bluuebunny/crossref_metadata_2025 huggingface dataset:
Exteriorised testicular necrosis following treated severe orchi-epididymitis
Authors: Ma Rayane ,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco., JE Ammari , Fadl Tazi M , S Mellas , M Ahsaini , MJ Fassi , MH Farih ,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.,   Department of Urology, Hassan 2 Teaching hostpital, University of Sidi Mohammed Ben Abdellah, Fez, Morocco.
Published: July 2024

Clinical representation of testicular necrosis presented as a defined cutaneous extraposition necrosis as well, no pus or mucus composed structure detected on the necrotic tissue on the left scrotum area in a patient treated for a left Orchi-epididymitis a month earlier. The aspect was dry rough surface slightly pain inducing when mobilized. This is a rare complication of Orchi-epididymitis with an incidence of 1-2% of all epididymitis cases in the emergency department [1,2].
Adult ileal duplication cyst acting as lead point of ileo-caecal intussusception a rare case of complete bowel obstruction in adults
Authors: Sundaram Easwaramoorthy ,   Department of Therapeutic Endoscopy and Laparoscopy, Lotus Hospital, Erode, Tamil Nadu, India., C Pranesh S; Sakthivel , Yasmine Jaseema , G Gurusamy , S Haridra ,   Department of Therapeutic Endoscopy and Laparoscopy, Lotus Hospital, Erode, Tamil Nadu, India.,   Department of Therapeutic Endoscopy and Laparoscopy, Lotus Hospital, Erode, Tamil Nadu, India.,   Department of Therapeutic Endoscopy and Laparoscopy, Lotus Hospital, Erode, Tamil Nadu, India.,   Department of Therapeutic Endoscopy and Laparoscopy, Lotus Hospital, Erode, Tamil Nadu, India.
Published: July 2024

Enteric duplication cyst presenting as intussusception in adult and causing complete small bowel obstruction is a rare phenomenon. A 19 year old female presented with complaints of abdominal pain, bilious vomiting, abdomen distension and constipation for 2 days. Patient had similar episodes in the past. Computed tomography of abdomen showed dilated small bowels with “Target Sign” suggestive of Ileo caecal intussusception. Patients was taken for surgery and intraoperatively it was noted to have thick walled cystic swelling in the terminall ileum. Segmental resection done along with cyst and primary anastamosis was done. Histopathological confirmation was done as Duplication cyst.
ФАРМАЦІЯ МАЙБУТНЬОГО: РОЗРОБКА ЦИКЛУ ТЕМАТИЧНОГО УДОСКОНАЛЕННЯ «НАЙНОВІШІ ВІДКРИТТЯ ТА ПЕРСПЕКТИВИ У СФЕРІ ФАРМАЦІЇ»
Authors: Shapovalova Вікторія , Осинцева Аліна , Малех Надія , Шаповалов Валерій
Published: July 2024

Масове впровадження штучного інтелекту у фармацевтичну науку та медичні технології в системі правовідносин «лікар-пацієнт-фармацевт» викликає значні зміни у світлі сучасних наукових відкриттів і технологічних інновацій. Задля забезпечення цього потрібна успішна реалізація програми навчання, проведеного кафедрою фармації факультету післядипломної освіти Вищого приватного навчального закладу «Львівський медичний університет» циклу тематичного удосконалення «Найновіші відкриття та перспективи у сфері фармації». Це важливий крок у напрямку постійного професійного зростання фахівців у сфері фармації. Актуальність циклу тематичного удосконалення визнається як важливий чинник у підтримці професійного розвитку у фармацевтичній галузі. Слухачі цього циклу отримують можливість ознайомитися з останніми досягненнями та тенденціями у фармації, що сприяє поглибленню їхніх знань та розумінню сучасних викликів. Цикл сприяє розвитку ключових компетенцій фахівців у сфері фармації, що важливо для їхньої успішної професійної діяльності. Використання інноваційних методів навчання, таких як платформа Moodle, додатково підкреслює важливість модернізації навчального процесу у відповідності до сучасних вимог. Разом з тим, цикл тематичного удосконалення стимулює розвиток сфери охорони здоров’я і фармації. Сприяє підвищенню рівня професійної компетентності учасників правовідносин «лікар-пацієнт-фармацевт». Покращує якість, своєчасність і доступність персоналізованої медико-фармацевтичної допомоги. Усі ці фактори підкреслюють важливість та ефективність реалізації циклу тематичного удосконалення, а також його значуще місце у сучасній системі післядипломного професійного навчання та розвитку фармації.
Supergene Oxidized Gold-Silver Deposits in the Americas: Guides for Geologists
Authors: Redwood Stewart D.
Published: July 2024

Editor’s note: The aim of the Geology and Mining series is to introduce early career professionals and students to various aspects of mineral exploration, development, and mining in order to share the experiences and insight of each author on the myriad of topics involved with the mineral industry and the ways in which geoscientists contribute to each.

