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Islamic finance and Halal product sectors are thriving successfully. This chapter is a general review of the perception of Asian consumers on Islamic finance and Halal sectors in the global Halal economy.

The first section will briefly describe the Halal concept in both Islamic finance and Halal industries, and the growth of both sectors in Asian countries. The second part highlights the review of Asian consumers’ perception towards Islamic finance products and Halal products.

The review found that the consumers’ perception towards the Islamic finance products and Halal products is distinctive. This is due to the diversity of Asian countries in terms of geography, religion, culture, ethnic, school of thoughts (madzahib), income per capita and government’s involvement.

The third part of the chapter concentrates on planning towards Halal marketing, which involves the move and future challenges in different layers of industries to gear up and strengthen the Halal economy.

This paper aims to highlight the need to place focus on ensuring soft factors in construction projects’ design management and to discuss whether soft factors are hidden success factors.

The presented data is a result of findings from two master theses. The approach is qualitative research and consists of nine semi-structured interviews with design managers and two case studies involving document analyses, meeting observations and descriptions of seven interviews.

This empirical study demonstrates that soft factors are considered important for design managers’ achievement of a successful design process. Focus on soft factors promotes good communication and will improve team performances. Factors are hidden because they are invisible and immeasurable. Furthermore, soft factors are not defined as assigned tasks and are, therefore, easily neglected. Designers are hesitant to explore the possibilities of new technology owing to the fear that they will forfeit human interaction.

This paper is limited to the presentation of empirical findings. Therefore, theory is not a basis for the study but rather a framework for the discussion.

The results in this paper broaden the understanding of human behaviour during the design phase. This knowledge should be considered when the project’s delivery model is designed as it will safeguard actor concerns during the ongoing technological transformation.

This paper contributes knowledge of the view regarding soft factors among project actors. It expands the traditional understanding of value by adding soft factors to the traditional success measures of time, quality and cost.

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

Sustainable development calls for a larger share of intermittent renewable energy. To mitigate this intermittency, Compressed Air Energy Storage (CAES) technology was introduced. This technology can be made more sustainable by recovering the heat of the compression phase and reusing it during the discharge phase, resulting in an adiabatic CAES without the need for burning of fossil fuels. The key process parameters of CAES are temperature, pressure ratios, and the mass flow rates of air and thermal fluids. The variation in these parameters during the charge and discharge phases significantly influences the performance of CAES plants. In this chapter, the transient thermodynamic behavior of the system under various operating conditions is analyzed and the impact of heat recovery on the discharge phase energy efficiency, power generation, and CO₂ emissions is studied. Simulations are carried out over the air pressure range from 2,500 to 7,000 kPa for a 65 MW system over a five-hour discharge duration. It is also assumed that the heat loss in the air storage and the hot thermal fluid tank is insignificant and standby duration does not impact the status of the system. This result shows that the system exergy and the generated power are more sensitive to pressure change at higher pressures. This work also reveals that every 10°C increase on the temperature of the stored air can lead to a 0.83% improvement in the energy efficiency. The result of the transient thermodynamic model is used to estimate the reduction in CO₂ emissions in CAES systems. According to the obtained result, a 65 MW ACAES plant can reduce about 17,794 tons of CO₂ emission per year compared to a traditional CAES system with the same capacity.

There is significant amount of literature tackling different issues related to the port industry. The present chapter focuses on a single business unit of seaports aiming at the documentation of works related to container terminals.

An effort to review, collect and present the majority of the works present in the last 30 years, between 1980 and 2010, has been made in order to picture the problems dealt and methods used by the authors in the specific research field. To facilitate the reader, studies have been grouped under five categories of addressed problems (productivity and competitiveness, yard and equipment utilization, equipment scheduling, berth planning, loading/unloading) and four modelling methodologies (mathematics and operations research, management and economics, simulation, stochastic modelling).

The analysis shows that most works focus on productivity and competitiveness issues followed by yard and equipment utilisation and equipment scheduling. In reference to the methodologies used managerial and economic approaches lead, followed by mathematics and operations research.

In reference to future research, two fields have been identified where there is scope of significant contribution by the academic community: container terminal security and container terminal supply chain integration.

The present chapter provides the framework for researchers in the field of port container terminals to picture the so far works in this research area and enables the identification of gaps at both research question and methodology level for further research.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.