Abstract: Conversational agents (CAs) have come a long way since their first appearance in the 1960s. Ongoing technological advances, such as statistical computing and large-scale language models, have made human-to-human interaction increasingly natural and effortless. The present study conducted a bibliometric re- view of the use of chatbots in educational contexts by collecting scientific papers from the Scopus database. The results highlight the gaps in research knowledge and suggest several directions that can be taken for future research based on collaborative learning, embodied conversational agents, pedagogical conversational agents, natural language processing, and rational agents. The research contributes to the scientific theory of chatbots and their impact on education by providing a bibliometric review of the topic and shows practical implications by highlighting research opportunities and knowledge gaps.

Resumo: Os agentes conversacionais (CAs) percorreram um longo caminho desde a sua primeira aparição na década de 1960. Os avanços tecnológicos contínuos, como a informática estatística e os grandes modelos de linguagem, estão a alcançar uma interação cada vez mais natural e sem esforço entre os seres humanos. O presente estudo realizou uma revisão bibliométrica sobre a utilização de chatbots no contexto educativo, compilando documentos científicos da base de dados Scopus. Os resultados destacam as lacunas de conhecimento na investigação; da mesma forma, múltiplas direções são evidentes para investigações futuras baseadas na aprendizagem colaborativa (collaborative learning), agentes conversacionais encarnados (embodied conversa- tional agents), agentes conversacionais pedagógicos (pedagogical conversational agents), processamento de linguagem natural (natural language processing) e agentes racionais (rational agents). A investigação contribui para a teoria científica sobre chatbots e a sua incidência na educação ao estabelecer uma revisão bibliométrica do tema e mostrar implicações práticas ao destacar oportunidades de investigação e lacunas de conhecimento.

Resumen: Los agentes conversacionales (CAs) han recorrido un largo camino desde su primera aparición en la década de 1960. Avances tecnológicos continuos, como la informática estadística y los grandes modelos del lenguaje, vienen logrando una interacción cada vez más natural y sin esfuerzo entre humanos. El presente estudio realizó una revisión bibliométrica sobre el uso de los chatbots en el contexto educativo, recopilando los documentos científicos de la base de datos Scopus. Los resultados destacan los vacíos de conocimiento de la investigación; asimismo, se evidencian múltiples direcciones para futuras investigaciones basadas en aprendizaje colaborativo (collaborative learning), agentes conversacionales encarnados (embodied conversational agents), agentes conversacionales pedagógicos (pedagogical conversational agents), procesamiento del lenguaje natural (natural language processing) y agentes racionales (rational agents). La investigación contribuye a la teoría científica sobre los chatbots y su incidencia en la educación al establecer un repaso bibliométrico del tema y mostrar implicaciones prácticas al resaltar las oportunidades de investigación y vacíos de conocimiento.

En los últimos cincuenta años, la tecnología de la información se ha integrado gradualmente en el sistema educativo brasileño. Esta integración pasó por varias fases y programas, cada uno con sus propios objetivos y desafíos. Desde el Decreto N° 84.067 de 1979, que estableció la Política Nacional de Tecnologías de la Información, hasta la creación de ProInfo en 1997 y la Política de Innovación en Educación Conectada (PIEC) en 2023, ha habido importantes avances, pero también dificultades en la implementación efectiva de estos. políticas. Este estudo busca comprender las políticas públicas enfocadas en tecnologías de la información en un contexto histórico, explorando su evolución dentro de la educación brasileña y destacando iniciativas y programas que moldearon la inserción de las tecnologías digitales en la enseñanza. Para la construcción de este artículo se adoptó un enfoque cualitativo, con investigación bibliográfica. Con esta historia, fue posible construir una línea de tiempo interactiva que presenta las políticas públicas diseñadas en Brasil para la informatización de las escuelas y la formación de profesores, culminando con la enseñanza de la informática, actualmente propuesta para las escuelas de educación básica brasileñas, en el Currículo Base Común Nacional y su Complemento.

