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Bioenergy is a key component of climate change mitigation strategies aiming at low stabilization. Its versatility and capacity to generate negative emissions when combined with carbon capture and storage add degrees of freedom to the timing of emission reductions. This paper aims to explore the robustness of a bioenergy-based mitigation strategy by addressing several dimensions of uncertainty on biomass potential, bioenergy use and induced land use change emissions.

Different mitigation scenarios were explored by two different energy-economy optimization models coupled to the same land use model, which provides a common basis for the second generation bioenergy dynamics in the two energy-economy models.

Using bioenergy is found to be a robust mitigation strategy as demonstrated by high biomass shares in primary energy demand in both models and in all mitigation scenarios.

A variety of possible storylines about future uses of biomass exist. The comparison of the technology choices preferred by the applied models helps understand how future emission reductions can be achieved under alternative storylines.

The presented comparison-based assessment goes beyond other comparison studies because both energy-economy models are coupled to the same land use model.

Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an instant messaging (IM) tool and its impacts on students’ learning outcomes, especially in the tertiary education in Vietnam. This study approached IM as an out-of-class communication (OCC) approach in computer-mediated communication. The purpose of this paper is to investigate students’ perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers’ clarification of their enquiries through an online instant message application, namely Remind (www.remind.com/).

The target groups were first-year business students in an international university in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model.

The findings indicate that using OCC technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes.

The authors highlight the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

The purpose of this paper is to explore a possible effect of #MeToo media on individuals’ personal recall and reinterpretation of sex harassment (SH) experiences. The authors experimentally examine how exposure to high-profile stories of sexual misconduct triggers memories and reinterpretation of one’s own past SH experiences.

Using a sample of 393 US adults, participants were randomly assigned to read one of four media passages, two of which were news stories or transcripts of high-profile cases of sexual harassment or misconduct (e.g., the Trump Access Hollywood transcript), then completed the Sexual Experiences Questionnaire (SEQ) and follow-up questions about how the media impacted their memory of their prior SH experiences.

Sexual misconduct media stories, compared to control conditions, indirectly predicted self-report of past SH (SEQ) through both remembering and reinterpreting one’s past experiences. Gender and political ideology moderated the indirect effects such that the effects of the media stories were stronger for women and for those higher on progressive political ideology.

This study experimentally demonstrated what has publicly been assumed to be a driving force behind the upswing of SH reports and the seriousness by which they have been regarded during the #MeToo era: publicized stories of high-profile sexual misconduct triggers personal recall of having been sexually harassed in the past and reinterpretation of SH experiences. The #MeToo movement may be acting as a driver of social change, facilitating changes in social norms. As these social norms change, organizations should be prepared to effectively respond to a possible increase in reporting SH experiences due changes in norms around reporting SH.

This study uses an experimental design to investigate the role of high-profile media stories about SH as a driving force behind the #MeToo movement.

