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Three-dimensional (3D) printing has great potential in the food industry. While 3D printing technology offers customised food products to consumers, it also allows producers to develop new products using a wide variety of alternative food ingredients, modernise the production process and carry out environmentally friendly production. This research aims to determine the attitudes of students towards 3D foods who are studying in the Department of Gastronomy and Culinary Arts, as they are both consumers and examine different food processing systems and use them in the field of application. As a result of the study, it was identified that the participants believed that 3D printing is a great modern technology that allows the development of new foods, that it will bring benefit to us in the future, reduce the cost of food and food waste, increase the sustainability of food and that they see it as environmentally friendly. In addition, it was determined that the participants did not think that 3D-printed foods were disgusting; they found these foods reliable, could try them in the future and were excited to experience them.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.