Nos últimos cinquenta anos, a informática tem sido gradualmente integrada ao sistema educacional brasileiro. Essa integração passou por várias fases e programas, cada um com suas metas e desafios. Desde o Decreto nº 84.067 em 1979, que instituiu a Política Nacional de Informática, até a criação do ProInfo em 1997 e a Política de Inovação Educação Conectada (PIEC) em 2023, houve progressos significativos, mas também dificuldades na implementação eficaz dessas políticas. Este estudo busca compreender em um contexto histórico as políticas públicas voltadas para a informática, explorando a sua evolução no âmbito da educação brasileira, e destacando iniciativas e programas que moldaram  a inserção de tecnologias digitais no ensino. Para a construção deste artigo, foi adotada uma abordagem qualitativa, com pesquisa bibliográfica. Com esse histórico, foi possível construir uma linha do tempo interativa que apresenta as políticas públicas concebidas no Brasil para a informatização das escolas e formação de professores, culminando no ensino da computação, proposto atualmente para as escolas de educação básica brasileiras, na Base Nacional Comum Curricular e seu Complemento.

Over the past fifty years, computer science has been gradually integrated into the Brazilian education system. This integration has gone through several phases and programs, each with its own goals and challenges. Since Decree No. 84,067 in 1979, which established the National Computer Science Policy, to the creation of ProInfo in 1997 and the Connected Education Innovation Policy (PIEC) in 2023, there has been significant progress, but also difficulties in the effective implementation of these policies. This study seeks to understand public policies aimed at computer science in a historical context, exploring their evolution within the scope of Brazilian education, and highlighting initiatives and programs that shaped the insertion of digital technologies in teaching. To construct this article, a qualitative approach was adopted, with bibliographical research. With this history, it was possible to build an interactive timeline that presents the public policies designed in Brazil for the computerization of schools and teacher training, culminating in the teaching of computer science, currently proposed for Brazilian basic education schools, in the National Common Curricular Base and its Complement.

RESUMEN La agricultura intensiva convencional, resultante del desarrollo tecnológico y social es el mayor degradador de aguas y ambientes agrícolas. La mecanización agrícola en general y el riego son los principales factores causantes de la degradación, por lo que debe utilizarse siempre con un sentido conservacionista y recuperador. Se han estado desarrollando diversos proyectos y programas de colaboración internacional relacionados con la protección medioambiental, entre cuyos objetivos se encuentra la investigación de los efectos de la mecanización agropecuaria sobre el medio ambiente, por lo cual ser trazó como objetivo centrar los esfuerzos en realizar un estudio para determinar las posibles medidas para contrarrestar los aspectos negativos de esta influencia, como base para la fundamentación de nuevos proyectos de investigación y de colaboración internacional. Se emplearon las metodologías para la realización de los Diag nósticos Participativos, la cual comprendió la realización de encuestas, seminarios de discusión, análisis estadístico, con el uso de herramientas y programas de computación. Entre las principales conclusiones del estudio se encuentra la descripción de las posibles medidas encaminadas a reducir los impactos de la mecanización agropecuaria sobre el medio ambiente.

ABSTRACT The conventional intensive agriculture, resultant of the technological and social development is the biggest degrader of waters and agricultural environments. The agricultural mechanization and the irrigation in general are the main causing factors of the degradation, for what should always be used with conservationist and recuperative technologies. Diverse projects and programs of international collaboration related with the protection of the environment have been carried out, among whose objectives are the research of the effects of the agricultural mechanization on the environment, reason why was taking as objective to center the efforts in carrying out a study to determine the possible measures to counteract the negative aspects of this influence, like basis for the elaboration of new research projects of international collaboration. For the study were used the methodologies for the realization of the Participative Diagnostics, which included the realization of surveys, discussion seminars and statistical analysis, with the use of computing tools and programs. Among the main conclusions of the study is the description of the possible measures guided to reduce the impacts of the agricultural mechanization on the environment.

ABSTRACT The training of creative computer professionals is considered a strategic process in different countries as it is essential for the informatization of society. This article proposes an approach to the creative learning of computer science for the digital transformation of modern society. The objective of the research was to evaluate the creative learning of computer science during the training of computer professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the Computer Engineering career at the University of Matanzas, Cuba, with a mixed paradigm. Quantitative analyses diagnosed the predominant learning in the career that offer elements to managers to make decisions. The qualitative analyses made it possible to unveil the four stages of formation of creative learning of computer science in the career: pre-university stage, basic stage, professional stage and research stage. In addition, three key factors in the formation of creative learning of computer science were obtained: the integration of subjects, the solution of real projects and the emotional support of teachers and other professionals to students during their insertion in the computerization of organizations.

RESUMEN La formación de profesionales informáticos creativos se considera como un proceso estratégico en diferentes países al resultar esencial para la informatización de la sociedad. El presente artículo plantea un acercamiento al aprendizaje creativo de la informática para la transformación digital de la sociedad moderna. El objetivo de la investigación fue evaluar el aprendizaje creativo de la informática durante la formación de profesionales informáticos. Se aplicó un instrumento derivado de investigaciones anteriores y métricas para evaluar el aprendizaje creativo en los dos grupos de años terminales de la carrera de Ingeniería Informática de la Universidad de Matanzas, Cuba, con un paradigma mixto. Los análisis cuantitativos diagnosticaron el aprendizaje predominante en la carrera que ofrecen elementos a los directivos para tomar decisiones. Por su parte, los análisis cualitativos permitieron develar las cuatro etapas de formación del aprendizaje creativo de la informática en la carrera: etapa preuniversitaria, etapa básica, etapa profesional y etapa de investigación. Además, permitieron obtener tres factores claves en la formación del aprendizaje creativo de la informática: la integración de asignaturas, la solución de proyectos reales y el acompañamiento emocional de los profesores y otros profesionales a los estudiantes durante su inserción en la informatización de organizaciones.

ABSTRACT This article describes the Economic Control Studies (Degree courses) in University of Havana, founded in 1968 and part of economic system studies in Cuba in that epoch. It describes its academic antecedent. It analyzes the times of foundation. It is distinguished the designers and first teachers, the program of courses, the teachers formed in first generations of graduates, some publications and graduate students. Finally it related the evolution and ending of the studies.

RESUMEN El artículo describe la carrera universitaria de Licenciatura en Control Económico, fundada en 1968 y parte del espectro de estudios económicos en Cuba en ese entonces. Se relacionan sus antecedentes académicos; se analizan las características de la época en que se fundó; se distinguen a los diseñadores y profesores de la carrera, su currículo de disciplinas académicas, sus profesores de las primeras generaciones de graduados, algunas publicaciones que se hicieron y los alumnos que egresaron. Finalmente se relata como la carrera evolucionó hasta que se decidió sustituirla por otras más especializadas.

RESUMEN El trabajo expone los resultados del proyecto de extensión universitaria que se titula “Tecno-Historia MDQ II. El Museíto informático de la EESTN3” e impulsa la construcción de un pequeño museo histórico-educativo de la informática nacional con artefactos que -puestos en valor a modo de dispositivo pedagógico- se orientan a las audiencias escolares y al público en general. En dicho proyecto se afrontaron, al menos, tres conjuntos de problemas: las discusiones y acciones respecto de la activación patrimonial de artefactos informáticos; la vinculación entre el debate académico sobre las historias de la informática nacional, su enseñanza y comunicación pública; y, finalmente, el cruce entre la historia, la memoria y los procesos de patrimonialización en el marco de la democratización del conocimiento sobre la informática.

ABSTRACT The paper presents the results of an extension university project entitled “Tecno-History MDQ II. The Museíto informático de la EESTN3” promotes the construction of a small historical-educational museum of national informatics with artefacts that are oriented to school audiences and the general public. These artefacts are considering as a pedagogical device, with the aim to recover his value. In this extension project, at least three sets of problems were addressed: the discussions and actions regarding the heritage activation of computer artefacts; the link between the academic debate on the history of national computing, its teaching and public communication; and, finally, the intersection between history, memory and heritage processes in the framework of the democratisation of knowledge about computing.

RESUMO O trabalho apresenta os resultados do projeto de extensão universitária intitulado “Tecno-História MDQ II. O Museu da Informática EESTN3” e promove a construção de um pequeno museu histórico-educativo da informático nacional com artefatos que - valorizados como dispositivo pedagógico - se destinam ao público escolar e ao público em geral. Neste projeto foram enfrentados pelo menos três conjuntos de problemas: as discussões e ações relativas à ativação patrimonial de artefatos informáticos; a ligação entre o debate acadêmico sobre as histórias da informática nacional, seu ensino e comunicação pública; e, por fim, a intersecção entre história, memória e processos patrimoniais no quadro da democratização do conhecimento sobre a informática.

