“…Felicity Callard is Director of Hubbub, The Hub at Wellcome Collection, UK and Professor in Social Science for Medical Humanities at Durham University, UK. …”

Tabla de Contenidos: “…Results -- 4.1. 2016 Brexit referendum -- 4.2. 2016 US election - Trump -- 4.3. 2017 French elections -- 4.4. 2017 UK general election -- 5. Conclusions -- References -- 6. …”

Tabla de Contenidos: “…17.3.1 European Union Emissions Trading System -- 17.3.2 UK Climate Change Initiatives -- 17.3.3 US Climate Change Initiatives -- 17.3.4 China Climate Change Initiatives -- 17.3.5 India Climate Change Initiatives -- 17.3.6 Russia Climate Change Initiatives -- 17.3.7 Japan Climate Change Initiatives -- 17.4 Summary -- 18 Green Six Sigma and Clean Energy -- 18.1 Introduction -- 18.2 Guiding Factors of Clean Energy -- 18.3 How Clean Energy Solutions Can Reduce Greenhouse Gas Emissions -- 18.4 How Six Sigma Is Helping Clean Energy Initiatives -- 18.5 How Green Six Sigma Can Help Clean Energy Initiatives Further -- 18.6 Summary -- 19 Green Six Sigma and Green Supply Chain -- 19.1 Introduction -- 19.2 Green Thinking and Climate Change Initiatives -- 19.3 Why Green Six Sigma Is Relevant to Green Supply Chain -- 19.4 Green Initiatives by Manufacturers and Suppliers -- 19.5 Green Initiatives by Retailers -- 19.6 Green Initiatives by Consumers -- 19.7 Green Initiatives by Farmers -- 19.8 How Green Six Sigma Can Help Green Supply Chain -- 19.8.1 FIT SIGMA in Efficiency -- 19.8.2 Green Six Sigma in the Environment -- 19.8.3 Green Six Sigma in Ethics -- 19.9 Summary -- 20 Green Six Sigma and Green Transports -- 20.1 Introduction -- 20.2 Guiding Factors of Clean Transports -- 20.3 How Clean Transport Solutions Reduce Greenhouse Gas Emissions -- 20.3.1 Passenger Cars -- 20.3.2 Trucks and Buses -- 20.3.3 Airplanes and Ships -- 20.3.4 Trains -- 20.4 How Six Sigma Is Helping Green Transport Initiatives -- 20.5 How Green Six Sigma Can Help Green Transport Initiatives Further -- 20.6 Summary -- 21 Green Six Sigma and Retrofitting Buildings -- 21.1 Introduction -- 21.2 Guiding Factors of Retrofitting Buildings -- 21.3 How Retrofitting Buildings Provides Solutions for Reducing Greenhouse Gas Emissions -- 21.3.1 Reduce Energy Losses and Energy Consumption -- 21.3.2 Replace Fossil Fuel Boilers and Water Heaters…”

Volumen I: conectar con el ejemplar digitalizado de la Universidad Complutense en Google Books
Volumen II: conectar con el ejemplar digitalizado de la Universidad Complutense en Google Books
Volumen III: conectar con el ejemplar digitalizado de la Universidad Complutense en Google Books
Volumen IV: conectar con el ejemplar digitalizado de la Universidad Complutense en Google Books

“…Key features - Written by leading academics in the field, offering a wealth of experience to make this the definitive textbook on competition law - A critical and contextual approach, addressing the wider economic and practical realities of competition law - An easy-to-follow writing style, bringing competition law to life for students of all levels - Assimilates a wide variety of resources, including judgments, decisions, guidelines, and periodical literature - Regularly used in universities, law firms, economic consultancies, competition authorities and courts New to this edition - Coverage of the new block exemptions and guidelines for vertical agreements, both in the EU and the UK - Coverage of the new block exemptions and guidelines for horizontal cooperation agreements, both in the EU and the UK - Reference to other initiatives such as the EU Foreign Subsidies Regulation and the UK National Security and Investment Act - Discussions of the latest position on digital platforms and the legislative changes made to address this, both in the EU and the UK - Coverage of important policy initiatives, including the sustainability agenda and the Commission's review of Article 102 Digital formats The eleventh edition is available for students and institutions to purchase in a variety of formats --…”

