Epilepsy remains the most common neurologic disorder in childhood and adolescence, with certain epilepsy syndromes such as childhood absence epilepsy (CAE) and juvenile myoclonic epilepsy (JME) being more common in girls. Psychiatric disorders are a common comorbidity in children with epilepsy, especially two behavioral conditions: attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder. In addition, psychosocial issues of stigma, bullying and violence remain potent disruptors of patients’ development at this stage in their lives. Emerging information on how cultural, ethnical and gender diversity may affect care should also be taken into consideration and proactively addressed. As the care of children and adolescents with epilepsy has grown more complex over the past decades, the transition from pediatric to adult care systems needs to become purposeful, such as the medical, psychosocial, educational and vocational needs of young adults with long-term medical conditions are actively

This chapter analyses the political and social dynamics that unfolded in Norway following the country’s liberation on 8 May 1945 and how these shaped the contours of the treason trials in the long term. At the political level, it demonstrates, the early consensus between the returning exile government and the resistance forces in Norway on the topic of the trials was a key reason as to why they were largely implemented according to plan. At the social level, the swift commencement of the trials satisfied a strong public demand and was deemed a requirement for securing a peaceful transition period. The final section of the chapter details the public pressure felt by representatives of the Norwegian Parliament (Storting) in July 1945 as they debated and passed some of the basic instruments of the trials, most notably an act approving of the use of the death penalty.

Turbulent flow is an important branch of fluid mechanics with wide-ranging occurrences and applications, from the formation of tropical cyclones to the stirring of a cup of coffee. Turbulence results in increased skin friction and heat transfer across surfaces, as well as enhanced mixing. As such, it is of practical significance, and there is a need to establish predictive methods to quantify turbulent flows. Equally important is a physical understanding of turbulent flows to guide strategies to model and control turbulence-driven phenomena. We focus on the study of turbulent flows and draw on theoretical developments, experimental measurements, and results from numerical simulations. Turbulent flows are governed by the Navier-Stokes equations. The solution of these equations for turbulent flows displays chaotic and multiscale behavior. When averaged, the nonlinear terms in the Navier-Stokes equations lead to the so-called closure problem, where additional unknowns are introduced in the mean flow equations. These unknowns are typically modeled using intuition, experience, and dimensional arguments. We present the scaling and dimensional analysis necessary for model development.

English Medium Instruction (EMI) research has highlighted the transition from secondary schools to EMI higher education as a critical stage that shapes students’ learning behaviors and perceptions. However, longitudinal studies that draw on a quantitative design to outline students’ patterns of academic development during the transition period are scarce. While investigating students’ language-related academic difficulties, previous research has predominantly treated students as a unitary cohort without exploring the disparities that may arise from individual difference variables. This chapter reports an empirical case study that adopts a longitudinal quantitative design to identify patterns of change in students’ perceptions of lecture listening difficulties during their first semester transitioning into an EMI university in China. The study also explores variations in these patterns that are associated with students’ English listening proficiency upon entry. Key methodological procedures for designing and implementing the study will be introduced, while along with sharing suggestions for handling the typical challenges of attrition and missing data in longitudinal quantitative research. The chapter concludes with methodological implications of the study for EMI research, and offers suggestions for future research based on a critical reflection of the study’s limitations.

This chapter employs a survey to ask whether the efforts of various climate networks as part of collaborative climate governance are perceived as effective. Sweden is known for being a corporatist state in which dialogue with stakeholders is a key feature of policy development. This can also be seen in the way that the Swedish government has developed its policies for decarbonization by establishing the multi-stakeholder initiative Fossil Free Sweden as a flagship. However, there are numerous other climate networks that are led by non-state and sub-state actors and operate independently of state action. This chapter outlines a set of multi-actor networks that work to contribute to achieve Sweden’s climate targets and assesses them in terms of perceived effectiveness. By studying the perceptions of key stakeholders, this chapter seeks to understand the contributions of various climate networks to Swedish decarbonization beyond measurable emission reductions, thereby paving the way for critical reflections about the role of collaborative climate action in broader governance arrangements.

Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.

The greatest progress so far in decarbonising the global economy has been made by governments that ignored the advice of economists. Investing in new technologies turns out to be a more effective way of changing things than taxing the incumbents. We need to stop being surprised by this and start replicating those successes.

Despite solar and wind power generating the cheapest electricity in history, around forty countries are still building new coal-burning power plants – the worst thing anyone can do for climate change. How two years of campaigning led to twenty countries committing to phase-out coal power, and what needs to happen next.

Change in the economy, just as in the climate, can be self-reinforcing, sudden, and irreversible. The world’s fastest transitions to renewable energy and electric vehicles are happening in countries where economic tipping points have been crossed in these sectors. By deliberately targeting these thresholds, we can achieve large-scale change much more quickly than we might expect. To find these opportunities, we need to move away from traditional cost–benefit analysis and adopt a very different approach to decision-making.

This chapter focuses on the transition process, called the Expert Transition Cycle, which an individual goes through each time they make a transition. It reviews the more traditional models including vocational models, career anchors, psychometric models, work adjustment theories, and psychologically based models as well as ecologically and socially embedded models. It then reviews more contemporary transition process models, focusing on two models, working identity and identity status, which inform the study of identities in transition in the research. Finally, it presents the Expert Transition Cycle, which is the basis for determining how identity changes during a transition. This model includes five stages: Intention, Inquiry, Exploration, Commitment, and Integration.

This final chapter looks ahead to the role of creativity and motivation, collaboration, and the locus of control within business and education contexts.