, gerido pela Nova Gestão Pública, o trabalho apresenta um estudo histórico comparativo da organização do ensino superior brasileiro e o francês. Conclui-se que a adesão francesa à Nova Gestão Pública tem como norte a economia do conhecimento, e a brasileira, a redução do Estado nos moldes do Consenso de Washington; e que as instituições de ensino superior nos dois países são organizadas para participarem de concorrências: na França, a internacional promovida pelos ranqueamentos, no Brasil, a mercantil.Palavras-chave: Ensino superior brasileiro, Ensino superior francês, Nova gestão pública, Universidade.Keywords: Brazilian higher education, French higher education, New public management, University.ReferencesAEBISCHER, S. Réinventer l'école, réinventer l'administration. Une loi pédagogique et managériale au prisme de ses producteurs. Politix, n. 98, n.2 p. 57-83 2012/2.AERES. Repères historiques. Agence d’évaluation de la recherche et de l’enseignement supérieur. Disponível em: <www.aeres-evaluation.fr/Agence/Presentation/Reperes-historiques>. Acesso em: 17 nov. 2016.AMARAL, N. C. O vínculo avaliação-regulação-financiamento nas IES brasileiras: desafios para a gestão institucional. Revista Brasileira de Política e Administração da Educação, v.27, n.1 p. 95-108, jan./abr. 2011.ATTALI, J. Rapport Pour un modèle européen d’enseignement supérieur. Paris: Ministère de l'éducation nationale, de la recherche et de la technologie, 1998.AUST, Jérôme ; CRESPY, Cécile, Napoléon renversé ? Institutionnalisation des Pôles de recherche et d'enseignement supérieur et réforme du système académique français. Revue française de science politique : Paris 2009/5 (Vol. 59), p. 915-938.BARREYRO, G. B.; ROTHEN, J. C. Para uma história da avaliação da educação superior brasileira: análise dos documentos do PARU, CNRES, GERES e PAIUB. Avaliação. Campinas - Sorocaba/SP, v.13, n.1, p. 131-152, mar 2008.BARREYRO, G. B.; ROTHEN, J. C. O Nupes e a avaliação da educação superior: concepções, propostas e posicionamentos públicos. In: CATANI, A. M.; SILVA JR., J. R.; MENEGHEL, S. A cultura da universidade pública brasileira. São Paulo: Xamã, 2011.BARROSO, H. M.; FERNANDES, I. R. Mantenedoras educacionais privadas: Histórico, organização e situação jurídica. Rio de Janeiro: Observatório Univesitário, 2007.BEZES, P. Réinventer l’État: Les réformes de l’administration française (1962-2008). Paris: Presses Universitaires de France, 2009.BOLTANSKI, L.; CHIAPELLO, È. Le nouvel esprit du capitalisme. Paris: Gallimar, 2011.BRESSER-PEREIRA, L. C. A crise da América Latina: consenso de Washington ou crise fiscal? Pesquisa e Planejamento Econômico. Brasília, v. 21. n.1, p. 3-23, abr 1991.BRESSER-PEREIRA, L. C. Plano Diretor da Reforma do Aparelho do Estado. Brasília. 1995.BRUNETIÈRE, J.-R. Les indicateurs de la loi organique relative aux lois de finances (LOLF): une occasion de débat démocratique? Revue française d'administration publique, v. 117 n. 1, p. 95-111, 2006/1.CALLON, M. Éléments pour une sociologie de la traduction la domestication des coquilles Saint-Jacques et des marins-pêcheurs dans la baie de Saint-Brieuc. L’année sociologique, v. n. 36, p. 170-208, 1986.CASTRO, A. M. D. A.; PEREIRA, R. L. D. A. Contratualização no ensino superior: um estudo à luz da Nova Gestão Pública. Acta Scientiarum. Maringá, v. 36, n. 2, p. 287-296. jul.- dez. 2014.CATANI, A. M.; HEY, A. P.; GILIOLI, R. D. S. P. PROUNI: democratização do acesso às Instituições de Ensino Superior? Educar. Curitiba, n. 28, p. 125-140, 2006.CDEFI, Conférence de Directeurs des Écoles Françaises. Les écoles Françaises d’ingénieurs: trois siècles d’histoire, sd. Disponível em: <www.cdefi.fr/files/files/Historique%20des%20%C3%A9coles%20fran%C3%A7aises%20d%27ing%C3%A9nieurs.pdf.>. Acesso em: 11 octobre 2016.CHARLE, C. Les Universités entre démocratie et élites de la IIIe à la V République. In: LEMIÈRE, J. L’université: situation actuelle. Paris: L’Harmattan, 2015.CHARLE, C.; VERGER, J. 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Opération Campus: rénovation de 10 projets de campus. Communiqué - 6.02.2008. Disponível em: <www.enseignementsup-recherche.gouv.fr/cid20924/operation-campus-renovation-de-10-projets-de-campus.html>. Acesso em: 21 out. 2017.PICARD, J. F.; PRADOURA. La longue marche vers le CNRS (1901 – 1945). Cahiers pour l’histoire du CNRS (1988 - 1), 2009. Disponível em: <www.histcnrs.fr/pdf/cahiers-cnrs/picard-pradoura-88.pdf>. Acesso em: 21 out. 2017.PROST, A. Éducation société et politiques: une histoire de l’enseignement en France, de 1945 à nous jours. Sueil: Paris, 1992.RAMUNI, G. Le CNRS : principal enjeu de la politique scientifique. La revue pour l’histoire du CNRS, Paris, n. 1, nov. 1999. 1-21.RAVINET, P. La coordination européenne « à la bolognaise »: réflexions sur l'instrumentation de l'espace européen d'enseignement supérieur. Revue française de science politique, V. 61 n. 1, p. 23-49, 2011.ROMANELLI, O. D. O. História da educação no Brasil: 1930-1973. 3a. ed. 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Polymer electrolyte fuel cells (PEFCs) are clean energy devices with polymer electrolytes and are expected to play an important role in the development of a global renewable energy system and a pure hydrogen energy society in the future. PEFCs have already been applied for small-scale energy systems such as fuel cell vehicles (FCVs). Pt-based catalysts are basically used due to the relatively inefficient reaction kinetics and catalyst degradation under strong acidic conditions during the oxygen reduction reaction (ORR). However, there are still many difficulties in realizing acceptable cost-effective FCVs. It is known that the ORR activity of Pt-based catalysts is reduced by specific adsorption of anionic species. Perfluorosulfonic acid ionomers such as Nafion® are commonly included in the catalyst layers of PEFCs to provide protonic pathways for promoting the ORR1. However, direct observation of anion adsorption on practical Pt nanoparticle/C catalysts for perfluorosulfonic acid ionomers using X-ray absorption spectroscopy (XAS) still has less report. In this study, to achieve specific adsorption over a higher potential range that is at least equal to the ORR active potential (around 0.90 V vs. RHE), operando XAS measurements were performed; the electronic status and local structural change of Pt atoms induced by the specific adsorption of anions at any potential were observed2. Pt/C (29.1 wt.%; TEC10V30E) catalyst supported was purchased from TKK. Nafion® solution was employed to prepare Pt/C catalyst ink with I/C ranging from 0.0 to 1.0. And the amount of Pt/C was adjusted to form a 20 µgcarbon cm-2 catalyst layer after dropping 10 μL on a glassy carbon RDE. The electrochemical cell was constructed using a model electrode fabricated in the working electrode, a Pt mesh for the counter electrode, a reversible hydrogen electrode for the reference electrode, and 0.1 M HClO4 aq for the electrolyte. operando XAS measurement of Pt L-edge was carried out in SPring-8 (Japan). The specific activity decreased as the I/C ratio increased from 0.0 to 0.20. We utilized many methods to evaluate the adsorption species separately, including the measurements of ECSA and oxygen coverage, CO stripping voltammetry, operando X-ray absorption fine structure, and analysis of 5d orbital vacancy. The ECSA and oxygen coverage did not change with increasing ionomer content, indicating that the Pt/C catalyst activity was affected by other adsorption species. A comparison of the CO displacement charge and 5d orbital vacancies of the Pt/C catalysts with I/C = 0.0 and 1.0 suggests that the ionomer-specific adsorption increases when the I/C ratio of the Pt/C catalyst is 1.0; active sites on the surface of the Pt/C catalyst are occupied, resulting in lower catalyst activity. Acknowledgment This work was supported by the project (JPNP20003) and a NEDO FC-Platform project commissioned by the New Energy and Industrial Technology Development Organization (NEDO). References: [1] Subbaraman, R.; Strmcnik, D.; Markovic, N. M.; et al. J. Chem. Phys. Phys. Chem. 2010, 11, 13, 2825-2833. [2] Liu, C.; Uchiyama, T.; Uchimoto, Y.; et al. ACS Appl. Energy Mater. 2021, 4 (2), 1143-1149. Figure 1

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Critical thinking skills are essential for safe and effective healthcare practice (Carbogim et al., 2018; Chan, 2013; Fero et al., 2010). However, recent reports express a growing concern of under-developed critical thinking in graduates (Fero et al., 2010) compounded by the shortage of clinical healthcare practitioners and pressures on educational institutes to meet market demand (World Health Organization, 2019). There is growing evidence to support the development of graduates’ critical thinking by incorporating heutagogical approaches that promote self-determined; social; flexible; situated and problem-based learning (Theobald & Ramsbotham, 2019; Thomas, Menon, Boruff, Rodriguez, & Ahmed, 2014) which can be facilitate by virtual learning environments. Mobile extended reality (mXR) has been utilised in industry training to develop procedural and critical thinking skills and has some identified benefits in nursing education (Carbogim et al., 2018; Fero et al., 2010). However, the design principles and transference to other clinical programmes is yet to be established. There is a need to redefine the facilitation of critical thinking skills in clinical healthcare higher education using mXR. This brief presentation will explore the concept and theory behind the use of mXR; the potential impact on learning critical thinking skills, and tentative design principles for healthcare education. The use of mXR to facilitate critical thinking skills in clinical healthcare education may provide an alternative to current practices that are less situated; encourage self-determination and enhance problem-based learning which are vital for clinical practice. References Carbogim, F. D. C., Barbosa, A. C. S., de Oliviera, L. B., de Sá Diaz, F. B. B., Toledo, L. V., Alves, K. R., . . . Püschel, V. A. D. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126. doi:10.1016/j.nepr.2018.10.001 Chan, Z. C. Y. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240. doi: 10.1016/j.nedt.2013.01.007 Fero, L. J., O'Donnell, J. M., Zullo, T. G., Dabbs, A. D., Kitutu, J., Samosky, J. T., & Hoffman, L. A. (2010). Critical thinking skills in nursing students: Comparison of simulation-based performance with metrics. Journal of Advanced Nursing, 66(10), 2182-2193. doi:10.1111/j.1365-2648.2010.05385.x World Health Organization. (2019). Health Workforce: Education and Training. Retrieved from https://www.who.int/hrh/education/en/ Theobald, K. A., & Ramsbotham, J. (2019). Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to ‘think like a nurse’. Nurse Education in Practice, 38, 59-65. doi: 10.1016/j.nepr.2019.05.018 Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcareprofessionals: A scoping review. Implementation Science, 9(1), 54-74. doi:10.1186/1748-5908-9-54

