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Egg is a versatile ingredient and ubiquitous food. Nevertheless, egg proteins are a common cause of allergy mainly in childhood. Until now, egg eviction has been the best way to prevent this disorder, however, processed food can contribute to mitigate allergies and to guarantee life quality of allergic individuals. This review focuses on discussing and highlighting recent advances in processes to reduce egg allergenicity as well as new approaches to egg allergy management. In recent times, different methods have been developed to reduce egg allergies, by hiding the epitopes or changing the native or conformational structure of the proteins. Despite processing food has not yet been a solution to completely remove the allergenic potential of egg proteins, innovative strategies, such as addition of phenolic compounds, have been developed with promising results., POCI-01-0145-FEDER-007491; PPEst-C/SAU/UID/Multi/0709/2014

Teacher education programs have to tackle ‘a world of supercomplexity’ (Ling, 2017) we live in and prepare future teachers to develop students’ competences in/for a globalized world.Global citizenship education is one of the possible ways to address this challenge, as it seeks to develop students’ knowledge, values, attitudes and skills required to succeed in an increasingly globalized society with the end goal of creating a more just, peaceful and democratic world.This paper presents a study within a teacher education program with six prospective teachers enrolled in the third and final year of a Basic Education degree in a Portuguese Higher Education Institution. The students developed two projects aimed to develop their understanding of global citizenship education, as well as their professional and personal development while they were designing and implementing group intervention projects in two different schools. Data were collected through two group reports (one at the end of each semester) and two individual reflections (one per semester).Results from this study suggest that the students developed knowledge on global citizenship education and its methodologies, as well as skills to reflect about the effects of the implemented projects on the pupils and also on themselves as future educators/teachers. Still, they found global citizenship education difficult to operationalize, namely due to curricular and time constraints and to the need to develop a more complex understanding of the different roles played by teachers in schools. These findings show the need to provide more support and knowledge to future teachers to help them integrate global citizenship education in their professional identity., Les programmes de formation des enseignants doivent aborder « a world of supercomplexity » (Ling, 2017) dans lequel nous vivons, et préparer les futurs enseignants à développer les compétences des élèves dans / pour un monde globalisé. L’éducation à la citoyenneté mondiale est l’un des moyens de faire face à ce défi, car elle vise à développer les connaissances, les valeurs, les attitudes et les compétences nécessaires pour réussir dans une société de plus en plus mondialisée, dans le but de créer un monde plus juste, pacifique et démocratique.Cet article présente une étude au sein d’un programme de formation avec six futurs professeurs des écoles inscrits en troisième et dernière année de licence qui leur permettent d’accéder au master métiers de l’enseignement, dans une institution d’enseignement supérieur portugais.Les étudiants ont développé deux projets visant à développer leurs connaissances concernant ’éducation à la citoyenneté mondiale, ainsi que leur développement professionnel et personnel, tout en concevant et en mettant en œuvre des projets d’intervention de groupe dans deux écoles différentes. Les données ont été collectées au moyen de deux rapports de groupe (un à la fin de chaque semestre) et deux réflexions individuelles (une par semestre).Les résultats de cette étude suggèrent que les étudiants ont développé des connaissances sur l’éducation à la citoyenneté mondiale et ses méthodologies, ainsi que la capacité de réfléchir sur les effets que ces projets ont eu sur leurs étudiants et sur eux -mêmes en tant que futurs éducateurs.Néanmoins, ils ont trouvé l’éducation à la citoyenneté mondiale difficile à mettre en œuvre, en raison notamment de contraintes curriculaires et temporelles et de la nécessité de développer une compréhension plus complexe des différents rôles joués par les enseignants dans les écoles. Ces résultats montrent la nécessité de fournir plus de connaissances et de soutien aux futurs enseignants pour les aider à intégrer l’éducation à la citoyenneté mondiale dans leur identité professionnelle., Os programas de formação de professores têm que enfrentar “a world of supercomplexity” (Ling, 2017) em que vivemos e preparar futuros professores para desenvolver as competências dos alunos em/para um mundo globalizado. A educação para a cidadania global é uma das formas possíveis de enfrentar esse desafio, pois pretende desenvolver os conhecimentos, valores, atitudes e capacidades dos alunos para terem sucesso numa sociedade cada vez mais globalizada, com o objetivo de criar um mundo mais justo, pacífico e democrático.Este artigo apresenta um estudo, centrado num programa de formação de seis futuras educadoras/professoras, desenvolvido no terceiro e último ano da Licenciatura em Educação Básica de uma Instituição de Ensino Superior Português. As estudantes desenvolveram dois projetos com o objetivo de ampliar o seu conhecimento sobre a educação para a cidadania global, bem como apoiar o seu desenvolvimento profissional e pessoal, enquanto planificavam e implementavam, em grupo, projetos de intervenção em duas escolas diferentes. Os dados foram recolhidos através de dois relatórios de grupo (um no final de cada semestre) e duas reflexões individuais (uma por semestre).Os resultados deste estudo sugerem que as estudantes desenvolveram conhecimentos sobre educação para a cidadania global e suas metodologias, bem como capacidade para refletir sobre os efeitos dos projetos que desenvolveram nos seus alunos e em si próprias enquanto futuras educadoras/professoras. Ainda assim, consideraram difícil a operacionalização da educação para a cidadania global, nomeadamente devido a restrições curriculares e de tempo e à necessidade de desenvolver uma compreensão mais complexa dos diferentes papéis desempenhados pelos professores nas escolas. Estes resultados mostram a necessidade de proporcionar mais conhecimento e apoio aos futuros professores para os ajudar a integrar a educação para a cidadania global na sua identidade profissional.

