• COVID-19
• Publicationsclose
• Research dataclose
• 2019-2023close
• Conference object close
• PT close

A transit network design frequency setting model is proposed to cope with the postpandemic passenger demand. The multiobjective transit network design and frequency setting problem (TNDFSP) seeks to find optimal routes and their associated frequencies to operate public transport services in an urban area. The objective is to redesign the public transport network to minimize passenger costs without incurring massive changes to its former composition. The proposed TNDFSP model includes a route generation algorithm (RGA) that generates newlines in addition to the existing lines to serve the most demanding trips, and passenger assignment (PA) and frequency setting (FS) mixed-integer programming models that distribute the demand through the modified bus network and set the optimal number of buses for each line. Computational experiments were conducted on a test network and the network comprising the Royal Borough of Kensington and Chelsea in London.

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data. Funder: Horizon 2020 grant 964728 (JITSUVAX) from the European Commission and was supported by a United Kingdom Research and Innovation (UKRI) Research Fellowship grant ES/V011901/1 Funder: Program FUTURE LEADER of Lorraine Université d’Excellence within the program Investissements Avenir (ANR-15-IDEX-04-LUE) operated by the French National Research Agency Funder: Association Nationale de la Recherche et de la Technologie (National Association for Research and Technology); doi: https://doi.org/10.13039/501100003032 Funder: The work of Dmitrii Dubrov was supported within the framework of the Basic Research Program at HSE University, RF Funder: Rubicon grant (019.183SG.007) from the Netherlands Organization for Scientific Research (NWO) Funder: Agentúra na podporu výskumu a vývoja (Slovak Research and Development Agency) - APVV-17-0596 Funder: UID/PSI/03125/2019 from the Portuguese National Foundation for Science and Technology (FCT). Funder: Kingston University (Kingston University, London); doi: https://doi.org/10.13039/100010049 Funder: Association Nationale de la Recherche Scientifique and Pacifica (CIFRE grant 2017/0245) Funder: Statutory funds of the Institute of Psychology, University of Wroclaw Funder: PSA research grant ($285.59) for the PSACR projects data collection Funder: The Japan Society for the Promotion of Science KAKENHI [19K14370] Funder: Social Science and Humanities Research Council of Canada Funder: National Science Centre, Poland (2019/35/B/HS6/00528) Funder: Slovak Research and Development Agency - APVV-17-0596 Funder: The Institute of Psychology, Jagiellonian University Funder: JSPS KAKENHI Grant Numbers JP18K12015 and JP20H04581 Funder: University of Desarrollo, Faculty of Psychology Funder: IDN Being Human Lab (University of Wrocław) Funder: Dominican University Faculty Support Grant Funder: Vicerrectoria de Investigaciones, Uniandes Funder: Australian Research Council (DP180102384) Funder: Amazon Web Services (AWS) Imagine Grant Funder: HSE University Basic Research Program Funder: Progres Q18, Charles University Funder: ANID - Fondecyt 1201513 Funder: Huo Family Foundation Funder: PRIMUS/20/HUM/009 Funder: FONDECYT 1221538

Facing the difficulties and the new challenges that COVID-19 has created for Higher Education Institutions (HEIs), the future needs to analyse and reflect on this crisis. Considering the increasing value of international mobility in Portuguese HEIs in the last decades, this research aims to study the effect of the COVID-19 pandemic on the flow of student and faculty mobility. Since international students, as well as teaching staff mobility, are an asset for many HEIs, this study will be applied to the Instituto Politécnico de Bragança (IPB), an institution located in the interior of Portugal where the weight of international students is quite significant. The paper provides an overview of the mobility flows between the period 2004/2005 and the 2020/2021 academic year. According to the findings obtained, the restrictions on international physical mobility are observed as the biggest challenges that occurred in IPB during the COVID-19. From the results presented, a sharp growth in international mobility flows is evident until the 2018/2019 academic year, as a consequence of the investment made by the IPB’s presidency, in which one of the pillars of the institution’s growth is based on the internationalisation strategy. Afterwards, in the last two academic years, there has been a sharp decline; both in terms of student mobility, on average, there was a decrease of around 26.0%, and faculty mobility, on average, there was a decrease of approximately 55%. info:eu-repo/semantics/publishedVersion

