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Introduction Otosclerosis leads to stapes fixation and consequent conductive hearing loss. Surgery is the mainstay of treatment, and it can be achieved through small fenestra stapedotomy or stapedectomy. Despite the first being favored by most, evidence supporting its superiority over the latter remains inconclusive.

In this text, the objective is to characterize the initial and continuing training of teachers at a school in the countryside of Mato Grosso do Sul, Brazil, with a view to identifying the presence/absence of inclusive and intercultural perspectives in their training paths. To this end, it is configured as a qualitative research, with a rural school located in a rural district of Mato Grosso do Sul, in the Região da Grande Dourados, as the research locus. The group of participants comprised eight teachers from the Initial Years of Elementary School. To produce data, a questionnaire with closed and open questions was used. The analyzes occurred through two axes defined a priori: one related to initial training and the other related to continuing training. The results indicated that all teachers have initial training at a higher education level and, among the eight, seven have continued training in specialization courses. In the training paths, themes related to inclusion were more present when compared to content related to interculturality. In view of the context investigated, we advocate the expansion of the debate on inclusive and intercultural education in the in-service training of rural school teachers, in order to contribute to concepts and practices that promote the articulation between the principles of equality and difference.

Much of the work developed on biodiversity dynamics due to climate change focuses on large scales. Yet, we know that small scale is critical to fully understand biodiversity change, particularly for plants and small or less mobile organisms which might seek refuge in sites that keep specific microclimatic and biotic conditions dampening the effects of large-scale changes. The project BASS - Biodiversity Assessment at Small Scales - aims to explore the intricate relationships between small-scale environmental variations in space and time and biodiversity patterns. Central to our study is researching how microclimatic conditions, such as potential solar radiation, influence species occurrence, abundance, community composition and biotic interactions within a Mediterranean context. Our objectives include gaining a deeper understanding of the effects of localised environmental conditions and their change in time on biodiversity, providing critical data for an under-researched Mediterranean Biodiversity Hotspot region, and examining the dynamics of small-sized species, particularly plants and invertebrates. We have established a network of 16 fixed sampling points across the Lisbon University field station - Herdade da Ribeira Abaixo (HRA), Grândola (South Portugal): eight with high and eight with low potential solar radiation. Each of these plots will serve as a 'mesocosm' for detailed ecological studies in the next decades. This framework will support a variety of research projects each focusing on different taxa and questions, including Masters' theses, PhD dissertations and independent studies, thereby fostering a collaborative research environment. By integrating previously collected data during the last three decades with new findings, we aim to offer valuable insights into the processes underlying ecosystem functioning and change at small spatial scales. This project not only addresses fundamental ecological questions, but also contributes to sustainable landscape management and biodiversity conservation efforts.

A inclusão é necessária e não ocorre sem a valorização de quaisquer diferenças. No âmbito educativo, está além da Educação Especial, cujo público-alvo consiste em pessoas com deficiência, Transtorno do Espectro Autista (TEA) e altas habilidades/superdotação. Nesse sentido, a educação inclusiva, precisa promover ressignificações no âmbito educativo, concebendo os educandos como seres plurais com necessidades individuais e, portanto, específicas, que precisam do desenvolvimento integral, considerando que além da dimensão intelectual, há um sujeito inserido em um contexto social, com experiência pessoal, que também envolve a perspectiva física, cultural, social, psicológica e moral. Sendo assim, uma Educação Integral que visa o desenvolvimento biopsicossocial do indivíduo, precisa ter a valorização das diferenças e as práticas inclusivas como pilares fundantes. A diferença é o que distingue um educando do outro e consequentemente, nega a ideia de homogeneidade nas escolas e nas instituições de educação superior. Desta forma, identificar as especificidades e particularidades dos educandos, sem reduzi-los, é o pressuposto básico de qualquer educação que se postule como inclusiva. Lidar com as diferenças requer dos educadores a implementação de práticas pedagógicas que contemplem o direito à dignidade e a formação humana integral, função social dos espaços educacionais. Compreendendo que a valorização das diferenças possibilita constatar que os educandos apresentam heterogeneidades que demandam dos docentes mais do que o ensino de conteúdos expressos nos currículos, mas a compreensão de que é necessário estabelecer pontes entre os conhecimentos que os educandos trazem e os saberes historicamente construídos; visão que precisa ultrapassar as vias curriculares e se encontrar com o conceito de Educação Integral. Vale ressaltar que o conceito de Educação Integral não é novo na história da educação brasileira, sendo mencionado desde a década de 1930, fortalecido pelo Manifesto dos Pioneiros da Escola Nova em 1932; no entanto, foi apenas nas décadas de 1980 e 1990 que tal concepção foi impulsionada pelos movimentos sociais que reivindicavam maior qualidade na educação (Araújo, Barcelos, Célia & Moll, 2022). Segundo Araújo, Barcelos, Célia e Moll (2022), a Educação Integral tem sido um tema muito discutido no país nos últimos anos, contudo, muitas vezes, erroneamente tem sido confundida com a ampliação do tempo na escola. Assim, a política educacional de ampliação do tempo escolar denominada Programa Escola em Tempo Integral de que trata a Lei n.º 14.640 (Programa de Escola em Tempo Integral, 2023), não pode ser confundida com uma Educação Integral, ou seja, uma educação que busca a formação ampla do ser humano, pois essa não se resume a extensão do período de permanência na escola. Assim, a formação docente, tanto inicial bem como a contínua, deve se engajar na discussão relacionada com uma Educação Integral e inclusiva a fim de que supere o nível de apenas ampliação do tempo escolar e o nível do discurso, pois vivenciamos um momento em que essas temáticas são amplamente defendidas, mas nem sempre efetivadas nas escolas e nas instituições de educação superior. Dessa forma, para além do acesso, também é necessária a elaboração e efetivação de políticas públicas que possibilitem que todos aprendam, independente das diferenças e suas especificidades, pois uma Educação Integral e inclusiva, demanda políticas públicas inclusivas. Entendemos que uma educação que de fato seja integral e inclusiva busca a formação da multidimensionalidade dos sujeitos e consiste em uma proposta alinhada ao princípio de equidade, mais amplo que o de igualdade, pois apesar de reconhecer e oferecer condições iguais, considera as necessidades específicas, ou seja, as diferenças dos indivíduos. Reafirmamos então, que a busca por uma educação que desenvolva amplamente os educandos e considere as diferenças de cada sujeito é necessária e é um direito que deve ser assegurado para todos. Portanto, o dossiê Desafios e perspectivas da formação docente para o desenvolvimento de uma Educação Integral e inclusiva na contemporaneidade, enfoca artigos de autores vinculados às diversas instituições de Educação Superior inclusive internacionais, que apresentam contribuições sobre a formação docente que contemple a Educação Integral e a inclusão, em interface com a Educação Básica e/ou o Educação Superior, do ponto de vista dos profissionais que atuam na educação.

