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Industry 4.0 has been identified as a key cornerstone to modernise economies where man and machines complement each other seamlessly to achieve synergies in decision-making and productivity for contributing to SDG 8: Decent Work and Economic Growth and SDG 9: Industry, Innovation and Infrastructure. The integration of Industry 4.0 remains a challenge for the developing world, depending on their current status in the industrial revolution journey from its predecessors 1.0, 2.0 and 3.0. This chapter reviews reported findings in literature to highlight how robotics and automated systems can pave the way to implementing and applying the principles of Industry 4.0 for developing countries like Mauritius, where data collection, processing and analysis for decision-making and prediction are key components to be integrated or designed into industrial processes centred heavily on the use of artificial intelligence (AI) and machine learning techniques. Robotics has not yet found its way into the various industrial sectors in Mauritius, although it has been an important driver for Industry 4.0 across the world. The inherent barriers and transformations needed as well as the potential application scenarios are discussed.

Improved production with quality, safety, and security is the biggest challenge of the food industry. Modern technologies, including robotics and automation systems, can help to cope with such issues. This chapter gives a brief view of robotics and automation for the sustainable food industry along with packaging, warehousing, distribution, marketing, and consumer services. It describes the recently implemented solutions of robotic automation in different supply chain operations and various food commodities. The benefits of robotic and automation technology for perishable and semi-perishable items have also been covered. The present research may assist the food industry professionals, supply chain managers, and academicians in implementing automation and robotics in the food industry.

In the context of lifelong learning society, education experts pay more and more attention to online assessment (OLA) correlated with the concept of e-learning environment. This chapter builds upon these issues concerning the e-learning environment and the inevitable move to using OLA which is a natural outcome of the increasing use of information and communication technologies (ICTs) assisting in enhancing flexible learning and assessment.

The main purpose of this research is to (a) analyze the postgraduates’ perceptions toward OLA they had taken part in, and (b) identify if there are significant differences in these perceptions based on the variables of gender and skills of using ICTs. Subjects were postgraduate students of master third level enrolled in “Advanced seminar in Islamic Education” syllabus in Faculty of Education, Umm Al Qura University, K.S.A. The study used an e-questionnaire and semi-structured interviews to investigate postgraduate students’ attitudes and opinions about OLA.

The results of the study indicated highly positive perceptions of OLA. In addition, the study concluded that gender and ICTs familiarity significantly affect postgraduate students’ responses in most of the areas studied. The study recommended the necessity of implementing OLA culture as a way to the formation of the knowledge-based society.

Within current educational management literature, it could be argued that the cultural perspective that is generally articulated is one in which the social context of education policy, school culture and educational management is almost entirely overlooked (Angus, 1996). The emphasis is typically on individual school ‘leaders’ and an internally constructed organizational culture in which principals are expected to become manipulators of culture and belief. School principals, in this literature, and in current government policy in many countries, are expected to construct or impose corporate control within their institutions in the increasingly decentralized organizational form that is considered necessary for organizational efficiency and, most importantly, market success and legitimacy in the increasingly complex post-industrial society (Parker, 1992). My general argument is that this perspective misconceives culture as an internal aspect of organizations that may be manipulated by management in order to enhance organizational commitment and efficiency (Caldwell & Spinks, 1993, 1998; Deal & Peterson, 1999).

This article brings a new, broad conceptual framework to the quest for understanding dynamic capability in organizations (i.e., “managing on the edge of chaos”). This approach rests on two major ideas: (i) a duality–paradox perspective and (ii) new typologies of organizational learning (OL) and individual action/thinking. A case of radical innovation at Microsoft provides a multilevel stimulus. Understanding it requires a focus on two dualistic challenges. For use in future ODC research and practical assessment, this broad new conceptual framework includes: (i) collaboration as a central concept; (ii) duality–paradox as a key source of conflicts that can threaten collaboration; (iii) five types of OL, (iv) four types of individual action/thinking, including paradoxical thinking, and (v) the proposition that “golden dualities” can be created from once-troubling duality situations (where critical collaboration was in danger) which have been transformed from the metaphorical “odd (contentious) couple” into a “productive (collaborative) partnership.”

Since the inception of modern portfolio theory, traditional asset classes have been the standard investment products for portfolio construction. With the introduction of cryptoassets such as cryptocurrencies, tokenized securities, smart contracts, and blockchain-based token assets, the crypto “revolution” has created a new asset class for consideration in a modern portfolio. This chapter explains cryptoassets in a portfolio, including their limitations and parameters as an asset class in a diversified portfolio. Finally, it reports an improvement in a new portfolio’s reward/risk ratio using the Sharpe ratio when adding cryptoassets to simulated equity, bonds, and real estate portfolios. A caveat is that a cryptoasset’s contribution to a well-diversified traditional portfolio differs from the performance of investing in a single and isolated cryptoasset.

Propose a more comprehensive explanation on the determinants and fluctuations of China’s exchange rate policy in the past decade (2005–2015).

Case study on China’s exchange rate policies in three respective stages since 2005 and then a comparative study on these three stages.

Put forward a two-pronged explanation on the determinants and fluctuations of China’s exchange rate policy in the past decade and arrive at three specific conclusions. First, external pressure is only one factor among many influencing the formation of China’s national interests (Guojia Liyi in Chinese) and the decision-making process on exchange rate policy. Second, national interest is the fundamental driving force and substratum for making China’s exchange rate policy. Third, in the short term, the specific exchange rate policies in different periods were not always in accordance to the national interests (or Guojia Liyi), due to the influences of some factors on the decision-making environment.

The comprehensive view is conducive to better explaining the formation and fluctuations of China’s exchange rate policy and consequently contributes to understanding and even predicting future policies.

The use of Active Learning (AL) techniques can significantly improve the teaching–learning process, as the content is explored in a more interactive, participative, and relaxed way. Although expositive classes are still broadly used in Brazil, in this chapter we present some AL techniques, as well as experiences of their application, used in Brazilian K-12, undergraduate, and graduate Information Systems courses. As a result, we have noticed learning has been more effective, and students have been motivated by the use of these AL techniques. Although used in the context of Information System courses, the techniques could be adapted to other scenarios.