Supergene oxidation is a process that has created some of the largest gold and silver orebodies in the Americas, including the Carlin-type (sediment-hosted) gold deposits and Round Mountain in Nevada; Yanacocha and many similar deposits in Peru; Cerro Rico, Bolivia; and Pueblo Viejo, Dominican Republic. Oxidation can make sulfide-bearing gold-silver deposits economic by converting refractory gold-silver–bearing sulfide minerals to minerals that can be leached by dilute cyanide solutions. The use of cyanide heap leaching or tank leaching enabled open-pit mining of low-grade oxidized gold deposits starting in the 1960s. This revolutionized gold mining which, combined with the end of the dollar gold standard in 1971, led to a huge increase in gold production, particularly in the Americas where the technology has been widely applied.

During weathering and oxidation of sulfide minerals, particularly pyrite, associated gold and silver form supergene minerals in the oxidation zone but are only transported over short distances (centimeters to meters) due to low solubility of the metals, so they do not form enrichment zones. Gold forms Au0 grains of 1 to 25 µm size and high fineness, as well as invisible gold associated with jarosite and iron oxyhydroxides by sorption or substitution. Silver forms halides and native silver, which may be accompanied by metastable hypogene acanthite. Silver in jarosite, alunite, and Mn oxides is refractory. The economic advantages of near-surface oxidized deposits are that they can be mined by open pit with low costs, commonly not requiring stripping or blasting. Run-of-mine ore is sent directly to leach pads, although some ores may require prior crushing and grinding with agglomeration of fine material such as clays. Oxidized ore is processed by heap leaching using dilute sodium cyanide solution and gold and silver recovered by zinc cementation or on activated carbon. Some ores require grinding and are processed by tank leaching. The hypogene sulfide minerals below the oxidized zone are typically refractory and require at least ultrafine grinding for leaching to be effective, or high-cost oxidation technology for roasting, autoclaving, or bio-oxidation. The sulfide-rich portions of deposits are often not exploited for many decades after discovery, if at all. To explore for supergene oxidized deposits, the exploration geologist requires knowledge of geology, oxide mineralogy, geomorphology, hydrogeology, and the (paleo)-climate, as well as open-pit mining, hydrometallurgy, cyanide leaching, and carbon technology, topics that are introduced here with case studies.
Integration of Large Multielement Geochemical, Aeromagnetic, and Gravity Data to Geologically Map a Largely Covered Area: A Case Study from the Central African Copperbelt in Northern Zambia
Authors: Twigg H. C. , Hitzman M. W. , Kabunda G.
Published: July 2024

This study provides a method to map lithology, stratigraphy, and structures in areas with limited outcrop using mineral exploration data from multielement soil geochemical surveys, airborne and ground geophysical surveys, and drill hole data sourced from multiple exploration companies and campaigns. The 45- by 50-km study area is located in the southern portion of the Congolese Copperbelt, where the regional geology, structure, and overall basin architecture were not well understood, partly due to thick saprolite cover. The results demonstrate that the integration of such data sets allows the creation of a geologically coherent map, which can then be used to investigate basin architecture and identify basin-forming structures.
Asociación Estratégica Integral México-China: evolución y resultados, 2013-2023
Authors: Orozco Plascencia José Manuel
Published: July 2024

En 2013, México y China decidieron elevar su relación bilateral a una Asociación Estratégica Integral (AEI) resultado de una serie de prioridades por atender que implican ser oportunidades en diversos sectores que benefician a ambas naciones. La existencia de una relación económica sólida por cinco décadas ha forjado un camino que ha avanzado con el paso de los años, cuyos resultados de la agenda económica empiezan a reflejarse en el marco de los primeros 10 años de la firma de la AEI, identificando con principal fortaleza la elevación del comercio y la inversión, así como una intensa cooperación en materia de salud, su acercamiento diplomático en la Comunidad de Estados Latinoamericanos y Caribeños (CELAC); y como áreas de oportunidad: el déficit comercial de México con China, una limitada IED y una preocupación ascendente por el tema de fentanilo, registrándose una lucha por convertirse en el primer socio comercial de EUA.
Moğultay b. Kılıç’ın (öl. 762/1361) et-Telvîh Adlı Eserine Buhârî Şerhlerinde Yapılan Atıfların Tahlili
Authors: Arif Ali Ramazan , Turhan Halil İbrahim
Published: July 2024