Vision loss due to disease or degeneration of the eye (retina, choroid, retinal veins, or macula) is a leading cause of blindness worldwide. In most cases, vision-threatening ocular diseases are accompanied by abnormal changes in the vasculature of the eye, especially the retina, and these conditions are collectively referred to as retinal vasculopathies. Impaired blood supply or hypoxia stimulates angiogenesis in the vascular and non-vascular sections of the eye, which results in neovascularization, leading to conditions such as diabetic retinopathy or age-related macular degeneration. Studies show that vascular endothelial growth factors: VEGF-A, VEGF-B, and placental growth factor (PlGF) are elevated in these diseases, and hence, these factors could be used as markers for disease prognosis and therapy. In this review, we discuss the function of these growth factors in normal development and disease, with focus on ocular disorders and emphasize the importance of accurately determining their levels in the vitreous and serum of patients for correct diagnosis and therapy.

Neurokinin3 (NK3) receptors and their endogenous ligands (e.g. the neuropeptide substance P and its C-terminal fragment) have been implicated in psychomotor activity and reinforcement mechanisms. We review here recent findings on the involvement of NK3 receptors in the behavioral and neurochemical effects of cocaine. Although NK3 receptors can modulate dopamine (DA) activity in the brain, recent results suggest that this modulation does not occur during spontaneous behavioral activity. However, NK3 receptors play a role in the regulation of cocaine-induced DA responses in the nucleus accumbens core and shell subregions. NK3 receptor agonism as well as antagonism potentiate cocaine's effects on nucleus accumbens DA subregions specifically, and modulate the acute behavioral effects of cocaine in rats and non-human primates (Callithrix penicillata). However, conditioned place preference studies in rats have, so far, failed to provide evidence for an involvement of NK3 receptors in the reinforcing effects of cocaine.

Portuguese forest area has a great expression being around 39%. Since the last centuries the Quercus suber L.(cork oak) areas have increased, reaching to 715 922 ha (23%) according to the last National forest inventory. Afforestation programmes financed by the European Union and the existing protection laws for the species are one of the main reasons for this increase. These efforts are important to promote for these stands a distribution by age class that ensure cork oak forest sustainability (only 14% of the existing even-aged stands are young stands with less than 10 years). In this study, the programme – Afforestation of Agricultural Land – in the region of Beira Interior Sul was analysed, to assess afforestation success during the period of 2001 to 2011.

Brazil is the world biggest producer of sugar cane with an area of 7x10(6) hectares. Mainly the system used for planting is the semi-mechanized one, which consists in opening the furrows with a machine, manually allocating the fractioned stalks and then covering the furrows done by the machines. The great amount of human labor used in the semi-mechanized system is becoming harder to find and also more expensive, indicating the need of a fully mechanized operation. Currently in Brazil these agriculture machines industries offers six different types of fully mechanized sugar cane planters (two types of whole stalks for planting and four using mechanized harvested stalks known as billets). All of them plant in two furrows simultaneously in 1.5 m row spacing. This study analyzed five different machines and the following variables: Working Speed (km h-1); Effective Capacity (ha h-1), Drawbar Force (kgf), Draw Bar Power (in HP), Fuel Consumption (L h-1) and Costs (US$ ha-1) comparing them with the semi-mechanized system. This research also characterized the stalks for planting as viable gems number (%), non viable gems number (%) and billet length (m). And lastly the mechanized planting system is cheaper than the conventional one and none of the machines has an adequate mechanism for placing the right amount of sugar cane seed. O Brasil é o maior produtor de cana com área de 7 milhões de hectares. O sistema de plantio mais utilizado é o semimecanizado (sulcação mecânica, distribuição e picamento das mudas manual e cobertura de sulco com máquina). A carência e o custo de mão de obra têm aumentado, mostrando a necessidade de mecanização total da operação. Atualmente a indústria de máquinas oferece seis diferentes modelos de plantadoras (duas de mudas inteiras e quatro de mudas picadas). Todas plantam duas fileiras por vez, no espaçamento de 1,5 m. O estudo analisou as variáveis velocidade efetiva (km h-1), capacidade efetiva (ha h-1), força de tração na barra (kgf), potência na barra (HP), consumo de combustível (L h-1) e custos (US$ ha-1), confrontando essas variáveis com o sistema semi-mecanizado. Caracterizaram-se, ainda, as mudas em termos de gemas viáveis (%), não viáveis (%) e comprimento dos rebolos (m). O sistema mecanizado foi mais barato que o semimecanizado. Nenhuma máquina apresentou mecanismo dosador de mudas adequado.