Infrastructural Drivers of Online Shopping: An International Perspective

While online shopping expenditures have been increasing in both developed and developing economies, they still account for a small share of total retail sales. Significant differences also exist across countries in the amount of money consumers spend on a per capita basis on online purchases. The authors utilize the conceptual foundations of infrastructural framework to examine the effects of infrastructural drivers on online shopping expenditures in 43 countries. Findings show that per capita telecommunications investments and per capita gross national income are significantly associated with per capita online shopping expenditures. Privacy protection, Internet penetration, and credit card penetration were not significant

Application of Remote Sensing to the Chesapeake Bay Region. Volume 1: Executive summary

The proceedings are presented of a conference, jointly sponsored by the National Aeronautics and Space Administration, the U.S. Environmental Protection Agency, and the University of Maryland. The purpose of the Conference was to assemble representatives of federal and state government agencies engaged in research on the condition and evolution of the Chesapeake Bay to compose a status report, to present current activities and future plans, and to recommend a long-range future course of policies and programs

Technology and science education

The incorporation of technology into the school curriculum is part of a worldwide trend in education. The way in which technology is incorporated depends on which country the reform is initiated in. The New Zealand Curriculum Framework (Ministry of Education, 1993a) includes science and technology as distinct learning areas. This chapter considers the view of technology expressed in both science in the New Zealand Curriculum (Ministry of Education, 1993b) and in Technology in the New Zealand Curriculum (Ministry of Education, 1995). The chapter is divided into four sections. Firstly, the concept of technology in the science curriculum is identified and discussed; secondly, the use of some types of technological application to enhance the learning of science outcomes is considered; thirdly, the technology curriculum itself is discussed in order to highlight the concept of technology underpinning this statement so that comparisons can be made with the concept employed in the science curriculum, and finally the introduction of technology outcomes by science teachers in a science environment is explored