OBJECTIVE:To analyze the prevalence of IgG antibodies to Toxoplasma gondii in patients infected with HIV/AIDS and the association of demographic and social variables. METHODS:Descriptive cross-sectional study that included the analysis of sociodemographic data and laboratory findings of 200 patients infected with HIV/AIDS treated in a laboratory unit in Maputo, Mozambique, in 2010. Individual data for all participants were collected with a self-administered questionnaire. Plasma samples were tested for IgG testing of anti-T. gondii using hemagglutination for the analysis of antibodies. RESULTS:The seroprevalence of IgG anti-T. gondii was 46.0% (95%CI 39.2;52.9), 39.3% (95%CI 29.5;50.0) in men and 50.9% (95%CI 41.9;59.8) in women, with no difference between sex (OR 1.30; 95%CI 0.95;1.77; p = 0.12). Ages ranged from 10 to 60 years, with a higher prevalence of infection in older age groups, but with no significant difference between them. Regularly consuming cattle meat (OR 1.74; 95%CI 1.04;2.89, p = 0.05), breeding cats/dogs (OR 6.18; 95%CI 3.60;10.62, p < 0.000) and having regular contact with soil (OR 3.38; 95%CI 2.19;5.21; p < 0.000) were significantly associated with risk of latent infection. CONCLUSIONS:Toxoplasmosis is an infection with high prevalence in Mozambique. Cultural and behavioral aspects increase the risk. Toxoplasmosis can be responsible in our environment by the great burden of morbidity and mortality associated with meningoencephalic injuries in patients with HIV/AIDS.

Tuberculosis (TB) remains a major health problem within the Community of Portuguese Language Speaking Countries (CPLP). Despite the marked variation in TB incidence across its member-states and continued human migratory flux between countries, a considerable gap in the knowledge on the Mycobacterium tuberculosis population structure and strain circulation between the countries still exists. To address this, we have assembled and analysed the largest CPLP M. tuberculosis molecular and drug susceptibility dataset, comprised by a total of 1447 clinical isolates, including 423 multidrug-resistant isolates, from five CPLP countries. The data herein presented reinforces Latin American and Mediterranean (LAM) strains as the hallmark of M. tuberculosis populational structure in the CPLP coupled with country-specific differential prevalence of minor clades. Moreover, using high-resolution typing by 24-loci MIRU-VNTR, six cross-border genetic clusters were detected, thus supporting recent clonal expansion across the Lusophone space. To make this data available to the scientific community and public health authorities we developed CPLP-TB (available at http://cplp-tb.ff.ulisboa.pt), an online database coupled with web-based tools for exploratory data analysis. As a public health tool, it is expected to contribute to improved knowledge on the M. tuberculosis population structure and strain circulation within the CPLP, thus supporting the risk assessment of strain-specific trends.

We evaluate the performance of the TBcID assay in a panel of 100 acid-fast bacilli cultures. Sixty-four isolates were TBcID positive for Mycobacterium tuberculosis complex (MTBC), whereas 36 gave negative results. These included 28 nontuberculous mycobacteria, one nonmycobacterial isolate, one M. tuberculosis, and six M. bovis BCG strains. This corresponds to a sensitivity of 90.14%, specificity of 100%, and positive and negative predictive values of 100% and 80.55%, respectively. The test is rapid, easy to perform and interpret, and does not require sample preparation or instrumentation. However, a negative result does not exclude the presence of a strain belonging to MTBC, especially when mutations in mpb64 gene are present or some M. bovis BCG strains are isolated. The TBcID showed potential to assist in the identification of MTBC when the implementation and usage of molecular methods are often not possible, principally in resource-limited countries.

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The TB epidemic in Beira city is caused by a diverse group of MTB strains predominantly belonging to lineages 1 and 4.

