Abstract
Weak linearisation was defined years ago through a static characterization of the intuitive notion of virtual redex, based on (legal) paths computed from the (syntactical) term tree. Weak-linear terms impose a linearity condition only on functions that are applied (consumed by reduction) and functions that are not applied (therefore persist in the term along any reduction) can be non-linear. This class of terms was shown to be strongly normalising with deciding typability in polynomial time. We revisit this notion through non-idempotent intersection types (also called quantitative types). By using an effective characterisation of minimal typings, based on the notion of tightness, we are able to distinguish between “consumed” and “persistent” term constructors, which allows us to define an expansion relation, between general ? -terms and weak-linear ? -terms, whilst preserving normal forms by reduction.

Abstract
The Alto do Sobrido and Ribeiro da Serra Mines, are two antimony-gold mines located in Gondomar, Portugal, and are part of the Dúrico-Beirão Mining District (DBMD). In this work, we use four geophysical methods, such as gravity, radiometry, magnetic and electromagnetic, to improve the knowledge about these mineralizations and the lithologies and structures associated with them. These four methods allowed us to study these mineralizations through different physical properties. The gravimetric method allowed us to add more data to the hypothesis that the gold-antimony mineralizations of the DBMD could be genetically associated with a non-outcropping granite intrusion, which functioned either as a heat engine that promoted the circulation of fluids and/or as a source of fluids and metals itself. A 2D model was proposed, created with both modelling and inversion, to show that the presence of this granite could indeed fit the response of the negative anomalies found in the residual anomaly. The radiometric method was used mainly as a mapping tool, where we were able to distinguish between some of the lithologies of the area, like the Lower Ordovician quartzites and the metasediments of the Middle Ordovician to the Carboniferous, but also to observe different element concentrations within the Pre-Ordovician Schist-Greywacke Complex (SGC). These variations within the SGC lithology don’t have a clear explanation as to why they occur. Still, we believe that they could occur due to the influence of the abovementioned non-outcropping granite. With the very low frequency (VLF) electromagnetic method, it was possible to locate areas of lower resistivities that correspond to the location of several known mineralized veins, as well as the probable location for a new vein. It was also possible to observe some weathered rocks near faults and fractures associated with the Dúrico-Beirão Shear Zone (DBSZ). With the magnetic method, it is possible to contribute to areas with the prevalence of lithologies and minerals with higher magnetic susceptibilities. Several magnetic anomalies found near the Alto do Sobrido mining works correspond to the mineralized veins paragenesis. Other anomalies appear to be related to the location of faults and fractures associated with the DBSZ. The use of all these methods allowed us to observe the mineralization responses and its associated lithologies and structures through the different geophysical properties while adding knowledge about the genesis of these mineralizations and possibly the location of new mineralized veins.

Abstract
O artigo discute e problematiza o acompanhamento e a avaliação da aprendizagem no âmbito da Educação Híbrida e Educação OnLIFE, evidenciando a construção destes conceitos. O objetivo da pesquisa é apresentar e discutir uma proposta de acompanhamento e avaliação da aprendizagem, desenvolvida a partir de elementos presentes no método cartográfico de pesquisa intervenção e elementos presentes na gamificação. Os resultados apontam o potencial do desenho para provocar deslocamentos na forma como os professores compreendem a avaliação e, para instigar processos metacognitivos e tomada de consciência sobre o processo de aprendizagem.

Abstract
Technological developments have had a major impact on the intensive use of electronic equipment, networked or connected to the internet, factors that have boosted the emergence and growth of cybercrime. Measures to mitigate and combat the phenomenon, taking into account its complexity and specificity, must involve all public entities with responsibility in the sector, in a global effort to promote digital literacy in the areas of cybersecurity and computer crime prevention. These comprehensive actions should use digital technologies based on artificial intelligence (AI), such as virtual assistants, whose characteristics allow the massification of information transmission, while enhancing the digital inclusion of users. Government entities are engaged in adopting technologies based on chatbots, with their presence in several areas of public administration. Despite the evolution, these resources have not yet been made available by the entities responsible for mitigating computer crime. On the other hand, although there are government programs aimed at increasing the digital skills of citizens, namely regarding the protection of devices, digital content or personal data, they are not designed for the specificities of cybercrime. In this context, a system based on chatbots, implemented in a digital governance context, by law enforcement agencies, with resources shared with other government entities can contribute to the prevention of cybercrime. © 2022 IEEE.

Abstract

Abstract
Over the last years, accessibility has been gaining more recognition, hence there is a market demand for professionals skilled in accessibility. Therefore, there is a trend towards incorporating accessibility in computer science curricula. Many approaches were presented in order to teach accessibility in the academy, however many failed in the department of motivation and engagement. Moreover, gamification is a strong contender when it comes to engaging, motivating and improving the students' performance using game design elements in non-game context, and it has not been much explored to teach accessibility in the academy. Consequently, this paper proposes to teach accessibility in the academy through a gamification-based approach. The paper starts with a presentation of the proposed approach and finally concludes the paper along with future research direction.