Hadis şerhçiliği, rivayetlerin isnad ve metin açısından analiz edilip yorumlandığı bir bilgi birikim sürecidir. Geniş bir dönemi kapsayan; tahkik, tenkit ve ikmal yöntemleriyle yürütülen bu faaliyetler müstakar şerh metinlerinin teşekkülünü sağlamıştır. Bir şerhin sonraki dönem eserlerinin yazımına etkisini belirlerken kullanılabilecek en önemli veri ise atıflardır. Bir eserin alıntılama yoluyla kendisinden söz ettirmesi, onun âlimler tarafından kabul görüldüğünün bir göstergesidir. Kâhire’de yaşamış ve dönemin önemli hadis hafızlarından biri olan Moğultay b. Kılıç’ın (öl. 762/1361) Sahîhu’l-Buhârî şerhi et-Telvîh, hadis şerh literatüründe önemli bir yere sahiptir. Bu çalışma, Hanefî şârihlerce yazılan ilk şerhlerden biri olma özelliğini taşıyan et-Telvîh’in hadis şerh literatüründeki etkisini, esere yapılan atıflar üzerinden incelemeyi amaçlamaktadır. Bu hedefle, öncelikle Moğultay’ın talebesi İbnü’l-Mülakkın’ın (öl. 804/1401), İbn Hacer’in (öl. 852/1449) ve Aynî’nin (öl. 855/1451) Buhârî şerhleri incelenmiştir. İbnü’l-Mülakkın’ın eseri ile müderris-talebe münasebetinin, İbn Hacer’in kitabıyla mezhep farklılığının ve Aynî’nin kaleme almış olduğu çalışması ile aynı mezhebe aidiyetin atıflara nasıl yansıdığı gözlemlenmiştir. Hint alt kıtası dönemi şerhlerinin incelenmesiyle de diğer hadis şerh ekollerine etkisinin boyutu ortaya konmaya çalışılmıştır. İbnü’l-Mülakkın’ın hocasından alıntılarının az olduğu ve onun eserinin adına doğrudan atıf yapmadığı, diğer iki şârihin ise farklı ifadelerle ona çokça iktibaslarda bulundukları görülmüştür. Diğer ekollerde ise Moğultay’ın referanslarına çok az rastlanmıştır. et-Telvîh’e atıfta bulunan şârihler muallak rivayetlerden isnat meselelerine, ravî kimlik bilgisinden tahrîc bilgisine, hadis metninin tespitinden siyer ve bâb başlığına kadar çok farklı konularda göndermelerde bulunmuşlardır. Bu durum Moğultay’ın hadis ilminin neredeyse tüm alanlarıyla ilgili farklı âlimlerden atıf aldığını göstermektedir.
The Showrooming Phenomenon Based on Consumer Purchase Intent: Exploratory Factor Analysis of Influencing Factors
Authors: Lan Chengxia
Published: July 2024

The showrooming phenomenon refers to consumers experiencing products offline and then choosing to purchase online, a behavior particularly prominent in the apparel industry. Despite its increasing prevalence in retail, there has been limited exploration of the factors influencing this phenomenon. This study focuses on consumer purchase intent and investigates the showrooming phenomenon in the apparel industry. We identified 44 items related to the influencing factors of the showrooming phenomenon and conducted exploratory factor analysis. Drawing on established theories, we ultimately identified five main influencing factors: price, service quality, perceived trust, perceived value, and perceived risk. The research findings indicate that from the consumers perspective, price remains the most crucial consideration, while service quality gradually assumes significant importance as a primary driver of the showrooming phenomenon. Based on these findings, corresponding strategies and recommendations are proposed.
The Impact of the Optimization Strategy of the Public Transportation System on Sustainable Urban Development
Authors: Huang Haoyu
Published: July 2024