RESUMEN La investigación centró su estudio en la formación desde la alfabetización informacional, de competencias informacionales e investigativas en el profesional de las Ciencias Informáticas. El estudio destaca la importancia de desarrollar competencias informacionales integradas a las investigativas en los estudiantes de pregrado y posgrado en un mundo, cada vez más, basado en la tecnología y la información y desplegar acciones de investigación, desarrollo e innovación que contribuyan al desarrollo social. La experiencia surge a partir de insatisfacciones constatadas en las memorias escritas de diferentes trabajos de curso, diplomas, extraclases y tesinas, así como en las exposiciones de diferentes ejercicios de evaluación final. A tales efectos, se propone un conjunto de acciones para contribuir al desarrollo de competencias informacionales e investigativas que parten de un diagnóstico de necesidades, debilidades y fortalezas que revelan las particularidades de los estudiantes que cursan estudios en la modalidad semipresencial en el Centro de Estudio de Tecnologías y Sistemas. Como resultados se presentan, además, el diseño temático de los cursos aplicados como asignatura optativa en el pregrado y diplomado en la formación continua del profesional. La propuesta fue valorada mediante la consulta a especialistas con resultados positivos, e introducida en la práctica educativa donde se evidenciaron sus posibilidades de transformación.

ABSTRACT The research focused its study on the training from information literacy, informational and investigative skills in the Information Science professional. The study highlights the importance of developing informational skills integrated with research in undergraduate and graduate students in a world increasingly based on technology and information, and deploying research, development and innovation actions that contribute to social development. The experience arises from dissatisfactions verified in the written memories of different course work, diplomas, extraclasses and dissertations, as well as in the presentations of different final evaluation exercises. To this end, a set of actions is proposed to contribute to the development of informational and investigative competencies that start from a diagnosis of needs, weaknesses, and strengths that reveal the particularities of students who study in the blended modality at the Center for the Study of Technologies and Systems. As results are also presented, the thematic design of the courses applied as an optional subject in the undergraduate and graduate in the continuous training of the professional. The proposal was evaluated by consulting specialists with positive results, and introduced into educational practice where its possibilities for transformation were evident.

The training of creative computer professionals is considered a strategic process in different countries as it is essential for the informatization of society. This article proposes an approach to the creative learning of computer science for the digital transformation of modern society. The objective of the research was to evaluate the creative learning of computer science during the training of computer professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the Computer Engineering career at the University of Matanzas, Cuba, with a mixed paradigm. Quantitative analyses diagnosed the predominant learning in the career that offer elements to managers to make decisions. The qualitative analyses made it possible to unveil the four stages of formation of creative learning of computer science in the career: pre-university stage, basic stage, professional stage and research stage. In addition, three key factors in the formation of creative learning of computer science were obtained: the integration of subjects, the solution of real projects and the emotional support of teachers and other professionals to students during their insertion in the computerization of organizations.

La formación de profesionales informáticos creativos se considera como un proceso estratégico en diferentes países al resultar esencial para la informatización de la sociedad. El presente artículo plantea un acercamiento al aprendizaje creativo de la informática para la transformación digital de la sociedad moderna. El objetivo de la investigación fue evaluar el aprendizaje creativo de la informática durante la formación de profesionales informáticos. Se aplicó un instrumento derivado de investigaciones anteriores y métricas para evaluar el aprendizaje creativo en los dos grupos de años terminales de la carrera de Ingeniería Informática de la Universidad de Matanzas, Cuba, con un paradigma mixto. Los análisis cuantitativos diagnosticaron el aprendizaje predominante en la carrera que ofrecen elementos a los directivos para tomar decisiones. Por su parte, los análisis cualitativos permitieron develar las cuatro etapas de formación del aprendizaje creativo de la informática en la carrera: etapa preuniversitaria, etapa básica, etapa profesional y etapa de investigación. Además, permitieron obtener tres factores claves en la formación del aprendizaje creativo de la informática: la integración de asignaturas, la solución de proyectos reales y el acompañamiento emocional de los profesores y otros profesionales a los estudiantes durante su inserción en la informatización de organizaciones.

A formação de profissionais criativos da informática é considerada um processo estratégico em diversos países por ser essencial para a informatização da sociedade. Este artigo propõe uma abordagem da aprendizagem criativa da computação para a transformação digital da sociedade moderna. O objetivo da pesquisa foi avaliar a aprendizagem criativa da computação durante a formação de profissionais de TI. Um instrumento derivado de pesquisas e métricas anteriores foi aplicado para avaliar a aprendizagem criativa nas duas turmas de anos terminais do curso de Engenharia da Computação da Universidade de Matanzas, Cuba, com paradigma misto. As análises quantitativas diagnosticaram os aprendizados predominantes na carreira que oferecem elementos aos gestores para a tomada de decisões. Por sua vez, as análises qualitativas permitiram revelar as quatro fases de formação da aprendizagem criativa da informática na carreira: fase pré-universitária, fase básica, fase profissional e fase de investigação. Além disso, permitiram obter três fatores fundamentais na formação da aprendizagem criativa da informática: a integração das disciplinas, a solução de projetos reais e o apoio emocional de professores e demais profissionais aos alunos durante sua inserção na informatização das organizações.

