Abstract
L-systems have been used in Computer Graphics, namely for modelling plants, as well as in a few experiments to model urban environments. However, the lack of geospatial awareness is a limitation and in spite of some developments like open L-systems, that introduced the ability to communicate with the environment, there was a need for more flexibility. This paper presents Geospatial L-systems, a new extension of L-systems that incorporates geospatial awareness, and shows an application in the area of expeditious modelling of urban environments. A modelling system, named XL3D, generates virtual urban environments automatically from a XML based document that contains a modelling specification and accesses data sources in an interoperable way. The integration of geospatial L-systems in this modelling system has increased the potential for automation and the potential to generate virtual urban environments with a higher level of detail and visual fidelity, with a lower level of complexity of the modelling processes. These facts are shown in a case study where a virtual urban environment, taken from an area in the Porto downtown, is generated by this solution.

Abstract
Objectives Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children's characteristics influence MBPs' effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children's attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status. Methods Fifty-seven third graders received the MBP (n = 28) or a health-based program (n = 29), which is the active control group, for 8 weeks. In each week, both programs were composed of two 30-min sessions delivered by psychologists and three 5-min sessions delivered by teachers. Before and after the implementation of the programs, we assessed teacher-rated children's attention and emotional regulation, performance-based attention networks (alerting, orienting, and conflict monitoring), writing performance (handwriting fluency, spelling, and text quality), and school grades in Portuguese, Mathematics, and Social Studies. Results Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP's effects. Conclusions These findings provide preliminary evidence on the effectiveness of a MBP on children's behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.

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