As urbanization accelerates and awareness of environmental conservation rises, the optimization and modernization of public transportation systems, crucial to urban infrastructure, encounter novel challenges and prospects. While public transportation has evolved in the past few years, the city still grapples with issues of inefficiency and poor passenger contentment, hindering its sustainable growth. In this context, there's an immediate need to investigate the ways in which creative optimization strategies can enhance the efficiency of public transit systems and aid in building cities that are both environmentally sustainable and conserve resources. Based on the above, this paper focus on the optimization strategy of the public transportation system and its impact on sustainable urban development. Firstly, the analysis focuses on the current status and challenges of public transportation systems, examining how these relate internally to objectives of sustainable development. Secondly, the leading strategies and technical frameworks for optimizing public transportation systems are presented from theoretical and technical aspects, especially the application value of big data analysis, intelligent scheduling systems, and energy-saving and emission-reduction technology. In addition, the researchers constructed a model to analyze the positive effects of optimization strategies on urban traffic flow, system efficiency, and environmental quality. They verified the actual effectiveness of these strategies through case analysis. To sum up, the research highlights the vital importance of effective and eco-friendly public transportation in lessening city traffic jams, enhancing the living standards of inhabitants, and curtailing carbon emissions. Furthermore, it offers practical experience and strategic advice for other cities.
Redefining Catholic Sisterhood: Intersections of Autonomy and Religion in Sacrilege and Nunsense
Authors: T. S. Krishnaja , Jose Soumya
Published: July 2024

Feminist Catholic sisters epitomize progressive and autonomous women who defy the stereotyped sisterhood, confronting the gender hierarchy within the patriarchal Catholic Church. The religious reforms post-Vatican II and the desideratum of inclusivity for avowed women in decision-making roles have contributed to the emergence of a feminist theological movement that thwarts the erasure of women from religious histories. Delving deep into the feminist theological tenets mirrored in Diane Shaffer’s Sacrilege: A Drama in Two Acts and Dan Goggin’s Nunsense: A Musical Comedy, the present study aims to examine the thespian representation of religious reforms post-Vatican II, exploring the strategies Catholic sisters adopt in their struggle for autonomy. The study contends that the representations of the radical and feminist sisters in the plays potentially challenge the rigid ecclesiastical hierarchy and uphold the deconstruction of sisterhood.
Networked Learning as a Framing of Society
Authors: Brandén Henrik
Published: July 2024

The main purpose of this paper is to explore the idea of conceptualising networked learning, not as a kind of human activity, but as a way of viewing human activities. The hope is to promote collaborations and connections between the field of networked learning and other fields, in ways that may ultimately transform, mutate, and hybridise the fields. To achieve this, four metaphors of society is outlined. These are named the biosphere, the distorted reality, the community, and the market. The metaphors serve as foundations for four different framings of society that directs attention and raises questions about learning. It is noted that by combining several frames, it may be possible to approach networked learning in a more thoughtful, nuanced, and well-balanced way. It is also noted that the use of frames could make it possible to move beyond what has been called the impasse of ideology in the field of networked learning.
Barriers to organisational development in higher education lifelong learning initiatives
Authors: Öhman Peter , Jaldemark Jimmy
Published: July 2024

From an economic human capital perspective, higher education lifelong learning initiatives should include the professional development of individuals as well as organisational development. This indicates the dissolving of boundaries between individual and organisational development and that successful professional development occurs at both individual and aggregated levels. Based on the networked mode, higher education institutions could be closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations. In such initiatives, formal education and informal work-related tasks are blurred and both are emphasised as equally important. In focus are collaborative features and the idea to link theoretical reasoning to authentic organisational problems. To offer higher education lifelong learning for organisational development, Mid Sweden University initiated a project called BUFFL in collaboration with eight organisations belonging to an established network of banks and insurance companies. This paper aims at reporting barriers to organisational development in higher education lifelong learning. It answers the following research question: Which barriers could be identified when implementing a hybrid and networked approach to higher education lifelong learning for organisational development? A case-study-inspired approach was conducted. In total, 328 registrations from the collaborating organisations were documented in the BUFFL courses. In addition to open-ended questions and Likert scale questions in the course evaluations, the methods also included conversations with leading representatives of the collaborating organisations. Although several barriers were highlighted in line with the innovation resistance theory, the main barrier seems to be that no organisation applied lifelong learning as a tool for strategic organisational development. The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed competence development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to the organisation’s competence development. This includes increased responsibility to ensure that investments in the competence area are beneficial for the organisation. Bringing company-relevant data as input to the courses could ensure the establishment of strong links between theoretical perspectives and work-related practices.
Narrowing the definition of Networked Learning
Authors: Brandtstedt Lisa
Published: July 2024