Tabla de Contenidos: “…Intro -- Half Title -- River publishers series in standardisation -- Title - GenerationandApplicationsofExtra-TerrestrialEnvironmentsonEarth -- Copyright -- Contents -- Preface -- List of Contributors -- List of Figures -- List of Tables -- List of Abbreviations -- Introduction -- 1 - The Space Environment -- Chapter_1-The Space Gravity Environment -- 1.1 Open Space -- 1.2 Satellites and Rockets -- 1.3 Typical Gravity at Some Celestial Objects -- 1.4 Conclusion -- References -- Chapter_2.Cosmos: Violent and Hostile Environment -- 2.1 Introduction -- 2.2 Beliefs and Truths -- 2.3 Where Space Begins -- 2.4 Satellite Environment -- 2.4.1 Temperature -- 2.4.2 Atmospheric Drag -- 2.4.3 Outgassing -- 2.4.4 Atomic Oxygen Oxidation -- 2.5 Conclusions -- References -- Chapter_3 Radiation, SpaceWeather -- 3.1 Facilities for Space Radiation Simulation -- 3.2 Protons -- 3.3 Neutrons -- 3.4 Heavy Ions -- 3.5 Facilities Planned -- 3.6 Conclusions -- References -- Chapter_4 Interstellar Chemistry -- References -- Chapter_5 Celestial Bodies -- 5.1 Introduction -- 5.2 General Planetary Simulation Facilities -- 5.2.1 The Centre for Astrobiology Research (CAB), Madrid, Spain -- 5.2.2 Deutsches Zentrum fur Luft-und Raumfahrt (DLR), Berlin,Germany -- 5.2.3 The Open University, Milton Keynes, UK -- 5.2.4 Mars Environmental Simulation Chamber (MESCH),Aarhus University, Denmark -- 5.2.5 The Planetary Analogues Laboratory for Light, Atmosphereand Surface Simulations (PALLAS), Utrecht University,The Netherlands -- 5.3 Mars Wind Tunnels -- 5.3.1 The Planetary Aeolian Laboratory (PAL), NASA AmesResearch Center, Moffett Field, CA, USA -- 5.3.2 The Arizona State University Vortex Generator (ASUVG),Moffett Field, CA, USA -- 5.3.3 The Aarhus Wind Tunnel Simulator (AWTS), Aarhus,Denmark -- 5.4 Instrument Testing Facilities -- 5.4.1 ChemCam Environmental Chamber…”

Tabla de Contenidos: “…Conclusions -- References -- Chapter 8: Smart distribution networks, demand side response, and community energy systems: Field trial experiences and s ... -- 1. The UK electricity context -- 1.1. Overview and future scenarios -- 1.2. …”

Tabla de Contenidos: “…(RQ2c) -- 8.5.5 Effects on Understanding of the Data Linkage Process (RQ3) -- 8.5.6 Effects on Perceptions of the Risk of Data Linkage (RQ4) -- 8.6 Discussion -- References -- Chapter 9 Mixing Modes in Household Panel Surveys: Recent Developments and New Findings -- 9.1 Introduction -- 9.2 The Challenges of Mixing Modes in Household Panel Surveys -- 9.3 Current Experiences with Mixing Modes in Longitudinal Household Panels -- 9.3.1 The German Socio‐Economic Panel (SOEP) -- 9.3.2 The Household, Income, and Labour Dynamics in Australia (HILDA) Survey -- 9.3.3 The Panel Study of Income Dynamics (PSID) -- 9.3.4 The UK Household Longitudinal Study (UKHLS)…”

Tabla de Contenidos: “…5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders -- 5.5.1 Overall Interpretation -- 5.6 Findings and Discussions -- 5.7 Performance Assessment -- 5.7.1 Access Time and Number of Trials -- 5.7.2 Quality of Content Delivery -- 5.8 Conclusion -- References -- Chapter 6 Significance of e-Learning in Indian Modern Higher Education System: A Review -- 6.1 Introduction -- 6.2 Review of Literature -- 6.2.1 e-Learning -- 6.2.2 Learning Shift Toward Online -- 6.2.3 e-Learning-Related Studies -- 6.2.4 Importance of e-Learning -- 6.2.5 Barriers or Disadvantages of e-Learning -- 6.2.6 e-Learning and Higher Education -- 6.3 Conclusion -- References -- Chapter 7 Homeschooling: A Case Study Based on Delhi, India -- 7.1 Introduction -- 7.2 Data Collection and Methodology -- 7.3 Literature Review -- 7.4 Data Analysis and Major Findings -- 7.5 Survey -- 7.5.1 Area -- 7.5.2 Income Distribution -- 7.5.3 Education Qualification -- 7.5.4 Earning Member of Family -- 7.5.5 Awareness About Homeschooling -- 7.5.6 Likeliness to Adopt Homeschooling -- 7.6 Policy Recommendations -- 7.7 Regulation of Homeschooling in the USA -- 7.8 Regulation of Homeschooling in the UK -- 7.9 Roadmap for India -- 7.10 Conclusion -- 7.11 Challenges and Recommendations -- References -- Chapter 8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance -- 8.1 Introduction -- 8.1.1 Reasons for Undertaking Current Study and Methodology Adopted -- 8.2 Sample and Population -- 8.3 Findings of the Study -- 8.3.1 Findings Related to Objective 1 -- 8.3.1.1 Hypothesis Testing -- 8.3.2 Findings Related to Objective 2 -- 8.3.3 Findings Related to Objective 3 -- 8.3.3.1 Major Challenges in Online Mode of Teaching -- 8.3.3.2 Effectiveness of Teaching Methods -- 8.4 Discussion Based on the Study -- 8.5 Conclusion -- References…”