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This work sought to analyze the orality concept that underlies the teacher education program "National Pact for Literacy in the Right Age". We investigate in three notebooks of the 3rd year of elementary school (old 2nd grade) how the theme is treated in the didactic sequences and projects shared in the documents. We use as theoretical presuppositions a discursive conception of language, derived from Sociodiscursive Interacionism (BRONCKART, 2006; SCHNEUWLY, DOLZ, 2004) in which the learning of the textual genres is necessary for human development. We use the perspectives of literacies, in which orality and writing are integrated and not dichotomous (MARCUSCHI, 2001; ROJO, 2001; SCHNEUWLY, 2006). By choosing documentary research, we have selected books 1, 2 and 8 because they are the who are most concerned with the topic of orality. The data reveal that the material argues that the literacy cycle must be anchored in literacy studies and in the perspective of textual genres; as a consequence, oral and written practices should be integrated into school activities into a social language bias. In the three notebooks, there is a focus for the axes of orality teaching (oral production, listening, linguistic analysis and speech/writing relations), which demonstrates that the training program highlights didactic issues in the orality axis. These analyzes allow us to infer that the projects and sequences of the section "Sharing" appropriates the assumptions of the document, which indicates a positive possibility of change for Portuguese language teaching in the first years of schooling.ResumoEste trabalho apresenta uma análise sobre a concepção de oralidade que embasa o programa de formação docente “Pacto Nacional Pela Alfabetização na Idade Certa” com base em três cadernos do 3º ano do ensino fundamental. Utilizamos como pressupostos teóricos uma concepção discursiva de linguagem, oriunda do Interacionismo Sociodiscursivo (BRONCKART, 2006; SCHNEUWLY; DOLZ, 2004) em que a aprendizagem dos gêneros textuais é necessária para o desenvolvimento humano; tal aprendizagem propicia a inserção dos alunos em práticas de linguagem, fator indispensável para a socialização e participação numa sociedade multiletrada. Utilizamos, também, as perspectivas relacionadas aos letramentos, em que oralidade e escrita estão integradas e não dicotômicas (MARCUSCHI, 2001; ROJO, 2001; ROJO; SCHNEUWLY, 2006). Por meio da pesquisa documental, selecionamos os cadernos 1, 2 e 8 por serem os que mais versam sobre o tema da oralidade. Os dados revelam que o material defende que o ciclo de alfabetização deve estar ancorado na perspectiva dos gêneros textuais; como consequência, práticas de oralidade e escrita devem estar integradas nas atividades escolares num viés social da língua. Nos três cadernos, há um enfoque nos eixos do ensino de oralidade em língua materna (produção oral, escuta, análise linguística e relações fala/escrita), o que demonstra que o programa evidencia questões didáticas importantes da oralidade. Tais análises nos permitem inferir que os projetos e sequências da seção “Compartilhando” se apropriam dos pressupostos do documento, o que nos indica uma positiva possibilidade de mudança para ensino de Língua Portuguesa nos primeiros anos de escolaridade.ResumenEn este trabajo presenta un análisis de la concepción de oralidad que fundamenta el programa de formación de profesores denominado "Pacto Nacional por la Alfabetización en la Edad Correcta", tomando como base los contenidos de tres cuadernos del tercer grado de primaria en Brasil. Utilizamos como presuposición teórica una concepción discursiva del lenguaje que proviene del Interaccionismo Sociodiscursivo (BRONCKART, 2006; SCHNEUWLY, DOLZ, 2004), en la que el aprendizaje de los géneros textuales es necesario para el desarrollo humano. Dicho aprendizaje propicia la inserción de los estudiantes en las prácticas de lenguaje, un factor indispensable para su socialización y participación en una sociedad multiletrada. Asimismo, utilizamos las perspectivas que nos brinda el letramento, en que la oralidad y la escritura se encuentran integradas y no son dicotómicas (MARCUSCHI, 2001; ROJO, 2001; SCHNEUWLY, 2006). A través de una investigación documental, seleccionamos los cuadernos 1, 2 y 8 basándonos en que son los que tratan de la oralidad con más profundidad. El análisis de los datos nos ha permitido constatar que el material se sustenta en que el ciclo de la alfabetización debe anclarse en la perspectiva de los géneros textuales y, por consiguiente, las prácticas de la oralidad y de la escritura deben integrarse en las actividades escolares como un sesgo social de la lengua. En los tres cuadernos se pudo observar un enfoque centrado en los ejes de la enseñanza de la oralidad en el idioma materno (producción oral, escucha, análisis lingüístico y relaciones entre el habla y la escritura), lo que demuestra que el programa de formación se vale de elementos didácticos importantes en el eje de la oralidad. Estos análisis nos permiten inferir que los proyectos y las secuencias de la sección "Compartiendo" se apropian de las presuposiciones del documento, lo que nos indica la posibilidad de un cambio positivo en la enseñanza de la Lengua Portuguesa en los primeros años de escolarización.Palavras-chave: PNAIC, Oralidade, Alfabetização.Keywords: Orality, Literacy.Palabras claves: Oralidad, Alfabetización.ReferencesALVIM, V. T.; MAGALHÃES, T. G. Oralidade na escola: a escuta ativa como procedimento didático no ensino de Língua Portuguesa nos anos iniciais do Ensino Fundamental. In: BARROS, Eliana Merlin de; STRIQUER, Marilucia dos Santos Domingos; STORTO, Letícia Jovelina. (Org.). Propostas didáticas para o ensino da língua portuguesa. Campinas: Editora Pontes, 2018, p. 113-134.BORTONI-RICARDO, S. M. Educação em língua materna: a sociolinguística na sala de aula. São Paulo: Parábola Editorial, 2004. 112 p.BRASIL. Ministério da Educação. 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This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. 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Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). 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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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The pollution induced by the excessive use of heavy metal ions and organic matter in industrial operations results in direct and indirect discharge of pollutants into waterways, affecting human life and environment. For example, cobalt ions and radionuclide 60Co, 58Co, which are used in medicine, can be discharged into the environment during its manufacturing processes. Also, organic materials, such as phenolic components, carbohydrates, and so on, have a high toxicity to human. For example, methylene Blue (MB), ingestion of MB by humans can result in excessive perspiration, nausea, vomiting, neuronal apoptosis, burning sensations, and a variety of other harmful impacts on the body and surroundings. In our research group, nanomaterials have been extensively used in many research projects and applications such as catalysts, energy, photovoltaic, sensors, biomedical and environmental remediation [1-26]. In recent years, it has been discovered that a blend of nanoporous silicates such as Zeolite X (Ze) and activated carbon (AC) can minimize contaminants in waste water. Because activated carbons are often microporous and have large surface areas, they are particularly efficient at adsorbing low molecular weight compounds and larger molecules. The MB and Co(II) ions sorption capabilities of Ze-AC mixture and linked zeolite and activated carbon (Ze-L-AC) via disodium terephthalate linker. The resultant materials (Ze-L-AC composite and Ze-AC mixture) were characterized using Scanning electron microscopy (SEM), X-ray diffraction (XRD), and Fourier transform infrared spectrometry (FTIR) and Surface area measurements. Also, this study was focused on the adsorption of MB and Co(II) ions in aqueous media. The effects of pH, temperature, time, masses and ionic strength were monitored using absorption spectroscopy. Generally, the Ze-L-AC composite removed MB and Co ions greater than the Ze-AC mixture. For example, the adsorbent capacitance for MB removal was 37 mg/g for Ze-AC mixture and 40 mg/g for Ze-L-AC. Also, the adsorbent capacitance for Co(II) ions removal was 40 mg/g for Ze-AC mixture and 44 mg/g for Ze-L-AC. References C Huff, T Dushatinski, TM Abdel-Fattah, International Journal of Hydrogen Energy 42 (30), 18985-18990 (2017) M Stacey, C Osgood, BS Kalluri, W Cao, H Elsayed-Ali, T Abdel-Fattah, Biomedical Materials 6 (1), 011002 (2011) SE Mohmed Labeb, Abdel-Hamed Sakr, Moataz Soliman, Tarek M.Abdel-Fattah, Optical Materials 79, 331-335 (2018) ME Mahmoud, MM Osman, SB Ahmed, TM Abdel-Fattah, Chemical engineering journal 175, 84-94 (2011) TM Abdel-Fattah, ME Mahmoud, Chemical engineering journal 172 (1), 177-183 (2011) R Bhure, TM Abdel-Fattah, C Bonner, JC Hall, A Mahapatro, Journal of biomedical nanotechnology 6 (2), 117-128 (2010) TM Abdel-Fattah, D Loftis, A Mahapatro, Journal of biomedical nanotechnology 7 (6), 794-800 (2011) OH Elsayed-Ali, T Abdel-Fattah, HE Elsayed-Ali, Journal of hazardous materials 185 (2-3), 1550-1557 (2011) R Bhure, A Mahapatro, C Bonner, TM Abdel-Fattah, Materials Science and Engineering: C 33 (4), 2050-2058 (2013) BE Bishop, BA Savitzky, T Abdel-Fattah, Ecotoxicology and Environmental Safety 73 (4), 565-571 (2010) C Huff, JM Long, A Heyman, TM Abdel-Fattah, ACS Applied Energy Materials 1 (9), 4635-4640 (2018) TM Abdel-Fattah, EM Younes, G Namkoong, EM El-Maghraby, Synthetic Metals 209, 348-354 (2015) SH Lapidus, A Naik, A Wixtrom, NE Massa, V Ta Phuoc, L del Campo, Crystal growth & design 14 (1), 91-100 (2014) A Mahapatro, TD Matos Negrón, C Bonner, TM Abdel-Fattah, Journal of Biomaterials and Tissue Engineering 3 (2), 196-204 (2013) T Dushatinski, C Huff, TM Abdel-Fattah, Applied Surface Science 385, 282-288 (2016) ME Mahmoud, SS Haggag, MA Rafea, TM Abdel-Fattah, Polyhedron 28 (16), 3407-3414 (2009) C Huff, JM Long, A Aboulatta, A Heyman, TM Abdel-Fattah, ECS Journal of Solid State Science and Technology 6 (10), M115 (2017) ME Mahmoud, SS Haggag, TM Abdel-Fattah, Polyhedron 26 (14), 3956-3962 (2007) TM Abdel-Fattah, ME Mahmoud, MM Osmam, SB Ahmed, Journal of Environmental Science and health, part A 49 (9), 1064-1076 (2014) ME Mahmoud, TM Abdel-Fattah, MM Osman, SB Ahmed, Journal of Environmental Science and Health, Part A 47 (1), 130-141 (2012) K Foe, G Namkoong, TM Abdel-Fattah, H Baumgart, MS Jeong, DS Lee, Thin solid films 534, 76-82 (2013) M Abdel-Fattah, A Wixtrom, K Zhang, W Cao, H Baumgart, ECS Journal of Solid State Science and Technology 3 (10), M61 (2014) C Huff, T Dushatinski, A Barzanji, N Abdel-Fattah, K Barzanji, ECS Journal of Solid State Science and Technology 6 (5), M69 (2017) TM Abdel-Fattah, B Bishop, Journal of Environmental Science and Health, Part A 39 (11-12), 2855-2866 (2014) Quach, E. Biehler, A. Elzamzami, C. Huff, J.M. Long, T.M. Abdel Fattah, Catalysts, 11, 118 (2021). E. Biehler, Q. Quach, C. Huff, T. M. Abdel-Fattah, Materials, 15, 2692 (2022).

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AbstrakMahasiswa keperawatan melakukan praktik di rumah sakit untuk melatih kemampuan praktik mereka.Pembelajaran daring yang dilakukan selama ini menimbulkan stressor tersendiri bagi mahasiswa jika harusmelakukan praktik langsung. Praktik di masa pandemic merupakan tantangan tersendiri karena mahasiswaberesiko tinggi tertular Covid-19. Mahasiswa menggunakan koping untuk mengatasi stressor. Penelitian inibertujuan untuk melihat gambaran koping dari mahasiswa keperawatan dalam mengikuti praktik di rumah sakitdalam masa pandemi covid-19. Penelitian deskiptif kualitatif ini dilakukan pada 6 partisipan dengan purposivesampling. Kriteria inklusi adalah mahasiswa keperawatan yang mengikuti praktik keperawatan selama masapandemi dan memiliki nilai DASS diatas rata-rata, dan mahasiwa yang dibawah rata-rata. Hasil penelitianmenunjukkan delapan koping yang dibentuk oleh Mahasiswa yaitu, mencari tahu informasi tambahan, berdoa,istirahat-tidur, mengatur finansial, memakai alat pelindung diri (APD), meningkatkan motivasi, tidakmemanfaatkan fasilitas umum, dan tidak tidur larut atau menangis. Pemberian APD sangat membantumahasiswa praktik. Pembimbing juga harus berperan aktif untuk memperhatikan kondisi psikologi mahasiwa.Dukungan keluarga dan teman sangat membantu memotivasi mahasiswa praktik di masa pandemi.Kata Kunci: pandemic, covid-19, koping, keperawatan Daftar PustakaChristianto, L. P., Kristiani, R., Franztius, D. N.,Santoso, S. D., Winsen, & Ardani, A. (2021).Kecemasan Mahasiswa Di Masa PandemiCovid-19. Jurnal Selaras : Kajian BimbinganDan Konseling Serta Psikologi Pendidikan,3(1), 67–82.https://doi.org/10.33541/jsvol2iss1pp1Erna, F. (2020). Tingkat Kecemasan PadaMahasiswa Keperawatan Dalam MenghadapiPandemi Covid-19. 1–6.Hasanah, U., Fitri, N. L., Supardi, S., & PH, L.(2020). Depression Among College StudentsDue to the COVID-19 Pandemic. JurnalKeperawatan Jiwa, 8(4), 421.https://doi.org/10.26714/jkj.8.4.2020.421-424Honey, M. (2018). Undergraduate student nurses’use of information and communicationtechnology in their education. Studies inHealth Technology and Informatics, 250, 37–40. https://doi.org/10.3233/978-1-61499-872-3-37Jennings, R. A., Henderson, C. S. ., Erla, M. A. .,Abraham, S. ., & Gillum, D. (2018). Grief andNegative Coping. Project Innovation.https://whatsyourgrief.com/grief-andnegative-coping/Puspitasari, R., & Cleofas, J. V. (2021). Coping withHIV Stigma Among People Living With HIVP- ISSN: 2527-5798, E-ISSN: 2580-7633Jurnal Keperawatan Suaka Insan (JKSI) Volume 7, Number 1, Januari-Juni 2022 53In Yogyakarta, Indonesia: A Mixed-MethodsApproach. Indonesian Nursing Journal ofEducation and Clinic (INJEC),6(6).https://doi.org/10.24990/injec.v6i1.311Savitsky, B., Findling, Y., Ereli, A., & Hendel, T.(2020). Anxiety and coping strategies amongnursing students during the covid-19pandemic. Nurse Education in Practice, 46,102809.https://doi.org/https://doi.org/10.1016/j.nepr.2020.102809Ulenaers, D., Grosemans, J., Schrooten, W., &Bergs, J. (2021). Clinical placementexperience of nursing students during theCOVID-19 pandemic: A cross-sectional study.Nurse Education Today, 99, 104746.https://doi.org/https://doi.org/10.1016/j.nedt.2021.104746WHO. (2021). Situation by Region, Country,Territory & Area.https://covid19.who.int/table?tableChartType=heat