This is a conceptual-philosophical paper and its intention is to address the issue of the definition of Networked Learning which is currently under discussion within the Networked Learning Editorial Community and revolves around the intellectual foundations on which the concept of NL rests. These intellectual foundations are according to some, myself included, overly inclusive and would benefit from some demarcation. This paper suggests such a demarcation through the dissociation of NL from the cognitive constructivist learner-centred perspective on education, which would define Networked Learning more clearly with respect to other adjacent research communities and educational concepts (e.g. Learning Sciences). The dissociation from learner-centrism is argued for on epistemological, pedagogical, and ideological grounds within the context of formal education, and a content-centred perspective is suggested in its stead.
Variation of HE academics’ experiences of designing MOOCs
Authors: Wang Xiaoxia , Sime Julie-Ann
Published: July 2024

There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular.
MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area.
I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.
Activity Centred Signature Pedagogies for the Creation of Digital Educational Publications
Authors: Bülow Morten Winther , Nørgård Rikke Toft , Goodyear Peter
Published: July 2024

In this paper, we draw together three sets of ideas to create a framework for understanding and improving the networked creation of digital educational artefacts. We combine ideas on learning networks and networked learning, activity-centred analysis and design (ACAD) and signature pedagogies. Focusing on establishing a framework for understanding the network practices, the participation of people from different professions and the nature of learning in doing, the paper explores the possibility of constructing a framework that can be customised to the needs of specific professions or of industry-specific multi-professional networks. The case on which we focus, and which we use to inform, illustrate and sharpen some of the argument, is that of digital educational publishing – specifically, the activity of the educational publishing company Systime. However, we see the framework as applicable to a much more extensive range of situations. Consequently, the paper contributes to wider theoretical and practical work on the creation of digital educational artefacts. It also contributes to thinking more deeply about assumptions and practices involved in professional knowledge-building networks: especially where participants develop what we describe as a ‘reflexive designerly disposition’, capable of improving what a network achieves and how it functions.
Teaching with an adaptive technology
Authors: Jørnø Rasmus Leth , Nortvig Anne-Mette , Andersen Bjarke
Published: July 2024

In this paper we present the first findings from a 4 year longitudinal study that investigates the interplay between an adaptive learning technology and educators and students in a nurse education in Denmark. With inspiration from grounded theory we analyse data from 14 hours of classroom observations supplemented by educator interviews, student surveys and mini interviews with students. In the paper we focus on the role of a new technology in the classroom: we ask how data reports from an adaptive learning technology influence educators’ preparations for classroom activities, and we ask how students' technology acceptance evolves over time. Analyzing our data we see three main themes emerge that contributes to answer the research question: 

Interpretative inclinations: The adaptive technology contributes to planning the lessons with a recurring inclination in practice: wrong answers lead to more educator presentations, and correct answers lead to student-centred group work during class.
Implicit comparisons: The use of data reveals the educator’s expectations and assumptions when she implicitly compares the data on the students with her intuition, and when she compares the technology with the physical book. The implicit comparisons make the use of data challenging for the educator.
Reverse adoption: The students find it hard to grasp the intention of the adaptive technology, but they accept and learn to adapt and appreciate it over time.

In contrast to e.g. Rogers’ technology acceptance theory we find that the adaptive learning technology cannot be evaluated per se: in order to describe how a learning technology is accepted and what role it comes to play in an educational context, the parameter of time is mandatory to include in the research design.
How Networked learning can facilitate professional development?
Authors: Soleymani Ali , De Laat Maarten , Itard Laure , Specht Marcus
Published: July 2024

In this review article, our main goal is understanding the Networked Learnings used for professional development. Networked learning can be defined as a form of learning where information and communication technology (ICT) can be used to promote connections between learners and their peers, learners and tutors and learners and learning resources. Such networks play an important role in professional development of employees in different sectors, from high tech industries to traditional businesses, and in both formal teaching and educational programs and informal learning activities. In this review, we explore how networked learning contexts, domains, and levels of scale are practiced and reported in the academic literature. And finally, we will investigate support technologies that have been used to facilitate networked learning for professional development.
Course H[OER]oes? Ethical Data Collection in Open Digital Societies
Authors: Essmiller Kathy , Colquhoun Cristina , Reiter Holly
Published: July 2024