Abstract This paper introduces the Julia programming language as a dynamic, cost-effective, and efficient framework for implementing structural analysis packages. To achieve this, the finite element method was implemented for plane frames addressing the elastic instability problem through the Finite Element Method (FEM). Julia is a language open source, multiplatform, high-level and high-performance for technical and scientific computing, its compiler allows you to achieve speeds comparable to languages such as C and FORTRAN, but with more productive development dynamics due to its programming flexibility. Benchmarks between Julia and MATLAB are employed to discuss the processing costs, the programming techniques and paradigms used for computational performance. The results demonstrate that Julia performed the same analysis as the language used for comparison in 88.40% of the time, in addition to the fact that in loops comparisons case it reached 41.7% of the time for iteration, confirming its significant potential as a development tool of computational packages for structural analysis and scientific computing in general. dynamic costeffective, costeffective cost effective, effective cost-effective this FEM. FEM . (FEM) source multiplatform highlevel high level highperformance performance FORTRAN flexibility costs 8840 88 40 88.40 417 41 7 41.7 iteration general (FEM 884 8 4 88.4 41. 88.

Abstract Undergraduate arts and design programs have been incorporating computing education into their curricula. Through a documentation analysis of the first cycle (i.e., bachelor’s) curricula offered by the Portuguese public education subsystem in the 2018-19 academic year, we identified 40 programs from diverse artistic and design areas, attended by around 5,600 students, which contained at least one course covering computer programming. In a subsequent qualitative analysis of the syllabi of those 128 courses we had identified as relevant, we characterized the objectives, the contents, and the teaching and assessment methods for computing in higher arts education. In the face of the skepticism the literature expresses regarding the validity and robustness of brief approaches to computing, we found most undergraduate programs dedicate few courses or credits (i.e., ECTS) to the topic. We also found programs that introduce the topic late in the curriculum, at a stage when it is likely to meet less dedication from the students. At course level, we note the prevalence of the objective of granting autonomous learning skills to students, which often translates into contents too broad to approach in a non-superficial way. Moreover, we alert to the use of project-based assessment methods in ways that do not assure learning of the contents. With this article we hope to provide an overview of the current situation and contribute to a reflection and a debate about the relevance and the way computing is covered within arts and design education. i.e., ie i e (i.e. bachelors bachelor s bachelor’s 201819 2018 19 2018-1 year 4 areas 5600 5 600 5,60 students programming 12 relevant objectives ECTS curriculum level nonsuperficial non superficial Moreover projectbased project based i.e. (i.e 20181 201 1 2018- 560 60 5,6 i.e 20 56 6 5, 2

Resumo Os cursos de graduação em artes e design têm vindo a incorporar o ensino da computação nos seus programas de estudo. Por meio de uma análise documental dos currículos de 1º ciclo oferecidos pelo subsistema de ensino público de Portugal no ano letivo 2018-19, identificamos 40 cursos de diversas áreas artísticas e de design, frequentados por cerca de 5.600 estudantes, que abordavam a programação de computadores em pelo menos uma unidade curricular. Numa subsequente análise qualitativa das fichas das 128 unidades que identificamos como relevantes, procedemos a uma caracterização dos objetivos, dos conteúdos e dos métodos de avaliação e de ensino da computação no ensino superior artístico. Perante o ceticismo, expresso na literatura, sobre a validade e a robustez de abordagens breves ao tema da computação, notamos que parte dos cursos lhe dedica poucas unidades ou créditos. Encontramos, ainda, cursos em que o tema é introduzido numa fase avançada do currículo, em que é provável uma menor dedicação dos estudantes. Ao nível das unidades curriculares, notamos a prevalência do objetivo de capacitar os estudantes para uma aprendizagem autônoma, que se traduz frequentemente em conteúdos demasiado extensos para uma abordagem não superficial. Alertamos, ainda, para o uso de métodos de avaliação por meio da realização de projetos que não asseguram a aprendizagem dos conteúdos. Esperamos, com este artigo, prestar um ponto de situação e dar um contributo para a reflexão e para o debate sobre a relevância e sobre a forma como a computação é abordada no ensino das artes e do design. estudo º 201819, 201819 2018 19, 19 2018-19 4 5600 5 600 5.60 curricular 12 relevantes objetivos artístico ceticismo literatura créditos Encontramos ainda currículo curriculares autônoma superficial Alertamos Esperamos artigo 20181 201 1 2018-1 560 60 5.6 20 2018- 56 6 5. 2

