During the last decennium, it has become widely accepted that ubiquitous bacterial viruses, or bacteriophages, exert enormous influences on our planet’s biosphere, killing between 4–50% of the daily produced bacteria and constituting the largest genetic diversity pool on our planet. Currently, bacterial infections linked to healthcare services are widespread, which, when associated with the increasing surge of antibiotic-resistant microorganisms, play a major role in patient morbidity and mortality. In this scenario, Pseudomonas aeruginosa alone is responsible for ca. 13–15% of all hospital-acquired infections. The pathogen P. aeruginosa is an opportunistic one, being endowed with metabolic versatility and high (both intrinsic and acquired) resistance to antibiotics. Bacteriophages (or phages) have been recognized as a tool with high potential for the detection of bacterial infections since these metabolically inert entities specifically attach to, and lyse, bacterial host cells, thus, allowing confirmation of the presence of viable cells. In the research effort described herein, three different phages with broad lytic spectrum capable of infecting P. aeruginosa were isolated from environmental sources. The isolated phages were elected on the basis of their ability to form clear and distinctive plaques, which is a hallmark characteristic of virulent phages. Next, their structural and functional stabilization was achieved via entrapment within the matrix of porous alginate, biopolymeric, and bio-reactive, chromogenic hydrogels aiming at their use as sensitive matrices producing both color changes and/or light emissions evolving from a reaction with (released) cytoplasmic moieties, as a bio-detection kit for P. aeruginosa cells. Full physicochemical and biological characterization of the isolated bacteriophages was the subject of a previous research paper.

Energy dispersive X‐ray fluorescence (EDXRF) technique, as a qualitative and quantitative analysis, was used for inorganic chemical elements determination (K, S, Cl, Al, Si, Ca, Ti, Mn, Fe, Pb, Zn, Rb, and Bi) in eyeshadows for safe human use. International Nomenclature of Cosmetic Ingredients standardized nomenclature was used for labels investigation to obtain data on legal regularity. Data of 23 samples were clustered by similarity, measuring relative concentrations of detected chemical elements. Calculating the correlation among such values, a similarity matrix was used to generate a dendrogram. Pb was found in samples silver color S12E and copper color S22I above permissible limits (20 μg/g). Same composition was reported for the pink (S01A), black (S02A), and brown (S03A) samples, but the same chemical elements were not detected by EDXRF in them. The best correlation was found between samples S08D and S23 J (0.961). The least correlation was 0.0012 between S01A and S12E. The clustering analysis showed 7 groups of similar samples according to EDXRF data. Relations among 6 eyeshadows' colors and chemical compositions were discovered by using decision trees, where the most determinant elements were Mn, S, Cl, Ca, and Fe, in this order. Commercial regularization and International Nomenclature of Cosmetic Ingredients standardization of eyeshadows in Brazil are not fully complied by the manufacturers of the investigated brands.

In these first years of the millennium, schools in Brazil and around the world have faced great challenges. Including: complex social circumstances (large scale population migration), the arrival of the Internet providing fast access to every type of information and the exclusion of the population that is not connected, appreciation of knowledge as a factor of production, the appeal for consumerism and the need for principles and practices that give value to diversity and sustainability. Added to this, is the resistance of these institutions regarding change, and the powers of persuasion of the media as inductive of behaviors and desires. However, we think that the primary material for the necessary transformations is in the school itself. In it, and from it, will changes be generated and implemented. Based on data collected, in eight countries, carried out with university teachers and students of courses for the development of teachers, analysis and reflections will be presented which highlight the role of the education institutions in the necessary transformations and suggestions for the implemented changes.

No abstract