In 2021 networked learning community scholars responded to a call inviting discussion of how they made meaning of the term networked learning and understood its associated practices (Gourlay et al., 2021). The insights shared and questions raised have implications for all educators and scholars working with and among students of all levels. The purpose of this roundtable discussion will be to consider the relevance of these insights and questions for those whose work centers open educational resources and collection of data related to their use. In particular, participants will discuss whether and how to gather, analyse and store data in ways which honour the "trusting relationships" (Gourlay et al., 2021, p. 337) considered essential to "socially just" (Bali, 2020, n.p.) networked learning experiences. Discussants will be invited to unravel to what extent the use, modification, or creation of open educational resources qualify as networked learning, explore the impact the use of related technology has on pedagogy, and work together to explicate whom, in fact, such practices and connections are ultimately for (Gourlay et al., 2021). The authors of this paper will share research and experiences related to the development of a student data privacy framework intended to guide data collection practices for materials created in association with the academic library's open educational resource publishing program.
The paradox of designing networked learning throughout the employee life cycle
Authors: Skårhøj Simon
Published: July 2024

How can organisations cultivate professional and social networks which accelerate knowledge sharing throughout the employee life cycle? The increasing complexity of the workplace environment and continuously changing processes makes it relevant for many organisations to invest in their social network structures, communities, and knowledge sharing. However, ultimately these social and relational processes are depended on the employees’ personalities, interests, ownership, and motivation and which do not necessarily correspond with the organisation’s strategy, priorities, timing, and resources. This constitutes a paradox between the strategic priority for networked learning and the employees’ interest and motivation to participate in knowledge sharing. Both elements are true, interconnected and mutually exclusive elements and raise a paradox (Lüscher, 2019:8) for networked learning designers in organisations between intended design and uncertain evolution.
Symposium 2: The potential for Networked Learning in Environmental Assessment teaching in Sweden
Authors: Longueville Anna , Faith-Ell Charlotta , Kågström Mari
Published: July 2024

This paper explores the current teaching of Environmental assessment (EA) in Sweden. EA processes aim at identifying the potential advantages and disadvantages of a proposed action mainly applied in physical landuse planning and for the approval of projects. EA not achieving best practice has been an issue within research for a long period of time. At the same time, the competence requirements on EA practitioners are very high. Recent court verdicts have raised a concern about the competence status among Swedish practitioners in the field of EA.
The aim of this paper is to explore and analyse the current teaching in EA in Sweden in order to develop this field through influence from other disciplines, in this case Network Learning (NL). The paper builds on two different analyses. The first being an analysis of Swedish EA courses. The second being a comparison of the International Association for Impact Assessment (IAIA) Best Practice Principles for Teaching, and the Design dimensions for NL.
The analysis shows that most of the courses are leaning more towards practical training than integration of research contribution and research training. This means that there is a risk that the students will leave the university with a low absorptive capacity. The analysis has also identified that vital competences are lacking in current teaching. These are the awareness of EA being an interdisciplinary process and integrative and systems thinking. This despite, the ability to synthesize information from different sources to develop a holistic understanding is central to EA practise.
The comparison with the design dimensions for NL experiences shows a clear correlation with the category pedagogy of the IAIA Principles an indirect correlation with content and skills. The social dimension in NL is not visible in the analysed course syllabuses, and notions of conflict management and reflective practice are weak.
The backbone of EA teaching is the same in all countries and there are good opportunities, with technology, to build international teaching networks. This would enable more knowledge sharing in larger teaching communities in the field of EA teaching. Therefore, network learning offers a potential for EA teaching, bridging the gap between theory and practice.
Symposium 3: Re-presencing the digital trace in networked learning design
Authors: Goetz Greta
Published: July 2024

Recent work in and on networked learning outlines the value in taking a relational view of complex assemblages of people and things such that, for example, non-human entities can be both/either learner and/or teacher. The sociomaterialist perspective brings questions of how power remains continuous yet transformed when the social reach of digital technology is accelerating towards a “tipping point” (Schwab & Malleret 2020). This paper will continue the Freirean work of e-quality set out by networked learning’s founders through a transdisciplinary pattern-design learning approach capable of reflexively tracing macro-level technological, scientific, and social constructs and micro-level experience. This will be elaborated through phenomenological hermeneutic design imitative of how we generate or are traced and influenced by digital traces, seeking to ‘re-presence’ (cf. van Loon in Johnson 2020) the digital trace as it plays out across extended systems while making care-ful use of the digital tool. Theory will draw on Ricoeur’s work on the trace and Stiegler’s concept of the recorded mark. Models of how to re-presence and leave further traces in technology enhanced networked learning design will draw on emergent co-creative knowledge networks also employing care-fully chosen digital tools, including Stiegler’s hermeneutic web, community wikis, and digital gardens with the goal to augment that which is “valued in the rest of life” (Goodyear & Retalis 2010).
Symposium 5: Design for networked learning: A case study in health science
Authors: Nguyen Nhung , Terry Gareth , Kehrwald Benjamin , Eberhard Sally , Sim Kwong Nui , Winters Annemie , Chanane Nawal
Published: July 2024

