Multidrug-resistant (MDR) Klebsiella pneumoniae is considered a major global concern by the World Health Organization. Evidence is growing on the importance of circulation of MDR bacterial populations between animals and humans. Horses have been shown to carry commensal isolates of this bacterial species and can act as human MDR bacteria reservoirs. In this study, we characterized an extended-spectrum β-lactamase (ESBL)-producing K. pneumoniae sequence type (ST) 348 isolate from a horse, an ST reported for the first time in an animal, using next-generation sequencing. We compared it with six other MDR K. pneumoniae ST348 human isolates previously identified in health-care facilities in Portugal using a core genome multi-locus sequence typing approach to evaluate a possible genetic link. The horse isolate was resistant to most of the antimicrobials tested, including 3rd generation cephalosporins, fluoroquinolones, and aminoglycosides, and presented several antimicrobial resistance genes, including bla ESBL . Twenty-one allele differences were found between the horse isolate and the most similar human isolate, suggesting a recent common ancestor. Other similarities were observed regarding the content on antimicrobial resistance genes, plasmid incompatibility groups, and capsular and somatic antigens. This study illustrates the relevance of the dissemination of MDR strains, and enhances that identification of these types of bacterial strains in both human and veterinary settings is of significant relevance in order to understand and implement combined control strategies for MDR bacteria in animals and humans.

ResumoNo Brasil, estudos no campo socioambiental mostram que a Educação Ambiental pode contribuir na redução de riscos de desastres (RRD) por colaborar para a construção da cidadania a partir da compreensão da situação de risco em que vivem populações vulnerabilizadas historicamente pelo processo de desenvolvimento. A partir de dois projetos de educação ambiental em áreas de risco do país, esta comunicação discute a vulnerabilidade socioambiental como processo de construção historicamente estabelecido o qual contribui para a consolidação da injustiça ambiental em áreas urbanas de grandes metrópoles brasileiras. Situados em Niterói (RJ) e em Jaboatão dos Guararapes (PE), os projetos analisados envolveram jovens e buscou motivá-los a participarem de atividades no sentido de levá-los a compreender e instigá-los a transformar a situação de risco em que vivem.

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Based on the assumption that vulnerability is socially constructed, and may thus change according to transformations in human action, it appears necessary to consider the issue at the core of studies on the social aspects of Climate Change (CC), risk level and disaster prevention. The social nature of vulnerability is determined by elements such as poverty, inequality, exclusion and access to sanitation, water, food and education among other factors.

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ResumoO Marco de Ação de Hyogo, adotado em 2005, e o Marco de Ação de Sendai, publicado em 2015, recomendam uma série de ações para a redução de risco de desastres (RRD), incluindo a necessidade de criação, pelos países, de estratégias educativas no tema, voltadas a diferentes públicos. Apesar disso, a produção científica no tema ainda é incipiente, sobretudo no Brasil. O objetivo deste artigo é descrever e analisar algumas iniciativas de educação em RRD, formais e não-formais, no Estado do Rio de Janeiro, um dos estados mais atingidos por desastres no Brasil. As cinco experiências analisadas compartilham algumas dimensões de planejamento e implementação, considerando os diferentes sujeitos da ensinagem. Os resultados apontam para a necessidade de maior envolvimento do setor educativo no tema, com vistas a criar uma rede de educadores (as). Palavras-chave: educação; prevenção de desastres; redução do risco de desastres AbstractThe Hyogo Framework for Action (2005) and the Sendai Framework for Disaster Risk Reduction (2015) highlighted several actions toward disaster risk reduction (DRR), including the need of capacity building on education for DRR that considers the needs of different subjects. However, few studies have addressed the issue of DRR education in developing countries such as Brazil. The aim of this paper is to describe and analyze some formal and informal initiatives on DRR education, focusing on the case study of five experiences in Rio de Janeiro state, one of the most hazardous areas in Brazil. The analysis of these five experiences revealed different methods, subjects and means of implementation. The findings show the need of greater engagement of educational sector in DRR agenda in order to create a network of educators.