Congresso Internacional Virtual, realizado na Universidade Complutense de Madrid, Espanha, de 29-30 junho de 2022. A pandemia Covid-19 teve um profundo impacto nos processos pedagógicos das universidades de ensino presencial em sala, do mundo inteiro. O confinamento obrigatório da população universitária implicou a transposição do ensino presencial em sala para as aulas realizadas online, levando a um aumento considerável do uso de sistemas de videoconferência, intensificando e impulsionando novas maneiras de aprender e se comunicar ao lançar novas comunidades de aprendizagem on-line ou reforçar as existentes. Estas práticas de aprendizagem online tendem a se manter e a serem adotadas após o fim da pandemia e o regresso às aulas presenciais na medida em que proporcionem formas mais ágeis e eficazes de contacto e de partilha online estabelecendo assim formas não estruturadas de modelos pedagógicos híbridos. Nesta comunicação descrevem-se práticas concretas de ensino online implementadas durante a pandemia em duas universidades tradicionais de ensino presencial, a Universidade de São José, Macau, China; e a Universidade de São Paulo, São Paulo, Brasil, no âmbito de disciplinas de mestrado, onde se adotaram estratégias de ensino e aprendizagem online baseadas em videoconferência simples, mas também aplicando princípios pedagógicos explorando a interação aluno-aluno, a aprendizagem colaborativa e a comunicação assíncrona em fórum e ainda a avaliação contínua. Apresenta-se uma análise sistemática das experiências realizadas em ambas as universidades à luz de um potencial modelo pedagógico virtual de cariz geral que possa proporcionar princípios e linhas gerais para o planeamento, organização e implementação de oferta educativa online de nível universitário. N/A

Laboratory experiments are important pedagogical tools in engineering courses. Restrictions related to the COVID-19 pandemic made it very difficult or impossible for laboratory classes to take place, resulting on a fast transition to simulation as an approach to guarantee the effectiveness of teaching. Simulation environments are powerful tools that can be adopted for remote classes and self-study. With these tools, students can perform experiments and, in some cases, make use of the laboratory facilities from outside of the University. This paper proposes and describes two free tools developed during the COVID-19 pandemic lock-down that allowed students to work from home, namely a set of simulation experiments and a Hardware-in-the-loop simulator, accessible 24/7. Two approaches in Python and C languages are presented, both in the context of Robotics courses for Engineering students. Successful results and student feedback indicate the effectiveness of the proposed approaches in institutions in Portugal and in the Netherlands. J. Lima and F. Martins share first authorship. This work is financed by National Funds through the Portuguese funding agency, FCT - Funda¸c˜ao para a Ciˆencia e a Tecnologia, within project LA/P/0063/2020. The authors also thank the Research Centre Biobased Economy and the Institute of Engineering, Hanze Uni versity of Applied Sciences, The Netherlands info:eu-repo/semantics/publishedVersion

O livro de atas da 4.ª Conferência Científica é constituído por 35 artigos, onde divulga os mais recentes desenvolvimentos científicos e tecnológicos ao nível das Forças Armadas e da GNR, promovendo a colaboração dos investigadores dos diferentes Centros de Investigação militares (CIDIUM, CINAV, CINAMIL e CIAFA). Os artigos englobam diversas áreas das ciências militares: Estudo das Crises e dos Conflitos Armados (ECCA), Operações Militares (OM), Comportamento Humano e Saúde em Contexto Militar (CHSCM), e Técnicas e Tecnologias Militares (TTM). N/A

Trabalho apresentado em 15th anual International Conference of Education, Research and Innovation (ICERI2022), 7-9 novembro 2022, Sevilha, Espanha This article describes the implementation of an online Open-Source Enterprise Resource Planning (ERP) software solution to support the laboratory component of the theoretical/laboratory classes of the curricular unit “Information and Communication Technologies in Distribution and Logistics Management” of the degree in “Distribution and Logistics Management” and its contribution to the student assessment process, during the Covid-19 lockdown and resulting restrictions imposed to the normal functioning of presential classroom lessons in the period 2020-2022. The curricular unit's program foresees the use of demonstrative and experimental methods to illustrate the role of Information and Communication Technologies (ICT) support to the fundamental area of the study cycle. An ERP software solution and a database from a simulation company are normally used in classroom-based classes to carry out laboratory exercises, where it is intended to highlight the role of ICT as a facilitator of supply chain processes and logistical activities. The objective of implementing this online solution was to continue to ensure the teaching of the laboratory component, which was initially limited to use in the classroom. It was thus possible to continue helping students to develop their knowledge and practical technical experience in accordance with the curricular unit ́s program. The technological implementation of the solution and the training of the teachers involved had to be carried out in a very short period. From a methodological point of view, an approach based on experiential learning was used and the ePortfolio, as instrument to assess the practical knowledge acquired. Demonstrations of the system with resolution of synchronous online laboratory exercises, online debate and clarification sessions, recordings with resolution of laboratory exercises for asynchronous viewing and the proposal of exercises to be integrated in the ePortfolio were used. This article details the laboratory structure that was developed, taught, and evaluated to the students of the 2nd year of the degree course, at the School of Business Administration of the Polytechnic Institute of Setúbal, in Portugal. The results of the students assessment in the laboratory component were positive, and the proposed solution contributed to the conclusion of the curricular unit. The ERP OPEN-Source solution was also evaluated by the students through a survey, and the results revealed a positive impact of the approach in the acquisition of knowledge and practical technical experience. N/A

This paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed. This work has been supported by FCT – Fundação para a Ciência e a Tecnologia within the Project Scope: UIDB/05777/2020. info:eu-repo/semantics/publishedVersion

Apresentação Oral realizada no 20º Congresso Nacional de Medicina Legal e Ciências Forenses, 5ª Reunião da rede de Serviços médico-legais e Forenses de Língua Portuguesa, Coimbra, 2022 N/A