A mesa CuboChef insere-se no âmbito da tecnologia interactiva multitouch e foi desenvolvida na Universidade da Beira Interior, mais precisamente no Laboratório de Instalações Multimédia Interactivas (LIMI), no âmbito do mestrado em Design Multimédia. Aproveitando uma tecnologia inovadora e em franca expansão, o projecto traça como objectivo a construção de uma mesa multitouch e respectivas aplicação e mini-aplicações, destinada a ajustar ao ambiente de uma cozinha futurista, permitindo melhorar a qualidade de vida do seu utilizador, facilitando tarefas quotidianas como cozinhar, encomendar refeições já prontas, comprar alimentos em falta e, paralelamente, obter informação complementar sobre estes produtos e encontrar opções divertidas para ocupar tempos de espera.

The aesthetic problematization that underlies the discussions about art tends to ignore the recurrent ambiguity of the notion of the sensitive (almost always related directly to its etymological root, the Aisthesis). In fact, this concept, which often serves as a non-problematic basis for the study of art and its aesthetic objects, is extremely comprehensive and flexible, being involved in many disciplinary areas, methodologies and conceptual relations that need to be pointed out. In these terms, the question arises: does it make sense to speak of different sensologies? And, if so, is it possible to delineate the terms of a specifically aesthetic sensology? Is the Aisthesis – as aesthetic experience – a specifiable phenomenon within a wider sensological landscape?

Abstract Early full-term pregnancy is the only recognized factor able to prevent breast cancer. There are several hypotheses to explain the mechanisms of this protection, namely an altered hormonal milieu, a differentiation process or a switch in stem cell properties. To explore them, authors have been using animal models, mainly in rodents. Hormonal administration with estrogen and progesterone was the most widely used process to mimic the mammary changes during pregnancy. We have recently proposed that this enigmatic protective role of a full-term birth in breast cancer is carried out by tumor inhibition mediated by differentiated mammary epithelial cells. This explanation may give a new perspective of breast cancer prevention and treatment.

Stem cells are being intensively studied because, in addition to therapeutic weapons, they can also be targets in treatment strategies of many diseases, namely in cancer, where they have an important etiologic role. Classical regulatory pathways of stem cells are deregulated in several tumours, strengthening the role of these cells in the carcinogenesis process. The mammary gland is a good model for studying carcinogenesis because of its unique anatomic, functional and pathologic characteristics. There are several exceptional experimental models used in etiologic, pathophysiologic, diagnostic and therapeutic research in cancer using this complex organ. After isolation of tumoural stem cells in the haematopoietic system, the breast and brain were the organs whose solid tumours were studied in order to isolate stem cells. In this article, a monoclonal theory of cancer is presented, supported by the stem cell theory and by extensive experimental work. Stem cells mutations would be in the origin of the most aggressive and undifferentiated tumors, whereas tumours with better prognosis would be originated in more differentiated progenitor cells. The higher aggressiveness of the former could be explained by expression of MDR proteins in stem cells. The protective role of pregnancy in breast cancer, would in the light of the exposed theory, be explained by the inhibitory influences of differentiated tissue. The isolation of tumour stem cells, combined with profound knowledge of cancer regulatory pathways, may lead us to develop, in the short future, specific therapeutic strategies that could transform cancer into a treatable or chronic disease.

The Chalcolithic ceramic and metal remains collected in preventive archaeological excavations carried out at the Encosta de Sant’Ana (hillside of Sant´Ana) settlement (Lisbon) are studied. The decorated ceramic set, mostly belonging to the bell-beaker complex, despite being small, is of great interest, due to the diversity of patterns and decorative techniques, the incised technique being largely dominant, coexisting with the ceramic productions of the “acacia leaf” group that occur in less quantity. The presence of such vestiges, which culturally prove the occupation of the site during the Full/Late Chalcolithic, along with its implantation characteristics on the ground have equivalent in other known occurrences in the region of the same period, revealing a complex picture in the occupation strategy of the territory and exploitation of the respective resources during the second half of the 3rd millennium BC.

We present the results of a study of the faunistic assemblages of the 1st and 2nd Iron Age collected at the excavations in the settlement of Santa Olaia (Figueira da Foz). The study seeks to contribute to the knowledge to the economy and diet of the Phoenicians populations who inhabited the site situated in the ancient estuary of the Mondego river, as well as the populations that succeeded them, throughout the second half of the first millennium BC.

A presente comunicação apresenta um conjunto de reflexões que partem da prática educativa do autor no domínio da educação intercultural, suportadas por perspetivas teóricas pós-coloniais. São apontadas algumas “fronteiras” cognitivas herdadas do colonialismo que persistem ainda na manutenção de diferenças e na legitimação de desigualdades entre pessoas. O papel dos sistemas educativos no reforço destas “fronteiras coloniais” é equacionado e são apontados alguns contributos pedagógicos, no quadro da educação global, para favorecer um processo de “descolonização” das relações sociais e educativas.

O insucesso e o abandono escolar evidenciam-se como problemas sociais prioritários que não se devem apenas a fatores individuais ou familiares. O projeto PertenSer foi concebido como uma resposta educativa de base comunitária com o objetivo de oferecer aos jovens mais vulneráveis oportunidades de desenvolvimento de competências pessoais, sociais e profissionais, reforçando a sua motivação para a aprendizagem e a sua confiança e capacidade para construírem trajetos de vida. Participaram neste projeto 13 jovens dos 14 aos 18 anos, a frequentar o 8.º e o 9.º anos de escolaridade, enquadrados no Programa Integrado de Educação e Formação. A avaliação qualitativa do projeto considerou o envolvimento dos participantes nas ações implementadas e as mudanças no autoconceito e desenvolvimento pessoal e social, no envolvimento escolar e nas perspetivas de futuro. Os resultados destacam melhorias ao nível da autoconfiança e comportamento na escola, assim como na relação com os adultos e na capacidade de definir objetivos a curto e médio prazo. Destacam ainda a promoção da valorização e da motivação para a aprendizagem escolar, que contribuiu para a redução do abandono escolar e para a obtenção de maior sucesso. Como fatores de sucesso do projeto, realçam-se a abordagem comunitária envolvendo diferentes atores extraescolares e as relações de suporte estabelecidas com profissionais e professores.

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.