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The purpose of this paper is to investigate the ability of the computer vision system (CVS) to evaluate the colour of poultry meat. The advantages of the CVS over traditional methods were also explored.

The research was carried out on m. pectoralis major samples of three animals for each of the following four species: chicken, turkey, duck and goose. The total colour difference (ΔE) and the degree of difference of hue, chroma and lightness between the methods were calculated. In addition, a trained panel of 14 people was used to carry out three different similarity tests analysed using χ² one sample test and one-way ANOVA. The correlation coefficient between CVS and colourimeter measures was evaluated using the Spearman rank correlation test.

The total colour difference (ΔE) between the methods employed was so large that the generated colour(s) could be considered more opposite than similar. The CVS-generated colour chips were more similar to the sample of the meat products visualised on the monitor compared to colourimeter-generated colour chips in all (100 per cent) individual trials performed. The use of the colourimeter for colour evaluation of lighter coloured poultry meat (chicken and turkey) was unrepresentative.

In this study, a CVS was developed to measure the colour of poultry meat as an alternative to conventional colourimeters.

The research has demonstrated that the use of a CVS should be considered a superior alternative to the traditional method for measuring colour of chicken, turkey, duck and goose meat.

This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries – Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map.

The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919–1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientific-pedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia.

The authors of this chapter focus on the development of comparative education in 10 countries of Eastern and Central Europe. A historical approach is applied to the study of the main characteristics of comparative education. The first part of the chapter is devoted to the origin of comparative education studies in this region from the fifteenth to seventeenth centuries till the end of the nineteenth century. The second part of the chapter examines the process of establishment of comparative education as a science and the appearance of the first lecture courses on comparative education in some countries of this region from the beginning of the twentieth century till the end of World War II. The third part presents the state of comparative education during the years of socialism – from the end of World War II to the fall of the Berlin Wall. The fourth part surveys the modern development of comparative education in Eastern and Central Europe from the beginning of democratic changes in 1989 to the present day. While presenting comparative education in each historical period, the authors first show the most prominent comparativists, then emphasize on comparative education as a university discipline, and finally synthesize the main characteristics of the development of comparative education during the period of view. The chapter concludes with some generalizations on the four periods.

The purpose of this paper is comparison of experimental values of the drawing forces to numerical values in different contact conditions, taking into account the appearance of galling which occurs due to of difficult drawing process conditions.

The following two research approaches are used in this paper – the physical modeling, realized by the laboratory experiment, and the numerical simulation of the ironing drawing process. By analyzing the obtained results, the technique of physical modeling, with help of the laboratory equipment and numerical simulation by application of the finite element method, can be successfully used in studying the thin sheet ironing – strip drawing process.

It is significant to compare values of the deformation forces obtained by physical experiment to values obtained by the numerical simulation. In that way, it is possible to compare applied contact conditions (four lubricants in that case) and estimate matching of experimentally and numerically obtained results of the deformation forces. Presented results point out very good technological characteristics of ecologically friendly lubricant (single-bath) and grease based on MoS2. Significant decrease of the deformation force was achieved by its application, as well as maintaining of the lubricant’s layer during the forming process and almost complete elimination of galling on the contact.

Numerical analysis of stresses in the working piece wall, during the thin sheet strip drawing, requires precise values of the friction coefficient. It is an important indicator because one can define the contact conditions as the input data for the numerical simulation, based on its values for each type of lubricants and each value of the compressive lateral force.

The environmentally friendly lubricant tested exhibits a more favorable distribution of the drawing force during the process, mainly in experimental case. Grease based on MoS2 has good lubricating properties but that lubricant is conventional and environmentally unacceptable. Ecologically friendly lubricant can be successfully used in real ironing strip drawing process especially for high values of holding force achieving an increased tool life.