Higher education (HE) institutions have been transforming dramatically since the pandemic started late 2019 and early 2020. After an initial period of emergency online teaching and learning, HE educators have focused our energy on supporting students' learning in a complex dynamic learning environment, where digital/online - material/physical - social elements are interwoven and interrelated. Networked learning can be a useful medium for us in this complex context.
This paper explores a case study of design for networked learning in a health science postgraduate course. The course was designed in the context of a New Zealand university. The paper will examine how the course design reflects the eight principles of design for networked learning, and proposes some recommendations on design for networked learning at a course level. It links practice and theories, and illustrates how networked learning is unpacked in the context of the course design. While the current paper focuses on the design of the course, it is suggested that future research should conduct an evaluation of the design and develop empirical studies on students' and teacher's experience.
Symposium 5: Networked Learning: Classroom Experiences at AUT
Authors: Sim Kwong Nui , Kehrwald Benjamin , Winters Annemie , Chanane Nawal , Eberhard Sally , Nguyen Nhung
Published: July 2024

This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.
Symposium 1: Doctoral education in a national network: providing an epistemic space?
Authors: Lindberg J Ola , Lundin Johan
Published: July 2024

In 2018 the Swedish National Graduate School for Digital Technologies in Education (GRADE) was initiated as a cooperative venture between six Swedish universities. In 2020, the Swedish national research school for the digitalisation of teacher education (in short called UPGRADE) was initiated. GRADE and UPGRADE aims to strengthen the expertise in these areas on a national level in Sweden and, in doing so, increase both national and international cooperation in research training activities. One of the fundamental pillars of GRADE and UPGRADE is the networked character of the doctoral studies, with joint courses provided by the participating universities and arranged using an interdisciplinary approach. The doctoral students are admitted to different disciplines, among others Applied IT, Computer science, Curriculum studies, Education, Educational Work, Informatics, Media technology, Technology and Learning, and Work Integrated Learning. This implies that several issues with a bearing on the digitalization of education, will be researched by the doctoral students from different epistemological and analytical perspectives and with different methodological approaches. At the 2020 Networked Learning Conference in Kolding, a first symposium was held where six of the doctoral students from the GRADE research school presented their work (Lindberg & Lundin, 2020). These reported on theoretical frameworks ranging from the theory of practice architectures (Kemmis et al., 2014; Mahon, Francisco, & Kemmis, 2017), basic conceptual underpinnings of behaviorism (Skinner, 1974); Actor-Network Theory (ANT) (Latour, 2005);  Wenger's expanded theory of Communities of Practice;  a multimodal perspective including things-to-things, things-to-human and human-to-human connections (Bonderup Dohn, Cranmer, Sime, de Laat, and Ryberg, 2018; Jones, 2015); and a focus on the technologies and their functions.
Symposium 1: Interactive and action-oriented instruction for a digital era
Authors: Berg Jennie
Published: July 2024

This paper explores and reflects what the methodological considerations are for a study of classroom practice as networked learning. The area of interest is instruction in reading children´s literature in the primary school classroom, i.e., emergent literature didactics. Digitalization processes in society and school involve new conditions for literature didactics and challenges in the classroom. In today`s society we not only communicate in the form of speech and writing, but the digitalization has resulted in that communication takes place through both texts, images, and sound, i. e. multimodal communication (Jewitt, 2008; Godhe et al., 2020). Except for these changed conditions, it is possible to observe decreasing reading frequency, changing attitudes towards reading, and declining reading comprehension among children and youth in Sweden today (Statens Medieråd, 2017; Skolverket, 2017).
The overall aim of the PhD thesis is to contribute knowledge about how literature didactics is designed in primary school classrooms, with regards to how this instruction enables encounters with and comprehension of children’s literature, through the support of digital technology.
The project consists of three empirical sub-studies with a mixed method approach. In combination with quantitative surveys, qualitative focused observations and interviews with teachers will target instruction in literature didactic, and the role and function of digital technology. Participants are pre- and in-service teachers.
The presentation of sub-study I describes how thirty-seven preservice teachers observed classroom teaching during one school day in different primary schools, with the aim to investigate activities related to fiction reading and the role of digital technology in these settings. The study was analyzed by using a thematic content analysis. The preliminary results show that dialogic reading, where the teacher reads fictions texts aloud and orchestrate a dialogue about it with the pupils, is dominating. The activity is supported by document cameras. In the context of this paper, the dialogic reading is understood as part of many pedagogical practices within networked learning, which includes interplays between teacher and pupils or between pupils. The results raise questions about teachers’ motives for literature choices, design, activities, and uses of technology. The analytical tools used in the first study need to be improved, in order to gain a better understanding of the role and function of technology in reading instruction in primary school settings. In addition, complementary empirical data with different foci need to be collected and contrasted with the empirical results from sub-study I.
Opening a networked learning dialogue on postdigital citizen science and humanities
Authors: Hayes Sarah , Jandrić Petar , Tolbert Sara , Jopling Michael , Brown Cheryl
Published: July 2024