Abstract Background To illustrate how (standardised) effect sizes (ES) vary based on calculation method and to provide considerations for improved reporting. Methods Data from three trials of tanezumab in subjects with osteoarthritis were analyzed. ES of tanezumab versus comparator for WOMAC Pain (outcome) was defined as least squares difference between means (mixed model for repeated measures analysis) divided by a pooled standard deviation (SD) of outcome scores. Three approaches to computing the SD were evaluated: Baseline (the pooled SD of WOMAC Pain values at baseline [pooled across treatments]); Endpoint (the pooled SD of these values at the time primary endpoints were assessed); and Median (the median pooled SD of these values based on the pooled SDs across available timepoints). Bootstrap analyses were used to compute 95% confidence intervals (CI). Results ES (95% CI) of tanezumab 2.5 mg based on Baseline, Endpoint, and Median SDs in one study were - 0.416 (- 0.796, - 0.060), - 0.195 (- 0.371, - 0.028), and - 0.196 (- 0.373, - 0.028), respectively; negative values indicate pain improvement. This pattern of ES differences (largest with Baseline SD, smallest with Endpoint SD, Median SD similar to Endpoint SD) was consistent across all studies and doses of tanezumab. Conclusion Differences in ES affect interpretation of treatment effect. Therefore, we advocate clearly reporting individual elements of ES in addition to its overall calculation. This is particularly important when ES estimates are used to determine sample sizes for clinical trials, as larger ES will lead to smaller sample sizes and potentially underpowered studies. Trial Registration Clinicaltrials.gov NCT02697773, NCT02709486, and NCT02528188. standardised (standardised (ES analyzed (outcome mixed analysis (SD scores evaluated treatments treatments]) assessed assessed) timepoints. timepoints . timepoints) 95 CI. CI (CI) (95 25 2 5 2. 0416 0 416 0.41 ( 0796 796 0.796 0.060, 0060 0.060 , 060 0.060) 0195 195 0.19 0371 371 0.371 0.028, 0028 0.028 028 0.028) 0196 196 0373 373 0.373 respectively improvement largest Therefore Clinicaltrialsgov Clinicaltrials gov NCT02697773 NCT NCT02709486 NCT02528188 treatments] 9 (CI (9 041 41 0.4 079 79 0.79 006 0.06 06 019 19 0.1 037 37 0.37 002 0.02 02 NCT0269777 NCT0270948 NCT0252818 04 4 0. 07 7 0.7 00 0.0 01 1 03 3 0.3 NCT026977 NCT027094 NCT025281 NCT02697 NCT02709 NCT02528 NCT0269 NCT0270 NCT0252 NCT026 NCT027 NCT025 NCT02 NCT0

Abstract Objective To analyze the death of Brazilian pregnant and postpartum women due to COVID-19 or unspecific cause. Methods This is retrospective, descriptive-exploratory, population-based study carried out with the Sistema de Informação de Vigilância Epidemiológica da Gripe (SIVEP-Gripe) database, with pregnant and postpartum women of reproductive age who died from confirmed COVID-19 between 2020 and 2021. The chosen variables were: age, gestational period, type and number of comorbidities, skin color, using the statistical software R Foundation for Statistical Computing Platform, version 4.0.3 and Statistical Package for Social Science, version 29.0 for analysis. Results A total of 19,333 cases of pregnant and postpartum women aged between 10 and 55 years diagnosed with SARS were identified, whether due to confirmed COVID-19 or unspecific causes. Of these, 1,279 died, these cases were classified into two groups according to the cause of death: deaths from COVID-19 (n= 1,026) and deaths from SARS of unspecific cause (n= 253). Conclusion The risk of death increased among black and brown women, in the postpartum period and with the presence of comorbidities, mainly diabetes, cardiovascular diseases and obesity. The data presented here draw attention to the number of deaths from SARS, especially among sociodemographic profiles, precarious access to health, such as the black population. In addition, limitations in adequate access to health care are reinforced by even lower rates of ICU admissions among women who died from SARS of an unspecified cause. COVID19 COVID 19 COVID-1 retrospective descriptiveexploratory, descriptiveexploratory descriptive exploratory, exploratory descriptive-exploratory populationbased population based SIVEPGripe SIVEP (SIVEP-Gripe database 202 2021 comorbidities color Platform 403 4 0 3 4.0. Science 290 29 29. analysis 19333 333 19,33 1 5 identified causes 1279 279 1,27 n= n (n 1,026 1026 026 253. 253 . 253) diabetes obesity profiles addition COVID1 COVID- 20 40 4.0 2 1933 33 19,3 127 27 1,2 1,02 102 02 25 4. 193 19, 12 1, 1,0

