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The goal of this work is to include the new economic-based approaches related to entrepreneurship that have been published in the literature. Based on the neoclassical and Austrian schools, some sociological, psychological and economic theories about entrepreneurship. In this work, some unknown economic-based approaches related to entrepreneurship will be summarized, as they are included in the work of Saiz-Alvarez and García-Vaquero (2017). These approaches are: (1) The Jack-of-all-trades Theory, (2) The Mezzanine Theory, (3) The O-Ring Theory, (4) The Theory of Resources and Capabilities, (5) Entrepreneurial Bricolage, (6) The Processes’ School, (7) The Feedback Loop Theory, (8) The Theory of Effectuation, and (9) The Theory of the Optimal Triangle. All these theories will be summarized in this chapter.

Science, Technology, Engineering, and Mathematics (STEM) education, its importance, and its difficulties have been defined. This chapter seeks to present the digital tools that have been used during the pandemic period and that have been focused on promoting STEM education at different levels. The efforts made by educational organizations worldwide are mentioned. Different regions are shown presenting the best experiences of digital tools that enhance the elements of STEM and can be extended to different levels of education from elementary school to university. On the other hand, successful experiences of the use of technological tools from the teachers' point of view are shown, depicting the tools that have worked the most during the process of adapting to online classes to devise a much better educational plan that continues to take advantage of digital tools for STEM education.

In a pandemic framework (COVID-19), this chapter explores the impact of the global economy and socio-cultures concerning three axes: recreational, tourism, and hospitality. Although we slowly see an economic revival, it is well known that this sector of study is very susceptible to being affected by the context of nations. Following restrictions and measures taken by governments around the world to reduce the number of cases of coronavirus infections, many nations closed their borders, affecting international travel and by 2020 tourism had been reduced to the near cessation of operations due to the imminent fear of this poorly studied disease, and the service sector was negatively affected. It should be added that, according to the World Tourism Organization's projections, a decrease of between 20 and 30% is forecast for 2020 compared to the previous year.

This chapter reflects upon the trajectory of research in the geography of tourism in Spain. It begins with a review, including the evolution of the main topics present in the subdiscipline, with a special focus on developments since the 1990s. This is followed by an analysis of the current role and potential impact of academic tourism geography and a discussion on the recent growth in the publication of research results in international journals. Of importance are the institutional factors that explain the increasing recognition of research on the geography of tourism in Spain. Finally, the chapter discusses the hegemony of positivist approaches pivoting on land use, local and regional development, impact analysis, and landscape transformation, as well as the emerging links between Spanish tourism geography and the international mainstream schools of thought.

It is essential to understand how the countries with the highest number of tourist arrivals have managed to recover or not based on the competitiveness of the tourism industry during the pandemic stage. It is necessary to evaluate the policies implemented by each government to maintain the competitive performance of their industries. This chapter proposes a comprehensive review of the policies implemented in the 10 most visited countries according to UNWTO data. Most of these policies are geared toward economic and financial flexibility strategies for companies and individuals in the industry under study. The effectiveness of these policies is evaluated with statistical information extracted from a unified UNWTO database to reduce biases in the effectiveness analysis. Finally, concluding remarks are offered on the effectiveness of the policies and their contribution to the sector's recovery.

Links between urban areas and public space have always had a central presence in the field of Urban Sociology. During the last four decades, and in relation with globalization processes, reflection about city places and what constitutes the “public” has increasingly been in line with what has been called an “emplacing heritage process,” which emerged as a controversial point of intervention in urban areas. In this sense, itineraries have been considered of primary importance in urban heritage signification, recognition, and symbolic production. In short, these routes appear as ways in which public space is materially and symbolically occupied, becoming emplacing heritage processes in themselves.

In this chapter, we study two heritage-making processes through neighborhood itineraries, which are carried out in district territory and are located in two peripheral neighborhoods belonging to the City of Madrid (Hortaleza and Carabanchel). Ultimately, the point here is that these routes are not merely a pathway that “goes” along acknowledged heritage places; these itineraries are an emplacement and a signification of patrimony itself. These processes act as markers of iconic places and as remembrance performances of neighborhood memory. We would argue that routes around historical places in Carabanchel, as well as the “Three Wise Men” popular parades in Hortaleza bring shared geographical imaginaries, collective memory, and iconic places together in everyday experiences of both places. These itineraries change both urban sites in terms of their neighborhood heritage by disputing spatial discourses and imaginaries of heritage, urban place, and neighborhood.

Food insecurity in the Latin American region has become a complex problem that significantly impacts people's physical and mental well-being. The factors causing food insecurity are varied, ranging from social, political, and economic causes. Ensuring access to food is not a task with limited responsibilities; on the contrary, both public and private institutions must contribute to creating sustainable and innovative solutions. In general, it is necessary to ensure that the food system flows correctly, ensuring the availability of balanced and nutritious food for the diet of the inhabitants of a given nation. Alternative solutions apart from the government's help include sustainable cultivation, finger millet, and close cooperation with the farmers from the agriculture sector. The present research aims to consolidate theoretical information on the Latin American situation and seek the leading solutions of the parties involved.

In this chapter, the authors describe the developments towards Roma inclusion in Spain through Successful Educational Actions. First, the authors describe the main characteristics of the Spanish Roma Minority with special regard to their cultural and linguistic diversity and deprivated social situation. After a brief overview of the Spanish education system, the authors give a detailed picture of the educational attainment of the Roma minority in Spain. After then the authors present and analyse the most important successful policies and support programmes for Roma education.

Challenge-based learning (CBL) is a didactic technique that aims to increase the knowledge and skills development of higher education students. The different situations that humanity faces make educational models evolve and adapt to reality and force faculty to be increasingly prepared and open to face current problems. The Tecnológico de Monterrey, the highest ranked private university in Mexico and the 155th in the world (QS World University Rankings, 2021), has implemented the Tec21 Educational Model based on four fundamental pillars: (1) CBL; (2) flexibility; (3) inspiring faculty; and (4) integrated and memorable education experiences. In this chapter, we describe the experience of implementing this education model. Our conclusions so far are that students acquire more knowledge in CBL classes than in face-to-face classes; however, faculty require an adequate training program, and there must be a prior design of the competency assessment instruments. Testing of various assessment instruments found that checklists and rubrics are the most accepted, appropriate, objective, and transparent in CBL courses, based on faculty and students' surveys. Finally, in the opinion of employers, students educated with CBL as a didactic technique have greater acceptance in the working world.