Abstract
This paper presents an educational resource to support the teaching of Portuguese sign language. This educational resource emerges in response to the significant needs for the development of adequate digital tools to support deaf people in different tasks, especially in the language learning process. This work is motivated by the results and conclusions from previous studies that identify augmented reality as one of the promising solutions to improve the learning and teaching processes, and benefits from the advances already accomplished in the development and application of augmented reality solutions in several domains of the educational environment. The educational resource presented in this work is an augmented reality solution that enables associating hand gestures, representative of Portuguese sign language, to different cards, which represent different letters of the alphabet. In this way, it is possible to associate the alphabet letters with the respective gestures in a visual and straightforward way, facilitating the learning process.

Abstract
Augmented reality (AR) is a field of knowledge being developed since the middle of the last century. Its use has been spreading because of its usefulness, but more recently because of mobile platforms being widespread and accessible. AR has been applied in several fields of activity, and also in the field of Education and Training, because AR has several advantages over other teaching methods. In this paper, we search and analyze surveys and reviews of AR to present a brief history and its definition. We also present a classification of our sample under a scheme we developed in past work, and present also examples of technologies and applications of AR in each field. Finally, we do a deeper analysis over the publications of Education and Training, advantages and issues of AR in this field, and some research trends.

Abstract
The evolution of virtual reality (VR) technologies has been notorious, both for leisure activities and for activities related to education. The efficiency of this technology in education leads us to point out several benefits and strengths, for students with specific educational needs (SEN), especially for those with autism spectrum disorders (ASD). In this sense, the growing number of students with ASD requires us to innovate so that we can rehabilitate this group of students, giving them a better quality of life. We can improve their skills: social, behavioural, emotional, cognitive; and even their daily tasks. VR offers a panoply of tools, such as interactive three-dimensional simulations of scenarios that can be used with students with ASD. In this literature review several studies were identified, where they differ in the type of applications developed and the technology used by the students. Although optimism prevails, we need more studies on the use of this technology in educational settings. Thus, this article presents a systematic review of the state of the art on VR perspectives and case studies applied to students with ASD. Case studies are presented where VR technology has been successfully applied and with results that demonstrate the effectiveness of the technology in students with ASD. We are aware that much has to be done still to make the potential of VR an effective reality in the educational context and to allow a better quality of life for students with autism spectrum disorders. Also, we believe that in the next years teachers will be ever more capable of creating specific VR experiences. However, it is essential to have a solid theoretical basis to support the correct use of VR regarding students with ASD. This is our goal with this contribution. © 2022 ACM.

Abstract
In modern daily life people need to move, whether in business or leisure, sightseeing or addressing a meeting. Often this is done in familiar environments, but in some cases we need to find our way in unfamiliar scenarios. Visual impairment is a factor that greatly reduces mobility. Currently, the most widespread and used means by the visually impaired people are the white stick and the guide dog; however both present some limitations. With the recent advances in inclusive technology it is possible to extend the support given to people with visual impairment during their mobility. In this context we propose a system, named SmartVision, whose global objective is to give blind users the ability to move around in unfamiliar environments, whether indoor or outdoor, through a user friendly interface that is fed by a geographic information system (GIS). In this paper we propose the development of an electronic white cane that helps moving around, in both indoor and outdoor environments, providing contextualized geographical information using RFID technology. © 2010 TSI Press.

Abstract
The automatic matching of entities between information repositories is essential for aligning and ontology mediation processes, but there is great ambiguity when adopting it. Data integration between repositories demands great quality of ontology alignments, and as such ambiguous correspondences must be identified and corrected beforehand. Debugging is even more relevant if the process is systematic and complete, thus allowing its formalisation and implementation and promoting its acceptance. In this paper we address the analysis and systematization of the ontology alignment debugging process, proposing the characterization of the ontology matching scenarios through ten dimensions. The resulting scenarios are categorized as Simple and Composed depending on the associated actions taken for solving the ambiguity. We suggest evolving the alignment process into an iterative matching-debugging process, where the resulting ambiguous scenarios and correction strategies are fed into the matching algorithms for supporting the resolution of the alignment problems.

Abstract
It is stated that a closer intervention of experts in knowledge discovery can complement and improve the effectiveness of results. Normally, in data mining, automated methods display final results through visualization methods. A more active intervention of experts on automated methods can bring enhancements to the analysis; No meanwhile that approach raises questions about what is a relevant stopping stage. In this work, efforts are made to couple automatic methods with visualization methods in the context of partitioning algorithms applied to spatial data. A data mining workflow is presented with the following concepts: data mining transaction, data mining save point and data mining snapshot. Moreover to display results, novel visual metaphors are changed allowing a better exploration of clustering. In knowledge discovery, experts validate final results; certainly it would be appropriate to them validate intermediate results, avoiding, for instance, losing time, when in disagreement, starting it with new hypnoses or allow data reduction by disable an intermediate cluster from the next stage.