Информационные и коммуникационные технологии (ИКТ),

Consumers are becoming more aware of consumption of honey -the food with properties beneficial for health.In accordance with The European Union Council Directive Relating to Honey, as well as with the current legislation in the Republic of Croatia, the requirement for labeling the botanical origin of nectar honey is the presence of the dominant flower pollen as well as sensory and physicochemical analysis.The paper is a confirmation of botanical origin, the profile of physicochemical parameters with differences within the seasons/regions and the consumption of honey.This research covered 200 samples of black locust honey, collected from beekeepers during two seasons in five Croatian regions -20 samples from each region. A survey was conducted among 151 students to gather information on their honey consumption habits.The method used in the paper was melissopalynological and physicochemical analysis, ANOVA and a survey.All the tested samples contain the sufficient number of pollen grains >20% of Robinia pseudoacacia. The results of physicochemical quality parameters are as follows: mean water 15.99-18.03%; free acids 8.16-12.94 mEq/1000g; electrical conductivity 0.12-0.22 mS/cm; reducing sugars 66.94-70.88 g/100g; sucrose 0.10-2.90 g/100g; diastasis 9.07-15.14 DN; HMF 0.50-18.99 mg/ kg. Conducted data analysis of variance within physicochemical parameters regarding seasons and regions showed statistically significant difference among seasons p < 0.05 for water, while for diastasis activity it showed statistically significant difference among regions p < 0.05.Out of 141 (93%) respondents who consume honey, 63 (44%) of them consume it in quantities which are smaller than the Croatian average.

No abstract

Nowadays, when globalization is having a strong influence across all spheres of life, people are aware of the significance of (foreign) languages. Since languages are influenced by the surrounding environment and are therefore constantly developing, fast changes in technology have influenced second language acquisition and interaction between students, students and teachers and students and computers at higher education institutions. In line with the need for a better understanding of influences that technology has on language learning at this particular level, research was conducted to investigate the role of blended learning in vocabulary acquisition and learner autonomy development in the context of English for specific purposes. The study included 179 participants, first-year students of University North, allocated to two groups (a face-to-face group and a blended learning group) in accordance with the level of their English language knowledge. Three hypotheses were formulated and in order to test them, both groups were asked to complete several tasks during the semester. In order to test the first hypothesis, Blended learning of ESP vocabulary has the same effect on vocabulary acquisition as face-to-face learning, at the beginning of the semester, the students were asked to do a vocabulary test related to their study programme. At the end of the semester, vocabulary levels of both groups were tested once more and compared. Results of the study indicated that it is possible to acquire vocabulary in a blended learning environment to the same extent as in a traditional face-to-face environment. In order to test the second hypothesis, Blended learning raises students’ awareness of the possibility of more autonomous and independent English language acquisition in relation to the traditional classroom learning, and the third hypothesis, The effect of blended learning on the acquisition of ESP vocabulary and the level of students’ self-assessed competence is related to the students’ skill of using a blended approach to learning, that is their technological skills and the use of the technology for learning purposes, the students were asked to fill in a questionnaire containing questions about their self-assessed technology competence, attitude towards learning in blended and online environments and using technology for academic purposes, and to self-assess their English language knowledge using “can-do” statements. The results showed that the students involved in online learning were aware of the possibilities that blended learning offered, and the possibility of developing learner autonomy through technology and distance learning, but were not aware of any improvements in their language skills. The results, in spite of certain limitations, confirmed those obtained by previous research and contributed to the field of second language acquisition, and they can therefore be applied in theory and practice to tertiary contexts outside Croatia.