Adipose tissue is no longer considered to be an inert tissue that stores fat. This tissue is capable of expanding to accommodate increased lipids through hypertrophy of existing adipocytes and by initiating differentiation of pre-adipocytes. Adipose tissue metabolism exerts an impact on whole-body metabolism. As an endocrine organ, adipose tissue is responsible for the synthesis and secretion of several hormones. These are active in a range of processes, such as control of nutritional intake (leptin, angiotensin), control of sensitivity to insulin and inflammatory process mediators (tumor necrosis factor α (TNF-α), interleukin-6 (IL-6), resistin, visfatin, adiponectin, among others) and pathways (plasminogen activator inhibitor 1 (PAI-1) and acylation stimulating protein (ASP) for example). This paper reviews some of the biochemical and metabolic aspects of adipose tissue and its relationship to inflammatory disease and insulin resistance.

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One of the main problems faced by several educational systems around the world is educational exclusion. Portugal is no exception. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualized the school as a community of practice, where students not only appropriate academic knowledge, but also new ways of being and perceiving themselves and others, and school practice itself. This article aims to better understand educational exclusion from the perspective of at-risk students. How do their constructed positional identities originate ways of being, relating and acting in relation to school agents and practices? The authors developed four focus group interviews with students presenting high rates of truancy and failure. Against their expectations, several students showed intent of pursuing their own path within the school system and saw themselves as capable of changing the conditions of failure in order to succeed in school.

RESUMO As Diretrizes Curriculares Nacionais dos cursos de graduação em Engenharia Agronômica e em Engenharia Florestal demandam profissionais nas respectivas áreas com sólida formação científica. Visando ao aprimoramento das habilidades pessoais e profissionais esperadas de alunos egressos dos cursos citados, referentes à linguagem científica, utilizaram-se artigos científicos como recurso didático. No presente trabalho, apresentam-se e discutem-se os resultados de atividades com quatro artigos nas áreas de prática pedagógica, educação ambiental, experimentação e saberes técnicos, sendo estes relacionados aos temas das aulas ministradas. Exigiu-se a leitura prévia dos textos, com análise individual por escrito; realizaram-se discussões em grupos; e, por conseguinte, uma socialização das ideias envolvendo todos os alunos, tendo a docente como mediadora. Nesse momento, houve postura crítica sobre os assuntos discutidos, como a qualidade, o conteúdo, a linguagem adotada e até mesmo sobre a ética identificada nos artigos. A maturidade dos alunos também foi percebida na produção escrita, demonstrando que o resgate do conhecimento prévio, somado às discussões nas aulas ministradas anteriormente, proporciona a participação ativa, resultando numa prática conscientizadora e crítica. Nesse sentido, os alunos foram protagonistas no processo de construção de seus próprios conhecimentos, melhoraram sua linguagem científica e desenvolveram a autonomia. ABSTRACT The National Curriculum Guidelines for Agricultural and Forestry Engineering degree course require professional graduates in their respective areas with solid scientific background. In order to improve the personal and professional skills expected of alumni of the above courses, referring to scientific language, they used scientific articles, as a teaching resource. In this manuscript we presented and discussed results of activities with four scientific articles for each following area: pedagogical practice, environmental education, experimentation and technical knowledgement, which are related to the themes of classes taught. Prior reading of texts was demanded with individual written analysis, followed by discussion groups and therefore socialization of ideas involving all students, with the teacher as a mediator. In this moment, there were critical stances on the issues discussed as well as the quality, the contents, the language and even the ethics adopted in the articles were identified. The maturity of the students was also seen in the written production, showing that the recovery of prior knowledge added to the class discussion given above, it provides the active participation, resulting in conscientization and critical practice. In this sense, the students were protagonists in the building process of their own knowledgement, improved their scientific language and developed autonomy.

This paper presents the perspectives of the Immersive Learning Research Network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously-validated questionnaire, we surveyed this community of 622 researchers and practitioners during the Summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

RESUMO: Este estudo tem como objectivo conhecer o impacto de actividades investigativas em aulas de Física e Química na reconstrução de identidades escolares. Estudaram-se três turmas do ensino secundário de um curso de Educação e Formação. Participaram 28 alunos, com histórias pesadas de insucesso escolar, aos quais se fez uma entrevista em grupo focado. Recorreu-se a um método de análise de conteúdo. Os dados sugerem um percurso, inicial, feito de insucessos, assente em identidades escolares negativas, que não sendo passíveis de ser re-avaliadas ou restauradas, geram vontade de abandonar a escola. Para além disso sugerem que novas experiências pedagógicas e curriculares podem facilitar a reconstrução dessas identidades e a emergência de novas formas de se relacionar com a escola e com o saber escolar. Palavras-chave: Educação em Ciências; Investigações Científicas; Abandono Escolar; Identidade. CURRICULUM FOR PROFESSIONAL EDUCATION AND TRAINING: AN OPPORTUNITY TO QUESTION INSTRUCTIONAL PRACTICES AND TO RECONSTRUCT SCHOOL IDENTITY ABSTRACT:This study aims at understanding the impact of investigative activities in Physics and Chemistry classes in the reconstruction of school identities. Three secondary classes of a professional education and training course were studied. 28 pupils with dramatic school failure records participated and were submited to focus groups interviews. A method of content analysis was carried in order to study quality of answers and arguments presented. Data suggest that students' negative school identities, which cannot be re-evaluated in current school context, make them unwilling to learn and consider dropping out school. Besides, new curricular and pedagogical experiences can facilitate school identity reconstruction and also the emergence of new ways to relate to school and to school knowledge.

Considerando que os media televisivos apresentam recorrentemente diversas personalidades com o propósito de comentar factos e expor o seu ponto de vista sobre acontecimentos relevantes para a sociedade, este trabalho descreverá dois exemplares do género textual comentário político televisivo. Seguindo uma abordagem descendente, esta investigação situa-se no marco do Interacionismo Sociodiscursivo (Bronckart 2003, 2008), procurando adaptar a proposta de Teixeira (2016) para a análise de textos jornalísticos de comentário sobre política. Este trabalho é centrado na saliência de aspetos enunciativos, temporais e temáticos, pelo que, metodologicamente, serão consideradas e analisadas as marcas linguísticas mais relevantes de ordem enunciativa, temporal e lexical. Essas mesmas marcas serão revistas de acordo com os tipos de discurso, segundo a perspetiva sociointeracionista, destacando-se as diferentes formas de tratamento e de deferência entre os atores, o distinto peso relativo dos vários tempos verbais e a unidade lexical que tematiza a abordagem dos assuntos em causa. teixeira, carla & oliveira, teresa; o poder da opinião. análise comparada de comentários políticos televisivos

This paper aims to present an in-depth description of the synthetic and compound forms of the future and the conditional, as both inferential and reportative markers, drawing a framework for the respective distribution in Portuguese journalistic texts. A corpus analysis shows that different categories (evidentiality, modality, tense, and aspect) contribute to the construction of the values in question, defining different sets of properties for each of the verbal forms, in both inferential and reportative uses. Furthermore, it proves that these same values are particularly sensitive to textual genre: the reportative uses emerge in news reports, while the inferential uses appear more frequently in opinion texts. Ultimately, it illustrates how the use of these forms sheds light on the boundary between epistemic modality and evidentiality, demonstrating that the assertion of the information source is distinct from the assessment of the speaker’s attitude toward his/her statement.