RESUMOA profissão docente revela indicadores de mal-estar e neste contexto a auto-regulação das emoções negativas tem merecido estudo teórico e empírico, faltando no âmbito da psicologia positiva emergente estudar-se modelos de regulação das emoções positivas, como por exemplo o modelo de Savoring proposto Bryant e Veroff (2007). Este trabalho teve como principais objetivos: explicar o conceito de savoring no âmbito do Modelo de Savoring de Bryant e Veroff (2007), caracterizar, no contexto da docência, as principais estratégias de savoring desenvolvidos a partir do Ways of Savoring Checklist (WOSC) e discutir a aplicação do savoring ao âmbito da formação de professores. Considerando o material levantado afirma-se a importância da regulação emocional promovida pelo modelo de savoring e a sua aplicação ao contexto docente, parecendo fundamental que a formação de professores promova a construção de estratégias de savoring que tenham efeitos na qualidade de vida dos docentes. Seria, igualmente importante, testar em contexto real a eficácia de um programa de desenvolvimento de estratégias de savoring e o seu impacto no bem-estar dos docentes. Palavras-chave: savoring; estratégias de savoring; modelo de savoring; formação de professores. SAVORING FOR TEACHERS: EXPERIENCES, PROCESSES AND TRAINING STRATEGIES ABSTRACTThe teaching profession reveals indicators of malaise and in this context the selfregulation of negative emotions has received theoretical and empiric study, missing in the emerging positive psychology the study of models of the regulation of positive emotions, such as the model of Savoring proposed by Bryant and Veroff (2007). This study had two main objectives: to explain the concept of savoring under the Model of Savoring by Bryant and Veroff (2007), to characterize, in the context of teaching, the main strategies of savoring developed from the Ways of Savoring Checklist (WOSC), and to discuss the application of savoring in the context of teacher education. Considering the researched material, we affirm the importance of emotional regulation promoted by savoring model and its application to the teaching context, seeming critical that teacher education promotes the construction of savoring strategies that have an effect on the quality of life of teachers. It would be equally important to test in reality the effectiveness of a program to develop strategies for savoring and its impact on the welfare of teachers.

Over the last ten years the concept of self healing in asphalt mixtures for roads pavements has been reaching great importance due to the fact that this capability allows a material to recuperate original properties after failure. This new generation of asphalt paving materials would allow road agencies to save no renewable resources as aggregates and bitumen, making the road investments more efficient. By the moment, there are two mechanisms to promote self healing in asphalt pavement: the incorporation in the asphalt mixtures of capsules containing a rejuvenating agent, or the heating of the pavement, especially the surface layer, to melt the asphalt binder, that gets liquid and refills the cracks in the material, recuperating a part of its initial structural parameters. Probably the most promising method for the in situ heating of the pavements is the radiation by microwaves. Unfortunately, asphalt mixture components (aggregates and binder) are low sensitive to microwave energy. This is why it may be advantageous to incorporate in the mixture additives to improve the sensibility to the radiation with microwaves. In this investigation two additives were studied: graphene and EAF slag coming from the steel industry. These additives were incorporated at several contents and the efficiency of the heating process was evaluated by the ratio kwh/kg/ºC in order to optimize the content of the additive in the asphalt mixture. Additionally, an evaluation of the electrical conductivity of the asphalt mixture at different contents of additives was carried out to study the possible relation between the conductivity of the mixture and its sensibility to microwave radiation. As a result of the investigation, it seems that microwave radiation can be a real option to promote in situ self healing of asphalt pavements. References J. Gallego, M.A. del Val, V. Contreras, A. Páez. Use of additives to improve the capacity of bituminous mixtures to be heated by means of microwaves, Materiales de Construcción. Vol. 67, Issue 325, January–March 2017, e110. http://dx.doi.org/10.3989/mc.2017.00416 …

With this study, we tried to understand how the adaptation of a manipulative material can facilitate the learning of the decomposition of natural numbers in a child with Down Syndrome. Many authors defend the use of manipulative materials to teach Mathematics to children with Down Syndrome and, also, recommend the Cuisenaire material to promote the learning of mathematical initiation concepts. However, we found that the child we study presents difficulties in terms of fine manipulation and abstraction. We promoted the adaptation of the Cuisenaire material to this student and developed an intervention program of twenty sessions, divided into three phases: manipulation of the adapted Cuisenaire; manipulation of conventional Cuisenaire and the performance of exercises. In all sessions, the child worked on the decomposition of natural numbers and the exploration of the train game. After analyzing the data collected, we found that the dimensions and textures of the adapted Cuisenaire allowed us to overcome some of the difficulties felt in terms of manipulation and abstraction and facilitated the learning of decomposing natural numbers to ten. However, the adapted Cuisenaire did not facilitate the manipulation of the conventional Cuisenaire.

Com este trabalho buscamos contribuir para o entendimento do modo como se processa a inclusão de crianças com multideficiência em contexto escolar português. Promovemos uma abordagem da escola inclusiva, da problemática da Multideficiência e das unidades Especializadas em Multideficiência tendo em conta a legislação em vigor em Portugal. A literatura consultada e as reflexões realizadas conduzem-nos a admitir que tanto os professores como os técnicos consideram a inclusão de alunos com multideficiência como um desafio enriquecedor, no entanto salientam a necessidade de melhorar as acessibilidades e as condições físicas existentes e ainda aumentar e rentabilizar os recursos humanos e materiais.Palavras-chave: Multideficiência. Inclusão. Unidade Especializada em Multideficiência. SPECIALIZED UNITS IN EDUCATIONAL RESPONSES FOR SITUATIONS OF STUDENTS WITH MULTIDEFICIENCY: AN APPROACH IN PORTUGUESE CONTEXT _________________________________________________ ABSTRACTWith this work we contribute to understanding of how it handles the inclusion of children with multiple disabilities in Portuguese school context. We promote an approach of inclusive school, the problem multiple disabilities and specialized units in multiple disabilities taking into account the legislation in force in Portugal. The literature consulted and the reflections lead us to admit that both teachers and technicians consider the inclusion of students with multiple disabilities as an enriching challenge, however stress the need to improve accessibility and the existing physical conditions and further enhance and monetize human and material resources.