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Creativity is considered one of the skills crucial for 21 Century to face the challenges proposed by the 2030 education agenda (Frey & Osborne 2013; OECD, 2018, Reimers & Chung 2019). In our reading, active methodologies such as project-based learning and design thinking are often seen as fundamental in favoring creativity together oriented towards individual, social, and planetary well-being (UN, 2022). A persistent problem for the training of 21st century skills, in which creativity, intellectual openness and computational thinking are essential in teacher training, is the adherence to cognitivist foundations and conventional methodologies. The traditional cognitivism has reduced the notion of creativity in processes and products. In our proposal, we want to redirect the question about what happens in the head (process) or in the world that makes people creative (world), rather, we invite creativity to be considered as a skillful experience embedded in a context and that arises from sensorimotor engagement and distributed perception (Varela, Thompson & Rosch, 1991; Hutchins 1995; Kalaydjian et al 2022). In this sense, we propose the 4E cognition approach (embodied, enacted, embedded, and extended) as a necessary theoretical and empirical framework to guide the understanding of creativity in contexts of active methodologies. Project-Based Learning and Design Thinking teacher education often fosters creativity as a deep experience that emerges in engagement with artifacts and interaction with others, opening unprecedented possibilities for capturing emerging understanding and enhancing skillful performance in challenging tasks (Videla, Veloz and Pino, in press). However, active methodologies such as project-based learning and design thinking are hardly linked to contemporary paradigms of cognition that are anti-representationalist, embodied, and situated in sociocultural contexts. The 4E approach argues that cognition is intertwined with the world because of a history of structural couplings, that is, the contingent relationships that stage skillful performance in response to the situational sense of sensorimotor engagement with artifacts and people (Dreyfus, 2002). We assume that creativity is a skillful experience of kinesthetic 'knowledge' (Penny, 2022). In teacher training, these ideas for cultivating creativity are overshadowed by conventional static methodologies and cognitive notions that reduce creativity to final products and internal mental processes (Guilford 1967; Torrance 1972; Sternberg & Grigorenko 2001; Gardner 1994; Kaufman & Beghetto 2009). Although these notions have contributed to understanding the phenomenon of creativity, in this article we relate to collective, distributed, and embodied notions of creativity that escape individual and cognitive bias (Glăveanu 2014; Ihde & Malafouris 2019; Malinin 2019). Our approach is in tune with Vygotsky's ideas about perceptual ontogenesis, in which perception is reconfigured from naive to cultural forms within dedicated cultural settings designed for exploratory activity (Vygotsky, 1926/2001). Considering the above, we present some didactic experiences through ethnographic participant observation, we observe students of pedagogies engaging in creative activities suggested by our theoretical approach. We use these observations to illustrate how Project-Based Learning and Design Thinking allow us to understand creativity from the point of view of experiential becoming, as argued by Tim Ingold (2014). That is, rethinking the creativity inherent in practice and paying attention to the development of contingent relationships, which emerge learning by doing from designing and prototyping with technologies. References Dreyfus, H.L. (2002). Intelligence without representation - Merleau-Ponty's critique of mental representation. The relevance of phenomenology to scientific explanation. Phenomenology and the Cognitive Sciences, 1, 367-383. https://doi.org/10.1023/A:1021351606209 Frey, C., & Osborne, M. (2013). The future of employment: how susceptible are jobs to computerization? University of Oxford. Gardner H. (1994) The creators' patterns. In: Boden M. (ed.) Dimensions of creativity. MIT Press/Badford Books, London: 143-158. Glăveanu V. (2014) Distributed creativity: What is it? In: Distributed creativity: Thinking outside the box of the creative individual. Springer, Berlin: 1-13. https://doi.org/10.1007/978-3-319-05434-6_1 Guilford J. P. (1967) The nature of human intelligence. McGraw-Hill, New York. Hutchins E. (1995) Cognition in the wild. MIT Press, Cambridge MA. https://doi.org/10.7551/mitpress/1881.001.0001 Ihde D. & Malafouris L. (2019) hom*o faber Revisited: Postphenomenology and material engagement theory. Philosophy & Technology 32(2): 195-214. https://doi.org/10.1007/s13347-018-0321-7 Ingold T. (2014) The creativity of undergoing. Pragmatics & Cognition 22: 124-139. https://doi.org/10.1075/pc.22.1.07ing Kalaydjian J., Laroche, J. Noy, L. and Bachrach, A. (2022) A distributed model of collective creativity in free play. Front. Educ. 7:902251. https://doi.org/10.3389/feduc.2022.902251 Kaufman J. C. & Beghetto R. A. (2009) Beyond big and little: The Four C Model of creativity. Review of General Psychology 13: 1-12. https://doi.org/10.1037/a0013688 Malinin L. (2019) How radical is embodied creativity? Implications of 4E approaches for creativity research and teaching. Frontiers in Psychology 10: 2372. https://doi.org/10.3389/fpsyg.2019.02372 OECD. (2018). The future of education and skills: Education 2030. Paris: OECD. Penny, S. (2022). Sensorimotor debilities in digital cultures. AI & Soc 37, 355-366. https://doi.org/10.1007/s00146-021-01186-0 Reimers F. M. & Chung C. K. (2019) Teaching and learning for the twenty-first century: Educational goals, policies, and curricula from six nations. Harvard Education Press. Sternberg R. J. & Grigorenko E. L. (2001) Guilford's structure of intellect model and model of creativity: Contributions and limitations. Creativity Research Journal 13(3-4): 309-316. https://doi.org/10.1207/S15326934CRJ1334_08 Torrance P. (1972) Predictive validity of the Torrance Tests of Creative Thinking. The Journal of Creative Behavior 6(4): 236-252. https://doi.org/10.1002/j.2162-6057.1972.tb00936.x Varela F. J., Thompson E. & Rosch E. (1991) The embodied mind. MIT Press, Cambridge MA. https://doi.org/10.7551/mitpress/6730.001.0001 Videla, R., Veloz, T. and Pino, C. (in press). Catching the Big Fish from STEAM Education: Approach to Creativity from 4E Cognition. Constructivist Foundations. https://constructivist.info/special/edu21/ Vygotsky L. S. (1926/2001). Educational psychology (R. H. Silverman, Trans.). Boca Raton, FL: CRC Press LLC.

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Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia. Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia References: Agosto, D. E. (2016). Why storytelling matters: Unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21–26. Ahmad, I. F. (2022). Urgensi Literasi Digital di Indonesia pada Masa Pandemi COVID-19: Sebuah Tinjauan Sistematis. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 1–18. https://doi.org/10.14421/njpi.2022.v2i1-1 Aisha, I., & Kaloeti, D. V. S. (2021). Digital Storytelling Intervention on Prosocial Behavior Improvement among Early Childhood. Psympathic: Jurnal Ilmiah Psikologi, 7(2), 185–196. https://doi.org/10.15575/psy.v7i2.5713 Boltman, A., & Druin, A. (2001). Children’s storytelling technologies. Differences in Elaboration and Recall. Chambers, G. J., & Yunus, M. M. (2017). Enhancing Learners’ Sentence Constructions via ‘Wheel of Grammar’. Pertanika Journal of Social Sciences & Humanities, 25(4). Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. Demirbaş, İ., & Şahin, A. (2020). A Systemic Analysis of Research on Digital Storytelling in Turkey. International Journal of Progressive Education, 16(4), 45–65. https://doi.org/10.29329/ijpe.2020.268.4 Dixon-Woods, M. (2010). Systematic reviews and qualitative methods. Qualitative Research: Theory, Method, and Practice. 3rd Edn. London: Sage, 331–346. Egan, K. (1989). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of Instructional Design. Holt, Rinehart, and Winston. https://books.google.co.id/books?id=dAsmAQAAIAAJ Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. 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El uso de murallas desde los primeros momentos de la sedentarización ha buscado el cierre de asentamientos y, aunque generalmente estas construcciones procuraban la protección de sus habitantes, pudieron jugar también un papel importante en aspectos como la demostración de fuerza o de independencia política, jurídica e incluso como ornamento. En el presente trabajo realizamos una visión diacrónica de las estructuras en piedra, con especial interés de aquellas estudiadas en el marco de los proyectos de investigación desarrollados por el Departamento de Prehistoria y Arqueología de la Universidad de Granada, mostrándose nuevos datos procedentes de nuestros archivos recientemente digitalizados y que permiten observar de una manera más detallada la fábrica de algunas de ellas, lo que demuestra los cambios de hábitos constructivos y su adaptación a los cambios culturales. Palabras Clave: Estructuras defensivas, Edad del Cobre, Edad del Bronce, Bronce FinalTopónimos: Península IbéricaPeriodo: Edad del Cobre, Edad del Bronce ABSTRACTThe use of walls from the earliest moments of sedentarisation has sought to enclose settlements and, although the goal of these constructions has generally been the protection of their inhabitants, they may have played an important role in aspects such as the demonstration of strength or political and legal independence, and even as ornamentation. This paper presents a diachronic view of stone wall structures, with particular focus on those studied within the framework of the research projects carried out by the Department of Prehistory and Archaeology of the University of Granada. New data from our recently digitalised archives are included, enabling us to observe in greater detail the construction of some of these structures, evidencing changes in building habits and their adaptation to cultural changes. 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Las colecciones del Departamento de Prehistoria y Arqueología (I), Cuaderno Técnico de la Universidad de Granada, 7, Granada, Universidad de Granada, pp. 38-40Molina, F., Nájera, T., Aranda, G., Sánchez, M. y Haro, M. (2005), “Recent field-work at the Bronze Age fortified site of Motilla del Azuer (Daimiel, Spain)”, Antiquity, 79, pp. 306.Molina, F., Cámara, J. A., Dorado, A. y Villarroya, M. (2017), “El fenómeno campaniforme en el Sudeste de la Península Ibérica: el caso del Cerro de la Virgen (Orce, Granada)”, en V. S. Gonçalves (coord.), Sinos e taças junto ao oceano e mais longe: aspectos da presença campaniforme na Peninsula Ibérica (Estudos Memórias 10), Lisboa, Universidade de Lisboa, pp. 112-129.Moreno, M. A. y Haro, M. (2008), “Castellón Alto (Galera, Granada). Puesta En Valor De Un Yacimiento Argárico”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 18, pp. 371-395. https://doi.org/10.30827/cpag.v18i0.751Morgado, A. (2018), “Poblado Amurallado de Villavieja (Fuentes De Cesna-Algarinejo, Granada)”, en F. Contreras Cortés y A. Dorado Alejos (coords.), Yacimientos arqueológicos y artefactos. Las colecciones del Departamento de Prehistoria y Arqueología (I), Cuaderno Técnico de la Universidad de Granada, 7, Granada, Universidad de Granada, pp. 34-37.Morgado, A., García, A., Bueno, J. A., López, R., Santamaría, U., Garzón, J., Aguiló, C., Bermúdez, R., Marín, T. R., Navero, M., Pérez, D., Piriz, A., Soto, T., De La Torre, A. y Vivar, D. (2020), “Prehistoria del subbético de Granada el conjunto arqueológico de los Tajos de Marchales (Colmera-Montillana, Granada)”, Antiquitas, 32, pp. 7-22.Muñoz Amilibia, A. M. (1986), “Las fortificaciones eneolíticas en la Península Ibérica. El Cabezo del Plomo (Mazarrón, Murcia)”, Congreso de Historia Militar, T. I, Zaragoza, pp. 53-62.— (1993), “Neolítico Final-Calcolítico en el Sureste Peninsular. El Cabezo del Plomo (Mazarrón-Murcia)”, Espacio, Tiempo y Forma, Prehistoria, 6, pp. 133-180.Nájera, T. (1982), La Edad del Bronce en La Mancha Occidental, Tesis doctoral. Granada, Universidad de Granada. http://hdl.handle.net/10481/32595Nájera, T. y Molina, F. (1977), “La Edad del Bronce en La Mancha. Excavaciones en las motillas del Azuer y de Los Palacios (Campaña de 1974)”, Cuadernos de Prehistoria de la Universidad de Granada, 2, pp. 251-300. https://doi.org/10.30827/cpag.v2i0.727— (2004a), “La Edad del Bronce en La Mancha: problemática y perspectivas de la investigación”, en L. Hernández y M. Hernández (eds.), La Edad del Bronce en tierras levantinas y limítrofes, Villena, Instituto de Cultura Juan Gil-Albert, pp. 531-540.— (2004b), “Las Motillas. Un modelo de asentamiento con fortificación central en la Llanura de La Mancha”, en M. R. García Huerta y J. Morales Hervás (eds.), La Península Ibérica en el II milenio a.C.: Poblados y fortificaciones, Cuenca, Ediciones de la Universidad de Castilla-La Mancha, pp. 173-214.Nicas Perales, J. y Cámara Serrano, J. A. (2017), “Fortificación y ritual en el yacimiento calcolítico de Marroquíes (Jaén). Los fosos del Paseo de la Estación”, Antiquitas, 29, pp. 39-57.Nocete, F., Crespo, J. M. y Zafra, N. (1986), “El Cerro del Salto. Historia de una periferia”, Cuadernos de Prehistoria de la Universidad de Granada, 11, pp. 171-198. https://doi.org/10.30827/cpag.v11i0.1264Schubart, H., Pingel, V. y Arteaga, O. (2000), Fuente Álamo. Las excavaciones arqueológicas 1977-1991 en el poblado de la Edad del Bronce, Arqueología Monografías 8, Sevilla, Junta de Andalucía.Schüle, W. (1980), Orce und Galera. Zwei Siedlungen aus dem 3. bis l. Jahrtausend v. Chr. im Südosten der Iberischen Halbinsel. I Übersicht über die Ausgrabungen 1962-1970, Philipp von Zabern. Mainz am Rheim.Schüle, W. y Pellicer, M. (1966), El Cerro de la Virgen, Orce (Granada), Excavaciones Arqueológicas en España 46. Madrid, Ministerio de Educación.Siret, E. y Siret, L. (1890), Las primeras edades del metal en el Sudeste de España. Resultados obtenidos en las excavaciones hechas por los autores desde 1881 á 1887, Barcelona.Sol Plaza, J. F., Dorado Alejos, A., Adroher Auroux. A. M. y Molina González, F. (2020), “¿Sólo indígenas? Reinterpretando algunos artefactos del Cerro de los Infantes a la luz de las nuevas investigaciones”, Antiquitas, 32, pp. 37-55.Spanedda, L., Cámara, J. A., Molina, F., Nájera, T. y Dorado, A. (2020), “Pianificazione e specializzazione negli insediamenti della preistoria recente nel sud-est della Penisola Iberica (3300-1350 cal a.C.)”, en Archeologia dell’abitare. Insediamenti e organizzazione sociale prima della città. Dai monumenti ai comportamenti. Ricerche e scavi (Vol I). Milan, Centro Studi di Preistoria e Archeologia, pp. 457-466.Tarradell, M. (1947-1948), “Investigaciones arqueológicas en la provincia de Granada”, Ampurias, IX-X, pp. 223-236. https://raco.cat/index.php/Empuries/article/view/97671

