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O trabalho em plataformas digitais é uma nova forma de trabalho que, em Portugal, não tem ainda definido um modelo regulado de relações de trabalho. Este artigo analisa os perfis de trabalhadores de várias plataformas digitais de trabalho e a sua representação coletiva em Portugal. A diversidade encontrada nos estudos de caso dos perfis dos trabalhadores de cada plataforma explica, em parte, a falta de interesse de movimentos laborais em os representar. O tipo de tarefas e o local de trabalho contribuem para o desinteresse na procura de representantes coletivos, e demonstra os (des)alinhamentos que ocorreram entre trabalhadores e possíveis representantes. Observa-se ainda potencial para outros alinhamentos entre os interesses de diferentes trabalhadores, movimentos sindicais e associações de representação alternativa.

Teachers are central to the choice of tasks proposed to the students. And the teachers’ knowledge is one of the important elements guiding these choices. Despite the different models that conceptualize the teachers’ knowledge to integrate technology in their practices, research has focused essentially on the integration of a single technology. Little is known about how the work with different technologies can contribute to promote the development of the professional knowledge of pre-service teachers (PTs) or how the use of different technologies mobilizes different domains of the PTs’ knowledge. The main goal of this study is to deepen the understanding about the relation between the PTs’ Knowledge for Teaching Mathematics with Technology (KTMT) and their choice of tasks. The study adopts a qualitative and in-terpretative methodology based on one case study. The main conclusions suggest a strong impact of the PTs’ Learning and Teaching Technology Knowledge (a knowledge related to the impact of technology on the teaching and learning process) and a not so strong impact of their Mathematical and Technological Knowledge (a knowledge related to the impact of technology on the mathematical knowledge). The conclusions also point to the potential of the work with different technologies to deepen the PTs reflections and analysis of tasks.

Here, we describe the first pterosaur remains from Angola, an assemblage of fourteen bones from the Lower Maastrichtian marine deposits of Bentiaba, Namibe Province. One new species is introduced, Epapatelo otyikokolo, gen. et sp. nov., which comprises an articulated partial left humerus and ulna as well as an articulated left ulna and radius (from a second individual). Phylogenetic analysis confirms a non-nyctosaurid pteranodontian attribution for this new taxon and supports a new apomorphy-based clade, Aponyctosauria, which is here defined. Late Cretaceous pteranodontians are rare in Sub-Saharan Africa and throughout the Southern Hemisphere. Preliminary histological analysis also reveals a likely sub-adult age for one of the specimens. This fossil assemblage provides a first glimpse of Angolan pterosaur paleobiodiversity providing further insight into the Gondwanan ecosystems of the Upper Cretaceous.

In this paper we compute the rank and exhibit a presentation for the monoids
of all $P$-stable and $P$-order preserving partial permutations on a finite set
$\Omega$, with $P$ an ordered uniform partition of $\Omega$. These (inverse)
semigroups constitute a natural class of generators of the pseudovariety of
inverse semigroups ${\sf NO}$ of all normally ordered (finite) inverse
semigroups.

We exhibit faithful representations of the hypoplactic, stalactic, taiga, sylvester, Baxter and right patience sorting monoids of each finite rank as monoids of upper triangular matrices over any semiring from a large class including the tropical semiring and fields of characteristic 0. By analysing the image of these representations, we show that the variety generated by a single hypoplactic (respectively, stalactic or taiga) monoid of rank at least 2 coincides with the variety generated by the natural numbers together with a fixed finite monoid (respectively, F) and forms a proper subvariety of the variety generated by the plactic monoid of rank 2.

