In recent decades, considerable attention has been devoted to endocrine disruptor chemicals (EDC) and studies on fish feminization have increased throughout the years as a key signal for aquatic environmental contamination. The input of domestic sewage into water reservoirs is common in South American countries, especially in cities that experienced rapid population growths and unplanned urbanization. This study aimed at characterizing morphofunctional parameters of the tropical fish Sphoeroides testudineus and investigating the potential occurrence and effects of endocrine disruptors in the Pacoti River (Ceará, Brazil), often considered a reference site. After collection from the field, fish were measure/weighted and desiccated for gender identification (males, females, and undifferentiated), gonadal histology, and vitellogenin expression. From the biometric analysis, undifferentiated fish showed lower weight and length than female and male fish, although no differences in the condition index were observed. The gonadal weight of undifferentiated fish was significantly lower than those of females and males. Although this pattern was observed, gonadosomatic index (GSI) showed a different pattern, with differences being observed just between males and the other two groups (females and undifferentiated). Vitellogenin (VTG) expression was detected in many mature male and undifferentiated fish, indicating endocrine disruption. In addition, several EDCs (estrone, 17α-estradiol, 17β-estradiol, 17α-ethinylestradiol, diethylstilbestrol, and estriol) were identified and quantified in sediments from the sampling site. These results were unexpected and indicative that the Pacoti River is impaired by estrogenic contamination.

In Computer Science, teaching Distributed Systems presents many challenges primarily related to the students' prior knowledge. Some new Learning Approaches emerged and can aid to improve learning processes in this scenario, such as Flipped Classroom and Adaptive Learning. In this context, this paper presents a study of the integration of the Flipped Classroom method with Adaptive Learning techniques for assisting Distributed Systems courses. We conducted quantitative and qualitative analysis to evaluate students' acceptance. We also implemented a quasi-experimental study to evaluate the learning impact on students. Students had a significant improvement in the test score in both approaches.We presented the first ideas to teach Distributed Systems (DS) through the use of the Flipped Classroom Method (FCM) in [Araujo et al. 2018]. In this paper, we go fur-

In Computer Science courses, teaching the subject of Distributed Systems presents many challenges mainly related to the students' prior knowledge. Some new learning approaches emerged and can assist to improve learning processes in this scenario, such as Flipped Classroom and Adaptive Learning. In this context, this work presents a proposal to integrate flipped classes with the aid of adaptive learning methods for helping the learning of Distributed Systems. We present a case study using G Suite applied with two classes of Computer Science students.Resumo. Nos cursos daárea da Computação, ensinar o tema de Sistemas Distribuídos apresenta muitos desafios relacionados, principalmente, ao conhecimento prévio dos alunos. Algumas novas abordagens de aprendizado surgiram e podem ajudar a melhorar os processos de ensino-aprendizado nesse cenário, como a Aprendizagem Adaptativa e Sala de Aula Invertida. Nesse contexto, o presente trabalho propõe uma abordagem que integra Aulas Invertidas com Aprendizagem Adaptativa para o auxílio do ensino da disciplina de Sistemas Distribuídos.É apresentando um estudo de caso aplicando a abordagem usando o G Suite em duas turmas de estudantes de Ciência da Computação.

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