As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was Ji-Sook's second year of school in Canada and her first year at Streamside School. She really liked it here and loved her teacher, Ms. Song Lee. Ms. Lee was always sharing stories with the class about her experiences growing up in another country as well as her arrival to Canada and growing up in small towns where Ms. Lee was often the only Chinese person in her school. Listening to Ms. Lee's stories helped Ji-Sook think about Korea and her family there.Removing her coat, Ji-Sook moved quickly to hang it up, her dark curly bobbed hair bouncing as she skipped. Her newly permed hair felt different, but she liked the way it looked. Today Ji-Sook was wearing a favourite outfit, a knitted sweater with a matching plaid skirt. After hanging up her coat, Ji-Sook turned to face the class and noticed that along with her teacher, Ms. Lee, was Ms. Mitton and Ms. Simmee. Ji-Sook was surprised to see Ms. Mitton and Ms. Simmee at school on a Tuesday morning for they usually came in the afternoon. She greeted them happily and took another close look around the room for Ms. Jean. Ji-Sook asked Ms. Mitton where Ms. Jean was; Ms. Mitton smiled and reminded Ji-Sook that Ms. Jean would be coming Wednesday afternoon. Ji-Sook remembered to ask if Ms. Mitton would read with her during shared reading time.Ji-Sook knew it was going to be a very special day. Yesterday afternoon Ms. Lee had reminded the children that in the morning they were to begin a wonderful art project and create their own Starry Night paintings. Quickly Ji-Sook removed the book about Van Gogh, which discussed his Starry Night painting, from her backpack and, before everyone was seated, showed Ms. Lee and Ms. Simmee her book from home. The night before, she and her mother had spent time reading the book aloud. Ji-Sook felt it was much easier to read aloud in Korean than in English. Today's art lesson was out of the ordinary for she loved being able to bring things from home that fit with what they were learning in the classroom. And today was very special.Before going to her desk, Ji-Sook retrieved the poetry book that had a picture of a boy peering over the end of a sidewalk,¹ Ji-Sook hurried to her desk and sat down and waited for Ms. Mitton to join her for reading. Seated with three of her classmates at a table composed of 4 desks, she smiled at Nathan, Grace, and Dana. There was so much to be excited about as she knew that after school today there were parent teacher interviews. Ji-Sook knew her mother was not working at the deli shop and was going to come to the interviews with their neighbour who would translate for her. Ji-Sook so loved it when her mother came to school. Once Ms. Mitton arrived, she and Ji-Sook spent a few minutes reading aloud together before Ms. Mitton went to join Ji-Sook's friend, Hailey, who had also asked Ms. Mitton to read with her. Ji-Sook continued to read and look at the drawings in this wonderful book.Adjusting her headset and microphone, Ms. Lee asked Ella, the class's ‘star-of-the-week’, to tap on the desks of each group to indicate that they were to come to the sharing area. Ji-Sook waited excitedly for Ella to tap her group's desks and then she hurriedly joined Grace, Nathan, Dana, and the rest of her classmates on the foam mats by the picture window. Ms. Lee began the art lesson by showing examples of Starry Night paintings completed by the students she had taught last year. Ms. Lee then shared the rubric with which Ji-Sook and her friends could assess their paintings. Ji-Sook knew that Ms. Lee worked with Mrs. D, the other Grade 3 teacher, and that students in both classes would be making the paintings. Once Ms. Lee finished explaining the steps of their art lesson, she asked Ji-Sook if she would like to come and share the book she brought from home.Sitting at the front of the class in Ms. Lee's chair and wearing her microphone, Ji-Sook read aloud from the book. The book was in Korean and Ji-Sook scanned each page quickly before explaining to the class bits and pieces about Van Gogh's life. Ji-Sook, reading from her book, explained that Van Gogh cut off his ear because he couldn’t draw his own portrait properly. Ms. Lee later returned to this detail and asked about how this piece of information in Ji-Sook's book was different from what they had previously read about the artist. The children remembered that Van Gogh cut off his ear for a woman he loved and had offered his ear as a gift to her. Ms. Lee asked the class to think about these two different pieces of information. Following this question Ms. Lee asked what the children might do to ensure the information they found was accurate. Logan suggested that reading many sources would help.Ms. Lee then drew the children's attention to Ji-Sook and said that as Ji-Sook read she was doing two things at the same time. She asked the class what they thought she was doing. Mya suggested Ji-Sook was reading and then talking. Picking up on Mya's point, Ms. Lee emphasized that Ji-Sook was reading in Korean first and then translating what she read into English. Ms. Lee asked Ji-Sook if she would like to read aloud in Korean. Ji-Sook momentarily hesitated but responded with a smile when her classmates encouraged her. Ji-Sook read one page aloud. She read quickly and the rhythm of how she read aloud in Korean sounded very different from her reading skills in English.Paper and crayons were distributed. Ji-Sook, Grace, Nathan, and Dana were quiet as they began their Starry Night paintings. Looking over the rubric that Ms. Lee had explained, Ji-Sook understood the first step today was to plan the sky and landscape of her painting. She knew the sky was to be about 2/3 of the paper and that everything she drew was to be in small dashes. It was important for the sky of her painting to look like it was moving. Ji-Sook was aware of Ms. Lee moving about the classroom, helping her classmates check, whether or not, the sky in their paintings was approximately the right size. As everyone worked, Ji-Sook heard Ms. Lee remind the class to press hard with their crayons so that the paint would have something to cling to as it dried. Taking Ms. Lee's advice seriously, Ji-Sook pressed firmly each time her crayons touched the paper, and soon her right arm grew tired. Ji-Sook now had a better idea about what Ms. Lee meant by this art project taking a long time to complete. (Interim research text based on field notes,² November 21, 2006)

