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This chapter employs a critical, reflexive, and holistic multiple-case study design at a Canadian polytechnic to demonstrate the value of authentic assessment for improving student self-efficacy across several business courses. Assessment strategies, instructional design techniques, coaching skills, and emotional affect are examined through instructor observation and reflection, yielding actionable insights for instructors and future research directions.

Fuzzy set theory supports business decision‐making processes. So far it has been implemented in many industries, but not in the hospitality industry. An attempt is made to apply general fuzzy control model to service quality processes in the hospitality industry (SQHI). In this respect, the SQHI fuzzy control model is created. The case study underlines a possible practical use of the model in controlling service quality processes in order to achieve or sustain competitive advantage.

Fetal alcohol spectrum disorders (FASD) are a group of developmental disabilities related to prenatal alcohol exposure. FASD is a life-long lasting condition with various neurocognitive impairments and deficits in daily-life functioning. Research also indicates that FASD patients have an increased prevalence for substance use, substance related disorders and other psychiatric disorders. In Germany, data on adult FASD patients and their mental health are rare. The purpose of this paper is to describe substance use and comorbid psychiatric disorders (in addition to FASD) and suicide attempts in adult FASD patients.

The German version of the structured “Mini International Neuropsychiatric Interview (MINI)” was administered to a convenience sample of patients attending a specialized FASD diagnostic service at a German university hospital to assess psychiatric disorders. Current and lifetime substance use were examined using sections from the German version of the “European Addiction Severity Index (EUROP-ASI-R)” interview.

In total, 31 adults with FASD were included. Two patients were diagnosed with a substance related disorder, one for alcohol and one for cannabis. Nearly half of all patients fulfilled the diagnostic criteria for mild mental retardation, a further 16 per cent fulfilled the criteria for another current comorbid psychiatric disorder. In total, 26 per cent reported at least one suicide attempt.

Given that the body of research literature on FASD in adulthood is sparse, even a clinical sample of thirty individuals expands knowledge on mental health and substance use in the adult FASD population. The sample was comprehensively assessed using validated structured interviews on mental health, substance use and FASD.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The purpose of this paper is to introduce the term Information Literacy 2.0 as a subset of information literacy, to describe its development and significance and give an outline of its underlying theoretical assumptions.

The paper first examines the grounds for the possible re‐conceptualizations in the field of information literacy and identifies the current developments in the information universe as the principal drive for perception shifts. Based on a literature review and a descriptive analysis of contrasting features of library user education, information literacy and Information literacy 2.0, the paper highlights the main foci of paradigm shifts.

The paper found that the new meaning and understanding of the central conceptions in information literacy are shifting the focus of classical information literacy towards Information literacy 2.0. Many of the aspects of current information literacy practices originate from a print‐based culture, which is incongruent with the transient and hybrid nature of digital environments. These radically changing environments are causing the appearance of anomalies in the information literacy paradigm, which could effectively be resolved through the introduction of a sub‐concept of information literacy.

The article specifies the possibilities for putting theoretical conceptualizations of Information literacy 2.0 into practice by determining the range of shifts in information literacy activities and identifying how new practices differ from the earlier approaches.

The study attempts to advance the research field of information literacy by proposing a new outlook on information literacy through the integration of its underlying theoretical conceptions and practical applications.

This article explores consumers' attitudes to the trend of gourmet burgers, notably the gourmet burgers' combination of highbrow food (gourmet) and lowbrow food (fast food). The authors use the case of the NOMA cheeseburger from the iconic New Nordic restaurant NOMA.

The data set consists of interviews (n = 20) with urban Danish consumers attending the NOMA burger pop-up.

The analysis highlights an acceptance among informants of “gourmetfied” burgers. This signals a change in the culinary status of burgers in Danish food culture. The authors also discovered some ambivalence in relation to the highbrow-lowbrow negotiations: while all informants celebrate the casualization of NOMA during the burger pop-up, half of the informants found the burger underwhelming: it did not live up to the edginess of the NOMA brand.

The authors believe this research can inform people working with culinary highbrow-lowbrow mix in their food designs, notably in relation to developing and matching the relation between symbolic and material aspects of the food design.

The authors argue that the concept of transgression can help us theorize how consumers accept, refuse, and negotiate boundaries in relation to gourmet burgers, and more generally between food consumption mixing highbrow and lowbrow elements. More particularly, the authors propose to distinguish between symbolic, social, and material transgressions. This perspective might also be interesting for practitioners in the field.

The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research.

This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments.

There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts.

Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL.

The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy.

The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.