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The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.

This current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.

Findings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.

This study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.

In his recent speech at the Bakers' and Confectioners' Exhibition at the Royal Agricultural Half Mr. Noel Buxton, the Minister of Agriculture, referred to the regulations for the application of the National Mark to all‐English flour, which will shortly come into force. For some years past competitions held in connection with the Exhibition have shown beyond question that bread and confectionery of the finest quality can be made of the flour produced from English wheat. The excellence of the home‐grown article has, in fact, been proved to the satisfaction of the best judges; and the Ministry of Agriculture consider that bakers and consumers, as well as the farmers who produce it, will stand to benefit by its more general use. It is, therefore, in the interests of all three parties that they propose to extend to English wheat the system of grading and standardization which has already been applied with marked success to other articles of diet, such as eggs, tomatoes, apples and pears, and cucumbers. So far as the farmers are concerned, everything that helps them to carry on the fight with their foreign competitors is advantageous to the nation as a whole, because it encourages them to produce more food, to maintain, and possibly to increase, the arable area of the country, and—a factor of real importance in dealing with the problem of unemployment—to keep more workers on the land. The more of his produce the farmer is able to sell, and—within limits—the better the prices he can obtain for it, the better will these ends be served. It is not, of course, to be expected that the public will invariably buy British in preference to foreign goods, simply because they are British. On the other hand, if they can be assured that they are of better quality than the same class of goods imported from abroad, then—as has been shown by the improved trade in British eggs since poultry farmers have been able, if they wish, to take advantage of the National Mark scheme—they are ready not only to make a practice of buying home‐grown rather than foreign produce, but also to pay higher prices for it. There are therefore good grounds for the expectation that the demand for English wheat flour will be improved by the definition of national standards of quality and the marketing of supplies of standard qualities under distinctive marks. The scheme for the voluntary grading and marking of this flour was introduced on October 1. A Trade Committee has been appointed to consider applications for permission to use the mark—a silhouette map of England and Wales—and all the flour bearing this mark will be sold under three standard grades and guaranteed as to type, flavour, and keeping quality. The designations of the three grades are All‐English (Plain), All‐English (Self‐Raising), and All‐English (Yeoman). All three are defined as being sound, free from taint or objectionable flavour, of good keeping quality, and unbleached by artificial means. The first and third are further guaranteed to be free from all added chemical substances, though the second may contain such ingredients, or mixture of ingredients, as may be required (under certain definite regulations) to make the flour self‐raising. The scheme is open to millers and other packers of English wheat flour, and every registered packer must allow his premises and all equipment and records to be inspected at any reasonable time by any officer of the Ministry of Agriculture authorized for that purpose, besides complying with other regulations the general effect of which is to make it impossible for any flour bearing the National Mark to fall below the certified standard of its particular grade. Mr. Buxton was able to say that the scheme is already receiving excellent support from the millers, and all that is needed to give it the success which it deserves is that the public should co‐operate by letting the bakers know that graded all‐English flour is what they want and expect them to use. It is in their power to create a demand which will provide them with a pure food of the highest quality, and will at the same time do the British farmers a much‐needed good turn.

This research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future.

Bibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis.

E-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field.

This research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only.

The paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area.

The paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.

This chapter presents two cases in which the coupling between products and destinations generates distinct variations of possibilities for on-site consumption of mythologies of product implacement. Product–place dyads represent significant enabling potential to convey experiential authenticity in the form of enacted narratives, which are in turn based on product myths and the role of a place on the continuum of a productionscape–consumptionscape. Through the illustrative use of cases, a symbolic order of product geography is revealed. Destinations that leverage product associations are invariably engaged in a struggle to claim symbolic authority produce an authentic product–origin narrative. This chapter bridges critical tourism and international marketing literatures and proposes product geography as the mythomoteur of worldmaking.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

IN the progress of a course of lectures on Elementary Bibliography, I found some difficulty in obtaining for my students, a brief and satisfactory list of some of the leading and most typical bibliographies. There are a number of bibliographies of bibliographies published, general and select, but none of them are available in handy form for class purposes. The following list of books on bibliographical subjects, represents the works which I described in detail to my students as representative and useful examples of books about books, and I also exhibited nearly the whole of them, so as to familiarize the students with the physical appearance and contents of the majority of the books. I have reprinted this list through the courtesy of the editor of the Library World, because it has been suggested that it may be useful to many librarians whose stock of bibliography is small, and to assistants who are studying the elements of practical bibliography. The list makes no pretence either to fulness or accuracy, and must be taken for what it really is, a working list of bibliographies prepared as a series of suggestions. Neither sections three or four are more than the barest outlines, but they contain representative books well worth study. I found difficulty in obtaining specimens of some of the older bibliographies like Mattaire, Panzer, Hain, &c., and as these works are becoming very scarce and costly, it will be a matter of impossibility for the municipal libraries to obtain copies either for love or money. Most of the British municipal libraries are poorly equipped with the leading bibliographical works of reference, and but for the kindness of Mr. Thomas Greenwood and others, I should not have been able to borrow for exhibition one half of those I was able to show. This seems to me a strong reason why the library of the Library Association should be equipped with all the necessary books for the study and teaching of bibliography and library economy. Bibliographical works are becoming so scarce, that students who have to work away from the large old established libraries, will find it difficult to make satisfactory progress.

Food has always been an attractive field for the eccentric, the holder of extraordinary views on dietetics and nutrition, the “ back‐to‐nature ” types, whose ideas of what happens to food after it has passed the mouth must be even more fantastic than their knowledge of food values generally. These fanatics invade other spheres, of course. There is the “ fresh air fiend,” who cannot distinguish between fresh air and piercing draughts, with the result that he (or she) scalps everyone unfortunate enough to be travelling in the same railway carriage, but there seems nothing to touch the food faddist. His views attract an inordinate amount of publicity. Sometimes these are based entirely on misconceptions, but more often have orthodox premises, but have become confused and distorted in the person's own process of reasoning.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This research investigates the use of real-time online polling to enhance university teaching and learning.

Using a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.

Incorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.

This research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.

This research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.

Whilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.