Abstract
Languages are born, evolve and, eventually, die. During this evolution their spelling rules (and sometimes the syntactic and semantic ones) change, putting old documents out of use. In Portugal, a pair of political agreements with Brazil forced relevant changes on the way the Portuguese language is written. In this article we will detail these two Orthographic Agreements (one in the thirties and the other more recently, in the nineties), and the challenges present on the automatic migration of old documents spelling to their actual one. We will reveal Bigorna, a toolkit for the classification of language variants, their comparison and the conversion of texts in different language versions. These tools will be explained together with examples of migration issues. As Birgorna relies on a set of conversion rules we will also discuss how to infer conversion rules from a set of documents (texts with different ages). The document concludes with a brief evaluation on the conversion and classification tool results and their relevance in the current Portuguese language scenario.

Abstract
We analyze the role of jamming as a means to increase the security of wireless systems. Specifically, we characterize the impact of cooperative/friendly jamming on the secrecy outage probability of a quasi-static wiretap fading channel. We introduce jamming coverage and jamming efficiency as security metrics, and evaluate the performance of three different jamming strategies that rely on various levels of channel state information. The analysis provides insight for the design of optimal jamming configurations and indicates that one jammer is not enough to maximize both metrics simultaneously.

Abstract
Current Learning Management Systems generically provide online forums for interactions between students and educators. In this article we propose a tool, the iGraph, that can be embedded in Learning Management Systems that feature hierarchical forums. The iGraph is capable of depicting and analyzing online interactions in an easy to understand graph. The positioning algorithm is based on social network analysis statistics, taken from the collected interactions, and is able to smoothly present temporal evolution in order to find communicational patterns and report them to the educator.

Abstract
Learning environments where all participants can present their ideas, where all contribute to discuss and assess those ideas are in our opinion essential to improve the learning process. Grading peers is also important to the development of motivation and sense of responsibility. The Moodle's Workshop module seems to address this issues. However, this module is rarely used and, is planned to be removed from the next release. We run a set of tests and inquiries that led us to conclude that its usability is very low, its interface is generically pour-understandable and the final grades for the activity are usually surprising. In this work we present a reformulation of the workshop in which concerns the configuration interface, the administration module, and the final grades page. The preliminary results indicate an improvement of more than 300% of the usability. Future development plans include full integration of the code in the Moodle LMS and testing the new module for improvement and measuring of real usefulness. ©2009 IEEE.

Abstract
Self and peer-evaluation allow the development of learning environments which provide students with the means to consider upon their own (and of their colleagues) current learning skills. However, if each student in a class performs an evaluation of two of his(her) peers, which in turn will have to be assessed by the teacher/educator, then the additional work will certainly double. Hence, when considering large classes, this methodology is clearly infeasible due to the overload of work. In this article we describe a solution to provide educators with better conditions to implement self and peer-evaluation by using a web-based tool that can be coupled with general open-source learning management systems. Our tool, based on the Moodle Workshop module, features an automatic online distribution of the students' submitted assignments for peer-evaluation, and an automatic assessment of the evaluations. The criteria for evaluating student submissions can be set to meet the teacher/educator objectives as it comprises a several templates ranging from open questions graded over a topic-match table, to multiple choice questions, calculated questions, and even full text graded over sets of error-banded answer statements. The system, throughout comparison of every criteria item in the student's submitted assessment with the teacher's assessment, or with the considered best assessment by the system (depending on configuration), automatically computes a grade which reflects the quality of the student's assessment. It is also flexible enough to allow configuration of evaluation parameters as: number of criteria and topics to use as the evaluation table; weights assigned to criteria; scales used in each evaluation topic; degree of rigidness for assessment (from very lax to very strict), and the number of peers to evaluate. The configuration interface allows overlapping of activity phases (evaluation of examples from the teacher, own work submissions, peer-review, review assessment and display of results) - it is possible to have students reviewing their peers, even if not all the students in the class have already submitted their work. To present the final grades, including information from the peer-review and correspondent assessments, we created a dynamic page with sliding panes which follow a minimum information display principle: specific (student) information is accessible from the general (class) information pane with a single click. We also implemented a system of graphical 'alerts' to the teacher/evaluator for problematic situations in which manual intervention is recommended.

Abstract
The interactions that occur among participants in online forums frequently are an important criteria in evaluating learning methodologies practiced in e-learning contexts. Not only are the interactions between peers an important resource of information, but also, the way the teacher interacts with students. However, apart from general statistics available in common online learning platforms, this type of information is difficult to retrieve. A graphical mapping based on social network analysis theory, of such interactions that occur in online environments, is proposed as a possible solution for automatically depicting and analyzing relations that are established between participants in online forums. In this paper we present a system which provides learning management systems with an additional tool for graphically mapping and analyzing student-student and teacher-student interactions. The system represents both current network interactions and a historical graphical slideshow of online interactions between participants.