The military serves as a vital bridge between strategic goals and societal values. This study aims to comprehensively analyze the potential and limitations of Empowering Leadership (EL) in the armed forces. Considering the current post-pandemic context and the geopolitical shifts in a volatile, uncertain, fragile, and complex world, we look at how EL can boost adaptability. We started by addressing military organization structure and evolution, followed by the EL concept and its impact on organizational performance. We discussed its benefits, progress, and role in modern military environments. The analysis points out EL benefits, despite the challenges posed by the military’s strict hierarchy, which can limit EL’s effectiveness, but concluded that this style can be effective when aligned with Mission Command. We analyze EL’s nuances in military settings, presenting three propositions and stating their potential, challenges, and limitations. This study offers insights into leadership dynamics in the military, highlighting the delicate balance between empowerment and traditional structures.

Introduction: Dengue is the most fatal virus disease spread by mosquito bites and Aedes aegypti is the main transmitting agent. It is an endemic disease in the tropical and subtropical regions, currently affecting more than 100 countries. Although most patients present mild forms of the disease, a considerable proportion of individuals has severe alterations in the blood count. The aim of this study was to evaluate the consumption pattern of blood components in epidemic and non-epidemic periods and to verify if there was an impact on dengue cases and the death rate. Method: This is a retrospective cross-sectional study conducted through the collection and analysis of data from the Brazilian Ministry of Health from 2008 to 2019 on new cases and deaths from dengue, as well as the consumption of blood components in the period mentioned by hemovigilance bulletins of the Brazilian authority. Results: Regarding the results, no significant difference was found between the absolute amount of blood components used in years with an epidemic peak. Regarding the relative values, an important variation was shown among the distributive consumption patterns of blood components in the outbreak years. In the univariate linear regression analysis, there was statistical significance between the increase in the number of dengue cases and deaths from dengue with the increase in the consumption of red blood cell concentrates (RBP), platelet concentrates (PP), fresh frozen plasma (FFP) and cryoprecipitate (Cryo) (p-value < 0.05). The increase in dengue cases was related to the increase in Cryo consumption with clinical significance (R² > 0.5), but dengue deaths were not correlated to the same. In multivariate analysis, all regression models had clinical and statistical significance. Conclusion: The data obtained in the present study demonstrate that there is a relevant relationship between the increase in cases and deaths from dengue with the blood components usage, especially PP, FFP and cryoprecipitate.

Coastal erosion poses a continuous threat to ecosystems, infrastructure, and property. To address these challenges and mitigate the effects of coastal changes, effective and current monitoring is essential. It is particularly important to monitor coastlines and coastal changes in Africa, where a significant portion of the population resides in coastal regions. While optical satellite imagery has been used for large-scale annual coastlines and change monitoring for Africa, its availability and quality are largely limited by the presence of cloud and cloud shadow. In comparison, using radar satellite observations such as Sentinel-1 data can provide consistent coastal mapping and change detection regardless of cloud presence. This paper outlines a fully automated supervised machine learning workflow using Sentinel-1 data and training samples extracted from Sentinel-2 data. It also explores the performance of the workflow for different coastal morphology types across the African coast. The workflow has proved to perform better and produced results that were visually more consistent with Sentinel-2 data compared to thresholding methods. While challenges exist to distinguish between land and water over smooth sandy beaches and rough near-shore water surfaces, our workflow provides an alternative method for coastal change mapping where optical satellites provide insufficient observations free from clouds. Python code of the proposed methodology has been made publicly available.