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The gastronomy industry is one of the industries in which consumers use technology most frequently, such as robotics, artificial intelligence and automation systems. Service robots are generally defined as online programs that can act independently or under the control of a human that can carry human characteristics such as speaking, understanding and acting. This study aims to examine and evaluate the studies on service robots in the gastronomy industry regarding quantity or quality, to understand the phenomenon more comprehensively, and to determine a holistic perspective. To this end, a qualitative research approach was adopted. Document technique was used to collect data within a systematic literature review framework, and the data were analysed by descriptive analysis. According to the findings, the papers on service robots in the gastronomy industry are still in their infancy, and these studies have increasingly gained speed in the last five years.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

Ahmet Kuru, in his book, suggests that the explanation for the lack of social and political development in the modern world can be traced back to a historical ‘state-ulama alliance’ from the 11th-century Saljuq empire or earlier. From the perspective of an historian, however, this dating displays some empirical problems. It is certain that the state eventually did gain the upper hand over the Muslim intellectuals, at least in the centre of the Ottoman empire. But the process to that point was different. In this comment, a different explanation is proposed that points instead to two crucial factors: the loss of a homogeneous Muslim state with the fall of the caliphate, and the rise of a unified Muslim world, an umma, through the independence, not subservience, of the class of scholars in the mediaeval period of Islam. Thus, a model is proposed that focuses on two turning points: the replacement of the effective caliphate with a fractious system of sultanates in the mid-tenth century, coinciding with the solidification of Islamic thought in a more strictly regulated form both in theology, law and in Sufism. The second moment is ca. 1500, when the period of political fragmentation comes to an end with the Ottoman state unifying the Middle East, flanked by Morocco and Iran, while challenges to the religious orthodoxy begin to grow at the margins. Such a model thus sees the ulama as actors for change as well as for orthodoxy throughout Muslim history, responding to changing developments in social and political contexts.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

Entrepreneurship education is being taught to undergraduates in tertiary institutions and fresh graduates in youth programmes to encourage start-ups and create employment as a strategy to stem youth unemployment. As such, entrepreneurship education programmes are expected to include rigorous processes of programme design, implementation and evaluation so as to achieve changes in behaviour, attitude and action of participants measureable in terms of start-up and jobs created. Two entrepreneurship education programmes implemented in Nigeria are evaluated to ascertain the level of effectiveness in design, implementation and evaluation and the outcomes in terms of start-ups and employment created. Research methods adopted in the two programmes combine observation techniques with content analyses, action research in case study and focus group interviews. In addition, test-retest techniques in a quasi-experimental design, with a structured questionnaire is adopted in programme number two only. The findings are that while it is suspected that the design stage is jumped in programme number one, in programme two, the design is poorly done. Implementation is ineffective in the two programmes because objectives did not arise from programme design as they ought to and evaluation methods are inappropriate and so ineffective. The recommendations include review of the design of the two programmes to generate appropriate and measurable objectives; adopting implementation strategies that will achieve the measurable objectives generated from revised programme designs and adopting appropriate evaluation techniques that has capacity to measure outcomes and impact in addition to outputs.

In Structural Equation Modelling (SEM) cases, a number of steps to ensure that the measurement of the latent constructs, variables, and indicators have been appropriate, reliable, and meet the rules of quantitative research that must be passed by researchers. One of them is the criteria for determining the presence (or not) of a discriminant validity violation, which is still a fierce debate among researchers today. The last recommended method is the Heterotrait–Monotrait ratio of correlation (HTMT) which seeks to revise the previously existing discriminant validity criteria such as the Fornell–Larcker and Cross-loadings criteria. This chapter discusses the implementation of HTMT in the case of manufacturing small and medium enterprises (SMEs) in Indonesia with the aim of providing an illustration of how the HTMT is capable of detecting the violation of discriminant validity and the solutions that can be carried out following the recommendations given by the originators.