Phytochemical Compounds and Antioxidant Capacity of Tucum-Do-Cerrado (Bactris setosa Mart), Brazil's Native Fruit.

This study identified major phenolic compounds of the tucum-do-cerrado (Bactris setosa) peel, as well as antioxidant activity and total phytochemical compound concentration of different extracts of the peel and pulp of this fruit. Phenolic compounds of the different extracts of tucum-do-cerrado peel were identified and quantified using a high-performance liquid chromatography system coupled to a diode array detector (DAD). Total phytochemical compound content was determined by spectrophotometric assays and the antioxidant activity by ferric reducing antioxidant power and ß-carotene/linoleic assays. Total phenolic, flavanols, total anthocyanins and yellow flavonoids concentration of tucum-do-cerrado were 122-, 14-, 264- and 61-fold higher in the peel than in the pulp, respectively. The aqueous, methanolic and ethanolic extracts of the tucum-do-cerrado peel exhibited higher antioxidant activity compared to its pulp. Flavanols, anthocyanins, flavones, phenolic acids and stilbenes were the main phenolic classes identified in the tucum-do-cerrado peel extracts. Results suggest that the antioxidant capacity and the phytochemical compound content of the tucum-do-cerrado are mainly associated with the peel. Although flavonoids are the main compounds identified in tucum-do-cerrado peel, other phenolics identified in minor amounts, such as phenolic acids and stilbenes, may be responsible for the high antioxidant capacity of the fruit.

Expressividade oral de professoras: análise de recursos vocais / Oral expressiveness of teachers:analysis of vocal resources

Para o professor, a voz é relevante no desempenho profissional. A expressividade é essencial para atuação em sala de aula. Objetivo: Avaliar qualidade da voz, variação de loudness e pitch, alongamento da sílaba, velocidade de fala, pausa e articulação, presentes na fala de quatro professoras do ensino médio. Métodos: As professoras foram selecionadas pela disponibilidade e interesse em participar da pesquisa e identificadas como P1, P2, P3 e P4. As aulas gravadas numa mesma sala de aula, para que as professoras estivessem expostas à mesma quantidade de alunos e ruído ambiente. Os trechos de fala foram analisados por futuros professores, alunos de Pedagogia. Avaliaram a expressividade oral das professoras, classificando-a como motivadora, agradável, prende atenção e transmite firmeza ou hesitação, assinalando uma ordem de preferência quanto à maneira de falar das professoras. Quatro juízes fonoaudiólogos realizaram a análise perceptivo-auditiva. Resultados: Os alunos elegeram P3 como preferida, pela fala clara, objetiva e boa dicção, expressividade oral motivadora, agradável, prendeu a atenção. P2 apresentou fala repetitiva, utilizando-se muito da expressão ?tá?, expressividade oral agradável e firme; P1, porque falou rápido e sem pausas, teve expressividade oral considerada desagradável, mas transmitiu firmeza; e P4, porque gritou e falou com voz aguda e estridente, teve expressividade oral desagradável e hesitante. Conclusões: O modo de falar das professoras influenciou de maneira positiva e negativa. A velocidade de fala, o emprego da pausa, a qualidade da voz e a intensidade vocal foram aspectos valorizados pelos alunos, e determinantes na escolha da ordem de preferência das professoras.(AU)

To the teacher, voice is relevant to the professional performance. The expressiveness is essential for the performance in the classroom. Objective: To evaluate voice quality, pitch and loudness variation, syllable lengthening, speech rate, pause and articulation, present in the speech of four high school teachers. Methods: Teachers were selected by availability and interest in participating in the research and identified as P1, P2, P3 and P4. Classes were recorded in the same classroom, so that the teachers were exposed to the same amount of environmental noise and students. The parts of speech were analyzed by future teachers, students of Pedagogy. The teachers? oral expressiveness was evaluated and classified as engaging, enjoyable, holding and securely transmitting attention or hesitation, indicating an order of preference as to the manner of speaking of the teachers. Four judges held the perceptive auditive analysis. Results: the students elected: P3 as the preferred one for the clear and objective speech and good diction, motivating and agreeable oral expressiveness, holding attention. Following: P2 showed repetitive speech, using too much the word ?okay?, pleasant and firm oral expressiveness; P1 because he spoke quickly and without pauses, oral expressiveness considered unpleasant, but transmitted steadiness; and P4, because shouted and spoke with high tone voice, unpleasant and hesitant oral expressiveness. Conclusions: The mode of speaking of the teachers influenced negatively and positively. The speech rate, the use of the pause, voice quality and vocal intensity were aspects considered by the students, when choosing the order of preference of the teachers.(AU)