Citizen science, or community science, is generally defined as the involvement of citizens in the collection and analysis of data in collaboration with professional scientists or ecologists. Citizen science initiatives have become more common as technological innovations have increased ways that individuals can participate, enabled larger scale projects and more volunteers to be engaged. Citizen humanities could be said to be a form of citizen science where investigation concerns human values and embedded, diverse, and culturally sensitive knowledge. The development of digital technologies has led to both the field of digital humanities and to new ways to involve citizens in the activities of cultural heritage institutions and academic research. These broad understandings of citizen science and citizen humanities are drawn from disciplinary distinctions concerning how we treat ‘the sciences’ or ‘the humanities’. This is primarily an English language distinction which is much less clear-cut in other languages and cultures, including the ways in which metaphors are adopted as explanatory tools but also carry tacit beliefs and assumptions. In postdigital society it is increasingly hard to separate people’s lives and diverse positionalities from scientific, technological, cultural, linguistic, and political economic changes as these converge to affect communities and individuals. Networked learning is a field that has always shown an active interest in convergences, contribution, and community along with a desire to avoid determinism when examining relationships between learning, technology, and social change. In this paper we draw on this critical networked learning ‘tone’ to explore the activities of citizen science and citizen humanities as they appear to operate as separate fields of research within postdigital society. We argue that discussing the postdigital context surrounding these fields contributes valuable perspectives of knowledge socialism, peer production, collegiality, collaboration, and collective intelligence to help fill certain gaps to meet challenges of the future through community and citizen research. Cross-sector projects that bridge citizen, social, or natural sciences and citizen humanities in diverse locations also need to be community led. This empowers communities not only to acquire new technology enabled capabilities as appropriate to their needs, but also to participate as citizens and activists in the wider political discourse. Therefore, in opening a critically reflexive and relational networked learning dialogue we can locate and occupy important gaps as we grow our understanding of ‘postdigital citizen science’ and ‘postdigital citizen humanities’ as dialectically intertwined fields of cross-sector community research.
METHODS OF BIOSYNTHESIS OF METAL NANOPARTICLES, PROSPECTS OF APPLICATION IN CROP PRODUCTION
Authors: Seytkhanova K. K. , Anikina I. V.
Published: July 2024

The main objective of this review is to consider the environmentally ecological synthesis of nanoparticles with the help o f plants and the importance of this approach, application areas. It can be said that metal nanoparticles take place in all spheres of human life, such as food security, medicine, veterinary medicine, agriculture, environmental protection, energy, electronics. Currently, the development of environmentally friendly methods for the chemical and biological synthesis of metal nanoparticles is a pressing issue attracting significant attention from scientists worldwide. In the biological synthesis of metals, various living organisms, fungi, algae, and plants can be used. And the importance of using these nanoparticles in crop production is still being actively studied. In our work, we reviewed articles by scientists from a number of countries who have widely used this method in various industries. The biocompatibility and stability of metal nanoparticles produced through "green synthesis" have been demonstrated in numerous studies. A thorough literature review also examined the plants used in this synthesis process and the various applications of the synthesized metal nanoparticles based on their properties. Tһe topic of this revew is one of the relevant for Kazakhstan, therefore, the prospects of using metal nanoparticles in agricultural crop production and as growth stimulants and in plant protection are being considered in the country.
PROJECT TO MINIMISE ELECTRICITY LOSSES IN VILLAGE NETS
Authors: Latypov S. I. , Kashevkin A. A. , Fominyh S. S.
Published: July 2024

The article is devoted to the issues of optimisation of loading of available transformers of 0.4 kV electric networks of Ivanovka village. The main part of the existing overhead lines of the village was put into operation in the middle of the last century. And although over the past period of time constantly conducted routine work, still the network needs to assess the condition and, if necessary, reconstruction. The main reason for the works was the low utilisation of a number of transformers due to the reduction of the production sector and population outflow.