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Background:Primary Sjogren’s syndrome (pSS) is a chronic systemic autoimmune disease characterized by disorders of effector T cell subpopulations such as Th1, Th2, Th17, regulatory T cells, and follicular helper T cells 1 2. Autophagy is an evolutionarily conserved self-digestion process that plays an important role in T cell-mediated immune response3. The relationship between autophagy and T cell subsets was unclear in pSS up till now.Objectives:To landscape the autophagy-related multiple gene expression signature in pSS classification and discover the influence of autophagy in T cell subsets.Methods:Gene expression profiles of pSS samples (GSE66795, GSE51092, GSE154926) were acquired from GEO database. A set of significant G-ATGs were intersected from the global gene of patients and 232 autophagy genes (ATGs) which were obtained from the Human Autophagy Database (HADb, http://www.autophagy.lu/). In training dataset (GSE66795, including 155 patients and 29 healthy controls), non-negative matrix factorization was used to divided patients by G-ATGs expression microarray data. An autophagy score model divided patients into the high-autophagy score and low groups by ssGSEA scores of gene according to normalized G-ATGs training data. Further, new classifications were validated by both peripheral blood samples (GSE51092, 90 patients) and salivary gland tissue (GSE154926, 43 participants).Results:Two distinct subtypes were identified and validated by 206 selected significant G-ATGs in training datasets (figure 1A,B) and validation datasets according to the autophagy score (figure 1D,E,F) Combined with clinical information of salivary gland dataset, it was found that most patients with early pSS were grouped in the high autophagy, while advanced patients were grouped in the low (figure 1G). Patients in high-autophagy group had higher levels of Treg cells and Th2 cells but lower concentrations of Th17 and Th1 in peripheral blood (figure 1C, P <0.05). Similar results were also observed in salivary gland tissue (figure 1H, P <0.05).Conclusion:Patients with different autophagy status differs from each other. Autophagy is closely corelated with lymphocyte subpopulations in patients with pSS. This work may help inform therapeutic decision-making for the treatment of pSS.References:[1]Colafrancesco S, Vomero M, Iannizzotto V, et al. Autophagy occurs in lymphocytes infiltrating Sjögren’s syndrome minor salivary glands and correlates with histological severity of salivary gland lesions. Arthritis research & therapy 2020;22(1):238. doi: 10.1186/s13075-020-02317-6 [published Online First: 2020/10/15].[2]Alessandri C, Ciccia F, Priori R, et al. CD4 T lymphocyte autophagy is upregulated in the salivary glands of primary Sjögren’s syndrome patients and correlates with focus score and disease activity. Arthritis research & therapy 2017;19(1):178. doi: 10.1186/s13075-017-1385-y [published Online First: 2017/07/27].[3]Wei J, Long L, Yang K, et al. Autophagy enforces functional integrity of regulatory T cells by coupling environmental cues and metabolic homeostasis. Nature immunology 2016;17(3):277-85. doi: 10.1038/ni.3365 [published Online First: 2016/01/26].Acknowledgements:This project was supported by National Science Foundation of China (82001740), Open Fund from the Key Laboratory of Cellular Physiology (Shanxi Medical University) (KLCP2019) and Innovation Plan for Postgraduate Education in Shanxi Province (2020BY078).Disclosure of Interests:None declared

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Introduction Pyrochemical reprocessing technology for metal fuels has advantages such as high MA transmutation efficiency [1], solvent stability against heat and radiation, and batch actinide recovery without additional processes [2]. By incorporating this into the fast reactor fuel cycle, it is possible to establish an MA recovery and conversion system that can flexibly respond to a wide range of fast reactor deployment scenarios and Pu supply and demand scenarios, while maximizing the effectiveness in reducing the toxicity of the wastes. For the spent molten chloride generated by pyrochemical reprocessing, we plan to reduce the amount of solidified high-level waste by converting FP elements recovered by electrolysis into oxides and including them in glass. Concerning iodine, one of the long half-life FPs, we aim to separate and recover it by electrolysis. In this study, we present the results of an attempt to separate and recover iodine gas electrolytically generated from LiCl–KCl–LiI–LiBr by reaction with copper outside the molten salt. Experimental The experiments were carried out in eutectic LiCl–KCl (LiCl:KCl = 58.8:41.2 mol%, 100 g) at 723 K after the addition of LiI and LiBr. A Au plate or a glassy carbon rod was used for the working electrode. An Al wire was used as the counter electrode, and an Al–Li alloy electrode prepared electrochemically in the melt beforehand was used as the reference electrode [4]. The potential was calibrated by Li+/Li potential measured at a Ni electrode. To collect the generated I2 as CuI, a Cu mesh was suspended using a Mo wire at the top of the cell. Results and Discussion Iodine recovery by Cu mesh were conducted using the melt containing 0.3 mol% LiI and LiBr. The Au plate electrode was used as the working electrode, and electrolysis was performed at 3.2 V vs. Li+/Li for 1 hour. After the electrolysis, the Cu mesh was left at the top of the cell for 50 minutes to fully react with I2 gas. A photograph of the obtained Cu mesh (Fig. 1) shows that most of the Cu mesh became white. Furthermore, as shown in Fig. 2, an XRD pattern of the white area is consistent with copper iodide (CuI), indicating that the Cu mesh reacted with I2 gas to form CuI. Since it was found that the I2 gas generated by electrolysis can be recovered as CuI, the effects of electrode and potential were investigated. Electrolysis was performed in the melt containing 1.0 mol% LiI and LiBr, using either the Au plate electrode or the glassy carbon rod electrode as the working electrode. The potentials were 3.2 V for the Au electrode and 3.2 V and 3.3 V for the glassy carbon electrode, and the amount of electricity was unified at 100 C. The Cu mesh was removed 30 minutes after electrolysis, and the weight change of the Cu mesh before and after electrolysis was measured. The recovery efficiency at the glassy carbon electrode was 63.9 % at 3.2 V and 86.5 % at 3.3 V. When the glassy carbon was used, I3 − is easily generated, and the following reactions are considered to partially proceed at the cathode and anode. (Cathode) I3 − + 2 e− → 3 I− (Anode) 3I− → I3 − + 2 e− This is called the shuttle effect and is the cause of lowering the current efficiency. The lower recovery efficiency at 3.2 V compared to 3.3 V is thought to be due to the smaller total current, which means that the current used for I3 − generation became relatively larger, resulting in a larger shuttle effect. The Au electrode showed the highest recovery efficiency of 92.9% among the experiments conducted in this study. This result indicates that I3 − generation is less likely to occur at the Au electrode. However, 0.0085 g of the Au electrode was anodically dissolved. From the above results, it was found that although a Au electrode is a promising electrode when only the efficiency of I2 gas generation is considered, the electrode itself dissolves. Therefore, the use of a glassy carbon electrode at relatively positive potentials is most promising for practical purposes. Acknowledgement A part of this study is a result of the MEXT Nuclear Energy Systems R&D Project "Development of Flexible MA Recovery and Conversion Technology". References [1] T. Yokoo, A. Sasahara, T. Inoue, Nucl. Technol., 116, 173 (1996). [2] T. Murakami, A.Rodrigues, M.Ougier, M.Iizuka, T.Tsukada, J.-P.Glatz, J. Nucl. Mater., 466, 502 (2015). [3] K. Amezawa, Y. Tomii, Y. Ito, J. Electrochem. Soc., 141, 3096 (1994). Figure 1

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This work presents an experience report about the academic management (2013-2017) in the Human Sciences´campus of the Federal University of São Paulo (Unifesp), based in Guarulhos/SP, Brazil. We highlight three important aspects involved in the consolidation process of the campus and which we seek to problematize in the text: i) a perspective of democratic management, the incentive to the ecology of knowledge and the expansion of the social appropriation of the campus in its territory; ii) the limits and possibilities of collective production Political Pedagogical Project of the campus, with the identification of convergent points and their interfaces; iii) the presentation of the main academic results achieved in the period analyzed in the areas of teaching, research and extension. In the period of academic management, there were significant advances in terms of infrastructure and internal democratization, but it was not possible to construct - effectively and collectively - a solid, integrated and integrative Pedagogical Political Project. Nevertheless, important academic results were obtained for the campus, for Unifesp and also for the municipality of Guarulhos, in the areas of teaching, research and extension, even in an environment of clear dispute for internal hegemony on campus, considering the context of your implementation process.ResumoO trabalho apresenta um relato de experiência sobre a gestão acadêmica (2013-2017) no campus de Ciências Humanas da Universidade Federal de São Paulo (Unifesp), localizado em Guarulhos/SP. Destacamos três aspectos importantes envolvidos no processo de consolidação do campus e que buscamos problematizar no texto: i) uma perspectiva de gestão democrática, o incentivo à ecologia de saberes e a ampliação do pertencimento social do campus no território de sua localização; ii) os limites e as possibilidades de produção coletiva do Projeto Político Pedagógico do campus, com a identificação de pontos convergentes e suas interfaces; iii) a apresentação dos principais resultados acadêmicos alcançados no período analisado nos âmbitos do ensino, da pesquisa e da extensão. No período da gestão acadêmica houve significativos avanços em termos de infraestrutura e de democratização interna, porém não foi possível contudo construir - de forma efetiva e coletivamente - um Projeto Político Pedagógico sólido, integrado e integrador. Ainda assim, foram obtidos resultados acadêmicos importantes para o campus, para a Unifesp e para o município de Guarulhos, nos âmbitos do ensino, da pesquisa e da extensão, mesmo em um ambiente de clara disputa por hegemonia interna no campus, considerando o contexto do seu processo de implantação.ResumenEl trabajo un presenta relato de experiencia sobre la gestión académica (2013-2017) en el campus de Ciencias Humanas de la Universidad Federal de São Paulo (Unifesp), ubicado en Guarulhos/SP, Brasil. Destacamos tres aspectos importantes involucrados en el proceso de consolidación del campus y que buscamos problematizar en el texto: i) una perspectiva de gestión democrática, el incentivo a la ecología de saberes y la ampliación de la pertenencia social del campus en el territorio de su ubicación; ii) los límites y las posibilidades de producción colectiva del Proyecto Político Pedagógico (PPP) del campus, con la identificación de puntos convergentes y sus interfaces; iii) la presentación de los principales resultados académicos alcanzados en el período analizado en los ámbitos de la enseñanza, la investigación y la extensión. En el período de la gestión académica, hubo significativos avances en términos de infraestructura y de democratización interna, pero no fue posible construir - de forma efectiva y colectivamente - un Proyecto Político Pedagógico sólido, integrado e integrador. Sin embargo, se han obtenido resultados académicos importantes para el campus, para la Unifesp y también para el municipio de Guarulhos, en los ámbitos de la enseñanza, la investigación y la extensión, aunque en un ambiente de clara disputa por hegemonía interna en el campus, considerando el contexto de su proceso de implantación.Palavras-chave: Gestão democrática, Projeto político pedagógico, Universidade pública, Unifesp - campus Guarulhos.Keywords: Democratic management, Political pedagogical project, Public university, Unifesp – Guarulhos campus.Palabras-clave: Gestión democrática, Proyecto político pedagógico, Universidad pública.ReferencesARAÚJO. M. A. D.; PINHEIRO. H. D. Reforma gerencial do Estado e rebatimentos no sistema educacional: um exame do REUNI. Ensaio: Aval. Pol. Públ. Educ., Rio de Janeiro, v. 18, n. 69, p. 647-668, out. /dez. 2010.ASSOCIAÇÃO NACIONAL DOS DIRIGENTES DAS INSTITUIÇÕES FEDERAIS DE ENSINO SUPERIOR/FORUM NACIONAL DE PRÓ-REITORES DE ASSUNTOS COMUNITÁRIOS E ESTUDANTIS. IV Pesquisa do Perfil Socioeconômico e Cultural dos Estudantes de Graduação das IFES Brasileiras (2014), Uberlândia, 2016. Disponível em: https://pt.scribd.com/document/356294790/perfil-Socioeconomico-Dos-Graduandos-Das-Ifes; Acesso em 18/01/2018.BALL, S.; BOWE, R. El curriculum nacional y su ‘puesta en práctica’: el papel de los departamentos de materias o asignaturas. Revista de Estudios del Curriculum, v.1, n. 2, p. 105-131, 1998.BOBBIO, N. O futuro da democracia: uma defesa das regras do jogo. 7ª Ed. São Paulo: Paz e Terra, 2000.BORDIEU, P.; PASSERON, J. C. La Reproduction: élements pour une théorie du système d’enseignement. Paris: Les Éditions de Minuit, 1970.BRASIL. Instituto Nacional de Estudos e Pesquisa Educacionais Anísio Teixeira – INEP – Censo da Educação Superior: Notas Estatísticas, 2017. Disponível em: http://portal.inep.gov.br/censo-da-educacao-superior; Acesso em 08/01/2019.BRASIL. Lei Federal nº 13.005/2014. Institui o Plano Nacional de Educação. Disponível em: http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2014/Lei/L13005.htm; Acesso em 10/01/2019.BRASIL. Ministério da Educação. Decreto Federal nº 6.096/2007 – Institui o Plano de Reestruturação das Universidades Federais. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2007/decreto/d6096.htm; acesso em 02/04/2018.BRASIL. Lei Federal Nº 11.096, de 13 de janeiro de 2005. Institui o Programa Universidade para Todos - PROUNI, regula a atuação de entidades beneficentes de assistência social no ensino superior; altera a Lei Nº 10.891, de 9 de julho de 2004, e dá outras providências. Diário Oficial da União, Brasília, DF, 14 jan. 2005. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Lei Federal Nº 10.260, de 12 de julho de 2001. Dispõe sobre o Fundo de Financiamento ao Estudante do Ensino Superior e dá outras providências. Diário Oficial da União, Brasília, DF, 13 jul. 2001b. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Ministério da Educação. Lei Federal nº 9.394/96 - institui a Lei de Diretrizes e Bases da Educação Nacional. Disponível em: https://www.planalto.gov.br/ccivil_03/Leis/L9394.html Acesso em 02/04/2018.BURNETT, H. O erro de diagnóstico da Unifesp. Folha de São Paulo, 2012. Disponível em: http://www1.folha.uol.com.br/fsp/opiniao/50003-o-erro-de-diagnostico-da-unifesp.shtml: Acesso em: 20/04/2018.CAMARGO, R. B.; JACOMINI, M.; GOMES, M. O. Desafios da Gestão Democrática na Educação Pública: 20 anos de LDB. Revista Eletrônica Pesquiseduca/ Universidade Católica de Santos, Santos, v.8, n.16, p.380-393, jul-dez, 2016.CHAUÍ, M. Comunicação e Democracia. Conferência realizada no Instituto Lula em 13/04/2018. Disponível em: http://www.pt.org.br/marilena-chaui-comunicacao-e-democracia/; Acesso em 03/01/2019.CHAUÍ, M. Cultura Política e Política Cultural. Revista do Instituto de Estudos Avançados, USP, 9 (23), p.71-84, 1995.CURY, C. R. J. A qualidade da educação brasileira como direito. Educação & Sociedade, Campinas, v. 35, nº 129, p. 1053-1066, out-dez, 2014. Disponível em: http://www.scielo.br/pdf/es/v35n129/0101-7330-es-35-129-01053.pdf; Acesso em: 10/03/2020.CURY, C. R. J. O debate sobre a pesquisa e a avaliação da pós-graduação em educação. Revista Brasileira de Educação, v. 15, n. 43, p. 163-165, 2010.DIAS SOBRINHO, J. Avaliação da educação superior. Petrópolis: Vozes, 2000.DOSSE, F. O império do sentido: a humanização das Ciências Humanas. Tradução de Ilka Stern Cohen. São Paulo: Ed. Unesp, 2018.FREIRE, P. Extensão ou Comunicação? 8ª ed. Tradução de Rosyska Darci de Oliveira. Rio de Janeiro: Paz e Terra, 1985.FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. 21 ed. São Paulo: Paz e Terra, 1996.GIGLIO, C.M.B. et al. Residência Pedagógica: diálogo permanente entre a formação inicial e a formação contínua. In: GOMES, M.O. Estágios na formação de professores: possibilidades formativas entre ensino, pesquisa e extensão, São Paulo: Loyola, 2011, p.15-46.GIROUX, H. Os professores como intelectuais: rumo a uma Pedagogia crítica da aprendizagem. Porto Alegre: Artes Médicas, 1997.GOMES, M.O. Universidades e escolas de educação infantil: identidades e formação contextualizada. In: REIS, M.; XAVIER, M.C.; SANTOS, L. (orgs.). Crianças e infâncias: educação, conhecimento, cultura e sociedade. São Paulo: Annablume, 2012, p. 151-164.GOODSON, I. F. School subjects and curriculum change. Londres: Open University, 1993.LUGLI, R. S. G. O novo público do ensino superior brasileiro e a tradição acadêmica: o caso das humanidades na UNIFESP (Universidade Federal de São Paulo). Revista Linhas. Florianópolis, v. 15, n. 29, p. 297-316, jul./dez. 2014.ORGANIZAÇÃO EUROPEIA PARA O COMÉRCIO E DESENVOLVIMENTO – OECD – Education at a Glance – Indicators, 2016. Disponível em: http://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-indicators.htm; Acesso em 08/01/2019.PEROSA, G. S.; COSTA, T. L. Uma democratização relativa? Um estudo sobre o caso da expansão da Unifesp. Educação e Sociedade, Campinas, v. 36, n. 130, p. 117-137, Mar. 2015.SANTOMÉ TORRES, J. Globalização e Interdisciplinaridade: o currículo integrado. Ediciones Morata, SL, 1994.SANTOS, M. Por uma Geografia Nova. São Paulo: Hucitec, Edusp, 1978.SAVIAN FILHO, J. A Unifesp e as soluções provisórias. Carta Capital, 27/07/2012. Disponível em: https://www.cartacapital.com.br/educacao/crise-e-dinheiro-publico-na-unifesp; Acesso em:10/04/2018.SOUSA-SANTOS, B. Na oficina do sociólogo artesão: aulas 2011-2016. São Paulo: Cortez, 2018.SOUSA-SANTOS, B. A gramática do tempo: para uma nova cultura política. São Paulo: Cortez, 2006.SOUSA-SANTOS. B. A universidade do século XXI: para uma reforma democrática e emancipatória da universidade. 2ª ed. São Paulo: Cortez, 2005.UNIVERSIDADE FEDERAL DE SÃO PAULO. Análise do perfil de estudantes ingressantes da Universidade Federal de São Paulo, 2016, mimeo.UNIVERSIDADE FEDERAL DE SÃO PAULO. Projeto Político Pedagógico. Instituto das Cidades, 2015. Disponível em: https://unifesp.br/campus/zonaleste/images/campus_zona_leste/documentos/Projeto_Pedagogico/PPP/Unifesp_Projeto_Poltico_Pedagogico_Instituto_Das_Cidades.pdf; Acesso em 05/01/2019.UNIVERSIDADE FEDERAL DE SÃO PAULO. Proposta Pedagógica do Campus Guarulhos, 2006, mimeo.VAZQUEZ, D. A. O desmonte social no Plano Temer-Meirelles. Carta Capital, 20/07/2016. Disponível em: https://www.cartacapital.com.br/politica/o-desmonte-social-no-plano-temer-meirelles/; Acesso em: 29/04/2020.YOUNG, M. Currículo e Democracia: lições de uma crítica à ‘nova Sociologia da Educação’, Educação e Realidade, Porto Alegre, v.14, p. 29-40, jan/jun, 1981.e3347086

