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The second quantum revolution has been producing groundbreaking scientific and technological outputs since the early 2000s; however, the scientific literature on the impact of this revolution on the industry, specifically on start-ups, is limited. In this paper, we present a landscaping study with a gathered dataset of 441 companies from 42 countries that we identify as quantum start-ups, meaning that they mainly focus on quantum technologies (QT) as their primary priority business. We answer the following questions: (1) What are the temporal and geographical distributions of the quantum start-ups? (2) How can we categorize them, and how are these categories populated? (3) Are there any patterns that we can derive from empirical data on trends? We found that more than 92% of these companies have been founded within the last 10 years, and more than 50% of them are located in the US, the UK, and Canada. We categorized the QT start-ups into six fields: (i) complementary technologies, (ii) quantum computing (hardware), (iii) quantum computing (software/application/simulation), (iv) quantum cryptography/communication, (v) quantum sensing and metrology, and (vi) supporting companies, and analyzed the population of each field both for countries, and temporally. Finally, we argue that low levels of quantum start-up activity in a country might be an indicator of a national initiative to be adopted afterwards, which later sees both an increase in the number of start-ups, and a diversification of activity in different QT fields. [ABSTRACT FROM AUTHOR]

Post-industrial era can be described as a time of transition from primarily manufacturing of physical goods to service economy, due to technological revolution conversion in the last decades of the 20th century. This decline from industrial manufacturing has led to higher unemployment and demise of traditional craft skills vocational training. Economies of developed world is confronted with the shortage of the skilled industrial trade, as well in qualified home trade service i.e. cabinetmakers, plumbers and electricians. Shrinking availability of trained crafts people requires implementation of more practical apprenticeship programs, ensuring these skills don't get lost. This paper points out the importance of mentoring in manufacturing, as well as for service companies and presents results of survey on mentoring in three medium-sized companies in Canada. [ABSTRACT FROM AUTHOR]

Lately, as a result of the technological revolution that invaded the world, many terms related to it had appeared to express about it, one of them was the term of Digital Trend, that appeared as a natural reaction for Digital Transformation, which was reflected on all life aspects, and especially education, which was transformed also into learning, as today student is responsible for finding his learning resources by himself, so the traditional reliance on teacher is no longer the only source of knowledge, it was an obligation on students shoulders to search for his technological learning resources by himself, but without giving up teacher’s role in achieving the ultimate outcome of learning inside students minds. Digital trends that teachers should use effectively, were varied, to empower students benefiting from them, as they have a role in achieving digital learning aims, according to 21st century requirements, some of them are: Cloud Computing, Mobile Learning, bring your Own Device, Learning Analytical, Open Content, 3D Printing, and Virtual and Remote Laboratories. The research aimed at reaching some suggested scenarios for training general Secondary Stage teachers in A.R.E. in the Light of the comparative study and what is suitable for the Egyptian society. To achieve this aim, the research used the Scenario Technique. According to the above mentioned, the research followed these steps: 8. A theoretical frame about training general Secondary Stage teachers in the light of the digital trends. 9. Describing and diagnosing points of weaknesses and strengths at training general Secondary Stage teachers in A.R.E. in the light of the digital trends. 10. Describing and diagnosing points of weaknesses and strengths at training High Secondary Stage teachers in Canada in the light of the digital trends. 11. Describing and diagnosing points of weaknesses and strengths at training High Secondary Stage teachers in Australia in the light of the digital trends. 12. Determining The general distinguished trends in A.R.E., Canada, and Australia. 13. Determining the motivation and impressive power that affect training High Secondary Stage teachers in A.R.E., Canada, and Australia. 14. Reaching some suggested scenarios for training general Secondary Stage teachers in A.R.E. in the Light of the comparative study and what is suitable for the Egyptian society. [ABSTRACT FROM AUTHOR]