Diabetes, a silent killer, is one of the most widely prevalent conditions of the present time. According to the 2017 International Diabetes Federation (IDF) statistics, the global prevalence of diabetes among the age group of 20–79 years is 8.8%. In addition, 1 in every 2 persons is unaware of the condition. This unawareness and ignorance lead to further complications. Pre-diabetes is the preceding condition of diabetes, and in most of the cases, this ultimately leads to the development of diabetes. Diabetes can be classified into three types, namely type 1 diabetes, type 2 diabetes mellitus (T2DM) and gestational diabetes. The diagnosis of both pre-diabetes and diabetes is based on glucose criteria; the common modalities used are fasting plasma glucose (FPG) test and oral glucose tolerance test (OGTT). A glucometer is commonly used by diabetic patients to measure blood glucose levels with fast and rather accurate measurements. A few of the more advanced and minimally invasive modalities include the glucose-sensing patch, SwEatch, eyeglass biosensor, breath analysis, etc. Despite a considerable amount of data being collected and analyzed regarding diabetes, the actual molecular mechanism of developing type 2 diabetes mellitus (T2DM) is still unknown. Both genetic and epigenetic factors are associated with T2DM. The complications of diabetes can predominantly be classified into two categories: microvascular and macrovascular. Retinopathy, nephropathy, and neuropathy are grouped under microvascular complications, whereas stroke, cardiovascular disease, and peripheral artery disease (PAD) belong to macrovascular complications. Unfortunately, until now, no complete cure for diabetes has been found. However, the treatment of pre-diabetes has shown significant success in preventing the further progression of diabetes. To prevent pre-diabetes from developing into T2DM, lifestyle intervention has been found to be very promising. Various aspects of diabetes, including the aforementioned topics, have been reviewed in this paper.

Tissue‐resident macrophages in white adipose tissue (WAT) dynamically adapt to the metabolic changes of their microenvironment that are often induced by excess energy intake. Currently, the exact contribution of these macrophages in obesity‐driven WAT remodeling remains controversial. Here, using a transgenic CD169‐DTR mouse strain, we provide new insights into the interplay between CD169+ adipose tissue macrophages (ATMs) and their surrounding WAT microenvironment. Using targeted in vivo ATM ablation followed by transcriptional and metabolic WAT profiling, we found that ATMs protect WAT from the excessive pathological remodeling that occurs during obesity. As obesity progresses, ATMs control not only vascular integrity, adipocyte function, and lipid and metabolic derangements but also extracellular matrix accumulation and resultant fibrosis in the WAT. The protective role of ATMs during obesity‐driven WAT dysfunction supports the notion that ATMs represent friends, rather than foes, as has previously assumed.

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The ‘multimodal turn’ has led many education systems around the world to incorporate aspects of multimodality into their language curriculum as a response to the contemporary communication environment and new literacy practices of students. In this article, we present and examine findings from a study of the enactment of multimodal pedagogies by two primary level English language teachers in Singapore. Classroom data were collected, transcribed, and analysed in this case study research. We observed eight lessons by two teachers where viewing and representing skills were taught and interviewed the teachers for their reflections on their experience. The lessons were coded in terms of the classroom practices, the knowledge focus, the types of knowledge representations present (conventional or constructed), as well as the source of the knowledge representation (i.e. whether the knowledge was teacher-constructed, student-constructed or jointly constructed by both). Our findings indicate that there was a good balance between teacher and student construction of knowledge. However, most of the knowledge represented in the lessons was factual and procedural rather than conceptual. This suggests that students had few opportunities to critically explore and challenge the knowledge taught and were not guided sufficiently to interrogate the knowledge represented. Representing skills also received less emphasis than viewing skills in the lessons. We discuss the implications of our observations on teachers’ professional learning and advance the argument on the need to pay more attention to multimodal pedagogies in literacy instruction given the incorporation of multimodality in the curricula.