Abstract This work investigated the annual variations in dry snow (DSRZ) and wet snow radar zones (WSRZ) in the north of the Antarctic Peninsula between 2015-2023. A specific code for snow zone detection on Sentinel-1 images was created on Google Earth Engine by combining the CryoSat-2 digital elevation model and air temperature data from ERA5. Regions with backscatter coefficients (σ⁰) values exceeding -6.5 dB were considered the extent of surface melt occurrence, and the dry snow line was considered to coincide with the -11 °C isotherm of the average annual air temperature. The annual variation in WSRZ exhibited moderate correlations with annual average air temperature, total precipitation, and the sum of annual degree-days. However, statistical tests indicated low determination coefficients and no significant trend values in DSRZ behavior with atmospheric variables. The results of reducing DSRZ area for 2019/2020 and 2020/2021 compared to 2018/2018 indicated the upward in dry zone line in this AP region. The methodology demonstrated its efficacy for both quantitative and qualitative analyses of data obtained in digital processing environments, allowing for the large-scale spatial and temporal variations monitoring and for the understanding changes in glacier mass loss. (DSRZ (WSRZ 20152023. 20152023 2015 2023. 2023 2015-2023 Sentinel1 Sentinel 1 Sentinel- CryoSat2 CryoSat 2 CryoSat- ERA5 ERA σ⁰ σ (σ⁰ 6.5 65 6 5 -6. occurrence 11 -1 C precipitation degreedays. degreedays degree days. days degree-days However variables 20192020 2019 2020 2019/202 20202021 2021 2020/202 20182018 2018 2018/201 region environments largescale large scale loss 2015202 201 202 2015-202 (σ 6. -6 - 2019202 2019/20 2020202 2020/20 2018201 2018/20 201520 20 2015-20 201920 2019/2 202020 2020/2 201820 2018/2 20152 2015-2 20192 2019/ 20202 2020/ 20182 2018/ 2015-

Abstract This paper examines the potential of cloud technologies in audiovisual translator education with a particular emphasis on cloud subtitling. The fast-growing global demand for multimedia content has recently led to the significant growth of audiovisual translation (AVT) as both a professional avenue and an academic discipline (Díaz-Cintas, 2019). Developments in cloud computing have profoundly altered work in the language and translation industries in general and media localisation workflows in particular (Díaz-Cintas & Massidda, 2019). The market’s leading stakeholders are currently exploiting cloud technologies in an attempt to maximise resources, extend freelance networks and enhance efficiency. Access to most of these technologies, however, remains restricted to the largest media-streaming and translation service providers, meaning that they cannot be utilised by the public, not least would-be translators and trainers. The umbilical connection between translator education and new technologies, such as cloud computing, calls for a more detailed examination of how cloud subtitling is being integrated into the AVT classroom. Indeed, to be fully employable in an ever-changing market, AVT trainees need to be fully conversant in the latest technologies (Cerezo-Merchán, 2018) and adapt to new ecosystems quickly. The ubiquitous cloud-based revoicing and subtitling editors used in the industry are becoming timidly, albeit steadily, more manifest in higher education. This paper thus examines the uses of cloud subtitling systems in audiovisual translator education following instances of action research (AR) experimentation. It presents the results from a pilot AR study conducted at a translator training institution and ultimately proposes ways to further explore cloud technologies in higher education while fostering academia-industry partnerships. fastgrowing fast growing (AVT DíazCintas, DíazCintas Díaz Cintas, Cintas 2019. 2019 . 2019) Massidda markets market s resources efficiency however mediastreaming streaming providers public wouldbe would trainers classroom Indeed everchanging ever changing CerezoMerchán, CerezoMerchán Cerezo Merchán, Merchán (Cerezo-Merchán 2018 quickly cloudbased based timidly steadily (AR experimentation academiaindustry academia partnerships 201 20 2

