Abstract
Nowadays, companies are demanding better-prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty-four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as "21st-century skills."

Abstract
This chapter is based on consumer behavior theories and analyses consumers' perspectives about camping as a tourism alternative. It explores motivations and several relevant factors that influence the attitudes and behaviors of tourists regarding camping activities. The methodology was qualitative and used focus groups as a data collection tool. A content and thematic analysis was adopted as data mining technique. Results provide empirical support to the influence of subjective norms, relevant others' preference for camping, and sustainable consumer profile on attitudes toward camping which influence camping intention. Moreover, camping intention, motivations, relevant others' preference for camping, perceived control, and past experience affect camping behavior. Overall, this chapter shows that consumer behavior theories and models provide very interesting cues on campers' decision process, offering alternative and complementing views to the extant literature, namely to the studies using the popular push-pull approach.

Abstract
This paper proposes a "grey-box" aggregated dynamic model for active distribution networks, taking into account a heterogeneous fleet of generation technologies alongside their expected behavior when taking into account the latest European grid codes requirements in terms of voltage support services. The main goal of the proposed model and underlying methodology for its identification is to represent the transient behavior of the active distribution system following large voltage disturbances occurring at the transmission side. The proposed aggregated model is composed by three main components: an equivalent power converter for generation and battery energy storage systems portfolio representation; an equivalent synchronous generation unit; and an equivalent composite load model. The model's parameters are estimated by an evolutionary particle swarm optimization algorithm, by comparing a fully-detailed model of a distribution network with the aggregated model's frequency domain's responses of active and reactive power flows, at the boundary of transmission-distribution interface substation.

Abstract

Abstract
The impact of climate on wine production (WP) temporal cycles in Douro (DR) and Vinhos Verdes (VVR) wine regions for a period of about 80 years, characterized by strong technological trend and climate variability, was modelled. The cyclical properties of WP, and which cycles are determined by spring temperature (ST) and soil water during summer (SW), were identified. It was achieved by applying a time-frequency approach, which is based on Kalman filter in the time domain. The time-varying autoregressive model can explain more than 67% (DR) and 95% (VVR) of the WP' variability and the integration of the ST and mainly SW increase the models' reliability. The results were then transferred into the frequency domain, and can show that WP in both regions is characterized by two cycles close to 5-6 and 2.5 years around the long run trend. The ST and SW showed great capacity to explain the cyclicality of WP in the studied regions being the coherence temporarily much more stable in VVR than in the DR, where a shift of the relative importance away from ST to SW can be recognized. This could be an indicator of lower impact of the foreseen hot and dry climate scenarios on WP in the regions with a maritime climate, such as the VVR, compared with hot and dry wine regions. Despite the marked differences in the two studied regions on ecological, viticulture practices and technological trend, the modelling approach based on time-frequency proved to be an efficient tool to infer the impact of climate on the dynamics of cyclical properties of regional WP, foreseeing its generalized use in other regions. This modelling approach can be an important tool for planning in the wine industry as well as for mitigation strategies facing the scenarios that combine technological progress and climate change.

Abstract
The practice is the crux of learning to program. Automated assessment plays a key role in enabling timely feedback without access to teachers but alone is insufficient to engage students and maximize the outcome of their practice. Graphical feedback and game-thinking promote positive effects on students' motivation as shown by some serious programming games, but those games are complex to create and adapt. This paper presents Asura, an environment for assessment of game-based coding challenges, built on a specialized framework, in which students are invited to develop a software agent (SA) to play it. During the coding phase, students can take advantage of the graphical feedback to complete the proposed task. Some challenges also encourage students to think of a SA that plays in a setting with interaction among SAs. In such a case, the environment supports the creation and visualization of tournaments among submitted agents. Furthermore, the validation of this environment from the learners' perspective is also described. 2012 ACM Subject Classification Applied computing ! Interactive learning environments; Applied computing ! E-learning.