The suspension of on-site (teaching and non-teaching) activities in Higher Education disrupted the development of the school year in most Higher Education Institutions (HEIs), with a strong impact on the academic community. This paper presents the results of the impacts of the COVID-19 pandemic on the Higher Institute of Administration and Languages, located on the island of Madeira, Portugal. With the aim of assessing the effect of the pandemic on the academic pathway, an analysis of the decisions taken amid the pandemic, as well as the strategies adopted to mitigate the situation, was developed. For this purpose, in terms of methodology, questionnaires were addressed to the academic population, between March and April 2020. The perspectives of teachers, students, and non-teaching staff were analyzed regarding the effects of this situation on the education path and the strategies developed and measures implemented. This is a descriptive, exploratory study. Data werecollected by direct contact with the HEI’s leaders, and the questionnaire was conducted online through anon-probabilityconvenience sample. It was found that most students only used the internet for communication or research and had never joined an online training course. The chosen platform proved to be appropriate to the needs, resulting in satisfaction. Based on the results of the study, it is concluded that the measures taken were appropriate to reduce the impact of COVID-19 on the students’ teaching, learning, and assessment process, and to ensure continuity and development of teaching and research activities. Communication was effective. 

Anxiety and stress, although distinct, are interconnected and mutually influence each other. Mathematical anxiety, common in the educational environment, brings discomfort and concern when dealing with mathematical concepts or tasks. In this study of applied nature, technological modality, and mixed approach, field research was conducted in municipal schools with students from the final years of elementary school, and the instruments used were semi-structured interviews and collection of Heart Rate Variability (HRV) variables, aiming to analyze students' mental stress levels during fraction exercises and their possible relationship with mathematical anxiety. The results indicated that 49% of students, the majority, experienced the highest levels of stress during exercise completion. Considering the relevance of the findings, it is recommended to conduct further research to enhance the use of HRV analysis to assist in the teaching-learning process of mathematics.

Despite progress in including women in  science, technology, engineering, and mathematics (STEM), there are still notable disparities in participation, representation, and opportunities. A comprehensive approach is needed to eliminate gender bias, promote female role models, and create inclusive environments. Harnessing the full potential of female talent in these fields enriches research, improves quality of life, and addresses global challenges more effectively for the benefit of society. For this reason, the Universidad Distrital Francisco José de Caldas (UDFJC), Bogotá, Colombia, carried out a project with the San Isidro Sur Oriente IED School to promote research among female students, establishing strategies to cultivate their interest in science from an early age, This allowed them to explore their interests and recognize cognitive tools necessary to face contemporary challenges. This document details the achievements obtained in the project

O Estágio Pedagógico, inserido no 2º ano do Mestrado em Ensino de Educação Física (EF) nos Ensinos Básico e Secundário da UBI, tem como objetivo que os alunos experienciem de uma forma prática, o contexto e realidade escolar, assim como todas as funções que competem a um Professor. Apresentamos ao longo do Relatório uma descrição de todo o trabalho desenvolvido, bem como uma reflexão nas diversas áreas de intervenção, ao longo do ano letivo 2016/2017 no Estágio realizado no Centro de Estudo de Fátima. O Relatório encontra-se dividido em dois grandes capítulos: no primeiro abordamos algumas tarefas referentes ao planeamento, à intervenção e à avaliação. O contacto com métodos de trabalho diferentes, as experiências e a relação social entre alunos da turma, professores, orientador, funcionários, a descoberta de lacunas na nossa formação profissional, a ligação entre a teoria e a prática, as dificuldades sentidas e a sua forma de resolução, assim como um conjunto de conhecimentos e competências pedagógicas adquiridas, tornaram este este processo de formação mais motivador e uma mais valia fundamentais para o processo ensino-aprendizagem e desempenho futuro nas tarefas referentes à docência. O segundo capítulo é dedicado ao trabalho de investigação. A obesidade infantil tem revelado níveis alarmantes, sendo que os índices de prática desportiva e de atividade física em crianças tem baixado nos últimos anos. Sabendo a importância que a atividade física regular tem também neste âmbito tornou-se essencial uma intervenção junto de crianças de modo a torná-las mais ativas e promovendo um estilo de vida saudável. Foi criado e implementado, em conjunto com o Núcleo de Educação para a Saúde da Escola, um programa de intervenção e controlo de obesidade para alunos do 2º ciclo, com o intuito de aumentar os níveis e hábitos de atividade física, bem como meio de controlo regular e monitorização da sua alimentação e níveis de composição corporal. Os resultados obtidos, permitem concluir que a implementação de um programa multidisciplinar com o acompanhamento nutricional, monitorização de índices corporais bem como a prescrição de sessões práticas aliedas aos gostos e motivações dos alunos, poderão ter resultados bastante satisfatórios nos vários domínios.

