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There is evidence that COVID-19, the disease caused by the betacoronavirus SARS-CoV-2, is sensitive to environmental conditions. However, such conditions often correlate with demographic and socioeconomic factors at larger spatial extents, which could confound this inference. We evaluated the effect of meteorological conditions (temperature, solar radiation, air humidity and precipitation) on 292 daily records of cumulative number of confirmed COVID-19 cases across the 27 Brazilian capital cities during the 1st month of the outbreak, while controlling for an indicator of the number of tests, the number of arriving flights, population density, proportion of elderly people and average income. Apart from increasing with time, the number of confirmed cases was mainly related to the number of arriving flights and population density, increasing with both factors. However, after accounting for these effects, the disease was shown to be temperature sensitive: there were more cases in colder cities and days, and cases accumulated faster at lower temperatures. Our best estimate indicates that a 1 °C increase in temperature has been associated with a decrease in confirmed cases of 8%. The quality of the data and unknowns limit the analysis, but the study reveals an urgent need to understand more about the environmental sensitivity of the disease to predict demands on health services in different regions and seasons.

ResumoO artigo é trabalho de conclusão de um curso de especialização na área de Educação de uma Instituição Federal. Tem como finalidade refletir sobre o ensino de geometria nos anos iniciais do Ensino Fundamental, a partir de referências teóricas, para a instrumentalização de professores como mediadores do processo de construção do conhecimento geométrico. A pesquisa tem abordagem qualitativa, com um estudo bibliográfico baseado em livros e artigos sobre os escritos do casal van Hiele (1957), que propõe cinco níveis de compreensão do pensamento geométrico, além de cinco fases de aprendizagem para o avanço dos estudantes através desses níveis, e de Pais (1996), que destaca quatro elementos fundamentais da geometria: objeto, conceito, desenho e imagem mental. Isso é associado às habilidades e competências desenvolvidas em estudantes, a partir do estudo de geometria e indicadas na Base Nacional Comum Curricular (2018). Destaca-se o papel do professor no ensino de geometria por meio de atividades práticas e contextualizadas, com o uso de materiais concretos, jogos e tecnologias, a fim de apresentar um caminho para o desenvolvimento de habilidades e competências. Nesse sentido, é preciso que os professores tenham conhecimento do conteúdo geométrico para selecionar, construir e sistematizar atividades, que proporcionem a aprendizagem significativa, considerando as teorias de van Hiele e Pais e as propostas da Base Nacional Comum Curricular. Palavras-chave: Geometria. Anos Iniciais. BNCC. Ensino. Aprendizagem. AbstractThe article is the conclusion work of a specialization course in Education of a Federal Institution. Its purpose is to reflect on the teaching of geometry in the early years of elementary school, from theoretical references, to instrumentalize teachers as mediators of the process of construction of geometric knowledge. The research has a qualitative approach, with a bibliographic study based on books and articles on the writings of the couple van Hiele (1957), which proposes five levels of understanding of geometric thinking, as well as five learning stages for the advancement of students through these levels, and of Pais (1996), which highlights four Fundamental elements of geometry: object, concept, design and mental image. This is associated with the skills and competences developed in students, from the study of geometry, and indicated in the Common National Curriculum Base (2018). We highlight the role of the teacher in teaching geometry through practical and contextualized activities, using concrete materials, games and technologies, in order to present a path for the development of skills and competences. In this sense, teachers need to have knowledge of geometric content to select, build and systematize activities that provide meaningful learning, considering the theories of van Hiele and Pais and the proposals of the Common National Curriculum Base. Keywords: Geometry. Early Years. BNCC. Teaching; Learning.

While the 2023 record-breaking drought led to widespread social-ecological impacts across Amazonia, local impacts of such extreme events are rarely described in detail. Here we leverage a large interdisciplinary data collection related to social and ecological impacts in the Central Amazon. Compound hazards (reduced river water levels, lack of rainfall, high water/air temperatures, river erosion and fire smoke) led to major impacts, including an unprecedented mortality of 209 river dolphins and blooms of the potentially ichthyotoxic Euglena sanguinea phytoplankton. Fish kills in lakes and changes in caiman relative abundance along floodplain channels were observed, as well as lower-than-usual production of flowers and fruits in floodplain trees. Impaired river transportation was the main socio-economic impact, affecting important value chains such as the arapaima fisheries and manioc flour production, as well as access to healthcare, drinking water and urban markets. Our results also show the contrasting impacts between rural and urban populations, with the latter presenting a higher resilience throughout the event. Continuous records of impacts like those presented here are fundamental to guide future disaster management policies in Amazonia. This is particularly important to help vulnerable remote people and ecosystems during extreme hydro-climatic events, which are likely to increase in the near future.

O artigo é trabalho de conclusão de um curso de especialização na área de Educação de uma Instituição Federal. Tem como finalidade refletir sobre o ensino de geometria nos anos iniciais do Ensino Fundamental, a partir de referências teóricas, para a instrumentalização de professores como mediadores do processo de construção do conhecimento geométrico. A pesquisa tem abordagem qualitativa, com um estudo bibliográfico baseado em livros e artigos sobre os escritos do casal van Hiele (1957), que propõe cinco níveis de compreensão do pensamento geométrico, além de cinco fases de aprendizagem para o avanço dos estudantes através desses níveis, e de Pais (1996), que destaca quatro elementos fundamentais da geometria: objeto, conceito, desenho e imagem mental. Isso é associado às habilidades e competências desenvolvidas em estudantes, a partir do estudo de geometria e indicadas na Base Nacional Comum Curricular (2018). Destaca-se o papel do professor no ensino de geometria por meio de atividades práticas e contextualizadas, com o uso de materiais concretos, jogos e tecnologias, a fim de apresentar um caminho para o desenvolvimento de habilidades e competências. Nesse sentido, é preciso que os professores tenham conhecimento do conteúdo geométrico para selecionar, construir e sistematizar atividades, que proporcionem a aprendizagem significativa, considerando as teorias de van Hiele e Pais e as propostas da Base Nacional Comum Curricular.

Rationale Recent studies have supported the safety and efficacy of psychedelic therapy for mood disorders and addiction. Music is considered an important component in the treatment model, but little empirical research has been done to examine the magnitude and nature of its therapeutic role. Objectives The present study assessed the influence of music on the acute experience and clinical outcomes of psychedelic therapy. Methods Semi-structured interviews inquired about the different ways in which music influenced the experience of 19 patients undergoing psychedelic therapy with psilocybin for treatment-resistant depression. Interpretative phenomenological analysis was applied to the interview data to identify salient themes. In addition, ratings were given for each patient for the extent to which they expressed “liking,” “resonance” (the music being experienced as “harmonious” with the emotional state of the listener), and “openness” (acceptance of the music-evoked experience). Results Analyses of the interviews revealed that the music had both “welcome” and “unwelcome” influences on patients’ subjective experiences. Welcome influences included the evocation of personally meaningful and therapeutically useful emotion and mental imagery, a sense of guidance, openness, and the promotion of calm and a sense of safety. Conversely, unwelcome influences included the evocation of unpleasant emotion and imagery, a sense of being misguided and resistance. Correlation analyses showed that patients’ experience of the music was associated with the occurrence of “mystical experiences” and “insightfulness.” Crucially, the nature of the music experience was significantly predictive of reductions in depression 1 week after psilocybin, whereas general drug intensity was not. Conclusions This study indicates that music plays a central therapeutic function in psychedelic therapy.

The article The hidden therapist: evidence for a central role of music in psychedelic therapy, written by Mendel Kaelen, Bruna Giribaldi, Jordan Raine, Lisa Evans, Christopher Timmerman, Natalie Rodriguez, Leor Roseman, Amanda Feilding, David Nutt, Robin Carhart-Harris, was originally published electronically on the publisher’s internet portal