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The rapid increase of intermittent renewable energy such as wind and solar powers requires large-scale, efficient, economic, and zero-emission systems for energy storage.1,2 Energy storage based on the H2-water cycle realized by water electrolyzers and fuel cells has been proposed for large-scale energy storage and grid-balancing.1,3,4 However, the energy efficiency of H2-water cycle is restricted by the sluggish kinetics of the electrochemical oxygen evolution and oxygen reduction reactions in water electrolyzers and fuel cells, respectively.5-7 In this presentation, we will discuss the concept of distributed generation and energy storage systems based on the highly efficient electrochemical cycle of hydrogen peroxide (H2O2).8 In this concept, H2O2 can be electrolyzed to H2 and O2 to store the energy in the short term and then be regenerated via the two-electron oxygen reduction reaction in a fuel cell-type device to generate power. We will also discuss the techno-economical analysis of large-scale, long-term hydrogen and energy storage using H2O2 as the storage media. As a proof of concept, we will summarize our work on proton exchange membrane hydrogen peroxide electrolyzer (PEM-HPEL), which employs platinum group metal-free (PGM-free) catalysts for hydrogen peroxide oxidation reaction at the anode.8 The prototypes of PEM HPEL showed low onset cell voltage of ca. 0.7 to 0.8 V with 0 to 0.1 V overpotentials and a high voltage efficiency of over 90%. We will also present our work on unitized regenerative hydrogen peroxide cycle cells (UR-HPCC) based on PGM-free bifunctional oxygen electrode catalyst.9 This UR-HPCC operates in either HPEL mode or fuel cell mode for energy storage and power generation, with an ultralow overpotential and an extremely high round-trip voltage efficiency of over 90%. The minimal system cost, low power consumption, and high energy efficiency render the above H2O2 electrochemical cycle systems highly attractive for short- and long-term energy/hydrogen storage. References 1. Davis, S. J. et al. Net-zero emissions energy systems. Science 360, eaas9793, (2018). 2. Gür, T. M. Review of electrical energy storage technologies, materials and systems: challenges and prospects for large-scale grid storage. Energy & Environmental Science 11, 2696-2767, (2018). 3. Badwal, S. P. S., Giddey, S. S., Munnings, C., Bhatt, A. I. & Hollenkamp, A. F. Emerging electrochemical energy conversion and storage technologies. Frontiers in Chemistry 2, (2014). 4. Buttler, A. & Spliethoff, H. Current status of water electrolysis for energy storage, grid balancing and sector coupling via power-to-gas and power-to-liquids: A review. Renewable and Sustainable Energy Reviews 82, 2440-2454, (2018). 5. Wang, Y., Leung, D. Y. C., Xuan, J. & Wang, H. A review on unitized regenerative fuel cell technologies, part-A: Unitized regenerative proton exchange membrane fuel cells. Renewable and Sustainable Energy Reviews 65, 961-977, (2016). 6. Park, S., Shao, Y., Liu, J. & Wang, Y. Oxygen electrocatalysts for water electrolyzers and reversible fuel cells: status and perspective. Energy & Environmental Science 5, 9331-9344, (2012). 7. Kulkarni, A., Siahrostami, S., Patel, A. & Nørskov, J. K. Understanding catalytic activity trends in the oxygen reduction reaction. Chem. Rev. 118, 2302-2312, (2018). 8. Ding, R. et al. Low-voltage hydrogen peroxide electrolyzer for highly efficient power-to-hydrogen conversion. ChemRxiv, doi:10.26434/chemrxiv-2021-9dmp4 (2021). 9. Yang, J. et al. Highly efficient unitized regenerative hydrogen peroxide cycle cell with ultra-low overpotential for renewable energy storage. ChemRxiv, doi:10.26434/chemrxiv-2022-9jx4k (2022). Acknowledgements Financial support from the State Key Laboratory of Coal Conversion, Institute of Coal Chemistry, Chinese Academy of Sciences is greatly appreciated. This study was financially supported by the autonomous research project of SKLCC (Grant No. 2021BWZ006), ICC CAS (Grant No. 2020SC001), Key Research and Development (R&D) Projects of Shanxi Province (Grant No. 202102070301018) and Shanxi Province grant (Grant No. 20210302123011 and 202103021224442).

