Several quantities of interest in quantum information, including entanglement and purity, are nonlinear functions of the density matrix and cannot, even in principle, correspond to proper quantum o...
The analysis was co-ordinated by Araceli Fernandez Pales (lead on end-use modelling and innovation), Peter Levi (lead on industry), Uwe Remme (lead on supply modelling and hydrogen) and Jacob Teter (lead on transport). The main contributors were Thibaut Abergel (co-lead on buildings, decomposition), Praveen Bains (bioenergy), Jose Miguel Bermudez Menendez (hydrogen), Chiara Delmastro (co-lead on buildings, cooling), Marine Gorner (transport), Alexandre Gouy (batteries, recycling), Raimund Malischek (fossil fuels), Hana Mandova (industry), Trevor Morgan (Menecon consulting), Leonardo Paoli (batteries, spillovers, patents), Jacopo Tattini (transport, shipping), Tiffany Vass (industry and material efficiency). Other contributors were Ekta Bibra, Till Bunsen, Elizabeth Connelly, Hiroyoki Fukui, Taku Hasegawa, Pierre Leduc, Francesco Pavan, Sadanand Wachche and Per-Anders Widell. Caroline Abettan, Claire Hilton, Reka Koczka and Diana Louis provided essential support.
Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers’ use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers’ knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.
Critics often characterise the study of educational technology as under‐theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in‐depth analysis of the 503 most recent empirical articles published in three selected education‐technology‐related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement). [ABSTRACT FROM AUTHOR]
Abstract This study analyses the influence of geographical origin and taste on honey consumer behavior. First, we explore the influence of geographical origin on consumers’ hedonic evaluation of honey. We then assess the influence of geographical origin and taste on their willingness to pay (WTP) for honey. We conducted a field experiment at a real supermarket. The participants were exposed to two treatments (blind and informed treatment). The findings showed that knowledge about the geographical origin of honey influences consumers’ hedonic evaluations and that the WTP for honey is more strongly influenced by geographical origin than by taste.
Nutrition. Foods and food supply, Agricultural industries