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

The research report presents the key findings from the INVOLVE project (VS/2020/0145). It contributes to the debates on the participation of social partners in dual VET governance under countries generally classified as state-centred, skills-formation regimes (Spain, Greece, Portugal and Poland). The research report analysed the actual role played by social partners in the dual VET systems in the selected countries at different governance levels and the extent to which trade unions and employer organisations are involved on an equal footing. It also formulates policy recommendations supporting collective responses to dual VET systems in the selected countries. Findings are based on desk research, fieldwork consisting of semi-structured interviews and mini-case studies and national scenarios developed by INVOLVE partners, on the basis of a scenario workshop methodology

The STE(A)M approach has been recognized by several authors for its potential in assisting teaching and learning, and several curriculum standards already value its application in the classroom. This approach is based on the articulation between different areas, the clarification, and the deepening of the concepts being studied. Although there are different approaches, according to the fields involved, STEM and STEAM are two among the most often mentioned in the literature. STEM is based on learning that integrates the following areas of knowledge: Science, Technology, Engineering, and Mathematics. The conceptualization of the STE(A)M approach is not consensual and uniform. There are different models focusing on problem-solving based learning, project-based-learning, design-based learning, and engineering models. Still, different authors present different conceptualizations of this approach. In this paper, we relied on the existing literature to discuss the different understandings of the STE(A)M approach. We will also pay attention to mathematics and how different authors see the disciplines’ role within a STE(A)M approach and discuss the evolution of the mentioned authors’ positions throughout time. Thus, methodologically, we undertook the following steps: (i) literature search based on the selected keywords; (ii) selection of the texts, considering the authors and time gap, in order to analyze the evolution of the research and (iii) collection and organization of the relevant topics for the study. This study aims to present the meanings, conceptualizations, and possible influences present in different models and for understand the evolution of the STEM and STEAM approaches over time. The main findings suggest a focus on the interdisciplinary or transdisciplinary approach as opposed to the primeval years of investigations in STEM and STEAM when many authors advocated a multidisciplinary approach. This change in thinking is due to the need to train students in an integral and holistic manner, developing citizens with transversal knowledge and skills prepared for the current societal challenges.

The record of Late Jurassic stegosaur tracks from the Lourinhã Formation (Kimmeridgian-Tithonian) is here revised. Thirty-eight dinosaur tracks, preserved as natural infill casts, are here reported, and thirty-two of them are attributed to the ichnogenus Deltapodus. Four of those present impressions of skin, with polygonal scales and random pattern. Deltapodus is the most common ichnogenus in the track record of the Lourinhã Formation. The sizes and shape suggest one single dacentrurine trackmaker, which could be Miragaia longicollum, also common in the same horizons.

The taxonomy, chronology and dispersal patterns of hippopotamuses in Western Europe are still a matter of debate, despite the long history of researchers on these topics. In this framework, the Portuguese material has never been investigated or recently revised, and it can contribute to increasing our comprehension about Quaternary hippopotamuses. The material considered in this work, collected from sites dated between 1 Ma and 0.13 Ma, is compared with fossil Pleistocene hippopotamuses from the Iberian Peninsula, Italy, Germany and Greece, in order to contribute into the discussion on evolutionary and dispersal patterns of these large semi-aquatic mammals in Europe during the Pleistocene. Portugal deposits recorded the presence of H. antiquus, starting from 1 Ma up to 0.4 Ma, and H. cf. amphibius during the late Middle Pleistocene. In particular, the occurrence of H. antiquus in Condeixa, dated around 0.4 Ma, can be considered as the LAD of this species in Europe. The paleobiogeography and dispersal patterns of European hippopotamuses are further discussed.

ABSTRACT: Type specimens (holotypes, neotypes, syntypes, etc.) are of crucial importance because they are the only tangible evidence of the nomenclatural act that supports the understanding of paleobiodiversity. The list of the vertebrate species whose type specimen is based on fossils from Portugal is presented here. We counted 206 species, of which there are 45 bony fishes, 39 Late Jurassic Mammaliamorpha, 33 Cenozoic mammals, 28 non-avian dinosaurs, 25 non-dinosaur reptiles, 11 Cenozoic Aves, 22 Chondrichthyes and three other vertebrates. Except for the Quaternary fossil record, the type specimens can be used as a shortcut for measuring the fossil record and paleobiodiversity through geological time and rock units because they correlate in 95% with the fossil record by epoch in the case-study of fossil vertebrates of Portugal.

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