Para el profesores, la voz es relevante en el desempeño laboral. La expresividad es esencial para el desempeño en el aula. Objetivo: Evaluar la calidad de la voz, la variación del loudness y pitch,el alargamiento de la sílaba, la velocidad del habla, la pausa y articulación, presente en el discurso de los cuatro maestros de escuelas secundarias. Métodos: Las profesoras fueron seleccionados por la disponibilidad y el interés en participar en la investigación e identifi cado como P1, P2, P3 y P4. Las clases registrada en el mismo salón de clases, para que las profesoras fuesen expuestas a la misma cantidad de ruido ambiental y de estudiantes. Los trechos del discurso fueron analizadas por los futuros profesores, estudiantes de Pedagogía. Evaluaron la expresividad oral de las profesoras, clasifi cándola como motivadora, agradable,mantiene la atención y transimite fi rmeza o vacilación, señalando un orden de preferencia en cuanto a la manera de hablar de las profesoras. Cuatro jueces fonoaudiologos hicieron el análisis perceptivo auditivo. Resultados: Los estudiantes elegidos P3 como preferida, por el habla clara, objetiva y buena dicción, expresividad oral motivadora, agradable, mantuvo la atención. P2 presento discurso repetitivo, utilizando mucho la palabra ?bien?, expresividad oral agradable y fi rme; P1, porque hablao de forma rápida y sin pausas, tuvo expresiva oral considerada desagradable, pero transmitio seguridad; y P4, porque gritó y hablo con voz aguda y chillona tubo expresividad oral desagradable y vacilante. Conclusiones: El modo de hablar de los maestros infl uyó de forma positiva y negativa. La velocidad del habla, el uso de la pausa, la calidad de la voz y la intensidad vocal fueron aspectos valorados por los alumnos, y determinantes para la elección del orden de preferencia de los profesores.(AU)

Expressividade oral de professoras: análise de recursos vocais / Oral expressiveness of teachers:analysis of vocal resources

Para o professor, a voz é relevante no desempenho profissional. A expressividade é essencial para atuação em sala de aula. Objetivo: Avaliar qualidade da voz, variação de loudness e pitch, alongamento da sílaba, velocidade de fala, pausa e articulação, presentes na fala de quatro professoras do ensino médio. Métodos: As professoras foram selecionadas pela disponibilidade e interesse em participar da pesquisa e identificadas como P1, P2, P3 e P4. As aulas gravadas numa mesma sala de aula, para que as professoras estivessem expostas à mesma quantidade de alunos e ruído ambiente. Os trechos de fala foram analisados por futuros professores, alunos de Pedagogia. Avaliaram a expressividade oral das professoras, classificando-a como motivadora, agradável, prende atenção e transmite firmeza ou hesitação, assinalando uma ordem de preferência quanto à maneira de falar das professoras. Quatro juízes fonoaudiólogos realizaram a análise perceptivo-auditiva. Resultados: Os alunos elegeram P3 como preferida, pela fala clara, objetiva e boa dicção, expressividade oral motivadora, agradável, prendeu a atenção. P2 apresentou fala repetitiva, utilizando-se muito da expressão ?tá?, expressividade oral agradável e firme; P1, porque falou rápido e sem pausas, teve expressividade oral considerada desagradável, mas transmitiu firmeza; e P4, porque gritou e falou com voz aguda e estridente, teve expressividade oral desagradável e hesitante. Conclusões: O modo de falar das professoras influenciou de maneira positiva e negativa. A velocidade de fala, o emprego da pausa, a qualidade da voz e a intensidade vocal foram aspectos valorizados pelos alunos, e determinantes na escolha da ordem de preferência das professoras...

