Abstract

Abstract
There is a great deal of information about caregivers’ suffering. However, there is a lack of scales in Portugal that evaluate this dimension of human behavior. The purpose of this study was to validate and adapt the Caregiver Grief Scale (CGS), developed by Franziska Meichsner, Denise Schinköthe, and Gabriele Wilz (2016) for the German population, to assess the degree of suffering of caregivers. To analyze the instrument’s psychometric properties, we used confirmatory factorial analysis with a sample of 150 caregivers (formal and informal). The results did not confirm the proposal of a 4-factor model (emotional pain, relational loss, complete loss, and loss acceptance), as proposed by the German study. Subsequently, we used the exploratory factorial analysis that suggested a unifactorial model, which confirmatory factorial analysis showed was more adequate for the study sample, with values of: ?² / df = 2.023; CFI = .970; GIF = .923; RMSEA = .083; AIC = 110.724. The internal consistency analysis indicated a Cronbach alpha of .936, and the Composite Reliability was .934. In conclusion, the German Caregiver Grief Scale multifactorial structure was not replicated in the Portuguese sample. For the Portuguese population, the caregivers suffering scale presented a unifactorial construct. In Portugal, it is recommended that future studies be carried out with a differentiated sample of caregivers.

Abstract

Abstract
The increasing prevalence of Open Science has brought reproducibility to the center of discussion of the scientific community as a requirement for ensuring the transparency and correctness of a research workflow. The current publishing landscape is evolving, as shown by the emergence of notebook technologies powering a new generation of interactive Web Journals. These use state-of-the-art interactive graphical visualizations and on-demand data processing to research papers, allowing readers to trace every step of the process, from raw data to the finalized visualization. Since there are many Research Notebook technologies and interactive graphical visualization solutions to choose from, we present a summary comparative overview of Web Journals and the Notebook engines that power the interactive, data driven visualizations inside their publications. Given our focus on visualization, our metrics are the support for the most advanced, popular and widely adopted data visualization frameworks. We conclude that Jupyter Notebook is currently the best alternative for the average user, given its popularity and support, combined with broad support for powerful and high-level interactive visualization grammars.

Abstract
The project VIRTUAL TUTORING - the virtual tutor as learning mediating artifact in online university education, is an ongoing project, with the main goal of analyzing the pedagogic impact of an anthropomorphic user interface on a typical distance learning environment targeted to support online higher education. It implies the development of 3D rigged avatars that should perform typical online tutor activities. The virtual tutor should mimic a human tutor, being a kind of emphatic interface between the student and the course module in Moodle. But more than this, the virtual tutor should give support in the learning process of the student, working as much as a guide inside the contents offered by the e-learning course. This paper gives an overview of the project present development status.

Abstract
O ensino e aprendizagem da programação de computadores em ambiente e-learning constitui uma área que tem vindo a atrair um interesse crescente tanto por parte das universidades de ensino em rede como pelos investigadores do e-learning. Aprender a programar computadores requer o desenvolvimento de raciocínio lógico da parte do estudante, enquanto aprende a dominar as potencialidades de uma determinada linguagem de programação, a construir estruturas de dados e a desenvolver uma estratégia de resolução de problemas pela sua divisão e modularização em problemas mais simples de mais fácil conquista. Adicionalmente importa que o estudante desenvolva competências de trabalho em grupo, de estudo individual com elevados níveis de concentração para realizar trabalho de revisão e depuração de código fonte. O ensino on-line de programação de computadores é constituído por estes aspetos, exigindo um elevado grau de interação entre estudantes e destes com o professor. Neste artigo, apresentamos um conjunto de reflexões e propostas concretas de estratégias de implementação do ensino e aprendizagem da programação de computadores, de nível universitário, explorando o método de “design” de instruções como uma abordagem do diálogo, uma adaptação da taxonomia de Bloom, com base na experiência e no modelo pedagógico virtual da Universidade Aberta de Portugal.