Browsing by Author "Bertero, Melisa Paola"

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    Bio-composite Films Based on Alginate and Rice Husk Tar Microparticles Loaded with Eugenol for Active Packaging
    (2022-01-29) Taverna, María E.; Busatto, Carlos Alberto; Saires, Paula J.; Bertero, Melisa Paola; Sedran, Ulises A.; Estenoz, Diana
    This work focused on the valorization of tar derived from rice husk pyrolysis as a precursor of matrices for the encapsulation of active principles. In this regard, the development of novel films based on alginate and eugenol-loaded tar microparticles with suitable mechanical properties and antibacterial activity was studied. Tar microparticles loaded with eugenol were incorporated into sodium alginate films and the effect on the mechanical, thermal and humidity resistance properties were determined, as well as the antimicrobial activity. Films with different crosslinking degrees were also prepared using CaCl2, and the eugenol controlled release profiles were evaluated. Crosslinked films exhibited improved mechanical and humidity resistance properties, as well as a lower release rate of eugenol in water. The antimicrobial studies showed that eugenol-loaded films present a higher antimicrobial activity against Staphylococcus aureus. Alginate/eugenol-loaded tar microparticles composites showed an enhancement of antibacterial properties and suitable physical characteristics to be used in active packaging applications.
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    Inclusion of children and adolescents with mild disabilities in the scientific area through a novel workshop as a didactic strategy
    (2019-01-06) Taverna, María E.; Polo, Mara; Zocola, María Evangelina; Bertero, Melisa Paola
    Despite the effort to provide equal scenarios and a higher inclusion for students with mild disabilities, few experimental activities intended to improve their science performance were reported during the last decades. This work presents different ludic-experimental activities and their impact on children and adolescents with special educational needs and/or disabilities related to the chemistry in the human body. The workshop was specifically designed considering contents included in the curriculum design of different schools with special modality. The constructivism strategy proposed in this workshop enhances the inclusion of children and adolescents with mild disabilities in the scientific area. The idea of educational inclusion transcends the concept of integration-physical inclusion and implies the use of the same scenarios for everybody. The workshop showed that students participated in the different activities observing, reproducing, and understating phenomena of daily life. This contribution improved their self-esteem and socialization with their peers and tutors. Finally, this workshop is a novel didactic strategy in the natural science for special education modality.