Artículo recibido el 5 de octubre de 2014de , aceptado el 13 de noviembre de 2014de , versión final el 2 de diciembre de 2014 Resumen En este artículo abordamos la evaluación del progreso lingüístico del alumnado inmigrante o minoritario que empieza a aprender la lengua de la escuela años después que sus compañeros nativos, ya sea catalán, castellano, u otra lengua del país o una lengua extranjera, como en las aulas de CLIL donde le lengua vehicular es el inglés o el francés, por ejemplo. Este alumnado (que llamamos ESL, estudiantes de una segunda lengua o de una lengua adicional para fines escolares) lleva una doble carga, aprendiendo de forma simultánea el contenido curricular y la lengua vehicular de la escuela. Es importante seguir el progreso de los ESL para saber cómo y cuánto adaptar el currículo para que éste sea alcanzable para los ESL de varios niveles de competencia lingüística, y para garantizar que estos alumnos sigan desarrollando sus habilidades lingüísticas hasta que lleguen al nivel que tienen sus compañeros de la misma edad.Palabras clave: Marco Común Europeo de Referencia para las Lenguas, aprendizaje de lenguas, Español como Segunda Lengua, evaluación Resum En aquest article abordem l'avaluació del progrés lingüístic de l'alumnat immigrant o minoritari que comença a aprendre la llengua de l'escola anys després que els seus companys nadius, ja sigui català, castellà, o una altra llengua del país o una llengua estrangera, com a les aules de CLIL on li llengua vehicular és l'anglès o el francès, per exemple. Aquest alumnat (que anomenem ESL, estudiants d'una segona llengua o d'una llengua addicional per a fins escolars) porta una doble càrrega, aprenent de manera simultània el contingut curricular i la llengua vehicular de l'escola. És important seguir el progrés dels ESL per saber com i quant adaptar el currículum perquè aquest sigui assolible per als ESL de diversos nivells de competència lingüística, i per garantir que aquests alumnes segueixin desenvolupant les seves habilitats lingüístiques fins que arribin al nivell que tenen els seus companys de la mateixa edat.Paraules clau: Marc Comú Europeu de Referència per a les Llengües, aprenentatge de llengües, Espanyol com a Segona Llengua, avaluació Abstract This article deals with the evaluation of the linguistic progress of immigrant or minority students who start learning the language of the school years after their native born peers; whether the language be Catalan, Castilian, or another language of the country or a foreign language, as in CLIL classrooms where they vehicular language is English or French, for example. These students (herein they will called SSL: Students of a Second Language or an additional language for school purposes) bear a double burden, simultaneously learning curriculum content and the vehicular language of the school. It is important to follow the progress of SSL to know how and when to adapt the curriculum so that it is achievable for SSL with various levels of language proficiency,

Los sistemas educativos europeos están afrontando en las últimas décadas numerosos retos relacionados con el tratamiento de la diversidad cultural y lingüística. La necesidad de afrontar dicha diversidad requiere de planteamientos globales dirigidos al conjunto de la población en aras de construir una sociedad cohesionada lingüística, social y culturalmente. En este artículo exponemos algunos de los principales problemas que afectan a la formación inicial del profesorado por lo que se refiere a la gestión y el tratamiento de la diversidad cultural y lingüística así como diferentes proyectos y enfoques que justamente tienen por objetivo establecer su formación competencial.Palabras clave: formación inicial del profesorado, competencias docentes, diversidad lingüística y cultural, educación intercultural, escuela inclusiva Resum Durant les últimes dècades els sistemes educatius europeus estan fent front a nombrosos reptes relacionats amb el tractament de la diversitat cultural i lingüística de l'alumnat. Per tal de poder afrontar aquesta diversitat es fa necessari impulsar plantejaments globals que s'adrecin al conjunt de la població amb la finalitat de construir una societat cohesionada. A l'article exposem algunes de les principals dificultats relatives a la formació inicial del professorat en quan a la gestió i al tractament de la diversitat lingüística i cultural, així com diferents projectes i enfocaments que pretenen establir noves directrius per a la seva formació competencial.Paraules clau: formació inicial del professorat, competències docents, diversitat lingüística i cultural, educació intercultural, escola inclusiva AbstractIn recent decades, European educational systems are facing many challenges related to the treatment of cultural and linguistic diversity. The need to address this diversity requires new approaches to education; this in turn requires changes in the way we prepare teachers for the new reality they face in their classrooms. In this article we highlight some of the major problems that initial teacher training has to address in order to enable teachers to deal effectively, respectfully, and fairly with students whose linguistic and cultural background is different from their own. We also present several models for teacher education from Europe and North America based on clearly identified teacher competences for linguistic and cultural diversity.

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