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Background: In the past decade, Brazil has significantly reduced the prevalence of schistosomiasis through a combined effort of early treatment of infected people, expansion of basic sanitation infrastructure and educational measures. Despite these efforts, in some areas, prevalence of schistosomiasis exceeds 20% of the school population, who lack knowledge of the risks of the disease. Action can be taken in schools to empower this population about their health condition. This paper describes the role of the teacher as a multiplier of knowledge about schistosomiasis and proposes two different approaches to training these teachers.Methods: This study used mixed methods to evaluate training of teachers and educational intervention with those teachers' pupils. Two training courses, each with 40 h of face-to-face activity, were offered to 19 teachers, using two different but complementary approaches, based on theoretical references and specific educational strategies: Critical Pedagogical Approach (Training Course I, held in 2013) and Creative Play Approach (Training Course II, held in 2014).The courses included classroom activities, laboratory and field work. After the training, the teachers conducted activities on schistosomiasis with their pupils. These activities involved constructing educational materials and cultural productions. The pupils' knowledge about the disease was evaluated before the activities and 12 months later. The teachers' acceptance and perceptions were assessed through structured interviews and subsequent thematic analysis. The Shistosoma mansoni infection status of teachers and their students was also assessed using the Kato Katz stool test.Results: The parasitological study showed 31.6% of the teachers and 21.4% of the pupils to be positive for S. mansoni. The teachers' knowledge of important aspects of schistosomiasis transmission and prevention was fragmented and incorrect prior to the training. The teachers' knowledge changed significantly after the training and they were strongly accepting of the pedagogical methods used during the training. The level of their pupils' knowledge about the disease had increased significantly (p < 0.05). However, pupils responded that, even after the educational activities, they still had contact with the city's contaminated waters (p > 0.05).Conclusions: The results of this study underline the importance of schools and teachers as partners in controlling and eliminating schistosomiasis. Teacher training on the disease significantly increases their pupils' knowledge, reflecting empowerment with regard to local health conditions. [ABSTRACT FROM AUTHOR]

The determination of As and Pb was performed in surface water, pore water, and sediment from eight samples along the Ribeira do Iguape Valley watershed, Brazil, an old mining region, to assess the mobility and improve understanding of the environmental risk that these elements currently cause. Methods using ICP-MS were applied for the determination of these elements in all samples. The concentration ranges for As (0.11 ± 0.02 µg L−1 to 0.44 ± 0.02 µg L−1) and Pb (0.31 ± 0.01 µg L−1 to 2.02 ± 0.01 µg L−1) in water were very low, being possible fit them into highest natural water quality, according to the Brazilian regulation. Sediment samples collected at point P5 (Betari River) revealed As (113 ± 1 mg kg−1) and Pb (672 ± 9 mg kg−1) concentrations above the acceptable standards adopted by the local authorities. The application of sequential extraction procedures to this sample showed that more than 90% of Pb seem to be strongly bound to the sediment matrix, while arsenic showed higher mobility, between 60 and 90%, probably due to the action of acid agents. Arsenic speciation in pore water of this sample, using HPLC–ICP-MS, revealed the presence of As (III) as prevalent specie. At the point P5, near to the oldest mine (Furnas Mine), Pb is strongly associated with the sediment matrix, while As has a potential for migration in low pH conditions; in other collection points, the concentrations of these elements are below to the values recommended by regulation. [ABSTRACT FROM AUTHOR]

Recent discussions and research about the uses of digital social media platforms by social movements and protest organizations have raised questions about threats and challenges represented by these technologies. There is also a debate on whether digital social media platforms can contribute to establish and strengthen long-standing oppositional groups and structural change. In this context, this article analyses how the Brazilian Landless Workers Movement (MST) experiences and views the use of digital social media platforms in its communicative processes. Based on interviews and observations, the article shows how MST militants present ambivalent views towards platforms such as Facebook and Twitter and towards the dynamics of digital communication. Conclusions point that the main concern is threat to the organic collective character of the movement posed by individualistic digital social media platforms. Different from contemporary protest organisations, MST sees a clear separation between the movement and its media. The goal is to appropriate of and control media technologies, which brings many difficulties when dealing with digital social media platforms. [ABSTRACT FROM AUTHOR]

Pando (www.pando.sc) is a new online sustainability tool to connect sustainability researchers and local government practitioners around the world. After briefly summarising the state of sustainability since the 1992 Rio Declaration, the article details why networking should be seen as a major strategy to enhance learning about sustainability and to spur policy innovations at the local government level. Learning has the potential to increase institutional capacity within local government and to mobilise existing sustainability knowledge held by sustainability researchers. In promoting the potential of networks, we acknowledge the challenges associated with networking, including the difficulties that arise when academics and practitioners collaborate. Another challenge is related to the promotion of one-size-fits-all policy solutions, often packaged as “best practices”. In acknowledging these real challenges, we show how Pando has been designed to minimise them by connecting academics and practitioners in mutually beneficial relationships. [ABSTRACT FROM PUBLISHER]