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O relatório, que aqui se apresenta, baseia-se num projeto de investigação-ação, realizado no âmbito do Mestrado em Ensino de Inglês no 1.º CEB, ministrado no Departamento de Educação e Psicologia da Universidade de Aveiro, e teve como objetivo responder à questão de investigação: Como promover a cidadania, em particular a solidariedade, na aula de Inglês do 1.º CEB? Vivemos num mundo onde as desigualdades socioeconómicas assolam as sociedades mundiais, gerando crises humanitárias de vários tipos. Perante essa realidade urge desenvolver desde cedo nas crianças competências que lhes permitam desenvolver empatia perante os problemas do Outro, de modo a fomentar a solidariedade. Através do inglês, língua global, e da utilização de picturebooks, com mensagens que exploram os valores, as crenças e as preocupações do mundo atual, procurámos trabalhar rumo ao desenvolvimento de um cidadão consciente, não acomodado, mas sim incomodado com as injustiças sociais, que atua para garantir um mundo mais justo, digno e inclusivo. Desta forma, este estudo de tipo investigação-ação, realizado a partir de um projeto de intervenção didática, intitulado “Take heart – The power of kindness”, desenvolvido numa turma do 3.º ano do 1.º Ciclo do Ensino Básico, do distrito de Aveiro, no contexto da aula de Inglês, teve como objetivo compreender de que forma se pode promover a cidadania, com particular foco na solidariedade, recorrendo a picturebooks na aula de Inglês. A análise de dados permitiu concluir que as crianças se mostraram recetivas à leitura de picturebooks e às atividades propostas de análise dos mesmos; que desenvolveram, simultaneamente, novos conhecimentos lexicais e retiraram mensagens e ensinamentos das leituras e análises efetuadas. Durante as sessões do projeto foram trabalhados tópicos com os alunos, referentes à importância da partilha e da solidariedade para com o Outro, verificando-se no final do projeto, que as crianças se mostraram muito recetivas e mais conscientes em relação aos temas abordados. Concluiu-se, ainda, que é viável e desejável associar o ensino da língua inglesa com a educação para a cidadania e para a solidariedade e que esta articulação contribui para a formação de cidadãos cientes do seu papel na sociedade. The report presented here is based on an action-research project, carried out as part of the Master's in Teaching English in Primary Education, taught at the Department of Education and Psychology of the University of Aveiro, and aimed to answer the research question: How to promote citizenship, in particular solidarity, in English class in primary education? We live in a world where socio-economic inequalities devastate world societies, generating humanitarian crises of various kinds. Given this reality, it is urgent to develop early skills in children that allow them to develop empathy towards the problems of the Other, in order to foster solidarity. Through English, a global language, and the use of picturebooks, with messages that explore the values, beliefs, and concerns of today's world, we have tried to work toward an aware citizen, not complacent, but rather bothered with social injustices, who acts to ensure a fairer, more dignified and inclusive world. Thus, this action-research study, based on a didactic intervention project, entitled "Take heart - The power of kindness", developed in a 3rd grade class of Primary Education in the district of Aveiro, in the context of English class, aimed to understand how to promote citizenship, with particular focus on solidarity, using picturebooks in English class. The data analysis allowed us to conclude that children were receptive to the reading of picturebooks and to the activities proposed to analyze them. They also developed new lexical knowledge and drew messages and lessons from the readings. During the project sessions, topics related to the importance of sharing and solidarity towards the Other were worked on with the students, and at the end of the project, it was verified that the children were very receptive and more aware in relation to the themes approached. It was also concluded that it is possible and desirable to associate the teaching of the English language with the education for citizenship and solidarity and that this articulation contributes to the formation of citizens who are aware of their role in society. Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico

In this study, we collected saliva and urine samples from individuals in the metropolitan region of Rio de Janeiro, Brazil, during the years of 2017 through 2019 and we were able to detect the presence of Chikungunya virus genome in these samples. Our findings reinforce the possibility to monitor Chikungunya virus circulation by analyzing saliva and urine from individuals during inter-epidemic periods.

New findings What is the central question of this study? Early-life adversity is associated with increased risk for obesity and metabolic dysfunction. However, it is unclear whether obesity and metabolic dysfunction result from coping strategies to deal with adversity-related emotional dysregulation, a direct programming of systems regulating metabolic function, or a combination of both. What is the main finding and its importance? Early-life adversity increases vulnerability to later-life obesity and metabolic dysfunction, indicating that genetics and adult lifestyle are not the only determinants of obesity and related metabolic dysfunction. Moreover, consumption of cafeteria diet exacerbated metabolic dysfunction associated with early-life adversity, suggesting that poor dietary choices might have a bigger impact in the context of early-life adversity. Abstract Early-life adversity has become recognized as an important factor contributing to adult obesity and associated metabolic dysfunction. However, it is unclear whether obesity and metabolic dysfunction associated with early-life adversity result from coping strategies to deal with adversity-related emotional dysregulation, a direct programming of systems regulating metabolic function, or a combination. Interestingly, both early-life adversity and later-life dietary choices affect immune function, favouring pro-inflammatory mechanisms that are associated with obesity-related metabolic dysfunction. To investigate the unique and/or interactive effects of early-life adversity and later-life dietary choices for increased vulnerability to obesity and metabolic dysfunction, and specifically the role of the immune system in this vulnerability, we combined a naturalistic rat model of early-life scarcity-adversity with a rat model of obesity, the cafeteria diet. Our results indicate that early-life adversity alone induces insulin resistance, reduces pancreatic insulin secretion, plasma concentrations of triglycerides and cholesterol, and increases fasting glucose and tumour necrosis factor-α plasma concentrations. Importantly, animals exposed to adverse rearing were more vulnerable to metabolic dysregulation associated with the cafeteria diet, given that they consumed more energy, showed more severe hepatic steatosis and increased concentrations of the pro-inflammatory cytokine interleukin-1β than normally reared animals fed the cafeteria diet. Together, our results suggest that early-life adversity negatively programmes physiological systems that regulate metabolic function and increases vulnerability to obesity and metabolic dysfunction in adulthood. These results highlight the intrinsic relationship between the quality of the early postnatal environment and later-life dietary choices on adult health outcomes.