SUMMARY: Fish assemblage was examined for patterns in spatial and seasonal structure within an estuarine coastal lagoon, Ria de Aveiro. Two years of variation in abiotic conditions were recorded to identify factors responsible for maintaining the structure of fish assemblages. Nine sites were sampled monthly with a traditional "chincha" beach-seine net between November 1998 and October 2000. Fish abundance and biomass changed significantly between sites. Temperature was found to be the most important abiotic factor affecting the abundance (number of fish) distribution of fish assemblage, which is more related to seasonal migrations than to spatial migrations. Salinity was the most important abiotic factor affecting the fish biomass, with temperature also having a major influence. The other abiotic parameters analysed also showed some influence on the distribution of fish, although, isolated from the other controlled and/or uncontrolled factors, they could not fully explain all the differences between assemblages. Feeding analysis indicates that fish assemblage is mostly dependent on small benthic and pelagic crustaceans and/or detritus, although they can feed opportunistically on other prey. The low spatial segregation of fish in relation to feeding preference indicates that, in a food-rich lagoon such as Ria de Aveiro, the environmental-biological interactions appear to have a greater effect on fish distribution than do biological interactions.Key words: fish fauna, diversity, environmental factors, Ria de Aveiro. RESUMEN: INFLUENCIAS AMBIENTALES EN LA DISTRIBUCIÓN DE LA COMUNIDAD DE PECES EN UNA LAGUNA COSTERA ESTUÁRI-CA, RIA DE AVEIRO (PORTUGAL). -La estructura espacial y estacional de la comunidad de peces fue examinada en una laguna costera estuárica, la Ria de Aveiro. La variación de las condiciones abióticas fue registrada durante dos años para identificar los factores responsables de mantener la estructura de las comunidades de peces. Nueve estaciones fueron muestreadas mensualmente con una red tradicional de arrastre tipo "chincha", entre noviembre 1998 y octubre de 2000. La abundancia y la biomasa variaron perceptiblemente entre las estaciones. La temperatura fue el factor abiótico más importante que afectó la distribución de la abundancia (número de individuos) de la comunidad de peces, fenómeno que se relaciona más con las migraciones estacionales que con las migraciones espaciales. La salinidad fue el siguiente factor abiótico más importante que afecta la biomasa de peces. Los otros parámetros abióticos analizados también demostraron una cierta influencia en la distribución de los peces, aunque, aislados de los otros factores controlados e incontrolados, no podrían explicar completamente todas las diferencias halladas en la comunidad. Los análisis de alimentación indican que la comunidad de peces es principalmente dependiente de los crustáceos de pequeño tamaño así como de detritos bentónicos y pelágicos, aunque pueden alimentarse de forma oportunística de otras presas. La baja segregación espacial ...

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New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

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The aim of the present study was to assess liver ethoxyresorufin-O-deethylase (EROD) activity and erythrocytic nuclear abnormalities (ENA) frequency in three mullet species, as biotransformation and genotoxicity biomarkers, respectively, for monitoring aquatic ecosystems. Specimens of Liza aurata, Liza ramada and Liza saliens were caught bimonthly, between May 2000 and March 2001, at nine stations in the Ria de Aveiro (Portugal), a polluted coastal lagoon. The survey revealed two critical areas (Vagos and Carregal) where it was observed elevated EROD activity and ENA frequency, comparing to the reference sites. The results often reflect a contamination by a mixture of pollutants, from point and non-point sources. Nevertheless, the responses observed at Vagos are probably attributable to high polycyclic aromatic hydrocarbon (PAH) water levels measured at that station. All species were able to detect inter-site differences; however L. aurata seems to be the most appropriate bio-indicator due to its larger geographical distribution and abundance during the whole year. The adopted biomarkers, applied to mullet species, can be successfully employed for biomonitoring anthropogenic contamination in both Atlantic and Mediterranean European coastal waters.

The present study aims to determine biological fish production of a lagoon and relate this to the commercial fisheries yield. The fish community of an estuarine lagoon in the west coast of Portugal was sampled between November 1998 and November 2000 to estimate the production ecology of the community, including somatic production, population size, species richness, species diversity, and biomass. Using the Allen curve method of determination, the total annual fish production of all fish species in the lagoon was calculated at 90.3 tonnes or 2.1 g m -2 year -1 in the first year and 106.7 tonnes or 2.5 g m -2 year -1 in the second year. The marine seasonal migrant species, sardine, Sardina pilchardus, which colonises the lagoon during the juvenile period of its life stages, produced more than 35 tonnes in each year and accounted for >39 and >33%, in the first and second year respectively, of the total fish production in this lagoon. Sardine was numerically more abundant (18,217 specimens) but due to their small size contributed only 13% to the total biomass. Sardine was thus the most important fish species in terms of the consumption and production processes of the whole fish community in this system. Commercial fisheries' records indicate that approximately 300 tonnes per annum of fish are taken from the lagoon, which corresponds to three times more than the estimated production in the lagoon. Thus, if it exists, the sustainability of the fishery appears to depend on the immigration of fish from the adjacent coastal area and it is questioned whether the fishery is sustainable in the long-term. The findings indicate that careful and effective management of the lagoon is required to ensure a long-term healthy aquatic environment and sustainable catches in the future.

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The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers' previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games.