Abstract
This paper presents some teaching strategies applied in a curricular unit of the 3rd year of the Integrated Master of Engineering and Industrial Management at the University of Minho The goal was to teach theoretical concepts associated to automation topics. The practical aspects as designing an automated machine or developing the corresponding Ladder Logic diagram is often well accepted by students. On the other hand, topics related to instrumentation, sensor type and functioning for example, more theoretical, are usually less attractive to students. So, different tools have been developed and tested along the past years to overcome this concern. This paper presents the last experience tested: evaluating a previously developed APP Inventor tool (developed by students) as wondering if it is a suitable way to learn automation; an automation conquest, where the competition may promote the stimulus to learn.

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Abstract
We present a hierarchical harmonic mixing method for assisting users in the process of music mashup creation. Our main contributions are metrics for computing the harmonic compatibility between musical audio tracks at small- and large-scale structural levels, which combine and reassess existing perceptual relatedness (i.e., chroma vector similarity and key affinity) and dissonance-based approaches. Underpinning our harmonic compatibility metrics are harmonic indicators from the perceptually-motivated Tonal Interval Space, which we adapt to describe musical audio. An interactive visualization shows hierarchical harmonic compatibility viewpoints across all tracks in a large musical audio collection. An evaluation of our harmonic mixing method shows our adaption of the Tonal Interval Space robustly describes harmonic attributes of musical instrument sounds irrespective of timbral differences and demonstrates that the harmonic compatibility metrics comply with the principles embodied in Western tonal harmony to a greater extent than previous approaches. © 2018, Springer Nature Switzerland AG.

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Abstract   The teaching of entrepreneurship is currently a fundamental pillar in the construction of social responsibility with strong impact on the future economic development of society. The use of serious games in the entrepreneurship field is a way of encouraging students' motivation to become entrepreneurs and develop their skills in the field. In this paper, we describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, we adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. On the other side, there were no significant benefits in terms of accounting skills, compliance with regulations, interpersonal, communication, and self-control and discipline. Keywords: entrepreneurship, serious games, higher education, game based learning, gamification.

Abstract
Objectives To characterise the test ordering pattern in Northern Portugal and to investigate the influence of context-related factors, analysing the test ordered at the level of geographical groups of family physicians and at the level of different healthcare organisations. Design Cross-sectional study. Setting Northern Primary Health Care, Portugal. Participants Records about diagnostic and laboratory tests ordered from 2035 family physicians working at the Northern Regional Health Administration, who served approximately 3.5 million Portuguese patients, in 2014. Outcomes To determine the 20 most ordered diagnostic and laboratory tests in the Northern Regional Health Administration; to identify the presence and extent of variations in the 20 most ordered diagnostic and laboratory tests between the Groups of Primary Care Centres and between health units; and to study factors that may explain these variations. Results The 20 most ordered diagnostic and laboratory tests almost entirely comprise laboratory tests and account for 70.9% of the total tests requested. We can trace a major pattern of test ordering for haemogram, glucose, lipid profile, creatinine and urinalysis. There was a significant difference (P<0.001) in test orders for all tests between Groups of Primary Care Centres and for all tests, except glycated haemoglobin (P=0.06), between health units. Generally, the Personalised Healthcare Units ordered more than Family Health Units. Conclusions The results from this study show that the most commonly ordered tests in Portugal are laboratory tests, that there is a tendency for overtesting and that there is a large variability in diagnostic and laboratory test ordering in different geographical and organisational Portuguese primary care practices, suggesting that there may be considerable potential for the rationalisation of test ordering. The existence of Family Health Units seems to be a strong determinant in decreasing test ordering by Portuguese family physicians. Approaches to ensuring more rational testing are needed.