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ABSTRACT: The existence of donation-based crowdfunding as an alternative fundraising system in Indonesia has a great opportunity to keep growing. The millennials as a digitally-native generation should actively contribute to the development of donation-based crowdfunding. This study tries to identify the effect of the variables of performance expectancy, effort expectancy, social influence, facilitating conditions, sense of trust, and experience expectation on the intention to donate donation-based crowdfunding by the Muslim millennials in Indonesia. Respondents who were analyzed were 156 people who were selected using purposive sampling and tested using SmartPLS. The results showed that Social Influence, Sense of Trust, and Experience Expectation had a positive influence on Intention to donate to donation-based crowdfunding. However, a test of Performance Expectancy, Effort Expectancy, and Facilitating Conditions shows that there are different findings. The data presented in this study is expected to add new perspectives for relevant stakeholders to develop donation-based crowdfunding in Indonesia. Keywords: Donation-based Crowdfunding, Moslem Millennials, Partial Least Square, Donation. ABSTRAK: Kehadiran donation-based crowdfunding sebagai alternatif sistem penggalangan dana di Indonesia memiliki peluang yang besar untuk terus berkembang. Generasi milenial sebagai generasi yang terbiasa dengan teknologi seyogyanya berperan aktif dalam perkembangan platform donation-based crowdfunding. Penelitian ini bertujuan untuk mengidentifikasi pengaruh variabel performance expectancy, effort expectancy, social influence, facilitating conditions, sense of trust serta experience expectation terhadap intention to donate to donation-based crowdfunding dari para generasi milenial muslim di Indonesia. Responden yang dianalisis sejumlah 156 orang yang dipilih menggunakan teknik purposive sampling serta diuji menggunakan SmartPLS. Hasil penelitian menunjukkan Social Influence, Sense of Trust, dan Experience Expectation memiliki pengaruh positif terhadap Intention to donate to donation-based crowdfunding. Namun, pengujian pada Performance Expectancy, Effort Expectancy, dan Facilitating Conditions menunjukkan hasil yang berbeda. Data yang ditampilkan dalam penelitian ini diharapkan menambah sudut pandang baru bagi stakeholder terkait agar dapat mengembangkan donation-based crowdfunding di Indonesia. Kata Kunci: Donation-based Crowdfunding, Generasi Milenial Muslim, Partial Least Square, Donasi. DAFTAR PUSTAKA Achmad, R. W., Poluakan, M. V., Dikayuana, D., Wibowo, H., & Raharjo, S. T. (2019). Potret generasi milenial pada era revolusi industri 4.0. Focus: Jurnal Pekerjaan Sosial, 2(2), 187-197. doi:10.24198/focus.v2i2.26241 Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. doi:10.1016/0749-5978(91)90020-t Ardiansyah, D. O. (2016). Pengaruh komunikasi terhadap kinerja karyawan dengan dimediasi oleh kepuasan kerja (Studi pada bagian produksi pabrik kertas pt. setia kawan makmur sejahtera tulungagung). Jurnal Bisnis dan Manajemen, 3(1), 16-30. doi:10.26905/jbm.v3i1.70 Asosiasi Penyelenggara Jasa Internet Indonesia. 2020. Laporan Survei Internet APJII 2019 – 2020 (Q2). Jakarta: Asosiasi Penyelenggara Jasa Internet Indonesia. Az-Zuhaili, Wahbah. (2011). Fiqih Islam Wa Adillatuhu (Vol. 3). Jakarta: Gema Insani. Baptista, G., & Oliveira, T. (2015). Understanding mobile banking: The unified theory of acceptance and use of technology combined with cultural moderators. Computers in Human Behavior, 50, 418-430. doi:10.1016/j.chb.2015.04.024 Bekkers, R. (2003). Trust, accreditation, and philanthropy in the Netherlands. Nonprofit and Voluntary Sector Quarterly, 32(4), 596–615. doi:10.1177/0899764003258102 Belleflamme, P., Lambert, T., & Schwienbacher, A. (2013). Crowdfunding: Tapping the right crowd. Journal of Business Venturing, 29(5), 585–609. doi:10.1016/j.jbusvent.2013.07.003 Bhawika, G. W. (2017). Risiko dehumanisasi pada crowdfunding sebagai akses pendanaan berbasis teknologi di Indonesia. Jurnal Sosial Humaniora, 10(1), 47-58. doi:10.12962/j24433527.v10i1.2355 Choy, K., & Schlagwein, D. (2015). IT affordances and donor motivations in charitable crowdfunding: The "Earthship kapita" case. ECIS 2015 Completed Research Papers. 31. Diakses dari https://aisel.aisnet.org/ecis2015_cr/31 Fahrullah, A., Anwar, M. K., Ridlwan, A. A., Prabowo, P. S., & Yasin, A. (2020). How Ramadan and global pandemic affect religiosity and donating behaviors. Shirkah: Journal of Economics and Business, 5(2), 250. doi:10.22515/shirkah.v5i2.323 Falcone, R., & Castelfranchi, C. (2001). Social trust: A cognitive approach. Trust and Deception in Virtual Societies, 55–90. doi:10.1007/978-94-017-3614-5_3 Fuadi, N. F., Farida, D. N., & Saadah, N. (2020). Empathy or self-credibility? An empirical study of intentions to donate through social crowdfunding using the UTAUT model. Proceedings of the 1st Conference on Islamic Finance and Technology, CIFET, 21 September, Sidoarjo, East Java, Indonesia. doi:10.4108/eai.21-9-2019.2293953 Gerber, E. M., Hui, J. S., & Kuo, P. Y. (2012). Crowdfunding: Why people are motivated to post and fund projects on crowdfunding platforms. Retrieved from https://www.researchgate.net/publication/261359489 Ghozali, I. (2021). Partial Least Squares: Konsep, Teknik dan Aplikasi Menggunakan Program SmartPLS 3.2.9 untuk Penelitian Empiris Jilid 3. Semarang: Badan Penerbit Universitas Diponegoro. Gopay. (2020). Gopay Digital Donation Outlook 2020. Hidayatullah, S., Waris, A., Devianti, R. C., Sari, S. R., Wibowo, I. A., & Made, P. (2018). Perilaku generasi milenial dalam menggunakan aplikasi go-food. Jurnal Manajemen dan Kewirausahaan, 6(2), 240-249. doi:10.26905/jmdk.v6i2.2560 Hossain, M., & Oparaocha, G. O. (2017). Crowdfunding: Motives, definitions, typology and ethical challenges. Entrepreneurship Research Journal, 7(2). doi:10.1515/erj-2015-0045 Kementerian Pemberdayaan Perempuan dan Perlindungan Anak. (2018). Statistik Gender Tematik: Profil Generasi Milenial Indonesia. Jakarta: Kementerian Pemberdayaan Perempuan dan Perlindungan Anak. Kholid, M. N. (2019). Determinants of intention to use Islamic mobile banking: Evidence from millennial generation. Jurnal Ekonomi & Keuangan Islam, 5(2), 53-62. doi:10.20885/jeki.vol5.iss2.art2 Kitabisa.com. (2018). Online Giving Report 2018: Insights for Nonprofits and Brands. Li, Y., He, T., Song, Y., Yang, Z., & Zhou, R. (2017). Factors impacting donors intention to donate to charitable crowd-funding projects in China: A UTAUT-based model. Information, Communication & Society, 21(3), 404-415. doi:10.1080/1369118x.2017.1282530 Li, B., Hou, F., Guan, Z., & Chong, A. (2019). How social experience encourages donation intention to charitable crowdfunding projects on social media: Empathy and personal impulsiveness. PACIS 2019 Proceedings, 195. Diakses dari https://aisel.aisnet.org/pacis2019/195 Moon, Y., & Hwang, J. (2018). Crowdfunding as an alternative means for funding sustainable appropriate technology: Acceptance determinants of backers. Sustainability, 10(5), 1456. doi:10.3390/su10051456 National Chamber Foundation. (2012). The Millennial Generation Research Review. Washington DC: National Chamber Foundation. Pangaribuan, C. H., & Wulandar, Y. S. (2019). A crowdfunding platform user acceptance: An empirical examination of performance expectancy, effort expectancy, social factors, facilitating condition, attitude, and behavioral intention. Proceedings of the 1st Sampoerna University-AFBE International Conference, SU-AFBE 2018, 6-7 December 2018, Jakarta Indonesia. doi:10.4108/eai.6-12-2018.2286301 Purnamasari, D. (2018). Riset Mandiri: Generasi Milenial Suka Memberi Sumbangan. Retrieved from https://tirto.id/generasi-milenial-suka-memberi-sumbangan-cLHu Putra, Y. S. (2016). Theoritical review: Teori perbedaan generasi. Among Makarti, 9(2). doi:10.52353/ama.v9i2.142 Rondan-Cataluña, F. J., Arenas-Gaitán, J., & Ramírez-Correa, P. E. (2015). A comparison of the different versions of popular technology acceptance models. Kybernetes, 44(5), 788–805. doi:10.1108/k-09-2014-0184 Taiwo, A. A., & Downe, A. G. (2013). The theory of user acceptance and use of technology (UTAUT): A meta-analytic review of empirical findings. Journal of Theoretical and Applied Information Technology, 49(1), 48-58. Diakses dari http://www.jatit.org/volumes/Vol49No1/7Vol49No1.pdf Tirdanatan, N. U., Georgiana, V., Sun, Y. (2014). Evaluasi good corporate governance atas kebutuhan donatur pada penerapan crowdfunding di Indonesia: Studi kuantitatif dan kualitatif pada efekrumahkaca.net, Patungan.Net, dan Wujudkan.Com. ComTech, 5(1), 123-135. doi:10.21512/comtech.v5i1.2598 Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 8, 425–478. doi:10.2307/30036540 Walgito, B. (1981). Pengantar Psikologi Umum. Yogyakarta: Andi Offset. Wheat, R. E., Wang, Y., Byrnes, J. E., & Ranganathan, J. (2013). Raising money for scientific research through crowdfunding. Trends in Ecology & Evolution, 28(2), 71–72. doi:10.1016/j.tree.2012.11.001 Wisesa, A. D., Kholid, M. N., & Hamdani, R. (2019). Factors influencing intention to donate through donation crowd-funding: Evidence from Indonesia. Society of Interdisciplinary Business Research, 8(5). doi:10.2139/ssrn.3784229

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Background:Undifferentiated spondyloarthritis (USpA) is the most common subtype of the spondyloarthritides with a prevalence between 0.7% and 2.0%1. Inflammatory back pain, peripheral arthritis and less frequently enthesitis are the main clinical features of USpA2. Resently the role of dysregulated microbiome along with migration of T lymphocytes and other cells from gut to the joint (“gut-joint” axis) has been recognized3 4. However, the detailed lymphocyte statuses of USpA patients and the effect of regulating the intestinal flora on the lymphocyte subsets is unclear.Objectives:To investigate the status of lymphocyte subsets in peripheral blood (PB) of USpA patients and the variation after regulation of intestinal flora.Methods:A total of 39 newly diagnosed patients with USpA who fulfilled the European Spondyloarthropathy Study Group (ESSG) classification criteria and 60 age- and sex- matched healthy controls (HC) were enrolled in this study. All patients were given intestinal flora regulation therapy for six months, including clostridium butyricum capsule or bacillus coagulans tablet. The peripheral lymphocyte subsets of these participants were assessed by flow cytometry. Methane hydrogen breath test as well as cytokines were measured in all patients before and after treatment. Mann-Whitney U test was applied for the lymphocyte status between USpA patients and HC and Wilcoxon test for the comparison before and after treatment. The results of methane hydrogen breath were counted by the Chi-Square test. All P-values reported herein are two-tailed and P-value<0.05 was taken as statistically significant.Results:Compared with HC, patients with USpA had a lower numbers of T cells (P=0.001), NK cells (P=0.026), CD8+T cells (P=0.046) and Treg cells (P<0.05) but higher ratios of Th17/Tregs (P=0.001), indicating a disturbance of immune microenvironment (Figure 1). After given therapy, T cells (P=0.003), B cells (P=0.018), NK cells (P=0.003), CD8+T cells (P=0.001) and Treg cells (P=0.009) were distinctly increased while the ratio of Th17/Treg decreased (P=0.046), suggesting a rebalance of immune systems (Figure 2a-c). Moreover, there were increase in the level of IL-6 (P<0.001), IL-17 (P=0.029) and TNF-α (P=0.003) as well as decrease in IL-10 (P=0.045) and IFN-γ (P=0.001) (Figure 2d). Further, the positive rate of intestinal bacterial overgrowth decreased significantly after regulation (P=0.029) (Figure 2e).Conclusion:Imbalance of immune environment is closely related to the incidence of undifferentiated spondyloarthrosis. The regulation of intestinal flora restores the balance and improve the growth of bacteria in the small intestine simultaneously. Therefore it is essential to focus on the alteration of intestinal flora to prevent the outbreak of inflammation and disease progression.References:[1]Cruzat V, Cuchacovich R, Espinoza LR. Undifferentiated spondyloarthritis: recent clinical and therapeutic advances. Curr Rheumatol Rep 2010;12(5):311-7. doi: 10.1007/s11926-010-0115-0 [published Online First: 2010/07/16].[2]Deodhar A, Miossec P, Baraliakos X. Is undifferentiated spondyloarthritis a discrete entity? A debate. Autoimmun Rev 2018;17(1):29-32. doi: 10.1016/j.autrev.2017.11.006 [published Online First: 2017/11/08].[3]Sheth T, Pitchumoni CS, Das KM. Management of Musculoskeletal Manifestations in Inflammatory Bowel Disease. Gastroenterol Res Pract 2015;2015:387891. doi: 10.1155/2015/387891 [published Online First: 2015/07/15].[4]Fragoulis GE, Liava C, Daoussis D, et al. Inflammatory bowel diseases and spondyloarthropathies: From pathogenesis to treatment. World J Gastroenterol 2019;25(18):2162-76. doi: 10.3748/wjg.v25.i18.2162 [published Online First: 2019/05/31].Acknowledgements:This project was supported by National Science Foundation of China (82001740), Open Fund from the Key Laboratory of Cellular Physiology (Shanxi Medical University) (KLCP2019) and Innovation Plan for Postgraduate Education in Shanxi Province (2020BY078).Disclosure of Interests:None declared

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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. New York: The Guilford Press. Bellman, M., & Byrne, O. (2013). Developmental assessment of children, (January), 4–9. https://doi.org/10.1136/bmj.e8687 Blessing, O. O., & Olufunke, B. T. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78–84. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Bricker, D., & Squires, J. (1999). Ages and stages questionnaires: A parent completed, child-monitoring system (2nd editio). Baltimore, MD: Brookes Publishing. Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Plume. Buzan, T. (1974). Use Your Head. Innovative Learning and Thinking Techniques to Fulfil Your Mental Potential. BBC books. Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore Medical Journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016 DIKMAS, D. (2015). Pedoman Penilaian Hasil Pembelajaran. Jakarta, Indonesia. Feeney, S. D. C., & Moravcik, E. (2006). Who Am I in The Live Of Children. New Jersey: Pearson Merill Prentice Hall. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goel, P. S., & N. Singh. (1998). Creativity and innovation in durable product development. Computers & Industrial Engineering, 35(1–2), 5–8. https://doi.org/http://dx.doi.org/10.1016/S0360- 8352(98)00006-0 Hartati, S. (2012). Tingkat Pengetahuan Guru TK tentang Asesmen Perkembangan Anak Usia Dini di TK Kelurahan Rawamangun, DKI Jakarta. Jakarta. Indonesia, D. P. dan K. Menteri Pendidikan dan Kebudayaan, Pub. L. No. No. 146 (2014). Indonesia. Jensen, E. (2008). Brain-Based Learning. Pembelajaran Berbasis Kemampuan Otak. Yogyakarta: Pustaka Pelajar. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., … Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally Approriate Curriculum, Best Practice In Early Childhood Education. New Jersey: Pearson Education Inc. Lienhard, D. A. (n.d.). Roger Sperry ? s Split Brain Experiments ( 1959 ? 1968 ). The Embryo Project Encyclopedia. Meisels, S. J. (2001). Fusing assessment and intervention: Changing parents’ and providers’ views of young children. ZERO TO THREE, 4–10. NAEYC. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation. Riswanto, & Putra, P. P. (2012). The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu , Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68. Sandy, M. G. (1992). Pice of Mind. Jakarta: Gramedia Pustaka Utama. Slentz, K. L. (2008). A Guide to Assessment in Early Childhood. Washington: Washington State. Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Thomas, H. S. (2007). Today’s topics on creativity engineering system division. Massachusetts. Thornton, S. (2008). Understanding Human Development. New York: Palgrave, Macmillan. Windura, S. (2013). Mind Map Langkah Demi Langkah. Jakarta: Elex Media Computindo. Wortham, S. C. (2005). Assesment in Early Childhood Education. NewJersey: Pearson. Wycoff, J. (1991). Mindmapping: Your Personal Guide to Exploring Creativity and Problem-Solving. Berkley; Reissue edition. Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 76, 619–662.

