Most of the food and beverage syllabi taught in institutions offering hospitality education cover alcoholic beverages service. Besides teaching this theoretically, practical training on bar work may be provided to give students the needed practical experience preparing them to real work life. However, "alcohol in the class" has been argued as a controversial topic. Teaching alcohol in a country with a Muslim majority could be a sensitive issue. Whereas Islam prohibits not only alcohol drinking, but handling as well. This presents a contentious issue for those educators responsible for delivering this course. This paper opted to explore how academics perceive teaching alcohol, a topic that was not studied before. An Arabic questionnaire was distributed to a number of educators in public and private universities and institutions delivering hospitality education. The survey covered some personal and background questions, in addition to the survey drinking history, attitudes toward teaching of alcohol service, self-perception of religiosity. Results indicated a difference between male and female educators' attitudes toward teaching both alcohol service classes and laboratories. However, a correlation between religiosity and attitudes toward teaching is not evident. Furthermore, a significant association between career advice and perceptions of importance of service classes was found. Similarly, the association between career advice and perceptions of importance of service laboratories proved to be statistically significant.

Problem-based learning is studentscentered pedagogy in which students learn about a topic through the experience of solving an openended problem found in a stimulus material. Aim: Apply Problem Based Learning Model on Secondary Technical Nursing School. Design: quasi-experimental study design. Study subject: It included all 3 rd year of nursing students. Setting: It conducted at the Sahel Seleem Nursing School. Study tools: included four tools: (I) Socio-demographic data, (II) problem-based learning questionnaire, (III) self-assessment questionnaire and (IV) peer assessment questionnaire. Results: There was a high main score in skills ''knowledge base, problem solving skills, clinical reasoning, collaborative work, self-directed learning and attitude and professional skills'' of the studied nursing students after applying of Problem Based Learning Model than pre applying it; also, there were improvement in self-assessment and peer assessment. Conclusion: By using PBLM, there was an improvement of the students' skills in self-directed learning, clinical reasoning, problem solving, knowledge base, attitude and professional skills and collaborative work skills. Following the use of the problembased learning approach, self-and peer-assessment were also established. Recommendation: Develop an educational plan by those who develop the curriculum to implement problem-based learning model to students in nursing schools in Egypt.