European Scientific Journal, ESJ

Theophylline and Caffeine Content in Black Tea Produced in Burundi

Sat, 24 Jan 2026 01:24:37 +0000

To date, the specific levels of theophylline in Burundian tea remain unknown, and scientific information regarding caffeine content is limited. This study aims to address this gap by determining the content of these methylxanthines in different grades of black tea produced across the six main tea-growing regions of Burundi. Using High-Performance Liquid Chromatography (HPLC) based on the refernce NTC-ISO 20481 method, samples collected from a dry-season production by Office du Thé du Burundi (OTB) and Promotion pour la Théiculture à Mwaro (PROTHEM) were analyzed. The results revealed that the theophylline content ranged from 0.145% to 0.279%, while caffeine levels varied between 1.979% and 3.331%. The significant variations (p < 0.05) depending on both the region and the tea grade were also revealed. Generally, the PD and D1 grades were identified as the richest in methylxanthines, with OTB-produced teas showing higher concentrations than those from PROTHEM. These findings confirm that Burundian tea is comparable to premium East African teas and remains within safe limits for daily consumption. The results of this study should help consumers to control the amount of these methylxanthines according to their nutritional needs, while Burundian black tea companies could use them to better promote this product and better position themselves on the international market.

Modelo basado en procesos para el cumplimiento integrado de la norma ISO 21001:2025 y la acreditación del CACEI en la educación superior tecnológica

José Alfredo González, Omar Aguilar, María del Rosario Morales — Sat, 24 Jan 2026 01:23:06 +0000

Las crecientes exigencias de rendición de cuentas y aseguramiento de la calidad en la educación superior han llevado a las instituciones a implementar simultáneamente sistemas formales de gestión y mecanismos externos de acreditación. En las instituciones de educación superior tecnológica, esta situación se manifiesta en la adopción de esquemas de certificación institucional, como la norma ISO 21001:2025, y en procesos de acreditación de programas educativos de ingeniería conforme al marco de referencia del Consejo de Acreditación de la Enseñanza de la Ingeniería (CACEI). Aunque ambos instrumentos comparten principios orientados a la mejora continua y a la calidad educativa, con frecuencia se gestionan de manera independiente, lo que genera duplicidades operativas, fragmentación organizacional y una limitada integración sistémica. El presente estudio tiene como objetivo proponer un modelo basado en procesos que permita a las instituciones de educación superior tecnológica cumplir de manera integrada con los requisitos de la norma ISO 21001:2025 y con los criterios del marco de acreditación del CACEI. Se adoptó un enfoque cualitativo, con un diseño no experimental y de corte transversal, empleando una estrategia de estudio de caso instrumental. La metodología se sustentó en el análisis documental de ambos marcos normativos y en un proceso de codificación cualitativa inductivo–deductiva para la identificación y articulación de requisitos convergentes. Los resultados evidencian la existencia de convergencias y complementariedades significativas entre la norma ISO 21001:2025 y el marco de referencia del CACEI, las cuales pueden integrarse de manera sistemática mediante un modelo común de procesos. El modelo propuesto se estructura en procesos estratégicos, procesos clave y procesos de apoyo, ofreciendo una arquitectura institucional coherente para el aseguramiento de la calidad educativa. Más que constituir una guía de implementación o un esquema de evaluación de conformidad, el modelo se plantea como un referente conceptual que apoya la toma de decisiones institucionales y abre líneas de investigación futura en el ámbito de la gestión de la calidad en la educación superior tecnológica.

The growing demands for accountability and quality assurance in higher education have led institutions to adopt formal management systems and external accreditation mechanisms. In technological higher education institutions, this situation has resulted in the simultaneous implementation of institutional certification schemes, such as ISO 21001:2025, and program-level accreditation processes established by the Accreditation Council for Engineering Education (CACEI). Although both frameworks pursue continuous improvement and educational quality, they are frequently managed independently, generating duplicated efforts, organizational fragmentation, and limited systemic integration. This study aims to propose a process-based model that enables technological higher education institutions to comply in an integrated manner with the requirements of ISO 21001:2025 and the CACEI accreditation reference framework. A qualitative approach was adopted, using a non-experimental, cross-sectional design and an instrumental case study strategy. The methodology was based on documentary analysis of both normative frameworks and supported by an inductive–deductive qualitative coding process for the identification and integration of requirements. The findings reveal significant convergences and complementarities between ISO 21001:2025 and the CACEI framework, which can be systematically articulated through an integrated process model. The proposed model is structured into strategic, core, and support processes, offering a coherent institutional architecture for educational quality assurance. Rather than constituting an implementation guide or a conformity assessment, the model provides a conceptual reference to support institutional decision-making and future research.

Lexical-Semantic and Stylistic Richness in the Catholic Bible: Their Contribution to the Language Use

Emanuela Toma — Sat, 24 Jan 2026 01:21:36 +0000

Religion has historically exerted a profound influence on language use. At the same time in ancient history, people believed in animals and in idols, but later they started understanding that with a new reality, they needed more ways to express their feelings and the symbols. Concretely, they needed to use the language. It became necessary that, with such a reality of religion, they may have the proper utterances and words to express and to communicate with God. This does mean that the language has absolutely helped the religion to express and make obvious. Religion, too, has enriched the language with new vocabulary, phraseology, and cultural context. This study aims to analyze in a lexical-semantic and stylistic point of view, the impact of religion in the language use, and in the same time to consider the fact that religion contributes to the language, enriching it with words and expressions, which, if religion had not existed, such words and expressions would never be heard and used, as in the written language, as in the spoken one.