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In this work, two industrial dual-step pressure swing adsorption (PSA) processes were designed and simulated to obtain high-purity methane, CO2, and syngas from a gas effluent of a CO2 electroreduction reactor using different design configurations. Among the set of zeolites that was investigated using Monte Carlo and molecular dynamics simulations, NaX and MFI were the ones selected. The dual-PSA process for case study 1 is only capable of achieving a 90.5% methane purity with a 95.2% recovery. As for case study 2, methane is obtained with a 97.5% purity and 95.3% recovery. Both case studies can produce CO2 with high purity and recovery (>97 and 95%, respectively) and syngas with a H2/CO ratio above 4. Although case study 2 allows methane to be used as domestic gas, a much higher value for its energy consumption is observed compared to case study 1 (64.9 vs 29.8 W h molCH4-1).

In July 2020, the European Commission's High-Level Expert Group on AI (HLEG-AI) published the Assessment List for Trustworthy Artificial Intelligence (ALTAI) tool, enabling organizations to perform self-assessments of the fit of their AI systems and surrounding governance to the “7 Principles for Trustworthy AI.” Prior research on ALTAI has focused primarily on specific application areas, but there has yet to be a comprehensive analysis and broader recommendations aimed at proto-regulators and industry practitioners. This paper therefore starts with an overview of this tool, including an assessment of its strengths and limitations. The authors then consider the success by which the ALTAI tool is likely to be of utility to industry in improving understanding of the risks inherent in AI systems and best practices to mitigate such risks. It is highlighted how research and practices from fields such as Environmental Sustainability, Social Justice, and Corporate Governance (ESG) can be of benefit for addressing similar challenges in ethical AI development and deployment. Also explored is the extent to which the tool is likely to be successful in being taken up by industry, considering various factors pertaining to its likely adoption. Finally, the authors also propose recommendations applicable internationally to similar bodies to the HLEG-AI regarding the gaps needing to be addressed between high-level principles and practical support for those on the front-line developing or commercializing AI tools. In all, this work provides a comprehensive analysis of the ALTAI tool, as well as recommendations to relevant stakeholders, with the broader aim of promoting more widespread adoption of such a tool in industry.

The indigenous fruit

Breast cancer is a leading cause of death in women worldwide and yet its pathophysiology is poorly understood. Although single-cell studies have highlighted the contribution of membrane depolarisation to the proliferation of breast cancer, dynamic signalling at a network level has not been extensively researched. It is urgent therefore to decode the intercellular signalling patterns linked to metastasis, particularly at a cell cohort level. This paper introduces a novel strategy for conducting such recordings on highly metastatic MDA-MB-231 cells, via an ultra-low noise biosensor based on a large electrode area which maximises the Helmholtz double-layer capacitance. The extracellular sensitivity of our biosensor allows, for the first time, the detection of pA level Random Telegraph Signal (RTS) noise superimposed with an omnipresent 1/f noise. The RTS noise is validated and modelled using a Markov chain. The analysis of slow cooperative potentials across the large area electrode suggests the involvement of cohort calcium signalling, and the 1/f noise analysis suggests a strong contribution of resting membrane noise. Overall, this work shows the potential of the new recording platform and statistical analysis for better understanding and predicting the underlying signalling mechanisms of metastatic breast cancer cells. In future, this platform could highlight the effects of compounds, or drugs, on the underlying activity of cancer cell cohorts in a clinical setting.

