The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students' digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks' development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourse analysis of how the term "networked learning" has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

This thesis examines various aspects of excess excitation energy dissipation via dynamic changes in molecular structure, vibrational modes and solvation. The computational work is carefully described and the results are compared to experimental data obtained using femtosecond spectroscopy and x-ray scattering. The level of agreement between theory and experiment is impressive and provides both a convincing validation of the method and significant new insights into the chemical dynamics and molecular determinants of the experimental data. Hence, the method presented in the thesis has the potential to become a very important contribution to the rapidly growing field of femtosecond x-ray science, a trend reflected in the several free-electron x-ray lasers (XFELs) currently being built around the world. Light-induced chemical processes are accompanied by molecular motion of electrons and nuclei on the femtosecond time scale. Uncovering these dynamics is central to our understanding of the chemical reaction on a fundamental level. Asmus O. Dohn has implemented a highly efficient QM/MM Direct Dynamics method for predicting the solvation dynamics of transition metal complexes in solution.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

A smart city is a city that collates data via various technological methods, and uses insights gleaned from this data to manage assets, resources, services and operations more efficiently. Though the concept of 'smart cities' is fairly new, there is a vast amount of interest in the topic, exploring how technological advances can be used to better manage the integration of business and operations within a city, as well as how sustainable choices can be written into the fabric of an urban space. This book explores logistics within smart cities: the greater logistical demands of a smart city, how logistics can be adapted to new challenges, and what sort of new logistical support a smart city will need. The book pays particular attention to how logistical innovation within a smart city can lead to greater sustainability in the city, and on a global level. It will be of interest to academics working in logistics, urban planning, innovation management, digital technology, sustainability management, and operations management.

How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing. Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge. Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today's educational settings.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching. The book clarifies the different conceptions of design within the educational field and offers a framework for thinking critically about instances of networked learning. It analyses digital and Computational Literacy and discusses participatory skills for learning in a networked world. Examples of specific empirical cases include teaching programming to students not necessarily intrinsically motivated to learn; facilitation of a participatory public in the library and designs for children's transition from day-care to primary school, discussed as a matter of networked contexts. Engaging thoughtfully with the question of '21st century skills', this book will be vital reading to scholars, researchers and students within the fields of education, networked learning, learning technology and the learning sciences, digital literacy, design for learning, and library studies.

The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

This thesis examines various aspects of excess excitation energy dissipation via dynamic changes in molecular structure, vibrational modes and solvation. The computational work is carefully described and the results are compared to experimental data obtained using femtosecond spectroscopy and x-ray scattering. The level of agreement between theory and experiment is impressive and provides both a convincing validation of the method and significant new insights into the chemical dynamics and molecular determinants of the experimental data. Hence, the method presented in the thesis has the potential to become a very important contribution to the rapidly growing field of femtosecond x-ray science, a trend reflected in the several free-electron x-ray lasers (XFELs) currently being built around the world. Light-induced chemical processes are accompanied by molecular motion of electrons and nuclei on the femtosecond time scale. Uncovering these dynamics is central to our understanding of the chemical reaction on a fundamental level. Asmus O. Dohn has implemented a highly efficient QM/MM Direct Dynamics method for predicting the solvation dynamics of transition metal complexes in solution.

How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing. Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge. Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today's educational settings.

Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching. The book clarifies the different conceptions of design within the educational field and offers a framework for thinking critically about instances of networked learning. It analyses digital and Computational Literacy and discusses participatory skills for learning in a networked world. Examples of specific empirical cases include teaching programming to students not necessarily intrinsically motivated to learn; facilitation of a participatory public in the library and designs for children's transition from day-care to primary school, discussed as a matter of networked contexts. Engaging thoughtfully with the question of '21st century skills', this book will be vital reading to scholars, researchers and students within the fields of education, networked learning, learning technology and the learning sciences, digital literacy, design for learning, and library studies.

The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students' digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks' development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourse analysis of how the term "networked learning" has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.

The academic community has virtually ignored the negative sequelae of childhood sexual abuse (CSA) and father-daughter incest (FDI) that, together, affect approximately 30 to 60 million U.S. women and millions of men. This book interprets research on the interpersonal and sexual functioning and relational outcomes of adult survivors of CSA, FDI, and incest. This study finds that a majority of CSA women have significant difficulties in their sexual relationships and in couple functioning. Future research should offer agreed-upon definitions and reliable measures of CSA, anger, and normative psychosexual and relationship functioning. Clinical and empirical research on the sexual lives and relational sequelae of CSA are necessary. Studies should use heterogeneous samples, control groups, longitudinal research, and be grounded in theory and researchers should replicate existing studies. We need evolutionary theories of CSA sequelae and studies of successful relationships of survivors. Empirical studies of trauma contagion and the outcome of couples' treatment are imperative. Consequently, we must open avenues of conversation and interdisciplinary research worthy of this pandemic.

Dieses Buch ist dazu bestimmt, dem Facharzt fUr Hautkrank- heiten, dem Allergologen, dem Werkarzt und dem dermatologisch interessierten praktischen Arzt ein Gehilfe in seiner taglichen Praxis zu sein. Die am haufigsten vorkommende Dermatose ist das Ekzem und die ebenfalls am haufigsten vorkommende Kompli- kation ursprunglich andersartiger Dermatosen ist die Ekzematisa- tion. Ein groBer Teil primarer und sekundarer Ekzeme entwickelt sich auf dem Boden einer Kontaktallergie. Die epicutane Testung, welche zu deren Analyse dient, ist deshalb eine der wichtigsten dermatologischen Untersuchungsmethoden. 1m ersten Teil (A) dieses Buches wird der Leser in die allgemeine Technik der Epicutantestung eingefUhrt. Er wird beraten, wie er sein Testlabor einrichten kann. Der zweite, sich mit der speziellen Testtechllik befassende Teil (B), will in seinem I. Abschnitt eine Ekzematogenkunde vermitteln. Nicht nur technische Einzelheiten wie Testkonzentration und Test- vehikel werden dort mitgeteilt, sondern es wird auch erliiutert, wo die potent ekzematogenen Substanzen vorkommen, bei welchen Arbeitsvorgiingen sie eine Rolle spielen konnen und mit welchen anderen Verbindungen sie allergologisch verwandt sind. Dieser Abschnitt mag dem Testarzt Anregungen fUr die Ausstellung der empfohlenen Testpiisse und fUr die Beratung seiner Patienten geben.