In this book, we put forward a holistic conceptual framework for implementing Scholarship of Learning and Teaching (SoLT) in higher education. Unlike previous SoLT studies, which usually focus on a specific aspect, here various aspects are integrated into a holistic framework. Further, it identifies three main stakeholders, namely, the higher education institution, teaching staff, and students. These stakeholders are in turn connected by four interlocking themes: staff professional development, enhancement of student learning experiences, assessment, and digital technologies. Presenting chapters that address these four themes, this book supports the advancement of SoLT in higher education in relation to existing theories and emerging practices. By helping academics and leaders in higher education to implement SoLT for the improvement of student learning and teaching practices, it also makes a valuable contribution to the field of teacher education.

This book constitutes the refereed proceedings of the 15th International Conference on Network and System Security, NSS 2021, held in Tianjin, China, on October 23, 2021. The 16 full and 8 short papers presented in this book were carefully reviewed and selected from 62 submissions. They focus on theoretical and practical aspects of network and system security, such as authentication, access control, availability, integrity, privacy, confidentiality, dependability and sustainability of computer networks and systems.

In this book, we put forward a holistic conceptual framework for implementing Scholarship of Learning and Teaching (SoLT) in higher education. Unlike previous SoLT studies, which usually focus on a specific aspect, here various aspects are integrated into a holistic framework. Further, it identifies three main stakeholders, namely, the higher education institution, teaching staff, and students. These stakeholders are in turn connected by four interlocking themes: staff professional development, enhancement of student learning experiences, assessment, and digital technologies. Presenting chapters that address these four themes, this book supports the advancement of SoLT in higher education in relation to existing theories and emerging practices. By helping academics and leaders in higher education to implement SoLT for the improvement of student learning and teaching practices, it also makes a valuable contribution to the field of teacher education.

This book is a progressive exposition on Halliday's academic thought and its origins by the renowned linguist Hu Zhuanglin, based on 30 years of research. The first part, "Chinese Origin," introduces readers to the author's gradual understanding that Halliday's academic thought mainly came from Chinese scholars such as Wang Li, Luo Changpei, and Gao Mingkai. In 1980s, Halliday and his students introduced the theory of Systemic Functional Linguistics into the foreign language and linguistics circles in China; thus, Halliday's academic thought returned to where it originated. The second part, "A Discussion of Theories," mainly addresses the author's experience and further discussions after learning Halliday's theory. The theme of the third part is "Discourse Analysis" and focuses on the greatest difference between Systemic Functional Linguistics and traditional grammar—sentence grammar. Halliday emphasizes the study of "discourse," and sentences are only the embodiment of discourse at the next level. The fourth part, "The Study of Chinese," applies Halliday's linguistic theory to the evolution of the research of the Chinese language in China, which can better explain the theme of "return" and is of great significance for Chinese scholars' understanding and application of Halliday's academic thought.