Abstract
The fast development of field, data processing equipment and software has allowed the use of geophysical methods to an ever increasing range of applications. Hence nowadays it is much easier to conduct massive field surveys combining different methods, to obtain more accurate and denser data, so that complex modeling and interpretation at limited costs can be carried out. Landfills have been targeted by geophysical methods in order to investigate their environmental impacts. In fact, landfills have been the classic way to deposit domestic and industrial waste and have generated a large range of negative environmental impacts in groundwater and soils. These problems often persist even after the effective use of the landfills and subsequent recovery processes. Owing to their characteristics, landfills are difficult to access and because of the general lack of accurate information regarding the shape, nature of the refuse, history and development of the landfill, non-invasive, nondestructive methods and sometimes autonomous data acquisition devices must be used to monitor impacts and to investigate and prevent groundwater and soil contamination. Geophysical methods can be applied to investigate a wide range of aspects related with the assessment of the environmental impact of landfills. Problems such as geometry definition, geological settings, contamination plume location and monitoring investigation of internal structure and refuse zoning, determination of fluid flow direction and paths or the determination of sealing conditions and leakage may be more successfully evaluated if a carefully chosen geophysical survey is part of any investigation program. Because of the nature and complexity of the problems to investigate, only multidisciplinary approaches, involving geophysics, hydrochemical, hydrogeological and geological information, can provide meaningful results for a thorough assessment of the landfills impact on the environment. This work intends to demonstrate the application of geophysical methods in the investigation of the environmental impacts, as described above, of industrial and domestic landfills during their life time and after closure. Thus, several examples will be discussed illustrating the use of 2D, 3D and time lapse resistivity, electromagnetic, ground probing radar, self-potential, magnetic, gravity surveys and airborne thermal mapping. Most of the geophysical data will be presented and shortly discussed together with information from boreholes, geology, hydrogeology and hydrochemical data. As it will be shown, it is clear that only a judicious combination of methods and information from different nature can provide tools for the diagnosis and assessment of the impact of landfills in the environment, for the investigation of the best engineering solutions to remediate them and for the possible recovery of refuse with economic interest.

Abstract
Nowadays, meaningful learning takes a central role in science education and is based in mental models that allow the representation of the real world by individuals. Thus, it is essential to analyse the student's mental models by promoting an easier reconstruction of scientific knowledge, by allowing them to become consistent with the curricular models presented in the classroom. In this context, the study aims to examine, through the application of a diagnostic instrument (Two-Tier Diagnostic Test), what students consider to be the seismic effects on soils and buildings, to analyse and to compare their mental models about some of these issues related to seismology, applying a questionnaire to 52 students from a Portuguese University attending an undergraduate degree in Geology and a master course in Biology and Geology teaching. The analysis of the data allowed concluding that undergraduate students have more inconsistent mental models than master students, mainly concerning the factors which influence the seismic risk, such as hazard and vulnerability, and the soils characteristics which influence the intensity of earthquakes. During their academic formation in the university, teachers present some curricular models to students which allow them to reconstruct their mental models and turn them scientifically consistent, enhancing the educational implications of this study that points to the need for teachers to be aware of the importance of the diagnosis of the students' mental models and to promote meaningful learning and scientific literacy autonomously and dynamically.

Abstract
The Geophysical Institute of the University of Porto (IGUP) is an important marker in the scientific and technological culture developed over more than a century in the city of Porto, thus a strategy is being planned out for its recovery. This mission aims to take advantage of all the activities in the history of this institution, taking into account several components such as research in areas of natural hazards, seismology, weather and radiometry, support for graduate and post-graduate education at the University of Porto, scientific dissemination, training addressed to students of the 2nd and 3rd cycles of basic education and in the context of extracurricular activities that are currently the responsibility of the municipality of Vila Nova de Gaia as well as the installation of a pole of the Science Museum of the University of Porto. This infrastructure has some instruments related to seismology, meteorology and radiation, which are directly related to the measurement of variables involved in the estimation of seismic, meteorological and radiological hazards and can thus relate to risk estimation. As such, it has the potential to become a center for research in Natural Hazards, which may contribute with studies, data and parameters for civil society and the scientific community. The recovery that is now underway in the previously integrated PTO seismic station - Worldwide Standardized Seismographic Network (WWSSN), can help to achieve the implementation of a center of research in seismology and simultaneously acknowledge the geopolitical importance of this station. As such, in the present work we intend to show part of the analysis of seismic records relating to previously unknown Soviet nuclear explosions as well as bringing back to life inactive equipment that was switched off since the 1990s and thus enabling the recording of more modern digital seismic records. © 2014 LNEG – Laboratório Nacional de Geologia e Energia IP.

Abstract
Scientific models are considered to be fundamental in scientific research and in science education. In true inquiry activities the focus is not to confirm ideas that have already been presented but to promote a serious inquiry action that involves student-centered exploration and problem solving. Models provide students with a broader framework to undertake inquiry activities. Modelling is a process that reflects the spirit of sciences by mirroring scientific entrepreneurship. One kind of models that can be used to develop inquiry in geoscience higher education is replicas of historical models used to collect evidences and to discover new knowledge. Replicas of historical models always help students to identify the problem, formulate questions, decide the factors involved in the questions, understand the investigation and record modelling activities notes. Within this framework, it was built a replica of a shaking table founded in a Collection of Glass Plate Negatives which belonged to Professor John Milne, now in Carisbrooke Castle Museum, Isle of Wight. A PowerPoint presentation and modelling activities with the shaking table were applied to a non-random selection of participants. The convenience sample was constituted by 31 students from a graduation in Geoscience: 19 (61,3%) females and 12 (38,7%) males with 21,9 age average. A pre-experimental study was undertaken, with the application of a validated questionnaire, before and after the two hours modelling workshop. During the workshop it was discussed particular model problems, resorting to a problem-based learning approach, having as the starting point a scenario referring to the research studies conducted by J. Milne in the XIX century. The pre-experimental study was used to do a follow up validation of the questionnaire and also to evaluate if students understood the role of models and of modelling activities in teaching and learning geosciences. After the workshop, the Wilcoxon test was used to verify whether the average difference of the pre and post questionnaire was statistically significant. The group showed an improvement of the average in the questionnaire, increasing from 13,7 to 14,9. The difference that was obtained was statistically significant (Wilcoxon Z = - 1.929; p = 0,03). Considering the main objective of this study, we consider that it was proved that modelling is significant in an inquiry based teaching.

Abstract
The result obtained from the investigation of Shear Waves Velocity (Vs) using Multichannel Analysis of Surface Waves for the geothecnical purposes in five study area of Aveiro gave an estimated Vs30 to develop the microzonation studies in this area. Copyright

Abstract