A history of shopping: the missing link between retail and consumer revolutions

Purpose. This paper aims to reconsider and reframe the relationship between retail and consumer revolutions, arguing that the two have too often been separated empirically and conceptually. Design/methodology/approach. Reviewing a broad range of literature, the paper discusses the ways in which the historiography of retailing and consumption might be brought together by a greater focus on and theorisation of shopping. Findings. The paper highlights equivocation in the literature about the extent to which retailing was transformed during the eighteenth century in response to consumer changes. Whilst some aspects were dramatically transformed, others remained largely unchanged. It draws on a rather smaller body of work to illustrate the ways in which shopping practices were instrumental in connecting shops and consumers, linking to the cultural world of consumption to the economic realm of retailing. Originality/value. The key argument is that, if studies of shopping are to be useful in furthering our understanding of retailing and consumption, then we must theorise shopping more fully. In particular, the paper emphasises the insights afforded by notions of performance and identity, and by analyses of consumer motivation; arguing that these offer the opportunity to link shopping to wider debates over politeness, gender roles and even modernit

Crop specific implications of yield and energy use efficiency in non-inversion tillage systems

Douglas Warner, Ron Stobart, Nathan Morris, John Tzilivakis, Andrew Green, Kathleen Lewis, ‘Crop specific implications of yield and energy use efficiency in non-inversion tillage systems’, paper presented at Crop Protection in Northern Britain 2016, Dundee, UK, 23-24 February, 2016.This paper reports how non-inversion (reduced) tillage impacts energy consumption and crop yield, utilising 8 years of replicated field trials undertaken by The New Farming Systems study in the East of England. Tillage regimes include: (1) plough, (2) shallow non-inversion (typically 10 cm), and (3) deep non-inversion (20-25 cm) within two rotations of either (1) winter sown / spring sown crops or (2) winter sown / spring sown + autumn cover crop. Energy use per ha (highest to lowest) was: plough > deep non-inversion > shallow non-inversion. Crop specific and temporal yield responses were observed. Winter sown crops responded favourably to deep non-inversion tillage, and yields improved as the trial progressed. When considered in combination with lower energy input per hectare, energy efficiency increased relative to the plough-only control. Yield response to shallow non-inversion tillage was variable. Spring sown crops, notably spring beans, declined in yield and overall energy efficiency, in the non-inversion tillage treatments.Peer reviewedFinal Published versio

A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes

First paragraph: The reason for proposing this review resulted from the work of the Assessment Reform Group (ARG) over several years and the more recent reviews conducted by the Assessment and Learning Research Synthesis Group (ALRSG), whose members include all the members of ARG. The review of classroom assessment initiated by ARG, and carried out by Black and Wiliam (1998), indicated that assessment used for formative purposes benefits teaching and learning, and raises standards of student performance. However, the ALRSG review, A systematic review of the impact of summative assessment and tests on students' motivation for learning, showed that high stakes tests can have a negative impact on students' motivation for learning and on the curriculum and pedagogy. But, summative assessment is necessary and serves important purposes in providing information to summarise students' achievement and progress for their teachers, parents, the students themselves and others who need this information. To serve these purposes effectively, summative assessment should interfere as little as possible with teaching methods and the curriculum and, importantly, should reflect the full range of learning outcomes, particularly those needed for continued learning and for learning how to learn

A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning

First paragraph: The current widespread use of summative assessment and tests is supported by a range of arguments. The points made include that not only do tests indicate standards to be aimed for and enable these standards to be monitored, but that they also raise standards. Proponents claim that tests cause students, as well as teachers and schools, to put more effort into their work on account of the rewards and penalties that can be applied on the basis of the results of tests. In opposition to these arguments is the claim that increase in scores is mainly the consequence of familiarization with the tests and of teaching directed specifically towards answering the questions, rather than developing the skills and knowledge intended in the curriculum. It is argued that tests motivate only some students and increase the gap between higher and lower achieving students; moreover, tests motivate even the highest achieving students towards performance goals rather than to learning goals, as required for continuing learning

Control-oriented dynamics analysis for electrified turbocharged diesel engines

Engine electrification is a critical technology in the promotion of engine fuel efficiency, among which the electrified turbocharger is regarded as the promising solution in engine downsizing. By installing electrical devices on the turbocharger, the excess energy can be captured, stored, and re-used. The electrified turbocharger consists of a variable geometry turbocharger (VGT) and an electric motor (EM) within the turbocharger bearing housing, where the EM is capable in bi-directional power transfer. The VGT, EM, and exhaust gas recirculation (EGR) valve all impact the dynamics of air path. In this paper, the dynamics in an electrified turbocharged diesel engine (ETDE), especially the couplings between different loops in the air path is analyzed. Furthermore, an explicit principle in selecting control variables is proposed. Based on the analysis, a model-based multi-input multi-output (MIMO) decoupling controller is designed to regulate the air path dynamics. The dynamics analysis and controller are successfully validated through experiments and simulations

A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes

First paragraph: The ALRSG was created as one of the first wave of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) Review Groups in 2000 and undertook its first review from February 2001 to January 2002. This was entitled 'A systematic review of the impact of summative assessment and testing on students' motivation for learning' and was published in the Research Evidence in Education Library (REEL) in 2002 (Harlen and Deakin Crick, 2002). The second review, conducted from February 2002 to January 2003, was concerned with the impact on students and teachers of the use of Information and Communication Technologies (ICT) for assessment of creative and critical thinking skills, and was published on REEL in 2003 (Harlen and Deakin Crick, 2003a)

A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills

First paragraph: The review reported here was prompted by the rapid changes associated with the ‘information age’. New technologies have created both the need for education toprovide students with what are described as ‘higher level thinking skills’ and the opportunity to teach and assess these skills. There is also evidence from two previous reviews of assessment (Harlen and Deakin Crick, 2002; Black and Wiliam, 1998) that, on the one hand, what is assessed for summative purposes is what is valued in the curriculum, and, on the other hand, that formative assessment of what is taught leads to improved learning. It follows that, if valued goals of education are to be taught effectively, they need to be assessed effectively for both formative and summative purposes. The reported neglect of creative and critical thinking in assessment (Harlen and Deakin Crick, 2000) is therefore a cause for concern, given the prominence it is accorded in currentdiscussion of the education that students need in preparation for life in a rapidly changing society and for life long learning

Changing Assessment Practice: Process, Principles and Standards

This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment (ARIA) project about how changes in assessment practice may be brought about most eff ectively. The changes in question focus on the role of teachers in formative and summative assessment in schools. The approach has been to review recent initiatives and developments in assessment that shared this purpose in all four countries of the UK: England, Wales, Scotland and Northern Ireland (see Appendix 2 for a list of projects included). It is not the intention of this summary pamphlet to review and report on each of the projects. Rather the intention is to present a synthesis of lessons learnt that has emerged from our studies of the projects, combined with the insights of key experts who took part in a series of project seminars and interviews throughout the UK. This synthesis unfolds along two main axes: an exploration of the key processes involved in moving from an innovative idea to its embedding and sustainable development in the classroom; and a framework of principles and standards for eff ective assessment practices, which are set out in Appendix 1

The grandeur that was Rome; a survey of Roman culture and civilisation:

"First edition ... 1912; second edition, revised ... 1920.""This book is a continuation of "The glory that was Greece'."--Pref.Maps on lining-papers.Bibliography: p. 325-328.Mode of access: Internet