Abstract
Students are getting better over time but perhaps it is, at the same time, getting ever more difficult to capture their attention in class, especially as regards research and research methodology. The Business Narrative Modelling Language (BNML) has been used (Oliveira and Ferreira, 2011; Goncalves et al., 2013; Au-Yong-Oliveira et al., 2015; Goncalves et al., 2016) to portray and discuss research findings. With qualitative research, in particular, the research process may be more transparent, more objective and faster by following the rules of BNML. Throughout the first semester for 2017-18, and on a Strategy and Competitiveness course, at the master's level, the advantages of BNML were shown on several occasions. Students were required to present what was for most of them their first research case study. BNML uses both the narrative and pictorial representations to showcase and highlight research results. In the age of the smartphone, icons and emojis, students respond well to pictorial representations. However, on the other hand, one has to acknowledge that children go from doing drawings to represent everything in their lives to unexpectedly stopping giving drawings to their parents and siblings and friends on all occasions - including for Christmas and for birthdays. Therefore, it is still a challenge to get adult students to understand BNML, especially in large classes. What is still lacking is a handbook on how to use BNML - despite the existence of a number of publications on the topic. This article thus seeks to shed further light on this research tool. Sharper master's students, doing a dissertation and one-on-one with the lecturer, quickly comprehend and grasp the essence of BNML and its use of key words and game patterns to tell the research case story, over time. Movement and colour and emotion may all be seen in BNML - which remains intuitive, and thus true to qualitative and interpretive research. In Portugal, qualitative research is still not seen, by many researchers, to be a serious research method, especially by the more conservative of researchers, who favour the use of statistics and thus of "more scientific" quantitative research methods in management research. We hope to contribute to a change of mind-set with our article.

Abstract
The legislation on the accessibility of the information and communication technologies (ICT) is not new and consequently there have been a number of international and national initiatives, however they are very focus in the Web. We are in the threshold of a more comprehensive approach in the ICT domain. The European Standard EN 301 549 specifies the accessibility requirements for public procurement of ICT products and services in Europe. This study focuses on the analysis of the benefits / impact, for each group of People with Special Needs (PSN), the parameters of the European Norms (EN) for ICT products and services, which support the new legislation in the domain of public acquisition for the countries of the European Union (EU), the EU Public Procurement Directive 2014/24/EU. Questions related to methodologies, techniques and tools to evaluate the parameters of these EN will be studied in the future, as well as the models for the certification of ICT products and services, with the purpose of presenting solutions. In the future, a framework will be also designed and developed with specific functionalities and being capable of assist and facilitate the evaluation of EN parameters, and consequently the certification of the ICT products and services.

Abstract
Cognitive theorists believe that the learning process involves the integration of events into actives organizational structures termed schemata. Schemata serve a number of functions in human cognition: schemata regulates attention, organizes searches of the environment and “fill the gaps” during information processing. Thus, the mind uses schemata to selectively organize and processes all the information individuals receive from the world. This perspective fits e.g. in teaching blind and deaf people alongside of children with special education needs. The aim of the research developed until the moment was to prove that the full integration of the concept of teaching and learning in the light of cognitive theories. © Springer International Publishing AG 2018.

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This paper presents a novel descriptive model for agency in videogames as communication. Literature pertaining to interactive works including videogames has identified the need to overcome dyadic perspectives of communication in such works. Research specifically to do with agency has called for agency to no longer be confused with freedom of action, for an integrated perspective of the player and the system, and for that relationship to be viewed as a conversation. The transactional model in this paper achieves this by proposing a nested hierarchy of levels of communication that operate as an implicit contract, negotiated between the system and the player, where the object of the transaction is bio-costs, effected through the signalling of the attainability of understandings. The paper describes research antecedents, a research agenda, the basis for the model, the model itself, examples of how the model can be used to describe videogame designs, and future research.