The indigenous fruit Strychnos madagascariensis is usually processed to flour, called nfuma, being highly consumed during staple food shortage. This study aimed to evaluate the nutritional composition of nfuma and its nutrient adequacy. Flours from four districts of Mozambique were analyzed using AOAC methods for proximate composition, HPLC for sugar, amino acids (AA), vitamin E and carotenoids and ICP-MS and FAAS for minerals. The results showed that nfuma stands out for its high content of fat (26.3–27.8%), mainly oleic acid, fiber (>6%), vitamin E (6.7 to 8.0 mg/100 g) and carotenes (2.2 to 2.6 mg/100 g). The main amino acids of nfuma protein were Arg, Asp and Glu, and Lys was the limiting one. The mineral composition reveals K (~1200 to 1700 mg/100 g) as the main macromineral followed by Mg > Ca > Na. The main trace element was Mn (~4 mg/100 g) followed by Fe > Zn > Cu > Cr > Co. Aluminum (~3 mg/100 g) was the main non-essential element and Rb, Ni, Sr, Ba, V, Cd were also quantified. Assuming the daily consumption of 50 g, nfuma provides 82% of Vitamin A dietary reference value for toddlers, while the consumption of 100 g contributes to 132% and 60% of Mn and vitamin A DRV for adults, respectively. Despite the nutritional advantages of nfuma, this flour can be a source of Ni, highlighting the importance of the study of good practices in its preparation to decrease the exposure to non-essential elements.

In this paper we present a case study of the development of a technological framework to promote and enhance the self-management of a homeless people institution. This work has been developed by students of a bachelor's degree, included in the Inclusive School Project of the High School of Technology and Management of the Viana do Castelo Polytechnic Institute. This paper has two main contributions: the ICT tools adoption to the digital modernization of the society and the role academic community play in social responsibility. We present the solution architecture as well as the final prototype developed.

Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 29 de abril de 2019, Universidade dos Açores. O presente Relatório intitulado A Cultura Açoriana e a Educação para a Cidadania na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico surge da reflexão sobre as práticas pedagógicas desenvolvidas nas unidades curriculares de Estágio Pedagógico I e Estágio Pedagógico II. Estas são unidades curriculares que fazem parte do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, desenvolvido pela Faculdade de Ciências Sociais e Humanas, na Universidade dos Açores. Este documento tem como objetivos: transmitir as perceções e a importância que os pais/encarregados de educação atribuem à cultura açoriana no seu dia-dia; analisar de que forma a cultura açoriana está presente no contexto escolar e nos Currículos Nacional e Regional; promover, no contexto de sala de aula, o desenvolvimento de atividades que transmitam a importância da cultura açoriana e que contribuam para o desenvolvimento de comportamentos adequados de Cidadania; divulgar a cultura açoriana no contexto escolar; compreender como é que a cultura açoriana e a cidadania estão relacionadas e que valores de cidadania podem ser transmitidos através da cultura açoriana. O Relatório é composto por duas partes principais que se inter-relacionam e se complementem. A primeira parte refere-se ao enquadramento teórico do tema, onde é feita uma aprofundada revisão de literatura e onde se analisam perspetivas evolutivas dos conceitos de cultura e de cidadania ao longo dos tempos, onde se contextualiza a cultura açoriana e a açorianidade do povo açoriano, onde se analisa o que é ser cidadão açoriano e onde se analisa a presença da cultura e da cidadania no currículo e a forma como se pode educar para a cidadania pela cultura. A segunda parte deste Relatório apresenta a dimensão prática e reflexiva, onde se apresenta o estudo realizado sobre as perceções de pais e encarregados de educação de crianças e alunos do Pré-Escolar e do 1.º Ciclo do Ensino Básico; onde se faz uma descrição dos contextos de estágio e uma reflexão e análise crítica sobre toda a prática pedagógica desenvolvida e sobre esse estudo realizado. Por fim, é apresentado neste documento uma reflexão final sobre todo o trabalho desenvolvido e sobre a importância da cultura açoriana e da educação da cidadania para o desenvolvimento das crianças e dos alunos nestes níveis de ensino. ABSTRACT: This Report entitled The Azorean Culture and Education for Citizenship in Pre-School Education and the 1st Cycle of Basic Education arises from the reflection on the pedagogical practices developed in the curricular units of Pedagogical Stage I and Pedagogical Stage II. These are curricular units that are part of the syllabus of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, developed by the Faculty of Social and Human Science, at the University of the Azores. This document has as objectives: transmit the perceptions and importance that the parents / guardians of education attribute to the Azorean culture in their daily life; analyze how the Azorean culture is present in the school context and in the National and Regional Curricula; promote, in the context of the classroom, the development of activities that convey the importance of the Azorean culture and that contribute to the development of appropriate Citizenship behaviors; disseminate the Azorean culture in the school context; to understand how the Azorean culture and citizenship are related and that values of citizenship can be transmitted through the Azorean culture. The Report is composed of two main parts that interrelate and complement each other. The first part refers to the theoretical framework of the theme, where an in-depth review of the literature is carried out, analyzing evolutionary perspectives of the concepts of culture and citizenship throughout the ages, where the Azorean culture and the Azorean people's background are contextualized, where we analyze what it means to be an Azorean citizen and where we analyze the presence of culture and citizenship in the curriculum and how we can educate for citizenship through culture. The second part of this Report presents the practical and reflective dimension, which presents the study carried out on the perceptions of parents and guardians of children and students of Pre-School and the 1st Cycle of Basic Education; where a description of the stage contexts is made and where a reflection and critical analysis is made on all the pedagogical practice developed and on this study. Finally, this document presents a final reflection on all the work developed and on the importance of the Azorean culture and citizenship education for the development of children and students at these levels of education.

Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 18 de fevereiro de 2020. O presente relatório de estágio reflete sobre o processo de formação nas práticas pedagógicas desenvolvidas nas unidades curriculares de Estágio Pedagógico I e II, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º. Ciclo do Ensino Básico. Durante o nosso estágio propusemo-nos aprofundar o tema Aprender a Ser através do Jogo, fundamentando e implementando um conjunto de atividades pedagógico-didáticas para a criação de ambientes promotores de aprendizagens das crianças/alunos, com especial realce no desenvolvimento de competências socio afetivas e morais. Sentimos a necessidade de analisar as potencialidades do jogo infantil, quer ao nível da Educação para a Cidadania, enquanto estratégia favorável à aprendizagem socio-afetiva e moral; quer ao nível do ensino da Educação Física, enquanto área curricular favorável ao desenvolvimento de competências de formação pessoal e social e de cidadania, mesmo quando integrada com diferentes áreas do currículo como realizámos nas nossas práticas. Desta forma, o relatório apresenta-nos a descrição, análise e reflexão de algumas das práticas educativas e pedagógicas desenvolvidas nas escolas de estágio, sobretudo as mais relacionadas com a nossa temática. Para a realização de um pequeno estudo, contámos com dois grupos experimentais - o nosso grupo de estágio do pré-escolar (15 crianças), o nosso grupo de estágio do 1.º ciclo (13 crianças) e, um terceiro grupo de controlo, com crianças do 1.º ciclo (9 crianças). As crianças foram avaliadas num conjunto de comportamentos, através de grelhas de avaliação aplicadas em dois momentos, o que resultou numa apreciação da evolução de comportamentos de desenvolvimento Pessoal e Social / Cidadania de cada criança. Nos contextos de estágios tivemos a oportunidade de criar um ambiente de ensinoaprendizagem mais centrado em atividades de jogo, adequados ao escalão etário e aos conteúdos curriculares, que possibilitaram promover, ainda que poucas, algumas competências de cidadania nos dois grupos de estágio, com realce para compreende as regras do jogo, aceita a derrota e respeita o colega da mesma equipa. Podemos concluir que estas práticas pedagógicas foram uma mais valia na nossa formação e, para além disso, foram fundamentais para perceber o processo de desenvolvimento das competências socio-afetivas e morais das crianças. ABSTRACT: This Internship Report comes within the scope of the work developed in the Pedagogical Internship I and II curricular units, integrated in the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education (CBE), of the University of the Azores. In this paper we seek to make a connection between theory and practice by exposing the work done in both internship contexts, highlighting the importance of playful activity in childhood. Playing is very important in the life of a human being, especially in the life of a child, because it is through play activities that children are motivated to learn and develop themselves in an integral way. In this sense, the game was the support of the chosen deepening theme. Throughout our internships, in preschool and 1st cycle, we performed many playful practices - “Discovering the Game”. From the observations and reflections made there, as well as others from both the small study in the 2nd internship and the broader empirical study with professionals, we were able to build our perceptions as an intern. The first study took place with students from the 1st CBE internship (n = 9) to reinforce the observations already made and better understand the impact of the games used during the internship, their opinion about the promoted knowledges and their preferences and suggestions. In the more extensive empirical study conducted with teaching professionals, we aimed to know the conceptions and practices of teachers of Preschool/1st cycle (n = 79) regarding the game and its importance in the learning of their students in classroom context. From this research we realize that professionals agree that the game is important in the affective, cognitive, social and physical-motor development, that students show interest in playing educational games and that by playing they are learning. In the course of her training, learning and development made possible by the diverse experiences in the school context, the intern emphasizes that it was a very enriching experience for her growth as a person and future education professional.

Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 27 de abril de 2018, Universidade dos Açores (Relatório de Estágio). O presente relatório de estágio apresenta e reflete o trabalho desenvolvido ao longo das unidades curriculares de Estágio Pedagógico I e Estágio Pedagógico II, inseridas do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico oferecido pela Faculdade de Ciências Socais e Humanas da Universidade dos Açores. Este documento tem como primordial objetivo fazer uma análise reflexiva acerca das práticas pedagógicas realizadas nos contextos da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico. A temática desenvolvida intitula-se: (Re)construir um Projeto Educacional em Cidadania através das Expressões - Um estudo em contexto de Estágio na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. Para reforçar as nossas reflexões, realizámos dois estudos empíricos. O primeiro incidiu na compreensão da ação das nossas atividades pedagógicas nas interações das crianças do estágio, o qual se desenvolveu aplicando um teste sociométrico em dois momentos, no início e no fim de cada estágio. O segundo, mais alargado, onde se aplicaram inquéritos por questionário a encarregados de educação/pais (n=151), com o objetivo de compreender as suas conceções/representações sobre o envolvimento parental e o papel da escola na educação da criança, destacando a Educação para a Cidadania e para as áreas Artística, Cultural e Desporto. Este estudo foi efetuado junto de pais das crianças, de todos os anos de escolaridade, das duas escolas de estágio. Concluímos que as práticas pedagógicas que desenvolvemos influenciaram positivamente o desempenho dos nossos alunos. Em relação ao primeiro estudo, a relação entre as crianças de estágio, as crianças evoluíram ligeiramente, não havendo grandes mudanças após a intervenção pedagógica. Relativamente à investigação realizada junto dos encarregados de educação, estes assumiram que, nos dias que correm, têm a preocupação de promover atitudes e valores corretos para o seu educando e que as Expressões são uma ótima estratégia, tanto em casa, como na escola para promover uma Educação para a Cidadania. ABSTRACT: This internship report presents and reflects the work developed over the course units of Teacher Training I and II, set the Master in Preschool Education and Teaching of the 1st cycle of basic education offered by the Faculty of Social Sciences and Humanities at the University of the Azores. This document has as main objective to make a reflexive analysis about the pedagogical practices carried out in the context of Pre-School Education and 1st Cycle of Basic Education.The developed theme is entitled: (Re) build an Educational Project on Citizenship through Expressions - A study in the context stage in Pre-school Education and 1st Cycle of Basic Education. To strengthen our reflections, we conducted two empirical studies. The first focused on understanding the action of our educational activities in the interactions of the stage of children, which developedapplying a sociometric test on two occasions, at the beginning and end of each stage. The second wider, with application questionnaire surveys to the parents (n = 151), in order to understand their conceptions / representations of parental involvement and the role of school in the child's education, highlighting the education for Citizenship and the areas Artistic, Cultural and Sport. This study was conducted among parents of children of all the years of schooling, the two stage schools. We concluded that the pedagogical practices that have developed positively influenced the performance of our students. Compared to the first study, the relationship between the stage of children, the children have evolved slightly, with no major changes after the educational intervention. With regard to research conducted with the parents, they took what, nowadays, they are concerned to promote correct attitudes and values for your son or daughter and that the expressions are a great strategy, both at home and at school to promote education for citizenship.