ABSTRACT Remote sensing data used in this study included MSI (Multispectral Instrument) Sentinel-2, SAR (Synthetic Aperture Radar) Sentinel-1, GLCM (Grey Level Co-Occurrence Matrix) texture data derived from Sentinel-1, and geomorphometric data derived from SRTM (Shuttle Radar Topography Mission) images. The input data was divided into separate groups for machine learning algorithms, including Support Vector Machine (SVM), Classification and Regression Tree (CART), and Random Forest (RF), which were implemented on the Google Earth Engine platform. RF showed the highest overall accuracies (93 to 97%), regardless of the dataset used as input, with the Kappa index ranging from 0.89 (optical and SAR data) to 0.95 (optical, SAR, and geomorphometric data). CART showed identical overall accuracy values (92.5%) except for the dataset supplemented with SAR texture data, which showed slightly lower accuracy (91.7%), with the Kappa index ranging from 0.89 to 0.91. The worst performance was classifying optical data by SVM, resulting in 59% accuracy and a Kappa index of 0.37. However, the synergy of optical, SAR, and geomorphometric data classified by SVM achieved 75% accuracy. Multispectral Instrument Sentinel2, Sentinel2 Sentinel 2, 2 Sentinel-2 Synthetic Sentinel1, Sentinel1 1, 1 Sentinel-1 Grey CoOccurrence Co Occurrence Matrix Shuttle Mission images algorithms , (SVM) CART, (CART) RF, (RF) platform 93 (9 97%, 97 97% 97%) 089 0 89 0.8 095 95 0.9 data. . 92.5% 925 92 5 (92.5% 91.7%, 917 91.7% 91 7 (91.7%) 091 0.91 59 037 37 0.37 However 75 Sentinel- (SVM (CART (RF 9 ( 08 8 0. 09 92.5 (92.5 91.7 (91.7% 03 3 0.3 92. (92. 91. (91.7 (92 (91. (91

RESUMO Foram utilizados dados de sensoriamento remoto adquiridos pelos sensores MSI (Multispetral Instrument) do satélite Sentinel-2 e SAR (Synthetic Aperture Radar) Sentinel-1, dados de textura GLCM (Grey Level Co-Ocurrence Matrix) derivados das imagens Sentinel-1 e dados geomorfométricos derivados de imagens SRTM (Shuttle Radar Topography Mission). Os dados compuseram diferentes grupos de entrada para os classificadores de aprendizagem de máquina Support Vector Machine (SVM), Classification and Regression Tree (CART) e Random Forest (RF), implementados na plataforma Google Earth Engine. O RF apresentou as maiores exatidões globais (93 a 97%), independente do conjunto de dados utilizados como entrada, com o índice Kappa variando de 0,89 (dados ópticos e SAR) a 0,95 (dados ópticos, SAR e geomorfométricos). O CART apresentou valores idênticos de exatidão global (92,5%) exceto para o conjunto de dados acrescido dos dados de textura SAR, que apresentou exatidão ligeiramente mais baixa (91,7%), com índice Kappa variando de 0,89 a 0,91. O pior desempenho foi o da classificação de dados ópticos por SVM, resultando em 59% de exatidão e 0,37 de índice Kappa. Todavia, a sinergia de dados ópticos, SAR e geomorfométricos classificados por SVM atingiu 75% de exatidão. Multispetral Instrument Sentinel2 Sentinel 2 Sentinel- Synthetic Sentinel1, Sentinel1 1, 1 Grey CoOcurrence Co Ocurrence Matrix Shuttle Mission. Mission . Mission) , (SVM) (CART RF, (RF) Engine 93 (9 97%, 97 97% 97%) 089 0 89 0,8 095 95 0,9 geomorfométricos. geomorfométricos) 92,5% 925 92 5 (92,5% 91,7%, 917 91,7% 91 7 (91,7%) 091 0,91 59 037 37 0,3 Todavia 75 (SVM (RF 9 ( 08 8 0, 09 92,5 (92,5 91,7 (91,7% 03 3 92, (92, 91, (91,7 (92 (91, (91