Global environmental changes: setting priorities for Latin American coastal habitats.

The definitive version is available at www.blackwell-synergy.comThe Intergovernmental Panel for Climate Change (IPCC) reports that Global Environmental Changes (GEC) are occurring quicker than at any other time over the last 25 million years and impacting upon marine environments (Bellard et al., 2012). There is overwhelming evidence showing that GEC are affecting both the quality and quantity of the goods and services provided by a wide range of marine ecosystems. In order to discuss regional preparedness for global environmental changes, a workshop was held in Ilhabela, Brazil (22- 26 April 2012) entitled "Evaluating the Sensitivity of Central and South American Benthic Communities to Global Environmental Changes" that drew together scientists from ten Latin American and three European countries. © 2013 Blackwell Publishing Ltd

FIT Count Brasil: monitoramento de visitantes florais por contagem.

A Série de livros "Ciência Cidadã" tem como objetivo apresentar ao público diferentes questões científicas que podem ser trabalhadas com o auxílio de cientistas cidadãos e motivar diferentes pessoas (como você, por exemplo) a atuarem como cientistas cidadãos. No presente livro, apresentamos o protocolo intitulado "FIT COUNT: contagem cronometrada de visitantes florais"

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Connections between Ocean Literacy principles and the specific competences of the Brazilian Common Curricular Base (Natural Sciences - High School)

Methodology for the creation of a table showing possibilities of connections between the ocean literacy principles and the specific competences of Natural Sciences (High School) of the Brazilian Common Curricular Base.Results showing the identified connections, expressed both in the form of conceptual content that can be worked on in the classroom and in the form of presence and absence of connection

Conexões entre os princípios da Cultura Oceânica e as competências específicas da Base Nacional Comum Curricular (Ciências da Natureza - Ensino Médio)

Metodologia para a construção de tabelas evidenciando possibilidades de articulação entre os princípios da cultura oceânica e as competências específicas de Ciências da Natureza (Ensino Médio) da Base Nacional Comum Curricular Brasileira.Resultados que mostram as conexões identificadas, expressas tanto na forma de conteúdos conceituais que podem ser trabalhados em sala de aula quanto na forma de presença e ausência de conexões

Conexões entre os princípios da Cultura Oceânica e as competências específicas da Base Nacional Comum Curricular (Ciências da Natureza - Ensino Médio)

Tabela evidenciando possibilidades de conexões entre os princípios da cultura oceânica e as competências específicas das Ciências da Natureza (Ensino Médio) da Base Nacional Comum Curricular brasileira/ Table showing possibilities of connections between the ocean literacy principles and the specific competences of Natural Sciences (High School) of the Brazilian Common Curricular Base

Conexões entre os princípios da Cultura Oceânica e as competências específicas da Base Nacional Comum Curricular (Ciências da Natureza - Ensino Médio)

Tabela evidenciando possibilidades de conexões entre os princípios da cultura oceânica e as competências específicas das Ciências da Natureza (Ensino Médio) da Base Nacional Comum Curricular brasileira/ Table showing possibilities of connections between the ocean literacy principles and the specific competences of Natural Sciences (High School) of the Brazilian Common Curricular Base.THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV

Conexões entre os princípios da Cultura Oceânica e as competências específicas da Base Nacional Comum Curricular (Ciências da Natureza - Ensino Médio)

Metodologia para a construção de tabelas evidenciando possibilidades de articulação entre os princípios da cultura oceânica e as competências específicas de Ciências da Natureza (Ensino Médio) da Base Nacional Comum Curricular Brasileira.Resultados que mostram as conexões identificadas, expressas tanto na forma de conteúdos conceituais que podem ser trabalhados em sala de aula quanto na forma de presença e ausência de conexões.THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV

Recursos educacionais abertos (REAs) sobre o Oceano

Recursos educacionais abertos (REAs) são materiais de ensino, aprendizagem e investigação em quaisquer suportes, digitais ou outros, que se situem no domínio público ou que tenham sido divulgados sob licença aberta e que permitam acesso, uso, adaptação e redistribuição gratuitas por terceiros, mediante nenhuma ou poucas restrições (UNESCO, 2002). O uso de REAs permite o compartilhamento, disseminação e preservação das informações produzidas e geradas (Costa, 2017), uma vez que eles ficam depositados e acessíveis em ambiente digital. Foram levantados e sistematizados em uma tabela alguns REAs produzidos no Brasil relacionados aos sete princípios essenciais da Cultura Oceânica. A tabela pode ser visualizada em: https://docs.google.com/spreadsheets/u/2/d/e/2PACX-1vSM-wJLFMcD4VAiK9h-a8N8gbG7WYvYe9srMApB9xubq_hfoqH-NLOPm-gMes1yRlpq2HTMMwQZhYD0/pubhtml?gid=0&single=tru

Connections between Ocean Literacy principles and the specific competences of the Brazilian Common Curricular Base (Natural Sciences - High School)

Methodology for the creation of a table showing possibilities of connections between the ocean literacy principles and the specific competences of Natural Sciences (High School) of the Brazilian Common Curricular Base.Results showing the identified connections, expressed both in the form of conceptual content that can be worked on in the classroom and in the form of presence and absence of connectionsTHIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV