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Adopting eco-friendly diets will demand the consumption of more plant-based protein food sources such as legumes. However, assessing the impact of such a dietary shift on the dietary and nutritional intake of traditionally omnivorous populations is needed. The objective of this study was to assess the impact of substituting a traditional omnivorous-based lunch for a vegetarian, legume-based meal on the daily dietary and nutritional intake in a group of omnivorous adults in the city of Porto, Portugal. Nineteen, non-vegetarian, healthy young adults consumed a vegetarian, legume-based meal from Monday to Friday, for 8 consecutive weeks. Socio-demographic data, health status, lifestyle-related information and anthropometric parameters were recorded. Three-day food records were used to collect food intake at baseline and week 8. European Food Safety Authority and World Health Organization reference values were used to assess nutritional inadequacies. Variables were described as medians (P25 and P75). Wilcoxon signed-rank and Mann–Whitney tests were used for statistical comparisons. A p-value of 25 = 35.0; P75 = 40.0) meals, resulting in an intake of 84.5 g (P25 = 74.9; P75 = 98.4) of cooked legumes per meal, meaning 11 subjects (57.9%) met the Portuguese guidelines for legume consumption (≥80 g/day of legumes). The current dietary intervention did not seem to aggravate the prevalence of nutritional inadequacies for the macro- and micronutrients tested, except for the case of vitamin B12 (52.6% [95% CI: 28.9–75.6] vs. 78.9% [95% CI: 54.4–94.0]). This could be linked to the reduction of dietary sources of this vitamin which is an expected consequence of vegetarian meals. Dietary changes towards grain legume-based diets are desirable yet need to be carefully implemented to prevent exacerbating potential nutrient inadequacies, especially of vitamin B12.

Adequate nutritional intake in the first years of life is crucial for future health. The purpose of this study is to assess the adequacy of nutritional intake in Portuguese toddlers. The EPACI Portugal 2012 is a cross-sectional study of a representative sample of toddlers (n = 2230), aged between 12 and 36 months. Data on diets were collected by trained interviewers. The current analysis included 853 children with full data from 3-day food diaries completed by parents/caregivers. Intakes of energy, macro- and micronutrients were estimated through Statistical Program to Assess Dietary Exposure (SPADE). Nutritional adequacy was evaluated using Dietary Reference Values established by the European Food Safety Authority. A large proportion of children exceeded the recommended energy intake. The median daily protein intake was 4.7 g/kg/day, five times more than that recommended. About 9% and 90% of the children consumed a lower proportion of energy than the lower limit of the Reference Intake range for carbohydrates and fat, respectively. Around a third consumed less fibre and magnesium and 100% less vitamin D than the recommended Adequate Intake (AI). Almost a third consumed less vitamin A than the recommended Average Requirement (AR) and 86% of the children showed excessive sodium consumption. Portuguese toddlers consumed a low proportion of energy from fat, had energy and protein intakes above the recommendations and excessive intakes of sodium, and inadequate intakes of vitamin A. Every child consumed less than the recommended AI for vitamin D.

(1) Background: serious games seem to show promising strategies to promote treatment compliance and motivate behavior changes, and some studies have proven to contribute to the literature on serious games. (2) Methods: this systematic review aimed to analyze the effect of serious games in promoting healthy eating behaviors, effectively preventing childhood obesity, and improving physical activity in children. Five electronic bibliographic databases—PubMed, ACM Digital Library, Games for Health Journal, and IEEE Xplore were used to conduct a systematic literature search based on fixed inclusion and exclusion criteria. Peer-reviewed journal articles published between 2003 and 2021 were selected for data extraction. (3) Results: a total of 26 studies were identified, representing 17 games. Half of the studies tested interventions for healthy eating and physical education. Most of the intervention’s games were designed according to specific behavioral change theories, predominantly the social cognitive theory. (4) Conclusions: studies confirmed the potential of serious games for obesity prevention but considering the restrictions encountered, we exhort for novel designs with different theoretical perspectives.

A paz é mais do que a ausência de guerra. Sobre esta premissa fundaram-se os Estudos para a Paz, que têm Johan Galtung como teórico fundador. Entre as inúmeras obras e artigos científicos escritos pelo autor destaca-se Peace by Peaceful Means: Peace and conflict, development, and civilization, onde expõe argumentações de natureza epistemológica, ontológica e metodológica, com vista a conceber um novo paradigma em que a paz poderá tornar-se uma realidade integral. A obra está dividida em quat...

Para as editoras, esta obra constitui uma forma de contribuir para a disseminação da mediação intercultural, através de propostas conceptuais, metodológicas, formativas, de ação e de (auto)supervisão que resultam de processos de formação-ação e investigação colaborativa. Há uma opção clara pela análise sobre como a mediação tem vindo a evoluir a nível nacional em certos domínios da área da interculturalidade. Procura-se também estar no alinhamento das diretrizes preconizadas: (a) no plano de ação da Organização das Nações Unidas para a Educação, a Ciência e a Cultura para a década internacional para a aproximação de culturas (2013–2022; International Decade for the Rapprochement of Cultures, 2013), e (b) na Agenda 2030 para o desenvolvimento sustentável da Organização das Nações Unidas (2018), que entre 17 objetivos de desenvolvimento sustentável inclui o objetivo da paz, justiça e instituições efetivas. Partilha-se, ainda, um conjunto de ideias e de atividades que à escala local permitem dar cumprimento à Resolução 72/130/2017 das Nações Unidas (International Day of Living Together in Peace, 2018), que determina o dia 16 de maio como o dia internacional do viver juntos em paz. Em síntese, o conjunto de textos que a seguir se apresenta converge entre formação-ação-investigação em mediação intercultural e comunitária, propondo-se uma intervenção local colaborativa e sistémica em prol da convivência e da paz.

[Excerto] Na sequência das temáticas desenvolvidas anteriormente neste livro sobre a mediação intercultural, o/a mediador/a e as suas competências, este texto apresenta uma proposta específica de formação básica de mediadores/as interculturais. A mediação intercultural é aqui assumida como uma metodologia para a prevenção e gestão cooperativa de conflitos fundamental na promoção da interação e da inclusão em contextos escolar, familiar, organizacional, comunitário e social., Este trabalho é financiado por fundos nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito do projeto UIDB/00736/2020 (financiamento base) e UIDP/00736/2020 (financiamento programático).

[Excerto] A práxis da mediação desenvolve-se através de um processo em que a formação e a ação dos mediadores se retroalimentam e aprofundam progressivamente. Esta constatação alicerça-se nas experiências em que temos participado no âmbito de projetos internacionais e locais e nos testemunhos de muitos mediadores, nomeadamente interculturais. A formação especializada dos mediadores é essencial à realização da sua ação, à construção de um perfil profissional específico e sólido, diferenciado e complementar de outros profissionais. Para agir responsavelmente, os mediadores interculturais precisam conhecer o significado da mediação e da mediação intercultural, a sua natureza, os seus fundamentos e princípios e os procedimentos metodológicos e éticos que lhe são específicos. Este conhecimento teórico-metodológico e ético, sendo fundamental, é insuficiente quando distanciado ou abstraído da ação. Porém, também a ação dos mediadores deve ser sustentada neste conhecimento. À práxis da mediação são essenciais conhecimento e ação, ambos fortalecidos mutuamente através da formação-aprendizagem e da (auto)supervisão. Este texto documenta uma experiência de formação-ação-investigação em mediação intercultural concretizada através da constituição e desenvolvimento de uma comunidade de aprendizagem., Este trabalho é financiado por fundos nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito do projeto UIDB/00736/2020 (financiamento base) e UIDP/00736/2020 (financiamento programático).

Objective:To assess the longitudinal association between parental BMI and offspring’s BMI, in EPACI Portugal 2012.Design:Longitudinal study with retrospective collection of children’s anthropometry data since birth. Children’s anthropometric data were gathered from individual child health bulletins, and parents’ anthropometrics were self-reported. Children’s and parents’ BMI were classified according to WHO cut-offs. Linear mixed models with random intercept and slope for age were applied to quantify the association between parental BMI and children BMI Z-score (zBMI).Setting:EPACI Portugal 2012.Participants:Representative sample from the Portuguese population (n 2230) aged from 12 to 36 months.Results:58·9 % of the fathers and 35·6 % of the mothers were overweight (OW) or obese. Prevalence of infants who were, at least, at risk of OW increased from 17·0 % to 30·3 % since birth to 12 months. About half of the mothers with pre-pregnancy OW and obesity (OB) gained gestational weight above the recommendations. The children from mothers with gestational weight gain (GWG) below the recommendations showed a −0·15 SD lower zBMI (95 % CI −0·23, −0·06) in early life, comparing with mothers within GWG recommendations. Children of obese mothers were more likely to present a higher zBMI (0·24 SD, 95 % CI 0·13, 0·35) throughout the first months of life.Conclusions:A high prevalence of OW and OB was observed in Portuguese young adults and toddlers. Mothers’ pre-pregnancy BMI and insufficient GWG had a direct effect on offspring BMI. Early effective interventions are needed in order to prevent the transgenerational transmission of OB.

Inflammation and oxidative stress-related metabolic disorders are on the genesis of several highly prevalent noncommunicable diseases, including cardiovascular diseases, which currently represent the leading cause of premature death worldwide. However, evidence suggests that healthy dietary habits may exert positive antiinflammatory and antioxidant effects by preventing the onset or modulating such chronic conditions. In this context, pulse-based functional foods and ingredients have emerged as versatile and convenient vehicles to promote higher nutritional intake with additional health benefits. In this chapter, we describe the potential use of pulses and their bioactive compounds in the development of functional foods and ingredients capable of modulating inflammation and oxidative stress, discussing challenges and opportunities for both the scientific community and food industry. The most promising bioactive compounds appear to comprise carbohydrates and nondigestible components, proteins and bioactive peptides, tocopherols and carotenoids, phytosterols, saponins, and polyphenols. Both the direct and indirect influences of these compounds over inflammation and oxidative stress-related health disorders have been reported. Nevertheless, the development of functional foods incorporating pulse-based ingredients poses several challenges. The largest difficulty relates to ensuring the sustenance of biologic activity throughout food supply chain and after consumption. More research regarding the optimization of growing and processing conditions that lead to better functional properties of pulses and pulse-based products is needed. Pulse flours, as well as their fiber and protein fractions, have become a convenient choice as pulse-based functional ingredients, mainly incorporated into baked products, providing important metabolic benefits. However, the bioavailability, efficacy and safety of pulse bioactive compounds require more thorough investigation, particularly during shelf-life periods. Also, since lentils, chickpeas, and beans have the highest concentrations of bioactive compounds (particularly their colorful cultivars), increased attention of researchers and food industry to these foods is justified. Lastly, more human controlled clinical trials testing the biological effects of pulse-based novel foods are required.

Elevated CO2 (eCO2) has been reported to cause mineral losses in several important food crops such as soybean (Glycine max L.) and common bean (Phaseolus vulgaris L.). In addition, more than 30% of the world’s arable land is calcareous, leading to iron (Fe) deficiency chlorosis and lower Fe levels in plant tissues. We hypothesize that there will be combinatorial effects of eCO2 and Fe deficiency on the mineral dynamics of these crops at a morphological, biochemical and physiological level. To test this hypothesis, plants were grown hydroponically under Fe sufficiency (20 μM Fe-EDDHA) or deficiency (0 μM Fe-EDDHA) at ambient CO2 (aCO2, 400 ppm) or eCO2 (800 ppm). Plants of both species exposed to eCO2 and Fe deficiency showed the lowest biomass accumulation and the lowest root: shoot ratio. Soybean at eCO2 had significantly higher chlorophyll levels (81%, p &lt, 0.0001) and common bean had significantly higher photosynthetic rates (60%, p &lt, 0.05) but only under Fe sufficiency. In addition, eCO2 increased ferric chelate reductase acivity (FCR) in Fe-sufficient soybean by 4-fold (p &lt, 0.1) and in Fe-deficient common bean plants by 10-fold (p &lt, 0.0001). In common bean, an interactive effect of both environmental factors was observed, resulting in the lowest root Fe levels. The lowering of Fe accumulation in both crops under eCO2 may be linked to the low root citrate accumulation in these plants when grown with unrestricted Fe supply. No changes were observed for malate in soybean, but in common bean, shoot levels were significantly lower under Fe deficiency (77%, p &lt, 0.05) and Fe sufficiency (98%, p &lt, 0.001). These results suggest that the mechanisms involved in reduced Fe accumulation caused by eCO2 and Fe deficiency may not be independent, and an interaction of these factors may lead to further reduced Fe levels.

Pulses are nutrient-dense foods that have for a long time been empirically known to have beneficial effects in human health. In the last decade, several studies have gathered evidence of the metabolic benefits of pulse intake. However, it remains unclear at what amounts these effects may be attained. This study aimed to systematically review the scientific outputs of the last two decades regarding health benefits of pulse consumption and the amounts necessary for positive outcomes to be achieved. A PubMed search including keywords [(“dietary pulses”, “pulses”, “legumes”, “grain legumes”, “bean”, “chickpea”, “pea”, “lentil”, “cowpea”, “faba bean”, “lupin”) and (“inflammation”, “inflammatory markers”, “C-reactive protein”, “blood lipids”, “cholesterol”, “cardiometabolic health”, “cardiovascular disease”, “diabetes”, “glycaemia”, “insulin”, “HOMA-IR”, “body weight”, “body fat”, “obesity”, “overweight”, “metabolome”, “metabolic profile”, “metabolomics”, “biomarkers”, “microbiome”, “microbiota”, “gut”)] was performed. Only English written papers referring to human dietary interventions, longer than one day, focusing on whole pulses intake, were included. Most of the twenty eligible publications reported improvements in blood lipid profile, blood pressure, inflammation biomarkers, as well as, in body composition, resulting from pulse daily amounts of 150 g (minimum-maximum: 54-360 g/day; cooked). Concerns regarding methodological approaches are evident and the biochemical mechanisms underlying such effects require further investigation. This work was supported by National Funds from FCT through projects UID/Multi/50016/2019 and CICECO-Aveiro Institute of Materials, FCT Ref. UID/CTM/50011/2019 and POCI-01-0145-FEDER-007679, financed by national funds through the FCT/MCTES. Transition paths to sustainable legume-based systems in Europe (TRUE), has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 727973. H. Ferreira would like to acknowledge FCT for doctoral grant ref. SFRH/BDE/132240/2017.

We are aware of the challenges affecting the present society, social and existential issues that follow. Being a teacher requires a permanent training in line with the latest societal developments and the evolution of knowledge. Both School and the teacher are expected to contribute to the student’s integral education. The main objective of the present study was to analyze the contribution of continuing teacher training in conflict mediation and evaluate the performance of the mediating strategies in responding to the School’s current socio-educational challenges. We have conducted a qualitative study, as there is still a need for significant theoretical scientific contributions to this subject. We gathered data through semi-structured interviews. Participants include nine teachers, aged between 33 years and 62 years, of both sexes, working as teachers in schools or groups of schools in the north of Portugal. The data analysis was done based on an analysis of content technique, according to the interview’s codification upon the register units where we have determined categories and subcategories. The results show that continuing formation in conflict mediation is essential for upgrading and knowledge innovations, as well as for the development of new strategies leading to better professional practice. This training in mediation promotes the acquirement of skills required to deal with nowadays School’s socio-educational challenges more easily. Furthermore, we found that there is a perfect association between socio-educational abilities developed in mediation and the ones that help students through their mandatory schooling journey.

Os temas sobre os quais versa este artigo contribuem para identificar como o conflito, a convivência e a mediação escolar são elementos de estudo no campo das Ciências da Educação e em que medida a Escola atual pode construir-se como um espaço (social, cultural, organizacional e simbólico) para colocar em prática estratégias de intervenção de melhoria do seu contexto social e educativo, através de projetos de mediação de conflitos. A estratégia argumentativa tecida ao longo do artigo apoiou-se numa metodologia de pesquisa qualitativa, tendo como referência uma revisão de literatura das áreas em questão, que contribuiu para a construção e análise de categorias, conceitos e teorias que sustentam uma abordagem teórica da convivência escolar no nível meso da escola e no amplo alcance da mediação de conflitos.

This article presents results of the implementation of conflict mediation, as a proposal for pedagogical intervention to deal with indiscipline in a public school in Porto Velho city, the State of Rondonia, in the Western Amazon of Brazil. The study was justified by the growing manifestation of indiscipline, to the detriment of the processes of teaching and students ’cognitive and social development. Moreover, there are no stricto sensu research on mediation applied to education in the Northern Region of Brazil, nor studies that promote dialogue between school mediation and the Cultural-Historical Theory activity. The intervention lasted four months, from August to November 2019, with eighteen students from a 7th grade class, nine teachers, and four professionals from the school's management team participating in the research. This was a research of qualitative approach, of pedagogical intervention, whose stages consisted of situational analysis, sensitization, training, institutionalization, and evaluation. Eight meetings were held with students, five with teachers, and six with the management team, totalling nineteen meetings. The evaluation of the intervention was carried out through observation, questionnaire and interview. The data collected was organized and analyzed into three categories: i) coexistence at school; ii) conflict mediation at school; iii) effects of conflict mediation). Among the main results, it was found that students expressed that mediation provided positive changes in school coexistence; teachers affirmed the need to adapt the pedagogical practice to the classroom in order to decrease indiscipline situations and the management team recognized the relevance of mediation as a strategy to face indiscipline, noticing the change of posture in students and also in teachers.

Resumo: Este trabalho apresenta resultados da implementação da mediação de conflitos, enquanto proposta de intervenção pedagógica para lidar com a indisciplina numa escola pública da cidade de Porto Velho, no Estado de Rondônia, na Amazónia Ocidental do Brasil. O estudo justificou-se pela manifestação crescente da indisciplina, com prejuízo dos processos de ensino e desenvolvimento cognitivo e social dos estudantes. Acresce não haver pesquisas stricto sensu sobre a mediação aplicada à educação na região norte do Brasil, tampouco estudos que promovam o diálogo entre a mediação escolar com a Teoria Histórico-Cultural da Atividade. A intervenção teve a duração de quatro meses, no período de agosto a novembro de 2019, tendo participado da pesquisa dezoito estudantes de uma turma do 7º ano, nove professores e quatro profissionais da equipa de gestão da escola. Tratou-se de uma pesquisa de abordagem qualitativa, de tipo intervenção pedagógica, cujas etapas consistiram na análise situacional, sensibilização, formação, institucionalização e avaliação. Foram realizados oito encontros com estudantes, cinco com docentes e seis com a equipa gestora, totalizando dezanove encontros. A avaliação da intervenção foi realizada através de observação, questionário e entrevista. Os dados recolhidos foram organizados e analisados em três categorias. i) convivência na escola; ii) mediação de conflitos na escola; iii) efeitos da mediação de conflitos). Entre os principais resultados, constata-se que os estudantes manifestaram que a mediação proporcionou mudanças positivas na convivência escolar; os docentes afirmaram a necessidade de adequação da prática pedagógica à sala de aula, com o intuito de diminuir as situações de indisciplina, e a equipa gestora reconheceu a relevância da mediação como estratégia de prevenção da indisciplina, percebendo a mudança de postura nos estudantes e também nos docentes.

This Deliverable presents our final policy evaluation report giving, ‘An overview and classification of European and international policies to support legume-based systems’. This key output was developed to deliver four policy briefs - to help build positive, proactive policies to support the realisation of more sustainable legume-based systems.

A scoping review from 2000 to 2020, in a qualitative approach, were analyzed in order to provide a synthesis of the empirical issues concerning conflict mediation in schools in the context of teacher education, and to investigate the extent to which empirical research has provided evidence on key elements that are crucial to develop conflict mediation skills among teachers. A scoping review, on Scopus and B-on online databases, was made using nine inclusive criteria. The results showed that the number of publications is stable throughout the years. Seven journals published studies about this subject. Two continents are represented in the reviewed studies. They were mostly on-site and qualitative research and focus the mediation as a method of conflict resolution, and as a tool to introduce initial learning-to-teach experiences. There are a few empirical studies in which conflict mediation and its impact on teacher education is sufficiently explored. A thematic overview of reported outcomes suggested that although mediation is perceived as positive and encourages emotional, cognitive, and moral learning, stimulating pre-service teachers’ reflective thinking, teachers identify a deficiency when it comes to their training.

The objective of this work was to establish and assess a training module for Nutrition Sciences and Medical Sciences in relation to transgenic food, and additionally to contribute to the construction of a comprehensive learning concept involving scientific, technological and social knowledge. This module is an integrative and multidisciplinary proposal that studies the transgenic foods currently on the market through an integrated scientific, technological and societal approach. The topics offered in the module were: genetics, health, the environment, legislation, ethics, controversies, concerns, visions of the various stakeholders, the scientific method, uncertainty and the precautionary principle. Was evaluated from September to December 2018 through a questionnaire and interview. Were analyzed in the program SPSS, and the interviews in the program Nvivo using content analysis techniques. Participants include: 7 nutritionists and 7 physicians. The structure of the training module presented is innovative and has its genesis in the current Transgenic food state of art. It has been found that both physicians and nutritionists agree with most of the topics. For both nutritionists and physicians, topics with a greater level of agreement were related to “Health” and the lowest level of agreement regarded “Stakeholders’ insight”. For the interviewees, the module’s contents are well structured, comprehensive, well explained and organized by topic. With unanimity, the individuals involved in this study agree and consider the themes presented in the module structure to be important, although there is a difference between the courses of nutrition science and medicine regarding the way in which training is offered as well as differences in some content.