Poor medication adherence leads to high hospital admission rate and heavy amount of health-care cost. To cope with this problem, various electronic pillboxes have been proposed to improve the medication adherence rate. However, most of the existing electronic pillboxes use time-based reminders which may often lead to ineffective reminding if the reminders are triggered at inopportune moments, e.g. user is sleeping or eating.

In this paper, the authors propose an AI-empowered context-aware smart pillbox system. The pillbox system collects real-time sensor data from a smart home environment and analyzes the user’s contextual information through a computational abstract argumentation-based activity classifier.

Based on user’s different contextual states, the smart pillbox will generate reminders at appropriate time and on appropriate devices.

This paper presents a novel context-aware smart pillbox system that uses argumentation-based activity recognition and reminder generation.

The purpose of this paper is to provide summaries of selected Financial Industry Regulatory Authority (FINRA) regulatory notices and disciplinary actions issued in October, November, and December 2011.

The paper provides Regulatory Notice 11‐49, October 2011, Advertising Regulation; Regulatory Notice 11‐52, November 2011, Senior Designations; Regulatory Notice 11‐54, November 2011, Branch Office Inspections; and the description of one disciplinary action in which a firm was sanctioned and an individual fined.

Notice 11‐49: to inform firms of recent developments regarding the application of rules governing communications with the public, FINRA is proving guidance to firms on communication with the public regarding exchange‐traded products, treasury inflation‐protected securities (TIPS), use of “FINRA” in firm trademarks, and identification of related prior filings when submitting new filings for review. Notice 11‐52: FINRA reminds firms of their supervisory obligations regarding the use of certifications and designations that imply expertise, certification, training or specialty in advising senior investors. Notice 11‐54: FINRA and the Securities and Exchange Commission's Office of Compliance Inspections and Examinations provide broker‐dealer firms with information on developing effective policies and procedures for branch office inspections and remind firms of supervisory requirements under FINRA's supervision rule and notes common deficiencies and strong compliance practices. Trade Reporting Notice on TRACE Reporting Issues: FINRA answers selected member firm detailed questions on reporting issues related to The Trade Reporting and Compliance Engine (TRACE), the vehicle developed by FINRA to facilitate the mandatory reporting of over the counter secondary market transactions in eligible fixed income securities. All broker/dealers who are FINRA member firms have an obligation to report transactions in corporate bonds to TRACE under an SEC approved set of rules.

These are direct excerpts designed to provide a useful digest for the reader and an indication of regulatory trends.

This research paper aims to examine the proposed easy-money effect of credit cards, which stimulates consumers to overspend. This paper shows how such an easy-money effect can be weakened.

In Study 1, an implicit association test was conducted with a sample of 169 participants to test the proposed credit card easy-money effect. In Study 2, experimental data were collected online from 365 participants to test the effectiveness of a hard-work reminder in weakening credit cards’ easy-money effect on consumer spending.

