The Pandemic in 2019 forced a digital adaptation with direct consequences on all educational stakeholders. On behalf of teachers and trainers, while many regarded these changes with some scepticism, others embraced the opportunity to integrate technology into their teaching methods and as learning resources. As translation trainers, it is essential to follow and understand the translation market. Thus, the exponential changes that digital technology has brought to this sector over the years impose constant shifts in teaching and learning methods and resources. In fact, translators require vast competencies, amongst which is the flexibility to adapt. In translation training Project-Based Learning (PBL) has been established as an essential teaching and learning method, as it has proven to foster the development of competencies as it simulates the translator's work environment. Thus, the need to adapt new strategies reinforced PBL and its benefits. PBL, however, similar to a freelance translator, places the student in the centre of the learning process, where self-regulation becomes essential, as it is necessary to analyse the market/situation and be flexible enough to adapt to the context accordingly. As of 2018-2019, technical translation courses at ISCAP have implemented PBL as their main teaching and learning method. At the same time, a study on student self-regulation began. The purpose was to understand student perception on their own self-regulation competence and its development or lack thereof after one year of PBL. Results indicate that PBL is seen as a useful simulation of the translation labour market and that it does enhance many essential competences, amongst which is student self-regulation.

Little information is available in the literature on the use of cactus pear meal in poultry diets being important to evaluate diets that provide excellent performance and lower production costs. Our objective was to study the use of cactus pear meal in diets of laying hens. In the first study, two diets for male and female chicks were used - 1: 80% reference diet + 20% Miúda cactus pear meal (CPM) and 2: 80% reference diet + 20% Gigante cactus pear meal. The variety Miúda provid-ed better use of metabolizable energy, digestibility coefficient of dry matter, protein, and min-eral matter. In the second study, a control diet was compared to three diets with different levels of CPM for laying hens, in the proportions of 3%, 6% and 9%. No significant differences were found in productive performance. However, there were significant differences in egg quality, texture and color profile of the cooked yolk, egg composition, fatty acids and cholesterol in the yolk. It is possible to use 9% of CPM in the diet of laying hens in semi-intensive system not compromising performance and egg quality, and using 3% of CPM provides higher economic return.