Abstract
Due to the current energetic transition, new geological exploration technologies are needed to discover mineral deposits containing critical materials such as lithium (Li). The vast majority of European Li deposits are related to Li-Cs-Ta (LCT) pegmatites. A review of the literature indicates that conventional exploration campaigns are dominated by geochemical surveys and related exploration tools. However, other exploration techniques must be evaluated, namely, remote sensing (RS) and geophysics. This work presents the results of the INOVMINERAL4.0 project obtained through alternative approaches to traditional geochemistry that were gathered and integrated into a webGIS application. The specific objectives were to: (i) assess the potential of high-resolution elevation data; (ii) evaluate geophysical methods, particularly radiometry; (iii) establish a methodology for spectral data acquisition and build a spectral library; (iv) compare obtained spectra with Landsat 9 data for pegmatite identification; and (v) implement a user-friendly webGIS platform for data integration and visualization. Radiometric data acquisition using geophysical techniques effectively discriminated pegmatites from host rocks. The developed spectral library provides valuable insights for space-based exploration. Landsat 9 data accurately identified known LCT pegmatite targets compared with Landsat 8. The user-friendly webGIS platform facilitates data integration, visualization, and sharing, supporting potential users in similar exploration approaches.

Abstract
This study aims at solving a harvesting scheduling optimization problem with constraints on the clearcut area with additional constraints on clearcut proximity. The objective function is defined as the net present value generated by harvesting discounted by a penalty for each clearcut. This problem arises to reduce the negative environmental impact of excessive harvesting. We propose the connected-bucket model, the so-called bucket model with additional constraints on bucket connectivity and two definitions of stand adjacency, and a Dantzig-Wolfe decomposition. The decomposed model is solved by branch-and-price and the connected-bucket model by a general-purpose mixed integer programming solver (CPLEX). We compare the quality of the solutions obtained with both approaches for real instances. The branch-and-price approach found better solutions for the majority of the instances.

Abstract
The expansion of augmented reality across society, its availability in mobile platforms and the novelty character it embodies by appearing in a growing number of areas, have raised new questions related to people's predisposition to use this technology in their daily life. Acceptance models, which have been updated following technological breakthroughs and society changes, are known to be great tools for predicting the intention to use a new technological system. This paper proposes a new acceptance model aiming to ascertain the intention to use augmented reality technology in heritage sites-the Augmented Reality Acceptance Model (ARAM). ARAM relies on the use of the Unified Theory of Acceptance and Use of Technology model (UTAUT) model's constructs, namely performance expectancy, effort expectancy, social influence, and facilitating conditions, to which the new and adapted constructs of trust expectancy, technological innovation, computer anxiety and hedonic motivation are added. This model was validated with data gathered from 528 participants. Results confirm ARAM as a reliable tool to determine the acceptance of augmented reality technology for usage in cultural heritage sites. The direct impact of performance expectancy, facilitating conditions and hedonic motivation is validated as having a positive influence on behavioural intention. Trust expectancy and technological innovation are demonstrated to have a positive influence on performance expectancy whereas hedonic motivation is negatively influenced by effort expectancy and by computer anxiety. The research, thus, supports ARAM as a suitable model to ascertain the behavioural intention to use augmented reality in new areas of activity.

Abstract
To address metadata with researchers it is important to use models that include familiar domain concepts. In the Social Sciences, the DDI is a well-accepted source of such domain concepts. To create FAIR data and metadata, we need to establish a compact set of DDI elements that fit the requirements in projects and are likely to be adopted by researchers inexperienced with metadata creation. Over time, we have engaged in interviews and data description sessions with research groups in the Social Sciences, identifying a manageable DDI subset. A recent Clinical Psychology project, TOGETHER, dealing with risk assessment for hereditary cancer, considered the inclusion of a DDI subset for the production of metadata that are timely and interoperable with data publication initiatives in the same domain. Taking a DDI subset identified by the data curators, we make a preliminary assessment of its use as a realistic effort on the part of researchers, taking into consideration the metadata created in two data description sessions, the effort involved, and overall metadata quality. A follow-up questionnaire was used to assess the perspectives of researchers regarding data description.

Abstract

Abstract
As atividades assíncronas no ensino online requerem um acompanhamento regular por parte dos docentes. Esse acompanhamento acompanha duas dimensões: a de grupo, atendendo às dinâmicas globais da turma; e a individual, atendendo às ações de cada estudante. Estando habitualmente estruturadas em tópicos com duração limitada no tempo, a preponderância destas dimensões altera-se nas necessidades de dedicação e intervenção docente. Neste trabalho apresenta-se uma estratégia de apoio à planificação e desenvolvimento da atividade docente, que decompõe essas atividades de acompanhamento e intervenção em cinco marcos temporais. Pretende esta estratégia permitir ao docente identificar os aspetos mais prementes para recolha, de forma praticável, de elementos que possam informar a sua decisão de intervenção pedagógica.