The proposed credit card easy-money effect exists, with spendthrift (ST) participants associating money with hard work less in the implicit association test after being presented with a credit card cue versus neutral cue. The results from Study 2 show that ST participants spent more on their dinner than tightwad participants when shown a credit card cue. However, this effect could be weakened when STs were also reminded of their hard work by a picture accompanied with words.

This paper suggests that credit cards’ spending-stimulating effect is due to consumers’ associations between credit cards and easy money. Based on this notion, this paper suggests conditions in which credit cards will stimulate more and less spending.

This is the first research attempt to examine the credit cards’ easy-money effect and the effectiveness of reminding consumers of their hard work to mitigate credit cards’ long-established spending-stimulating effect.

It is almost to the day ten years since I had the honour of delivering before your Society the third of the Cantor Lectures for 1932. It is no less wise for the scientist than for the politician to remind himself of what he has said on previous occasions, so I read again what I had written then. Although it is part of my job in life to keep myself acquainted with advances in the study of nutrition I found myself wondering that so much had been learnt in these ten years. I was surprised to be reminded that nutrition experts at that time were unable to indicate more precisely than by a series of plus and minus signs what amounts of the more important vitamins are present in our common foods. Many other matters I discussed in those lectures brought home forcibly to me how inadequately prepared we would have been on what I may term the “ nutritional front,” had plans for feeding the people of this country for several years of war been called for in 1929. Comparisons between conditions prevailing during the warof 1914–18 and those existing to‐day constantly come to the mind of those whose experience covers both. But I will remind you of one great difference which is curiously rarely appreciated. In the last struggle the food position in Great Britain did not materially deteriorate until the latter part of 1917—after three years of war—and it was not found necessary to introduce rationing until February of 1918—a mere nine months before the Armistice. We are apt complacently to think our people were reasonably well fed for the latter part of that war period, and to point to the contrast with terrible conditions in Germany and Central Europe. What we often fail to recognise or even, perhaps, admit, is that, had the submarine campaign of 1918 continued for another year and become intensified to an extent comparable with what is being faced to‐day, we would probably have run into serious nutritional troubles because we had not then the scientific knowledge either to foresee them or to devise protective measures. The outbreak of the second world war in 1939 found us in an incomparably stronger position. It is true there were still disconcerting gaps in our knowledge, such, for example, as the lack of any trustworthy data as to the protein requirements of the adult man and woman, but, by and large, it was possible to draw up a basic plan for providing all categories of the population with food suitable for their nutritional requirements. The foundations of this plan were quantitative data, much of which had been acquired in very recent years. The importance of this basic plan lay in the fact that, whereas it was constructed in the first instance from these quantitative data concerning proteins, calories, vitamins and other nutrients, it could be developed in a variety of ways when it came to translation in terms of actual commodities. This gave it the quality of flexibility so essential if the plan were to be adaptable to changes in the quantities of individual foodstuffs available. We had something more than the estimates of requirements on which this basic plan was built. We had the invaluable information which Sir John Orr and others had collected from the surveys they had conducted during the four or five years before the war. This gave us a measure of the extent to which diets consumed in this country were nutritionally defective and in need of improvement. Moreover, it indicated quite clearly how important it would be to control the distribution of essential foods so that gross nutritional inequalities, revealed by these surveys, should be redressed as far as possible. The striking example of the success that has been achieved in this latter direction concerns the distribution of the liquid milk supply. Nutrition experts agree that the average consumption per head of the population ought to be not less than a pint a day. Before the war we drank about about half that quantity, but the curve relating volume consumed to income spent on food was disturbingly steep. Families spending more than 18s. a week per head on food were able to purchase nearly six pints a week for each member. Those who were unable to spare more than 5s. a week on their diet could not afford to purchase more than 1½ pints. It was clear at the beginning of the war, and even more obvious after the fall of Denmark and Holland, that there would be very great difficulties in the way of raising significantly the total milk consumption, much as that was to be desired. On the other hand, there was everything to be said for distributing more equably such supplies as were available. By one measure or another this has been achieved. The Milk in Schools Scheme, the National Milk Scheme, the Special Category Priority Scheme, each has served to flatten out the steep consumption income curve of pre‐war years. To‐day, we find that the poorest families covered by our surveys are drinking nearly 3½ pints of milk per head per week; the well‐to‐do families, scarcely more than 4½ pints. This naturally has raised a few grumbles from those who were fortunate enough before restrictions were imposed to be able to purchase all they wished to have, but we regard their troubles as trivial when we look at the benefits gained by the poorer people who have thus been enabled to get a fairer share of a food that has been aptly described as the keystone of the nutritional structure. If we look to the post‐war years—and it is one of the most heartening signs of the spirit in which we are waging this struggle against barbarism that so much attention is being paid to questions of reconstruction—we cannot see ourselves reverting to a state in which the consumption of milk can be seriously restricted by lack of purchasing power. The consumption of milk in one form or another must be raised. Our post‐war target should be a level 100 per cent. higher than the present figures, which, it may surprise you to learn, are actually higher than in 1939. But the curve must not be allowed to become steep again. Nearly a horizontal line, as it now is, its level must be raised without changing in shape. I believe that will be done. If it is, it will be a direct outcome of our nutrition policy during the present war. Those of us who have for many years studied experimental animals have long known of the profound effects of pre‐natal diet on the welfare of the mother and her offspring. Although there was every reason to believe that the same conditions would influence a woman and her child, precise information was curiously scanty. Here and there in the medical literature, suggestive records or observations could be gleaned, but there was not a convincing picture and much remained mere surmise. Largely as a result of the enthusiasm and enterprise of Miss Olga Nethersole, founder of the People's League of Health, an investigation was begun in London a year or so before the outbreak of war. I was privileged to serve on the Committee that directed the work. In all, no less than 5,000 women, typical of those coming for their confinements to the large London hospitals, were covered by the investigation. Approximately half the number of women were given vitamin and mineral supplements during the latter half of pregnancy; the supplements being in quantities likely to bring their total intake up to what scientists regard as desirable for that condition. The remainder were not so treated and served as controls. I will not give you the results in detail of this very comprehensive test, for they are about to be published in the medical press, but the chief finding was that the treated group showed a reduction in the incidence of toxæmic conditions and their sequelæ of such an order that, had the figures been applicable to the country as a whole—and, may I remind you that London has a relatively low toxæmia incidence by comparison with some other large towns?—the lives of no less than 10,000 women a year would have been saved.