Embedded systems have an everyday presence and direct impact in our lives. Therefore, Universities are continuously improving their courses in microprocessor and embedded programming. Although the diversity of curriculums, the availability of learning tools, where the student can practice and improve their skills, is a key factor to the success of the learning process. The platform developed and presented in this paper results from author’s experience in teaching embedded systems. From the analysis of teaching/learning needs, a learning environment based on the MSP430 family was designed. This tool can be expanded by modules and adjusted, at a specific time, to student's real needs. All modules can be interconnected by an I2C bus, allowing to expand the capabilities of the platform. The developed modules allow the practice of subjects related with digital IO, analog interface, user interface, wireless communications, and energy management and conservation.

A gestão eficiente de tarefas a serem realizadas dentro de um projeto ou empresa é um dos pontos cruciais para garantir a prontidão operacional e a satisfação do cliente, principalmente em empresas de telecomunicações, como a Altice, uma vez que uma baixa desses serviços pode implicar muitas consequências negativas. Este projeto teve como objetivo desenvolver um módulo de Inteligência Artificial (IA) que automatizasse o processo de alocação de tarefas aos técnicos de forma eficiente e rápida. Até ao momento, a Altice encaminha os diferentes tipos de problemas reportados às várias empresas parceiras, cujo trabalho é resolvê-los, por meio de tickets que os descrevem. O backoffice da empresa aloca, depois, manualmente, as tarefas à equipa e técnico do terreno que mais sentido faça, face ao cenário a solucionar. Uma das empresas é a Excell Communications, cliente da Code 495 Solutions, que proporciona o sistema necessário para a primeira entidade gerir o trabalho. Este processo pode tornar-se demorado e ineficiente, aumentando os tempos de resposta e resolução, levando à insatisfação dos clientes. O Projeto visou, então, desenvolver um módulo da IA que utilize algoritmos de Machine Learning (ML), para analisar o tipo de problemas e sua localização, e alocar as tarefas aos técnicos de forma inteligente e eficiente, maximizando os recursos disponíveis, o que leva à redução dos tempos de resposta, tornando o fluxo de trabalho mais rápido e preciso. Este documento apresenta os vários objetivos do projeto, conceitos necessários à sua compreensão, métodos e tecnologias utilizados para os atingir, cronograma de trabalho, tarefas executadas, explicação da implementação e testes, assim como a análise dos resultados, com final previsto em junho de 2024.

