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Despite the growing concern and several efforts to make museums accessible to visually impaired publics, their participation in these institutions is still limited, frustrating their desired inclusion. These visitors often experience multiple barriers in museological environments, and there is a lack of assistive technologies to promote access to exhibits, allow contextual information, and support mobility and orientation inside museum spaces. This paper presents the accessible, interactive, and multisensory exhibition Mysteries of the Art of Healing, which is organized in ten moments of an on-site visit to a history and science museum in Portugal, mediated by a set of technological solutions: an interactive 3D layout plan of the museum, seven high-fidelity prototypes of accessible interactives with thirteen 3D replicas, and one mobile application that acts as an assistive navigation guide during the entire visit. For its development, several principles proposed by a group of 72 blind and partially sighted persons to improve their autonomy during visits to museums were taken into account, namely: to provide sensory, intellectual, and physical access throughout the entire museum experience. Evaluation results with 25 visually impaired participants revealed the applicability of the developed solutions within this museum visit context, and global satisfaction results showed to be very positive and correlated to four variables: pleasantness of interacting with digitally fabricated objects, entertainment provided by the ten experiences, interaction with the developed accessible interactives, and pleasantness regarding the handling of manually fabricated replicas.

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Background The standard configuration's set of twelve electrocardiogram (ECG) leads is optimal for the medical diagnosis of diverse cardiac conditions. However, it requires ten electrodes on the patient's limbs and chest, which is uncomfortable and cumbersome. Interlead conversion methods can reconstruct missing leads and enable more comfortable acquisitions, including in wearable devices, while still allowing for adequate diagnoses. Currently, methodologies for interlead ECG conversion either require multiple reference (input) leads and/or require input signals to be temporally aligned considering the ECG landmarks. Methods Unlike the methods in the literature, this paper studies the possibility of converting ECG signals into all twelve standard configuration leads using signal segments from only one reference lead, without temporal alignment (blindly-segmented). The proposed methodology is based on a deep learning encoder-decoder U-Net architecture, which is compared with adaptations based on convolutional autoencoders and label refinement networks. Moreover, the method is explored for conversion with one single shared encoder or multiple individual encoders for each lead. Results Despite the more challenging settings, the proposed methodology was able to attain state-of-the-art level performance in multiple target leads, and both lead I and lead II seem especially suitable to convert certain sets of leads. In cross-database tests, the methodology offered promising results despite acquisition setup differences. Furthermore, results show that the presence of medical conditions does not have a considerable effect on the method's performance. Conclusions This study shows the feasibility of converting ECG signals using single-lead blindly-segmented inputs. Although the results are promising, further efforts should be devoted towards the improvement of the methodologies, especially the robustness to diverse acquisition setups, in order to be applicable to cardiac health monitoring in wearable devices and less obtrusive clinical scenarios.

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It is increasingly required that Engineering Education courses include activities that promote the development of cognitive skills, such as metacognition. However, including such activities is challenging for lecturers, particularly in Distance Learning contexts. It is also complex, when working online, for teaching staff to carry out monitoring of the metacognitive learning processes of students, understand their difficulties, and provide formative feedback. In this work, we present the design and discussion of a pedagogical strategy: Metacognitive Challenges (MC), which allows lecturers to monitor the evolution of students' perceptions regarding their learning process We discuss how lecturers can use MCs for formative assessment and how to weave this intervention with individual students or groups. The Design Science Research methodology was adopted for the design, implementation, and demonstration of MCs, applied in a Software Engineering course within a distance learning Informatics Engineering undergraduate programme. We exemplify how MCs have the potential to support monitoring of students' cognitive and metacognitive processes and offer a set of guidelines on how the teaching staff can use them. In future work, we intend to evaluate the effectiveness of MCs in different teaching contexts, and develop technological solutions that facilitate the monitoring process (reduce the time and effort required for analysis of MC content). © 2022 University of Minho. All rights reserved.

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This chapter aims to understand the options for distributing newspaper content online and offline. By adopting a case study approach, it analyses the content strategy of one of the most widely read newspapers in Portugal, Jornal de Notícias (JN). Several data sources were used, including an interview with the director and a survey with 570 readers. JN shared a much larger number of news in the paper version. It is a newspaper focused on difficult news; however, it combines this strategy with the use of infotainment, especially in the online version. This chapter highlights the importance of aligning the content strategy and the preferences of readers.

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