The purpose of this paper is to highlight the importance of Make Every Moment Count (MEMC) and explain the development of it.

A working group of representatives from key organisations in Scotland developed the resource MEMC. It was tested out in a variety of care settings and issued to all care homes for older people and care at home services in Scotland.

The paper highlights the importance of participating in day-to-day life on health and well-being and provides feedback from care staff on using the resource.

The resource is for all those supporting someone to engage in day-to-day life. A lot of good care is given however sometimes the small, everyday interactions are taken for granted and people need reminded about the big difference this can make to someone's life.

MEMC has the potential to begin to change culture – to rethink “activity” which is often thought of as planned organised events to everyday activities and interactions.

This paper describes an initiative which sets out to remind us all of the importance of basic human rights – dignity, respect and choice.

As documents, and the whole information and communication environment, become increasingly digital, it is natural to assume that physical location becomes of less importance. The aim of this paper is to highlight two newly published books, which remind us that this idea should be examined with a critical eye.

This editorial takes the form of a literature review and a viewpoint.

The paper finds books of this kind remind us that a physical place, a locality, has sometimes been a very powerful stimulus to the development of collections, of memory institutions, and of the advances in education and dissemination of knowledge which are associated with them. This is worth remembering as we move into a digital information world.

The paper offers the author's viewpoint as well as highlighting these two books which join a small number which have analysed and celebrated the history of intellectual advances in London.