To the teacher, voice is relevant to the professional performance. The expressiveness is essential for the performance in the classroom. Objective: To evaluate voice quality, pitch and loudness variation, syllable lengthening, speech rate, pause and articulation, present in the speech of four high school teachers. Methods: Teachers were selected by availability and interest in participating in the research and identified as P1, P2, P3 and P4. Classes were recorded in the same classroom, so that the teachers were exposed to the same amount of environmental noise and students. The parts of speech were analyzed by future teachers, students of Pedagogy. The teachers? oral expressiveness was evaluated and classified as engaging, enjoyable, holding and securely transmitting attention or hesitation, indicating an order of preference as to the manner of speaking of the teachers. Four judges held the perceptive auditive analysis. Results: the students elected: P3 as the preferred one for the clear and objective speech and good diction, motivating and agreeable oral expressiveness, holding attention. Following: P2 showed repetitive speech, using too much the word ?okay?, pleasant and firm oral expressiveness; P1 because he spoke quickly and without pauses, oral expressiveness considered unpleasant, but transmitted steadiness; and P4, because shouted and spoke with high tone voice, unpleasant and hesitant oral expressiveness. Conclusions: The mode of speaking of the teachers influenced negatively and positively. The speech rate, the use of the pause, voice quality and vocal intensity were aspects considered by the students, when choosing the order of preference of the teachers...

Para el profesores, la voz es relevante en el desempeño laboral. La expresividad es esencial para el desempeño en el aula. Objetivo: Evaluar la calidad de la voz, la variación del loudness y pitch,el alargamiento de la sílaba, la velocidad del habla, la pausa y articulación, presente en el discurso de los cuatro maestros de escuelas secundarias. Métodos: Las profesoras fueron seleccionados por la disponibilidad y el interés en participar en la investigación e identifi cado como P1, P2, P3 y P4. Las clases registrada en el mismo salón de clases, para que las profesoras fuesen expuestas a la misma cantidad de ruido ambiental y de estudiantes. Los trechos del discurso fueron analizadas por los futuros profesores, estudiantes de Pedagogía. Evaluaron la expresividad oral de las profesoras, clasifi cándola como motivadora, agradable,mantiene la atención y transimite fi rmeza o vacilación, señalando un orden de preferencia en cuanto a la manera de hablar de las profesoras. Cuatro jueces fonoaudiologos hicieron el análisis perceptivo auditivo. Resultados: Los estudiantes elegidos P3 como preferida, por el habla clara, objetiva y buena dicción, expresividad oral motivadora, agradable, mantuvo la atención. P2 presento discurso repetitivo, utilizando mucho la palabra ?bien?, expresividad oral agradable y fi rme; P1, porque hablao de forma rápida y sin pausas, tuvo expresiva oral considerada desagradable, pero transmitio seguridad; y P4, porque gritó y hablo con voz aguda y chillona tubo expresividad oral desagradable y vacilante. Conclusiones: El modo de hablar de los maestros infl uyó de forma positiva y negativa. La velocidad del habla, el uso de la pausa, la calidad de la voz y la intensidad vocal fueron aspectos valorados por los alumnos, y determinantes para la elección del orden de preferencia de los profesores...

Toxic metals (Pb and Cd) and their respective antagonists (Ca and Zn) in infant formulas and milk marketed in Brasilia, Brazil.

In non-ideal scenarios involving partial or non-breastfeeding, cow's milk-based dairy products are mainstream in infant feeding. Therefore, it is important to study the concentrations of potentially neurotoxic contaminants (Pb and Cd) and their respective counteracting elements (Ca and Zn) in infant dairy products. Fifty-five brands of infant formulas and milk sold in Brasilia, Brazil were analyzed. The dairy products came from areas in the central-west (26%), southeast (29%) and south of Brazil (36%) extending as far as Argentina (7%) and the Netherlands (2%). For toxic Pb and Cd, median concentrations in powdered samples were 0.109 mg/kg and 0.033 mg/kg, respectively; in fluid samples median Pb concentration was 0.084 mg/kg, but median Cd concentration was below the limit of detection and overall values were below reference safety levels. However, 62% of these samples presented higher Pb concentration values than those established by FAO/WHO. Although the inverse correlation between Cd and Zn (Spearman r = -0.116; P = 0.590) was not statistically significant, the positive correlation between Ca and Pb was (Spearman r = 0.619; P < 0.0001). Additionally, there was a significant correlation between Pb and Cd. Furthermore, the study also revealed that provision of the essential trace element Zn in infant formulas can provide adequate amounts of the recommended daily requirements. Infant formulas and milk sold for consumption by infants and children can be an efficient tool to monitor neurotoxic metal risk exposure among young children.