Universidade Aberta

Generative art is historically and widely used for the production of abstract images and animations, each frame corresponding to a generation or iteration of the generative system, which runs within the aesthetic boundaries defined by its author. But rather than being limited to image or sound synthesis, generative systems can also manipulate video samples and still images from external sources, and include vectors that can be mapped to the concepts of shot, sequence, rhythm and montage. Furthermore, generative systems need not be limited to the visual plane and can also render audio, either through sound synthesis or by manipulating sound samples. And in this case, since the output is a constant and uninterrupted audio-visual stream, is it not possible to speak of generative video art, as it becomes indistinguishable from its modern-day video art digital counterparts? Within this perspective, this article traces back the historical roots of generative video art, and proposes a theoretical model for generative video art systems, as a creative intersection of two artistic genres, often seen as disjoint.

This work is a contribution to the thermal characterization of a selected binary system of two di-n-alkyl adipates that can be used as phase change material for thermal energy storage at low temperatures. The construction of the solid–liquid phase diagram using differential scanning calorimetry (DSC), complemented with Raman Spectroscopy studies for the system composed by diethyl and dibutyl adipates is presented. The solidus and liquidus equilibrium temperatures were determined by DSC for the pure components and 30 binary mixtures at selected molar compositions were used to construct the corresponding solid–liquid phase diagram. The binary system of diethyl and dibutyl adipates presents eutectic behaviour at low temperatures. The eutectic temperature was found at 240.46 K, and the eutectic composition was determined to occur at the molar fraction xdibutyl = 0.46. Additionally, the system shows a polymorphic transition, characteristic of dibutyl adipate, occurring at ca. 238 K, confirmed by optical microscopy. To the best of our knowledge, no reference to the phase diagram of the present system could be found in the literature. Raman spectroscopy was essential to complement the construction of the phase equilibrium diagram, enabling the identification of the solid and liquid phases of the system. Finally, the liquidus curve of the phase diagram was also successfully predicted using a suitable fitting equation, being the root mean square deviation of the data from the correlation equal to 0.54 K. In addition, this fitting operation enabled a correct prediction of the eutectic composition of the system.

This work describes the preparation, characterization, and antimicrobial properties of bioactive silver(i) and copper(ii) coordination polymers (bioCPs) and derived biopolymer materials. Two bioCPs, [Ag2(μ6-sdba)]n (1) and [Cu(μ4-sdba)H2O]n·1.5nH2O (2), were assembled from metal salt precursors and 4,4′-sulfonyldibenzoic acid (H2sdba). Both compounds were used as dopants for preparing hybrid biopolymer films based on agarose (AGR) or potato starch (PS) as model polysaccharide biopolymers with varying rates of degradability and silver/copper release. BioCPs and derived biopolymer films (1@[AGR]n, 2@[AGR]n, 1@[PS]n, and 2@[PS]n) with a low loading of dopant (1–5 wt%) show promising antibacterial activity against Gram-positive (S. aureus and S. epidermidis) and Gram-negative (E. coli and P. aeruginosa) bacteria. Silver-doped biopolymer films also totally impair the formation of bacterial biofilms, with undetectable biofilm cells in several cases (∼7.5 log or 99.99999% inhibition). By reporting new bioCPs and biopolymer films obtained from renewable polysaccharides, this multidisciplinary work extends the application of coordination compounds as components of hybrid functional materials with antimicrobial properties and prospective biomedical relevance.

Environmental degradation constitutes a disruptive force in man‐made and natural systems. The projected duplication of the frequency and duration of meteorological drought will contribute to a situation of water scarcity, which is expected to negatively impact the agricultural sector. This study focuses on Souss‐Massa, Morocco, a leading agricultural region, and it seeks to map how human mobility fits within a wider adaptation response to environmental degradation. Over 30 semi‐structured interviews were conducted with internal migrants and members of rural communities on the perceived impacts of environmental degradation and human mobility. Most of the interviewees perceive a reduction in the available water, and the agricultural sector is the most severely affected by those changes. Internal migration is the most frequent adaptation strategy mentioned, and the remittances it originates are supporting the communities of origin facing a deterioration of agricultural output.

Self-regulation of learning (SRL) plays a decisive role in learning success but characterizing learning environments that facilitate development of SRL skills constitutes a great challenge. Given the growing interest in Immersive Learning Environments (ILE), we sought to understand how ILE are built with attention to SRL, via a literature review of pedagogical uses, practices and strategies with ILE that have an explicit focus on SRL. From a final corpus of 25 papers, we collected 134 extracts attesting use of ILE for SRL. We classified and mapped them using the Beck, Morgado & O’Shea framework and its three dimensions of the immersion phenomenon: system, narrative and challenge. There is a predominance of uses of ILE for SRL aligned with Challenge-based immersion: Skill Training, Collaboration, Engagement, and Interactive Manipulation and Exploration. In contrast, uses aligned with System-based immersion (Emphasis, Accessibility, Seeing the Invisible) were not identified. There were few cases of use of Narrative-based immersion. Uses combining the three dimensions of immersive had residual prevalence. We concluded that there is greater tendency in studies of SRL in ILE to enact active roles (aligned with the Challenge dimension of immersion). The low prevalence of Narrative immersion and System immersion evidence gaps in the diversity of pedagogical uses of ILE to develop SRL, which indicate opportunities for research and creation of innovative educational practices.

Immersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and depth of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results point towards overwhelming agreement from the community on the premise that the field of immersive learning research is muddled/fragmented, the current knowledge partially disjointed, specifically among different disciplines (Q3), due to its interdisciplinary nature. There are also strong indications supporting the premise that researchers active in the field of immersive learning research desire to combine their efforts with others.

The research areas of the Immersive Learning community cover many different interests and perspectives on teaching and learning with immersive technologies. Based on existing efforts to map the field of research, we gathered 35 participants at the iLRN 2022 conference during an open hybrid workshop. These volunteers formed expert groups focusing on five possible perspectives on Immersive Learning. The expert groups gathered and summarized possible research questions with regards to an “Agenda 2030”, meaning the most intriguing questions that should be addressed during the years to come. We let all participants vote on these research endeavors regarding their academic value and importance for the community. As a results, we gathered a total of 23 ranked questions. These questions were subsumed into ten topics forming a Research Agenda for Immersive Learning 2030 (RAIL.2030).

This study intended to evaluate the potential industrial applications of various Acacia species (Acacia melanoxylon, Acacia longifolia, Acacia cyclops, Acacia retinodes, Acacia pycnantha, Acacia mearnsii, and Acacia dealbata) by examining their chemical composition, antioxidant, and antimicrobial properties. Using high-resolution mass spectrometry, a comprehensive analysis successfully identified targeted compounds, including flavonoids (flavonols/flavones) and phenolic acids, such as 4-hydroxybenzoic acid, p-coumaric acid, and ellagic acid. Additionally, p-coumaric acid was specifically identified and quantified within the hydroxycinnamic aldehydes. This comprehensive characterization provides valuable insights into the chemical profiles of the studied species. Among the studied species, A. pycnantha exhibited a higher concentration of total phenolic compounds, including catechin, myricetin, quercetin, and coniferaldehyde. Furthermore, A. pycnantha displayed notable antibacterial activity against K. pneumoniae, E. coli, S. Typhimurium, and B. cereus. The identified compounds in Acacia pods and their shown antibacterial activities exhibit promising potential for future applications. Moreover, vibrational spectroscopy was a reliable method for distinguishing between species. These significant findings enhance our understanding of Acacia species and their potential for various industrial applications.

This paper explores the complexity of plural identities of the characters living within the sociocultural space of a London community, who define themselves as being from “here” and “elsewhere,” in Guy Gunaratne’s In Our Mad and Furious City (2018). First-generation and second-generation migrants, originally from Ireland, Pakistan, Ja- maica, as well as other nations referred to in the novel, give life to the community at the Ends, a housing estate in Northwest London. On the one hand, in this suburban space, fury, neglect and powerlessness are deeply felt by the locals. However, the community also becomes the location for the creation of social habits, cultural patterns, forms of ex- pression and group unity through the interaction and shared experiences of the locals. This dichotomy reveals underlying anxieties that raise questions about otherness, marginalisa- tion and belonging, and how these aspects intersect in the construction of cultural identity. As characters struggle for meaning against a “cancel culture,” their individual experiences are what constitutes their plural and fluid identities.

In today's hyper-connected world, digital games and online gaming communities occupy a prominent place in the communication system, in social media, forums or Internet communities, where online hate speech (OHS) takes place, frequently and publicly, triggering toxic environments. In this chapter we present a case study based on interviews, distributed in two sessions, to ten participants with 12 and 13 years old, and an experience over the SG In[The Hate Booth], as a counterproposal to address OHS. The qualitative data approaches three aspects: the experiences with OHS, the perspectives about OHS and the possible solutions to counteract OHS. We conclude that OHS is a common complaint from players and a characteristic behavior in game communities. Data shows that even users who don’t identify themselves with this behavior accept it as part of online environments and agree that this toxicity continues outside the in-game screen with effects in everyday life. The pedagogical approach, namely through SG, is perceived as a possible measure to counteract the OHS.

Portuguese Roma/Ciganos face different forms of negative reactions; they are marginalized, live in precarious socio-economic conditions, and are the poorest in Portugal and in the European Union (EU), as shown by the reports of the European Agency for Fundamental Rights (FRA). Despite national and European strategies, these situations continue, with the proliferation of racist demonstrations and hate crimes, and the growth of extreme right-wing parties. In 2022, the publication of a report by the FRA, regarding the situation of Roma in 10 EU countries (including Portugal), revealed the impact of antigypsyism in the areas of employment, education, health, and housing; these data triggered hate speech on social networks, which happens whenever something about Ciganos is published. A content analysis of the news disseminated by the main Portuguese media (press, TV, Radio) and of the comments on this news was conducted, through qualitative methodology. The results reveal racist hegemonic perspectives towards Ciganos: they depend upon the minimum income, do not contribute economically to the state accounts, and boast luxury goods.

Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+ mobilities have had on the power of curricular agency of teachers from two European countries . This work is based on an empirical investigation of a qualitative nature which collected the testimonies of four school headmasters, a deputy principal and eleven teachers from Ireland and Portugal, teaching different curriculum matters, who were involved in the ERASMUS+ programme. Our findings evidence a very positive impact on secondary teachers' capacity to self‐organize and achieve agency in relation to curriculum making by adapting their knowledge and skills, learnt through the mobility, to their own culture and context through collaborative communities of practice.

O papel dos pais na educação dos filhos é crucial para o sucesso educativo das crianças e tem benefícios para todos os intervenientes (pais, professores, profissionais, crianças). O contexto atual da pandemia covid-19 mudou a forma como os pais se envolvem e participam na escola, revelando uma diversidade de práticas. Estas são orientadas pelas perceções e crenças que os pais têm sobre a sua participação e sobre as suas competências, bem como pelas vantagens e obstáculos que atribuem ao seu envolvimento. Assim sendo, procurou-se com o estudo que aqui se apresenta: 1) Caracterizar as perceções dos pais sobre o seu envolvimento na escola durante a pandemia covid-19, nomeadamente na fase de distanciamento social e de ensino remoto de emergência; 2) Identificar os benefícios e obstáculos sobre o seu envolvimento e a relação escola/família; 3) Caracterizar as crenças de autoeficácia dos pais portugueses sobre o seu papel na fase de distanciamento social e de ensino remoto de emergência. Neste estudo participaram 106 pais de crianças a frequentar os 1º e 2º ciclos do Ensino Básico. Para a recolha de dados foi utilizado um questionário com 29 questões. De forma global, os resultados indicaram que: os pais referem uma diversidade de obstáculos que remetem para barreiras pragmáticas, culturais e psicológicas; as novas tecnologias foram essenciais para a comunicação escola/famílias; houve uma diversidade de respostas a nível da gestão do tempo das tarefas escolares e familiares; assim mesmo, a maioria dos pais referiu a existência de desgaste emocional e social, realçando o afastamento dos amigos e outros familiares.

GRB 030329 displays one clear and, possibly, multiple less intense fast-rising (Δt/t ∼ 0.3) jumps in its optical afterglow light curve. The decay rate of the optical light curve remains the same before and after the flux jumps. This may be the signature of energy injection into the shocked material at the front of the jet. In this study, we model the Gamma-Ray Burst (GRB) ejecta as a series of shells. We follow the dynamical evolution of the ejecta as it interacts with itself (i.e., internal shocks) and with the circumburst medium (i.e., external forward and reverse shocks), and calculate the emission from each shock event assuming synchrotron emission. We confirm the viability of the proposed model in which the jumps in the optical afterglow light curve of GRB 030329 are produced via refreshed shocks. The refreshed shocks may be the signatures of collisions between earlier ejected material with an average Lorentz factor $\bar{\Gamma }\gtrsim 100$ and later ejected material with $\bar{\Gamma } \sim 10$ once the early material has decelerated due to interaction with the circumburst medium. We show that even if the late material is ejected with a spread of Lorentz factors, internal shocks naturally produce a narrow distribution of Lorentz factors (ΔΓ/Γ ≲ 0.1), which is a necessary condition to produce the observed quick rise times of the jumps. These results imply a phase of internal shocks at some point in the dynamical evolution of the ejecta, which requires a low magnetization in the outflow.

This literature review presents a characterization of violence and discrimination against trans people in Portugal, offering a critical analysis of the national efforts aiming to protect trans people’s rights. Its main objective is to highlight and frame the oppression historically suffered by trans people in family and intimate relationships, social discrimination, school, medical care, and employment. Despite legal advances in Portugal in the conquest of rights for trans people during the last two decades, violence and discrimination are still a social problem that needs urgent academic research for its effective prevention and combat.

The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment.

This study focuses on developing and evaluating an online course aimed at preschool educators and primary school teachers. It presents a Massive Open Online Course (MOOC) on computational thinking, programming and robotics developed as part of the project “Laboratory for Technology and Programming and Robotics Learning in Primary and Preschool Education in Portugal (KML II)” The MOOC design was inspired by a blended learning model used in teacher professional development at the project’s inception and incorporates theoretical-pedagogical models of MOOC design as well as theoretical models of online interaction in virtual educational environments. The course will be offered on the NAU platform, a Portuguese MOOC platform. A pilot test was conducted with a purposive sample that included both participants from the target audience of the course as well as national and international experts specialised in these domains. The evaluation included a Likert scale questionnaire survey and open-ended questions. The results aim to validate the MOOC’s quality, including its structure, content relevance, proposed activities, and learning design. The findings provide evidence to improve the final version of the MOOC, contributing to its effectiveness and adequacy to the target audience.