Health literacy, a more complex concept than knowledge, is a required capacity to obtain, understand, integrate and act on health information [1], in order to enhance individual and community health, which is defined by different levels, according to the autonomy and personal capacitation in decision making [2]. Medium levels of Health literacy in an adolescent population were found in a study conducted in 2013/2014, being higher in sexual and reproductive health and lower in substance use. It was also noticed that the higher levels of health literacy were in the area adolescents refer to have receipt more health information. The health literacy competence with higher scores was communication skills, and the lower scores were in the capacity to analyze factors that influence health. Higher levels were also found in younger teenagers, but in a higher school level, confirming the importance of health education in these age and development stage. Adolescents seek more information in health professionals and parents, being friends more valued as a source information in older adolescents, which enhance the importance of peer education mainly in older adolescents [3]. As a set of competences based on knowledge, health literacy should be developed through education interventions, encompassing the cultural and social context of individuals, since the society, culture and education system where the individual is inserted can define the way the development and enforcement of the health literacy competences [4]. The valued sources of information should be taken into account, as well as needs of information in some topics referred by adolescents in an efficient health education. Schizophrenia is a serious and chronic mental illness which has a profound effect on the health and well-being related with the well-known nature of psychotic symptoms. The exercise has the potential to improve the life of people with schizophrenia improving physical health and alleviating psychiatric symptoms. However, most people with schizophrenia remains sedentary and lack of access to exercise programs are barriers to achieve health benefits. The aim of this study is to evaluate the effect of exercise on I) the type of intervention in mental health, II) in salivary levels of alpha-amylase and cortisol and serum levels of S100B and BDNF, and on III) the quality of life and selfperception of the physical domain of people with schizophrenia. The sample consisted of 31 females in long-term institutions in the Casa de Saúde Rainha Santa Isabel, with age between 25 and 63, and with diagnosis of schizophrenia according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Physical fitness was assessed by the six-minute walk distance test (6MWD). Biological variables were determined by ELISA (Enzyme-Linked Immunosorbent Assay). Psychological variables were assessed using SF-36, PSPP-SCV, RSES and SWLS tests. Walking exercise has a positive impact on physical fitness (6MWD -p = 0.001) and physical components of the psychological test...

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Abstract. The widespread presence of things that communicate is a vision of everyday scenario not too far from the present. This work investigates the potential of the Internet of Things as mediator of learning processes in an educational environment. In the scenario proposed, we combine the magic of "things" from fairy tales with the "magic" of contemporary technologies, which embed certain abilities into everyday objects. A scenario and system inspired by Alice in Wonderland were created and exploratory workshops were held in a real educational space. Results suggest how technology can be used to instigate and inspire the construction of narratives, as well as to promote expression skills, formulation, and sequencing of ideas.Resumo. A presença generalizada de coisas que se comunicam constitui uma visão de cenário cotidiano não muito distante do atual. Este trabalho investiga sobre o potencial da Internet das Coisas como mediadora de processos de aprendizagem em ambiente educacional. No cenário proposto, aliamos a magia de "coisas" de contos de fadas à "mágica" das tecnologias contemporâneas, que embutem certas capacidades em objetos cotidianos. Foram criados cenário e sistema inspirados em Alice no País das Maravilhas e realizadas Oficinas exploratórias em espaço educativo real. Resultados sugerem como a tecnologia pode ser usada para instigar e inspirar a construção de narrativas, além de promover habilidades de expressão, formulação e sequenciação de ideias. IntroduçãoA constante miniaturização dos recursos tecnológicos, diminuição dos custos dos dispositivos e aumento da capacidade de processamento dos dispositivos embarcados, têm levado à utilização de tecnologias contemporâneas -dentre elas, as tangíveis e vestíveis -e têm tornado cada vez mais aplicável a diferentes cenários a Internet das Coisas -do inglês, Internet of Things (IoT). A ideia básica da IoT é a presença generalizada à nossa volta de uma variedade de coisas ou objetos -como sensores, atuadores, etiquetas de identificação por radiofreqüência, (do inglês, radio frequency identification -RFID), telefones celulares etc. -que, através de esquemas de endereçamento exclusivos, são capazes de interagir uns com os outros e cooperar com seus vizinhos para alcançar objetivos comuns [Atzori et al. 2010

Abstract. Augmentative and Alternative Communication (AAC) encompasses the materials and methods intended to assist speech-impaired people. We investigated the AAC subject outside the context of disability and proposed a ludic system aimed at promoting communication skills, social interaction and association of ideas via tangible technologies. Preliminary results from Workshops involving children and teachers from a partner institution showed that participants were able to communicate without betaking to speech, by employing resources from the system. Furthermore, participants appeared to be satisfied and motivated by both the tangible interface and team interaction. Results encourage studies of the system in the context of inclusive education.Resumo. Comunicação Alternativa e Aumentativa (CAA) engloba os métodos e materiais propostos para a comunicação de pessoas com deficiência na fala. Investigamos a temática da CAA fora do contexto da deficiência, propondo um sistema lúdico, para promover habilidades de comunicação, interação social e associação de ideias, via tecnologia tangível. Resultados preliminares de Oficinas com crianças e professores de uma instituição parceira evidenciaram que eles conseguiram se comunicar sem a necessidade do uso da fala, utilizando-se de elementos do ambiente proposto, mostrando-se motivados e satisfeitos com o uso da interface tangível e interação em equipe. Resultados encorajam o estudo do ambiente em contexto da educação inclusiva. IntroduçãoA Convenção Internacional sobre os Direitos das Pessoas com Deficiência (CIDPD), promulgada no Brasil por meio do Decreto nº 6.949 de 25 de agosto de 2009 [Brasil 2009], referencia o "direito de cada pessoa em escolher ou exercer com autonomia o método de comunicação de sua preferência, assegurando-lhe o desenvolvimento de todas as suas capacidades para uma vida independente". "Comunicação" abrange as línguas, a visualização de textos, o Braille, a comunicação tátil, os caracteres ampliados, os dispositivos de multimídia acessível, assim como a linguagem simples, escrita e oral, os sistemas auditivos e os meios de voz digitalizada e os modos, meios e formatos aumentativos e alternativos de comunicação, inclusive a tecnologia da informação e comunicação acessíveis [Brasil 2009