Much has been done to recover from the effects of the COVID-19 pandemic on school and university education, both in filling gaps in learning and in social integration and motivation of students post-pandemic. The need to transition from conventional teaching to remote learning has led students and teachers in a spiral of evolution in the development of digital skills due to the urgent adaptability required by the situation. The search for new technologies and didactics that seemed difficult at the time because many were not yet expecting such a sudden change, now takes advantage of that experience to create projects and courses that allow for accelerated recovery and thus transform what was once a complicated task into a new perspective on teaching and learning. One of these ways is the use of epistemic games and gamification to maintain ‘flow’. Flow is a combination of skill development through challenges and the pleasure of completing tasks. In this work, we will discuss a project that, with the union of remote and face-to-face teaching & learning, allowed university students to use the knowledge received during an intensive course on environmental radiation to design an escape room-style game with the aim of teaching students at other levels of education. CERAMUG, a Blended Intensive Programme (BIP) in partnership with ERASMUS+, aimed at two-way learning, to learn to use specific instruments for measuring natural environmental radiation and to teach, through a game, the existence of this natural radiation in order to inform and raise awareness of high school students on the subject. The aim of this course was to promote the development of competencies that allow students to succeed in their future professional challenges. The impact of the project is not only the innovative experience for students to learn specialized nuclear measurement techniques, but also to encourage other employability competencies and digital skills necessary for their careers, as well as promoting integration among students from different cultures and countries.

Demographic changes, increasing life expectancy, and increasing healthy life expectancy lead to an increasingly ageing workforce. This condition has a growing impact on the workforce in today’s industries. However, old workers are not a burden for companies and industries. They are a fundamental part of the industrial ecosystem due to the consistency of their human factors, namely their large knowledge, experience, and decision-making ability. For this reason, the ageing workforce must be incorporated and engaged through the introduction of digital age technologies to improve their working conditions and extend their active life. This paper focuses on a novel design of assistive technologies based on the interconnection of motion capture (MoCap) and virtual reality (VR) systems as a driver for the improvement of the task performance of the ageing workforce. We intend to explore how this technological tool can help and enhance the work of the ageing workforce. For this, we study two different areas of application: the training, learning, and communication of the older workers and the ergonomic analysis and workplace design for the ageing operators. In the end, a pilot study is proposed to apply this technology in real work environments.

The aim of this study was to identify the effects of a complementary training program based on differential learning approach in the physical, technical, creative and positioning performance of youth football attackers. Fifteen players were allocated into the control (U15C = 9, age: 13.9±0.5 years; U17C = 6, age: 16.1±0.7 years) and the experimental (U15E = 9, age: 14.2±0.8 years; U17E = 6, age: 15.8±0.5 years) groups. The experimental groups participated in 10-weeks of a complementary training program based on differential learning approach to improve physical literacy and players' tactical behavior. Variables studied encompassed: motor (vertical jump, speed and repeated change-of direction), technical (pass, dribble and shot), creative (fluency, attempts, versatility) and positioning-related variables (stretch index, spatial exploration index and regularity of the lateral and longitudinal movements). Results revealed that U15E improved both the jump and repeated change-of-direction performance, while the U17E have only improved the jump performance. The U15E showed improvements in all technical variables (small to large effects), and in the fluency and versatility (moderate effects), while the U17 have only improved the successful shots (large effects). From a positional perspective, there was a moderate increase in the stretch index, and decreased longitudinal and lateral regularity (small to moderate effects) in the U15E compared to the U15C. In turn, the U17E revealed a moderate increase of the spatial exploration index and a small decrease in the stretch index. Overall, the results suggest that the complementary training program was effective for the development of the overall performance of the U15E attackers, while more time and/or variability may be needed for older age groups. Nevertheless, the overall higher values found in experimental groups, may suggest that this type of complementary training program improves performance.

This study aimed to present a discussion about the conception of active learning methodologies and their relevance as a learning strategy, especially in basic education. It is also intended to present an analysis of recent research on active learning methodologies. To analyze the research related to the use of active learning methodologies, bibliographical research was conducted. The data survey was conducted during the month of July 2021 in the Brazilian Digital Library of Theses and Dissertations database. The descriptors used were the terms active methodologies and basic education. A total of 2 theses and 12 dissertations were found, whose criteria for the analysis of the texts was the reading of the titles and abstracts. Seven papers were selected for analysis, whose results showed that active methodologies are important strategies for student learning in the context of basic education, however, predominantly studies related to the natural sciences in basic education and the health area, in this case, in university education.