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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A new fluorimetric and colorimetric dual-mode probe, 4-bromo-2-(hydrazonomethyl) phenol (BHP) has been synthesized and successfully utilized for the recognition of Cd2+/F‒ ions in DMSO/H2O (9:1, v/v) system. The probe displays dual channel of detection via fluorescence enhancement and colorimetric changes upon binding with F‒ and Cd2+ ions respectively. The Job’s plot analysis, ESI-MS studies, Density Functional Theoretical (DFT) calculations, 1H NMR and 19F NMR titration results were confirmed and highly supported the 1:1 binding stoichiometry of the probe was complexed with Cd2+/F‒ ions. Furthermore, intracellular detection of F‒ ions in HeLa cells and fluorescence imaging analysis in Zebrafish embryos results of the probe BHP might be used to reveal their potential applications in a biological living system. Introduction The quantification and detection of toxic metal ions in diverse fields have fascinated more attention in recent years due to their prominent and significant roles in clinical diagnosis and ecological system.1–6 Besides metal ions, anions also play an exclusive role in a variety of chemical and biological processes.7–12 In earlier, analytical methods for the detection of cations/anions has required highly sophisticated and expensive instruments such as atomic absorption spectrometry, inductively coupled plasma mass spectrometry, ion sensitive electrodes, and gas and ion chromatography. Amid, fluorescent techniques have more expedient in terms of rapidness, excellent sensitivity and selectivity, low cost, easy and feasible detection. In addition, optical detection mode analysis is a more appropriate method because of their potential features such as easy handling, real-time analysis and different signal output modes.13–16 Besides, colorimetric assays are more feasible and potent tool as they provide a simple visible authentication for analyte detection in the absence of instruments and tedious techniques. In this perspective, the recent research area has been mainly focused to design the novel multi-functional fluorometric and colorimetric sensors for the detection of ions in the different environments. Cadmium (Cd2+) is one of the important hazardous heavy transition metal ions17 in the environment due its carcinogenic nature. The higher accumulation of Cd2+ ion and inhalation of Cd-dust prompts more awful health issues in human like cancer, cardiovascular diseases, kidneys and liver damage.18 Furthermore, the Cd2+ ion has more advantages in several industries such as pigments in plastics, electroplating and batteries, etc. On the other hand, fluoride ions play an ample role in dental health and in the treatment of osteoporosis.19–22 The excess of fluoride ingestion prompted severe disease in human health like gastric and kidney problems.23 In some remote areas, the high level contamination of fluoride ions in drinking water triggered bone disease such as fluorosis.24–31 Thus, to develop and synthesize novel multifunctional probe for the detection and quantification of both cations and anions is a highly anticipated and imperative task. Scheme 1. Synthesis of probe BHP Herein, we have fabricated and synthesized a novel chromogenic and fluorogenic assay based on bromo substituted salicylhydrazone moiety for the colorimetric and fluorometric detection of F‒ ions and colorimetric detection of Cd2+ ions in DMSO/H2O (9:1, v/v) system. The UV-visible and fluorescence spectral analysis of BHP with Cd2+/F‒ ions exposed an outstanding ratiometric absorbance and colorimetric responses towards F‒ ions and also showed a visible colorimetric response towards Cd2+ ions. The fluorescence enhancement of BHP with F‒ ion was highly evaluated by DFT calculations. As well, the cell viability experimental results of BHP can be used for the detection of F‒ ions in both HeLa cells and Zebrafish embryos via high content analysis system. Experimental Methods 2.1 Materials All the chemicals used in the present study were in the analytical reagent grade and solvents used were of HPLC grade. Reagents were used as such received without any further purification. Metal ions such as K+, Na+, Ca2+, Mg2+, Fe2+, Fe3+, Ag+, Zn2+, Mn2+, Cu2+, Co2+, Ni2+, Cd2+, Al3+, Cr3+, Pb2+ and Hg2+ were purchased from Merck and S.D. Fine chemicals. The anions of Cl-, Br-, I-, SCN-, CN-, H2PO4-, HSO4-, NO3-, AcO- and F- were purchased as their tetrabutylammonium salts from Sigma–Aldrich Pvt. Ltd. Absorption measurements were performed on JASCO V-630 spectrophotometer in 1 cm path length quartz cuvette with a volume of 2 mL at room temperature. Fluorescence measurements were made on a JASCO and F- 4500 Hitachi Spectrofluorimeter with excitation slit set at 5.0 nm band pass and emission at 5.0 nm band pass in 1 cm ×1 cm quartz cell. 1H and 13C NMR spectra were obtained on a Bruker 300 MHz NMR instrument with TMS as internal reference using DMSO-d6 as solvent. Standard Bruker software was used throughout. 19F NMR spectra were recorded at 293K on BRUKER 400 MHz FT-NMR spectrometers using DMSO-d6 as solvent. ElectroSpray Ionisation Mass Spectrometry (ESI-MS) analysis was performed in the positive/negative ion mode on a liquid chromatography-ion trap mass spectrometer (LCQ Fleet, Thermo Fisher Instruments Limited, US). Fluorescence microscopic imaging measurements were determined using Operetta High Content Imaging System (PerkinElmer, US) 2.2. Synthesis of (E)-4-bromo-2-(hydrazonomethyl) phenol, BHP An absolute alcoholic solution (50 ml) of 5-bromosalicylaldehyde (0.5gm, 2.49 mmol) was refluxed under hydrazine hydrate (in excess) for 5 hr and the pale yellow color solid product was collected after recrystallized with ethanol and ethyl acetate mixture (yield, 95 %). 1H NMR (300 MHz, DMSO-d6) δ (ppm): 8.92 (s, 1H), 11.89 (s, 1H), 7.53 (d, J = 8.7 Hz, 1H), 6.94 (d, J = 5.8 Hz, 1H); 13C NMR (75 MHz, DMSO-d6) δ (ppm): 161.36, 158.51, 135.84, 131.82, 120.86, 119.69, 106.72. 2.3 Photophysical analysis of BHP The optical mode analysis of BHP towards various cations/anions in DMSO/H2O (9:1, v/v) system was carried out by using absorbance and fluorescence spectroscopy. UV-visible and fluorescence analysis of BHP with cations were gauged by using their corresponding acetate salts of metal ions. Tetrabutylammonium salts of competing anions were used for the anionic sensing analysis. 2.4 Computational Studies The optimized geometrical and ground state energy level calculations of BHP were obtained by Density functional theoretical (DFT) calculations were executed using Gaussian 09 program 32 with the 6-311G basis set. The optimized geometries and the fluorescence enhancement of probe BHP complexed with Cd2+/F- ions were attained by DFT-B3LYP level theory using 6-311G and LANL2DZ basis sets. 2.5 Cytotoxicity studies HeLa cell lines were procured from the National Center for Cell Science (NCCS), Pune, India. Cell lines are kept in the Dulbecco's Modified Eagle's medium (DMEM) supplemented with 10% fetal bovine serum (FBS), 1% antimycotic and antibiotic solution was used in this study. The cells were kept in an incubator at 25 °C with humidified atmosphere comprising 5% of CO2 and 95% of air. HeLa cells were loaded over the wells of 96 well-culture plates with a density of 1 x 104 cells/well. After 48 h of incubation, previous DMEM medium was exchanged with new medium and BHP (dissolved in DMSO) was added in the range of 0-200 µM to all the wells and further incubated over 3h. Cytotoxicity of BHP was measured by using MTT [3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide] assay. After incubation of HeLa cells with BHP, the medium was detached. Further, 100 μl of DMSO was added and the resulting formazan crystals were dissolved in DMSO. The cell viability was determined by measuring the absorbance of each well at 540-660 nm (formation of formazan) using a microplate reader. 2.6 In vivo fluorescence analysis in Zebrafish embryos The fluorescence imaging analysis was performed in four days old embryos. The embryos were seeded over F- ion alone for 2 h in the E3 medium. The E3 medium was prepared by dissolving 5.0 mM NaCl, 0.17mM KCl, 0.33mM CaCl2, 0.33mM MgSO4 ingredients in H2O (2L) and the pH 7.2 was adjusted by adding NaOH. The embryos were thoroughly washed with E3 medium. Successively, incubated embryos were sowed over 25 mM of BHP (in DMSO) solution for 3h. Further, embryos were washed again with E3 medium and fixed in 10% methyl cellulose solution for the good oriented images. The fluorescent images of BHP-F- were logged using high content screening microscopy. (Excitation wavelength of 482 nm and emission wavelength range of 500-700 nm). Results and discussion The probe, (E)-4-bromo-2-(hydrazonomethyl) phenol (BHP) has been synthesized by one step condensation between hydrazine and 5-bromosalicylaldehyde in ethanol (yield, 95 %) as shown in Scheme 1. The structure of the probe BHP was confirmed via 1H, 13C NMR analysis (Figure S1-S2, See ESI) 3.1. UV–vis spectral analysis of cations with BHP To investigate the cation sensing events of BHP towards different cations in DMSO/H2O (9:1, v/v) system by using UV-vis and fluorescence titration experiments. Initially, free probe BHP exhibited an absorption band at 367 nm and further addition of mono, di and trivalent cations such as Li+, K+, Ag+, Mn2+, Co2+, Ni2+, Cu2+, Zn2+, Fe2+, Hg2+, Na+, Mg2+, Ca2+, Pb2+, Fe3+ and Cr3+ exhibited tiny changes in absorption spectr due to their weak interaction towards BHP except Cd2+ ion as shown in Figure 1. Interestingly, upon titrated with Cd2+ ion, a new absorption band appeared at 470 nm due to the highly resonance induced charge transfer ability of bromo substituted salicyl moiety while the solution turns into dark yellow color from pale yellow. Increasing addition of Cd2+ ion results gradual reduction of both higher and lower energy bands at 367 nm and 470 nm respectively as depicted in Figure 2. Figure 1. UV-vis spectra of BHP (10 µM) with different cations (5 × 10-3 M) in DMSO/H2O (9: 1, v/v) system. Figure 2. UV-vis spectra of BHP (10 µM) with Cd2+ (0 – 100 µM) in DMSO/H2O (9: 1, v/v) system Besides, fluorescence response of probe BHP towards various cations such as Li+, K+, Ag+, Mn2+, Co2+, Ni2+, Cu2+, Zn2+, Fe2+, Hg2+, Na+, Mg2+, Ca2+, Pb2+, Fe3+ and Cr3+ including Cd2+ ion have been inspected in DMSO/H2O (9:1, v/v) system. Initially, the probe BHP displayed low intensed fluorescence band in free state. Addition of other commonly coexistent metal ions including Cd2+ ions exhibited trivial changes in fluorescence spectra. From these results, it is concluded that the probe BHP could serve as an excellent colorimetric assay for the detection of Cd2+ ions. 3.2. The sensing analysis of BHP towards anions Moreover, the anion binding attraction of BHP towards anions have been investigated in DMSO/H2O (9:1, v/v) system via both UV-visible and fluorescence spectral techniques. Initially the probe BHP showed the absorption band at 367 nm. Upon titrated with other anions such as Cl‒, Br‒, I‒, NO3‒, AcO‒, HSO4‒, H2PO4‒ and CN‒ were failed to alter the absorbance of the probe BHP except F‒ ions as shown in Figure 3a. Moreover, the incremental addition of F‒ ions (0-50 µM), the higher energy band at 367 nm was decreased along with the increment in new absorption band at 482 nm results an excellent ratiometric response. The new low energy band observed at 482 nm due to the deprotonation of–OH group present in salicyl moiety initiated by hydrogen bonding [Figure 3b]. At that affair, the solution turns into orange color from pale yellow and it was simply discerned by naked eye [Figure 4]. Besides, under identical condition, the fluorescence titration experiment of BHP was carried out in the presence of different anions. Interestingly, the probe BHP displayed low intensed fluorescence band at 601 nm and the other competing anions were failed to affect the fluorescence intensity except F‒ ions as shown in [Figure 5a]. Further, the incremental addition of F‒ ions triggers the enhancement in intensity results an excellent “turn on” fluorescence response due to the deprotonation and the inhibition of charge transfer state stimulated by resonance around the moiety [Figure 5b]. 3.3. Competitive experiments To gauge the selectivity and recognizing ability of BHP, competitive analysis was performed in the presence of varying concentration of F‒ ion (0-50 µM). Initially, the probe was treated with 5 × 10-3 M of different anions such as, CN-, I-, Br-, Cl-, NO2-, CH3COO-, H2PO4- and HSO4-. The other common competing anions were failed to bind with the probe BHP except F- ion [Figure 6 (a) and (b)]. From these observations, it is ensured that BHP could act as an excellent selective and sensitve chromogenic receptor for F- ions in real time monitoring and different biological applications. Figure 3 (a): UV-vis spectra of BHP with 5 × 10-3 M of other anions in DMSO/H2O (9: 1 v/v) system. (b) UV-visible spectra of BHP (5 µM) with F‒ (0-50 µM) in DMSO/H2O (9: 1 v/v) system. Figure 4. Naked eye detection of F‒ ions with BHP under visible light (top) and UV-lamp (bottom) and BHP with Cd2+ visible light only (bottom). Figure 5 (a): Fluorescence spectra of BHP (5µM) with 5 × 10-3 M of other anions in DMSO/H2O (9: 1, v/v) system. Excitation at 482 nm. Slit width is 5 nm. (b) Fluorescence spectra of BHP (5µM) with F‒ (0-50 µM) in DMSO/H2O (9: 1, v/v) system. Excitation at 482 nm. Slit width is 5 nm. Figure 6 (a): Selectivity analysis of F‒ ion with BHP in the presence of competing anions. Excitation at 480 nm, Slit width = 5 nm. (b) The blue bars represent the change of the fluorescence intensity of BHP with the consequent addition of other anions. The pink bars represent the addition of the competing anions to BHP. Excitation at 480 nm, Slit width = 5 nm. 3.4. Job’s plot analysis and calculation of binding constant of BHP for Cd2+/F‒ ions Furthermore, the Job’s plot [Figure 7(a) and (b)] analysis based on UV-visible and fluorescence titration experiments results confirmed the 1:1 binding stoichiometry of BHP with both Cd2+/F‒ ions respectively. To further support the binding stoichiometry of BHP with Cd2+/F‒ions, ESI-MS spectral analysis were performed. The ESI-MS spectral analysis of BHP-Cd2+/BHP-F‒ disclosed peaks at 327.45/258.28 corresponds to [BHP+Cd2++Na+]/[BHP+F‒+H++Na+] respectively (Figure S3-S4, See ESI). Furthermore, the 1:1 binding stoichiometry of BHP with F− ions was confirmed via 1H NMR titration profile (Figure 8) and 19F NMR. The deprotonation of ‒OH group present in the salicyl moiety was initiated by hydrogen bonding and the plausible binding mode of BHP with Cd2+ and F‒ ion is shown in Scheme 2. Further, the absorbance and fluorescence intensity changes of Cd2+ ions (A472 nm) and F‒ ions (A482 nm, I603 nm) were plotted against [Cd2+] and [F‒] respectively provided a good linear relationship between both BHP and Cd2+/F‒ ions (Figure S5, S6 and S7, See ESI). From absorbance and fluorescence titration profile, the binding constant values of BHP for Cd2+/F‒ ions were calculated using modified Benesi-Hildebrand method ions (Figure S8, S9 and S10, See ESI). The binding constant values of BHP with Cd2+ ions were found to be 4.26 ×10-4 M from UV-visible titration profile. Similarly, the binding constant values of BHP with F‒ ions were estimated to be 6.03 ×10-3 M / and 3.01 × 10-4 M from UV-visible and fluorescence titration profile respectively. The detection limits (LOD) of F‒ were calculated to be 0.05 nM respectively. Moreover, the LOD values of BHP signifies that the probe might be utilized for the quantitative determination of F‒ ions in environment and real system. Figure 7 (a) Job’s plot for BHP with F‒ ion. (b) Job’s plot for BHP with Cd2+ ion Scheme 2. Binding mode of BHP with Cd2+/F‒ ions 3.5. 1H NMR titrations of BHP with F- ions In addition, to confirm and highly supported the 1:1 binding stoichiometry of probe with F- ions, 1H NMR titrations was performed. Upon addition of F- ion (0.5 equiv), the proton signal corresponds to phenolic –OH group at 11.14 ppm was gradually decreased. Further, addition of 1 equiv. of F- ions to BHP showed the complete disappearance of –OH proton signal as depicted in Figure 8. Moreover, the binding stoichiometric ratio of F- ion with BHP was further supported by 19F NMR experiment. The (H2F)- signal appeared at -124.33 ppm (Figure S11-S12, See ESI) confirms the deprotonation process arose from phenolic –OH proton. Figure 8 1H NMR titration of BHP with F- (0-1equiv) in DMSO-d6 3.6. DFT calculations of BHP with Cd2+/F- ion To recognize the fluorescence enhancement of probe BHP after complexation with F-, DFT calculations were accomplished. The optimized structures of BHP, BHP-Cd2+ and BHP-F- were obtained using DFT/B3LYP-6-311G and B3LYP/LanL2DZ basis sets respectively. The frontier molecular orbital diagram obtained from optimized structure of BHP is presented in Figure 9. Upon binding with Cd2+ ion, the hom*o and LUMO are delocalized over the entire salicyl unit and their energy gap was reduced. It is noteworthy that inhibition of charge transfer in probe BHP renders the reduction of absorbance at 367 nm and 470 nm. Moreover, Complexation of F- ion to the probe BHP leads to lowering of hom*o-LUMO energy gap. In the presence of F-, hom*o and LUMO are distributed over the whole molecule of BHP. From these results, the F- ion was efficiently binded and complexed with BHP than Cd2+ ion. Figure 9. Frontier molecular orbital diagram of BHP, BHP-Cd2+and BHP-F‒ 3.7. Live cell Imaging analysis of BHP in HeLa cells / Zebrafish embryos The cell viability or cytotoxicity analysis of BHP (0–200 µM) against Human HeLa cells were performed using MTT assay. In 100 µM of BHP, cell viability was obtained as too high as 98%. (Figure S13, See ESI). Hence, the probe was sucessfully used for live cell imaging analysis of F- ions in Figure 10. Live cell fluorescence imaging analysis of BHP in HeLa cells. (a) Bright field images of HeLa cells incubated with BHP (25 µM) for 3h (b) Fluorescence merged images of HeLa cells incubated with BHP (25 µM) (c) Fluorescence image of HeLa cells incubated with BHP (25 µM) alone (d) Fluorescence image of HeLa cells incubated with BHP (25 µM) and 25 µM of F‒ ions for 1 h HeLa cells. Further, the HeLa cells were pre-treated with 25 µM of BHP alone for 3 h. Then HeLa cells were seaded with 25 µM of F- ions for 1h. In the absence of F- ions, the probe BHP exposed a weak yellow fluorescence. However, addition of F- ions to the probe BHP induced a bright orange fluorescence (Figure 10). These results endorsed that the probe BHP can be successfully utilized for the intracellular fluorescence imaging analysis of F- ions in HeLa cells. Besides, the exceptional cell viability output of BHP has been further explored in four days Zebrafish embryos. Zebrafish has positioned as a well-known vertebrate model in numerous biological applications. From this perspective, we have utilized also zebrafish embryos as a living animal model to expose the excellent imaging potential of BHP for the detection of F‒ ion in the biological environment (Figure 11) . Figure 11. Fluorescence imaging analysis of F‒ ion in 4 days old Zebrafish embryos developed with BHP and various concentrations of F‒ ion (a) bright field images of BHP (25 µM) alone, (b) fluorescence merged images of BHP and F- ion (25 µM) (c) fluorescence image of BHP (25 µM) alone (d) 25 µM of F‒ ion for 2 h continuously incubated with BHP (25 µM) for 3 h. 3.8. Evaluation of BHP with previous reports The probe BHP has valid and multi features such as single step synthesis, dual-mode recognition, turn-on fluorescence response and colorimetric change. The probe BHP displayed unique sensing property among other dual sensors. Table S1 compares the sensing performance of BHP with recently reported F‒ receptors. Amid, BHP exhibits too low limit of detection when compared with other previously reported chemoreceptors cited in table S1. Also, the limit of detection of BHP is within the range of recommended limits set by both EPA and WHO for F‒ Ions. Moreover, the fluorescence imaging experiments inferred that the probe BHP can be utilized as potential tool for mapping F‒ ion distribution in HeLa cells and Zebrafish embryos. Conclusions We have designed and synthesized a new chromogenic and fluorogenic probe based on salicylhydrazone derivative for the selective and sensitive detection of both Cd2+/F- ions by colorimetrically and fluorimetrically respectively. As per our knowledge, it is a novel simple hydrazone receptor for sensing carcinogenic heavy metal Cd2+ via colorimetric method and biologically significant F‒ ion by both colorimetric and fluorimetric methods. The binding constant value of Cd2+ ion was found to be 4.26×10-4 M by UV-visible method where as 6.03×10-3 and 3.01×10-4 M for F- ion by both UV-visible and fluorescence methods respectively. The limit of detection was found to be 0.05 nM for F- ion. The excellent biological potential of BHP has been successfully utilized for the detection of F- ions in Zebrafish embryos and human HeLa cells. Acknowledgments The authors acknowledge the financial support from the Council of Scientific and Industrial Research, Extramural Research, New Delhi, India (Grant No. 01(2901)17/EMR-II. The Department of Science and Technology, SERB, Extramural Major Research Project (Grant No. EMR/2015/000969), Department of Science and Technology, CERI, New Delhi, India (Grant No. DST/TM/CERI/C130(G) and we acknowledge the DST-FIST, DST-PURSE,DST-IRPHA, UPE programme and UGC-NRCBS, SBS, MKU for providing instrumentation facilities. References Jäkle, F. Chem. Rev. 2010, 110, 3985. 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SynopsisStability and asymptotic stability of the null solution of the differential-difference equation (E)x′(t) = f(x(t), x(t − r)), f: RNxRN → RN, f(0, 0) = 0, are studied by means of an extension of the Liapunov–Razumikhin method. Let V: RN → R be a differentiate map, let C = C(+ −r, 0=, RN), and let x(t, ψ) denote the solution of (E) with initial condition ψ in C at t = 0. For t ≧ 0 let xt(ψ) be defined by xt,(ψ)(θ) = x(t + θ, ψ), −r ≦θ ≦0. Let V′ (ψ) be the variation of V along the solution x(t, ψ). We say that V is dichotomic with respect to (E) if there exist T ≧0 and Ω, a neighbourhood of the origin in C, such that if ψ is in the closure of the set where V′ (xT(ψ)) >; 0, then V(x(T, ψ)) ≦ V(x(s, ψ)) for some s, −r ≦ sT. It is proved that if V is positive definite, continuously differentiable, and dichotomic, then the null solution of (E) is stable. A concept of strict dichotomic map is introduced and used to prove asymptotic stability. A number of examples are given to illustrate the applications of the method.

