RQ3. Where are the materials accumulated in the global economy that could enable a circularity transition? To answer this question, the global distribution of material added to in-use stocks was estimated in Chapter 4. This study offered the geographical, material type, and sectoral distribution of material inflows to in-use stocks across 43 countries and 5 rest of world. As shown in Chapter 3, around 40% of global material extraction ends up as stock additions, which can be seen as the potential secondary material for a circularity transition, Thus, identifying the global distribution of material inflows to capital formation brings insights on where a circularity transition might occur worldwide. Global material added to in-use stocks amounted to 30 Gt in 2011. Based on the geographical distribution, 46% corresponded to material accumulated in China, 24% in high income regions, 21% in upper middle and middle income economies, and 10% in lower middle and lower income regions. On average, 4.3 t/cap of material were accumulated worldwide. The per capita values are almost two time higher for high income economies, which average 7.0 t/cap. With the exception of China (10.4 t/cap), upper middle income countries averaged 3.0 t/cap. Furthermore, the values for lower middle and lower income economies averaged 1.2 t/cap. Regarding material type, material inflows to in-use stocks comprised non-metallic minerals (87.9%), steel (5.2%), wood (4.5%), plastics (0.7%), paper (0.6%), glass (0.5%), other metals (0.4%), and textiles (0.2%). At sectoral level, for example, construction sector comprised around 90% of non-metallic minerals, which highlights the relevance of implementing circularity interventions for the construction sector. Moreover, the geographical, material type, and sectoral distribution allow us to identify which of the 4 circularity interventions (from Chapter 2) can be applied for an effective management of the material inflows to in-use stocks. Resource efficiency and product lifetime are suitable interventions in the short-term because new stock additions can be designed in way that requires less input per unit output as well as prolonging product lifetime with access to repair and maintenance. Closing supply chains and residual waste management can be implemented in the long-term because the current stock additions will become waste in the future, which implies that the amount of waste from previous in-use stocks can be management through strategies that e...
RQ3. Do terrorists that use the Internet exhibit different experiences to those that do not? RQ4: Does using the Internet help or hinder plots? These questions are taken in turn before turning to a discussion of their findings and integration into the academic literature. This chapter demonstrates that terrorists use the Internet heavily for a range of pre-event behaviours. However, this should not necessarily be taken as evidence for an “online radicalisation” thesis; bivariate tests show that the online realm is not replacing the offline and that, for the most part, those that use the Internet do not exhibit different behaviours to those that do not. Finally, despite the claims that the Internet could be a security risk by radicalising would-be terrorists, the findings of this chapter suggest that those that use the Internet are less likely to be successful than those that do not.
RQ3. Do terrorists that use the Internet exhibit different experiences to those that do not? Although RQ2 demonstrated that the Internet does not appear to be replacing the offline domain as the primary venue for radicalisation – as suggested by scholars like Xxxxxxx (2008b) – the next logical question is whether engaging on the Internet offers affordances that lead to different user experiences. For example, Xxxx and colleagues (2017) find that lone actors are significantly more likely to learn via the Internet than their group-based counterparts, who can pool human, social, technical, and financial capital. This RQ will first present the descriptive statistics for the variables of interest that are related to actors’ events, such as the four categories assigned to the number of actors that execute a plot; the role that actors had in events; for those that attack, the type and target of the attack, as well as whether it was deadly. Then, these event behaviours and other demographic variables, such as age and gender, will be tested against the online behaviours discussed above to assess whether those that use the Internet are more likely have different experiences than those that do not.
RQ3. Platform is sustainable and it meets the users' needs
RQ3. What factors have shaped teachers’ beliefs and attitudes towards single-gender education? Finding 7 Finding 8
RQ3. How do social forms of metacognitive regulation episodes emerge and function in scientific inquiry activities? 216 7.2.4 Theoretical contributions 219 7.2.5 Methodological contributions 222 7.3 Limitations of the study 224 7.4 Implications of the study 226 7.5 Future directions for research 228 7.6 Final words 230 References 231 APPENDICES 252 Appendix A – An overview of three popular SRL models 253 Appendix B – Sequence and duration of small group and whole class inquiry activities 258 Appendix C - Sample lesson plans and group activity worksheets 259 Appendix D – Semi-structure interview protocol 279 Appendix E – Sample information sheets and consent forms 280 Appendix F - Transcriptions of the episodes in the Figures 4.7, 4.8 and 4.9 286 Appendix G – An example dialogue from the introductory activities 295 Appendix H – An example dialogue from whole class discussions 297 List of Tables Chapter 3 Table 3.1 – Target student groups 63 Table 3.2 – Objectives of the scientific inquiry activities according to Xxx. Xxxxx’x unit plans 68 Table 3.3 – Observation schedule for all the recorded lessons 73 Table 3.4 – Stimulated-recall interviews schedule 77 Table 3.5 – An example of the analysis of video data through the coding scheme 81 Table 3.6 – Coding scheme for the students’ regulation of learning processes 83 Table 3.7– An example of the analysis of the stimulated-recall interview data 89 Table 3.8 – An example of the analysis of the semi-structured interview data 92 Chapter 5 Table 5.1 – Profile of Group A 162 Table 5.2 – Profile of the Group B 170 Chapter 6 Table 6.1 Frequency and percentages of the themes regarding the emergence of metacognitive co-regulation episodes across the different types of inquiry activities 183 Table 6.2 Frequency and percentages of the themes regarding the emergence of shared metacognitive regulation episodes across the student groups 193 List of Figures Chapter 3 Figure 3.1 – Summary of the research design 60 Figure 3.2 – The layout of the science and technology classroom 67 Chapter 4 Figure 4.1 – Average rates of the episodes of planning processes during the scientific inquiry activities 102 Figure 4.2 – Average rates of the episodes of metacognitive monitoring processes during the scientific inquiry activities 107 Figure 4.3 – Average rates of the episodes of metacognitive evaluation processes during the scientific inquiry activities 118 Figure 4.4 – Average rates of the emotional and motivational monitoring episodes across t...
RQ3. The chapter proposes a new lock-free tree data structure for parallel MCTS.
