Abstract Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socio-ecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practices and barriers of enacting such forms of RHE are shown. This study revealed seven educational practices that occurred across the innovation niches. It is important to note these practices are enacted in different ways, or are locally nested in unique expressions, For example, while the ‘practice’ of Cultivating Personal Transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practices are derived from twenty-six narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms from October 2021 and included 21 participants active in Dutch Universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 minutes in total length and included both English (14) and Dutch (12) interviews. These episodes were analyzed through transition mapping a method based on story analysis and transition design. The results include seven design practices such as Cultivating Personal Transformations, Nurturing Ecosystems of Support, and Tackling Relevant and Urgent Transition Challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges.

In the framework of the FireStorm project, four portable weather stations were installed in the Lousã/Estrela mountain range. Given that the Portuguese Institute for Sea and Atmosphere’s sur-face network has two weather stations installed in this region, the new data allows an improved monitoring of the vertical variability of near-surface variables in this mountainous region. As most of the wildfires in mainland Portugal affect areas with complex terrain with elevations below 1200 m and major fires continue to burn overnight, it is also relevant to monitor the vertical changes of meteorological variables in the nighttime period, as these may exhibit large variability. This study provides the first assessment of the available data, with focus on the summer seasons of 2021 and 2022. The results highlight the large variability that was observed in the region and suggest that the risk of extreme fire behaviour in the nighttime period may be underestimated.

Materials based on Mg2+-containing phosphates are gaining great relevance in the field of bone tissue repair via regenerative medicine methods. Magnesium ions, together with condensed phosphate ions, play a significant role in the process of bone remodeling, affecting the early stage of bone regeneration through active participation in the process of osteosynthesis. Here we pro-vide a comprehensive overview of the usage of biomaterials based on magnesium phosphate and magnesium calcium phosphate in bone reconstruction. The role of magnesium ions in angiogene-sis, an important process associated with osteogenesis, is considered. Finally, the biological properties of magnesium phosphates for bone regeneration are summarized. They show promis-ing results in terms of use as bone replacement material.

Continuous rigid frame bridges across valleys are often at the risk of rockfalls caused by heavy rainfalls, earthquakes and debris flows in a mountainous country. Hollow thin-walled bridge piers (HTWBP) in valleys are exposed to the threat of the impact of accidental rockfalls. In the current research, ANSYS/LS-DYNA is used to establish a high-precision rockfall-HTWBP model. The rockfall-HTWBP model is verified against a scaled impact test of a previous research. A mesh independence test is also performed to obtained an appropriate mesh size. Based on the rockfall-HTWBP model, the impact force, damage and dynamic response characteristics of HTWBP under the rockfall impact are studied. In addition, a damage assessment criteria is proposed based on the response surface model combined with Central Composite Design method and Box-Behnken Design method. The main conclusions are as follows: 1）The impact force of rockfall has a substantial impulse characteristic, and the duration of the impulse load is approximately 0.01s. 2）The impacted surface of the pier is dominated by the final elliptic damage with the conical and strip damage areas as the symmetry axis. The cross-sectional damage mode is compression failure in the impact area and shear failure at the corner. 3）The maximum displacement occurs in the middle height of the pier. The maximum displacement increases with impact height, impact velocity and rockfall diameter and decreases with the uniaxial compressive strength of the concrete. 4) The initial impact velocity and diameter of the rockfall are the most significant parameters affecting the damage indices. In addition, a damage assessment method with a damage zoning diagram based on the response surface method is established for the fast assessment of the damage level of impacted HTWBP.

Poor social skills in autism spectrum disorder (ASD) are associated with reduced independence in daily life. Current interventions for improving the social skills of individuals with ASD fail to represent the complexity of real-life social settings and situations. Virtual reality (VR) may facilitate social skills training in social environments and situations proximal to real life, however, more research is needed for elucidating aspects such as the acceptability, usability, and user experience of VR systems in ASD. Twenty-five participants with ASD attended a neuropsychological evaluation and three sessions of VR social skills training, incorporating 5 social scenarios with three difficulty levels for each. Participants reported high acceptability, system usability, and user experience. Significant correlations were observed between performance in social scenarios, self-reports, and executive functions. Working memory and planning ability were significant predictors of functionality level in ASD and the VR system’s perceived usability respectively. Yet, performance in social scenarios was the best predictor of usability, acceptability, and functionality level in ASD. Planning ability substantially predicted performance in social scenarios, postulating an implication in social skills. Immersive VR social skills training appears effective in individuals with ASD, yet an error-less approach, which is adaptive to the individual’s needs, should be preferred.