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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. 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TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. 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Let T be a triangle. P be a parallelogram, E be an ellipse, A, B be concentric circles, C, D be concentric dartboard regions, R, S be rectangles of the same orientation, U, V be two finite unions and/or differences of convex regions in the Euclidean plane. Given a function f on [0,∞), let E[/(r), U, V] denote the mean value of f(|u–v|), where |u–v| is the distance between u∊U and v∊V. Using Borel’s overlap technique, a specific distance weight function and a specific equivalence relation, we obtain formulae expressing E[f(r), U, V] in terms of triple integrals, expressing E(rn, U, V), E[f(r), A, V] and E[f(r), R, V] in terms of double integrals, expressing E[f(r), A, B], E[f(r), R, S], E[f(r), T, T], E[f(r), P, P], E(rn, C, D) and E(rn, R, V) in terms of single integrals, and expressing E(rn, R, S), E(rn, P, P), E(rn, T, T), E(rn, E, E) in terms of elementary functions, where n is an integer ≧−1. Many other related results are also given.

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LetTbe a triangle.Pbe a parallelogram,Ebe an ellipse,A,Bbe concentric circles,C,Dbe concentric dartboard regions,R,Sbe rectangles of the same orientation,U, Vbe two finite unions and/or differences of convex regions in the Euclidean plane. Given a functionfon [0,∞), letE[/(r),U,V] denote the mean value off(|u–v|), where |u–v| is the distance betweenu∊Uandv∊V. Using Borel’s overlap technique, a specific distance weight function and a specific equivalence relation, we obtain formulae expressingE[f(r),U,V] in terms of triple integrals, expressingE(rn,U,V),E[f(r),A,V] andE[f(r),R,V] in terms of double integrals, expressingE[f(r),A,B],E[f(r),R,S], E[f(r),T,T],E[f(r),P,P],E(rn,C,D)andE(rn,R,V) in terms of single integrals, and expressingE(rn,R,S),E(rn,P,P),E(rn,T,T),E(rn,E,E) in terms of elementary functions, wherenis an integer ≧−1. Many other related results are also given.

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This paper presents results of research on the insertion of Digital Technologies in the Mathematics classes in the final years of Elementary School, in the Board of Education of São José do Rio Preto. For this purpose, we initially introduced the Project "Mapping of the use of information technologies in Mathematics classes in the state of São Paulo", to which these researches are linked. Subsequently, we dialogued with part of the pertinent literature about Digital Technologies in Mathematics classes, as well as with the continuing formation of teachers for the use of these technologies. Then we present the mosaic built from the researches in Board of Education, developed from the qualitative methodological paradigm. The results show the need for continuous formation of teachers, in addition to continuing formation, the role of management as essential for Digital Technologies to enter classrooms, as well as the difficulty of teachers in developing activities with Digital Technologies. Finally, we argue about the importance of being carried out and portrayed studies of this nature, to generate discussions and reflections about technologies present in schools and in Mathematics classes in Basic Education.Resumo Este artigo apresenta resultados de pesquisas acerca da inserção das Tecnologias Digitais nas aulas de Matemática dos anos finais do Ensino Fundamental, na Diretoria de Ensino de São José do Rio Preto. Para tanto, inicialmente apresentamos o projeto “Mapeamento do uso de tecnologias da informação nas aulas de Matemática no estado de São Paulo”, ao qual essas pesquisas estão vinculadas. Posteriormente, dialogamos com parte da literatura pertinente sobre Tecnologias Digitais nas aulas de Matemática, bem como com a formação continuada dos professores para o uso destas. Em seguida, apresentamos o mosaico construído a partir das pesquisas na Diretoria de Ensino, desenvolvido a partir do paradigma metodológico qualitativo. Os resultados evidenciam a necessidade de formação contínua, para além da continuada, dos professores, o papel da gestão como fundamental para que as Tecnologias Digitais adentrem as salas aula, assim como a dificuldade dos docentes na elaboração de atividades com Tecnologias Digitais. Por fim, argumentamos sobre a importância de serem realizados e retratados estudos desta natureza, para gerar discussões e reflexões acerca das tecnologias presentes nas escolas e nas aulas de Matemática na Educação Básica.Palavras-chave: Anos finais do ensino fundamental, Educação matemática, Educação básica, Formação de professores.Keywords: Final years of elementary school, Mathematics education, Basic education, Formation of teachers.ReferencesALMEIDA NETO, A. S.; CIAMPI, H. A História a ser Ensinada em São Paulo. Educação em Revista. Belo Horizonte, v. 31, n. 01, p. 195-221, 2015.ALONSO, M. A. Formação de gestores escolares: um campo de pesquisa a ser explorado. In: ALMEIDA, M. E. B. de; ALONSO, M. Tecnologias na formação e na gestão escolar. São Paulo: Editora Avercamp, 2007, p. 21-34. 136 p.ANDRADE, P. F.; ZAMPIERI, M. T.; JAVARONI, S. L. O Computador e a Prática Pedagógica: Os Laboratórios de Informática das Escolas Estaduais Públicas de Bauru. 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S. S. (Org.). Tecnologias Digitais e Educação Matemática. 1. ed. São Paulo: Editora Livraria da Física, 2013, v. 1, p. 13-37.CHINELLATO, T. G. O uso do computador em escolas públicas estaduais da cidade de Limeira/SP. 2014. 104 f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2014.CRECCI, V. M.; FIORENTINI, D. Gestão do Currículo de Matemática sob Diferentes Profissionalidades. Bolema: Boletim de Educação Matemática (Online), Rio Claro (SP), v. 28, n. 49, p. 601-620, ago. 2014.DINIZ, L. N.; BORBA, M. C. Leitura e interpretação de dados prontos em um ambiente de Modelagem e Tecnologias Digitais: o mosaico em Movimento. Bolema: Boletim de Educação Matemática (Online), v. 26, n. 43, p. 163-190. Ago. 2012.FARIA, R. W. S. C. Raciocínio Proporcional: integrando aritmética, geometria e álgebra com GeoGebra. 2016. 278f. 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In this paper, we study the following quasilinear chemotaxis model with signal-dependent motility: n t = Δ( γ( c) n m); c t = d cΔ c − c + v; v t = d vΔ v − v + n, x ∈ Ω, t > 0, [Formula: see text], x ∈ ∂Ω, t > 0, n( x, 0) = n0( x), c( x, 0) = c0( x), v( x, 0) = v0( x), x ∈ Ω, t > 0, where γ( c) = c− r. We show that the above system admits at least one global weak solution.