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This paper deals with punching of reinforced high strength concrete (HSC) flat slabs. Despite the use of HSC increased significantly in the last years, the experimental research on punching behavior of HSC slabs is still limited. Furthermore, most of this past research adopted concrete compressive strength lower than 90 MPa. In a previous work by this research group three specimens with concrete compressive strength around 120 MPa and one with normal strength concrete (NSC) were tested. The present work represents the continuation of the previous activity and it is focused on the rational use of HSC. Four specimens with HSC and one of NSC were tested under monotonic vertical loading. The HSC was placed only in the slab-column connection region and it was limited to a thin layer in the compressive zone, in order to have a more economical and sustainable solution. This rational use of the HSC showed excellent results in terms of punching strength. Limiting the HSC to a thin layer in the compressive zone resulted in an almost equal punching strength to that obtained with the slab entirely casted in HSC.

The mathematical proof is assumed as a central element in the development of Mathematics. However, proof is conceived in different ways and assumed as having different functions in Mathematics. And when we move from mathematics to its teaching, the multiplicity of perspectives becomes even more significant. This diversity can have an impact on the students and on the relationship they establish with Mathematics. In these circumstances, this study seeks knowledge over the perspectives of future teachers regarding the mathematical demonstration. Specifically, it intends to achieve a deeper knowledge over the future teachers’ perspectives about what is a mathematical proof and about its functions. The study adopts a qualitative approach and uses interviews to collect data. The conclusions reached point to a traditional perspective of mathematical proof, closely tied to mathematical formalism and the validation function, where the teaching context introduces some changes, adjusting the formalism to the level of the students and highlighting the understanding function of proof, but maintaining the dominant character of the algebraic language.

Mathematics is present everywhere. However, uncovering the relevance of Mathematics requires, from the teachers, a special kind of knowledge. This study tries to characterize the knowledge used by pre-service teachers when developing a mathematical task intending to promote the students’ exploration of barcodes. The study adopts a qualitative and interpretative methodology and the data were collected using class observation and interviews. The analysis is guided by the Application and Pedagogical Content Knowledge, a model inspired on TPACK (from Mishra and Koehler) and MKT (from Ball and colleagues). The conclusions point to some difficulties to see the potential of the situation to promote mathematical learning. The knowledge on the mathematical content seems to be dominant on the options assumed and operated in a rigid way that prevent the pre-service teachers from exploring the richness of the situation on the tasks they developed.

Cork is a renewable, non-wood high valued forest product, with relevant ecological and economic impact in the Mediterranean-type ecosystems. Currently, cork is ranked according to its commercial quality. The most valuable planks are chosen for cork stoppers production. Cork planks with adequate thickness and porosity are classified as stoppable quality cork (SQC). The chemical composition of cork is known, but the regulation of metabolic pathways responsible of cork production and composition, hence of cork quality, is largely unknown. Here, we tested the hypothesis that post-genomic events may be responsible for the development of SQC and N-SQC (non-stoppable quality cork). Here, we show that combined proteomics and targeted metabolomics (namely soluble and cell wall bound phenolics) analyzed on recently formed phellem allows discriminate cork planks of different quality. Phellem cells of SQC and N-SQC displayed different reducing capacity, with consequential impact on both enzymatic pathways (e.g., glycolysis) and other cellular functions, including cell wall assembly and suberization. Glycolysis and respiration related proteins were abundant in both cork quality groups, whereas the level of several proteins associated to mitochondrial metabolism was higher in N-SQC. The soluble and cell wall-bound phenolics in recently formed phellem clearly discriminated SQC from N-SCQ. In our study, SQC was characterized by a high incorporation of aromatic components of the phenylpropanoid pathway in the cell wall, together with a lower content of hydrolysable tannins. Here, we propose that the level of hydrolysable tannins may represent a valuable diagnostic tool for screening recently formed phellem, and used as a proxy for the quality grade of cork plank produced by each tree.