Augmented Reality (AR) is a pillar of the transition to Industry 4.0 and smart manufacturing. It can facilitate training, maintenance, assembly, quality control, remote collaboration and other tasks. AR has the potential to revolutionize the way information is accessed, used and exchanged, extending user’s perception and improving their performance. This work proposes a Pervasive AR tool, created with partners from the industry sector, to support the training of logistics operators on industrial shop floors. A Human-Centered Design (HCD) methodology was used to identify operators difficulties, challenges, and define requirements. After initial meetings with stakeholders, two distinct methods were considered to configure and visualize AR content on the shop floor: Head-Mounted Display (HMD) and Handheld Device (HHD). A first (preliminary) user study with 26 participants was conducted to collect qualitative data regarding the use of AR in logistics, from individuals with different levels of expertise. The feedback obtained was used to improve the proposed AR application. A second user study was realized, in which 10 participants used different conditions to fulfill distinct logistics tasks: C1 — paper; C2 — HMD; C3 — HHD. Results emphasize the potential of Pervasive AR in the operators’ workspace, in particular for training of operators not familiar with the tasks. Condition C2 was preferred by all participants and considered more useful and efficient in supporting the operators activities on the shop floor.

The primary objective of a smart city is to optimize city functions and promote economic growth, while also improving the quality of life for citizens by using smart technologies and data analysis. Within this context, this article presents a learning scenario which is built with the "ThingLink" computer tool. This learning scenario was applied in an educational context of teaching Spanish as a foreign language. Active methodologies have been used so that students, at their own pace, with the help of the teacher, could not just develop subject-specific skills, but also transversal skills, in a perspective of education for an informed citizenship, interventional and responsible. A significant global improvement of 14.39 % in students' performance was verified, the number of grades below 50% was greater in the test applied before the completion of the learning activities, and the number of maximum grades was lower in the test applied before the completion of the learning activities.

Portuguese and English, using the MeSH terms 'attention deficit hyperactivity disorder' (ADHD), 'yoga', 'child', and 'adolescent'. Levels of evidence (LE) and strength of recommendations (SOR) were assigned according to the American Family Physician's Strength of Recommendation Taxonomy (SORT) criteria. Results: Our search revealed a total of 48 papers and we selected five according to the inclusion criteria: one systematic review and four original articles, of which three randomised controlled trials, and one quasi-experimental trial. Although some studies have shown positive results, there is insufficient evidence to demonstrate a beneficial effect of yoga practice on the reduction of symptoms in children and adolescents with ADHD (LE 2). Conclusion: The evidence available does not support the recommendation of yoga practice as an alternative or complementary therapy to the strategies already implemented, in children and adolescents with ADHD (strength of recommendation B). Studies that point out to a beneficial effect of this modality raise concerns about their methodology, limiting the quality of the evidence. Further prospective large-scale studies, with homogeneous samples and adequate follow-up are suggested, in order to allow the validation of the evidence found to date, and to help in the formulation of future recommendations.