Tabla de Contenidos: “…3.5.1 Example 4: authentication gaps: losing user trust to malicious exploits -- 3.5.2 Example 5: credential stuffing, blaming users for data theft -- 3.6 Cyber and cognitive resilience building -- 3.6.1 Humans need to know what they are doing to manage their cybersecurity -- 3.6.2 Humans need to understand what can go wrong -- 3.6.3 Humans need to be willing to learn from their (and others) experiences -- 3.6.4 Thinking under pressure: navigating the digital world -- 3.6.5 Humans need to adapt to the fast-moving digitisation of the world -- 3.7 Conclusion -- 3.8 Acknowledgement -- References -- 4 Cybersecurity in australian higher education curricula: the SFIA framework -- 4.1 Introduction -- 4.2 Curriculum design -- 4.3 Frameworks -- 4.4 Skills framework for the information age (SFIA) -- 4.5 Two examples of accrediting bodies -- 4.6 Other frameworks -- 4.6.1 NIST national initiative for cybersecurity education (NICE): the United States -- 4.6.2 CSEC2017 for cyber and CC2020 for computer science -- 4.6.3 The cybersecurity body of knowledge (CyBOK) - UK -- 4.6.4 Cybersecurity skills framework (SPARTA) - Europe -- 4.7 Discussion -- 4.8 Conclusion -- References -- 5 Dark echoes: the exploitative potential of generative AI in online harassment -- 5.1 Background -- 5.1.1 Introduction to generative AI -- 5.1.2 Applications across various domains -- 5.1.3 Fundamentals of generative AI algorithms -- 5.1.4 Autonomous creation of lifelike content -- 5.1.5 Ethical and security implications -- 5.1.6 Vulnerabilities exploited by malicious actors -- 5.2 Significance of the issue -- 5.2.1 Escalation of online harassment through generative AI -- 5.2.2 Legal and ethical quandaries -- 5.2.3 Strategies for detection, prevention, and redress -- 5.3 Generative AI and online harassment: an unholy alliance -- 5.3.1 Exploitative potential -- 5.3.2 Lifelike content creation…”

Tabla de Contenidos: “…Chapter 10: Low impact development features: hydrological and environmental effects -- 10.1 Introduction -- 10.2 Low Impact Development (LID) -- 10.2.1 Principles and goals -- 10.2.2 Integrated management practices (IMPs) for LID -- 10.2.3 Sizing criteria of LID facility -- 10.2.3.1 Water quality volume (WQV) -- 10.2.3.2 Water quality flow (WQF) -- 10.2.3.3 Groundwater recharge volume (GRV) -- 10.2.4 Pretreatment and sediment control -- 10.2.4.1 Pretreatment considerations: -- 10.3 Hydrological and Environmental Effects -- 10.3.1 Changes of water quality and runoff flow after LID application -- 10.3.2 Effect on the volume reduction after LID application -- 10.3.3 Effect on the pollutant reduction after LID application -- 10.3.4 Ancillary effects and benefits of LID application -- 10.4 Conclusion -- References -- Chapter 11: The application of sustainable drainage technology: challenges and solutions -- 11.1 Introduction -- 11.2 Three European Case Studies -- 11.3 Engineering Considerations -- 11.3.1 J4M8 Distribution park, near Bathgate, West Lothian -- 11.3.1.1 Objectives and challenges -- 11.3.1.2 Added value and benefits -- 11.3.1.3 Solutions -- 11.3.2 Dunfermline east expansion site, Dunfermline, Scotland UK -- 11.3.2.1 Objectives and challenges -- 11.3.2.2 Added value and benefits -- 11.3.2.3 Solutions -- 11.3.3 Hoppegarten industrial estate, near Berlin, Germany -- 11.3.3.1 Objectives and challenges -- 11.3.3.2 Added value and benefits -- 11.3.3.3 Solutions -- 11.4 Discussion -- 11.4.1 Biodiversity or simply effective drainage -- 11.4.2 Keeping to a strategic plan -- 11.4.3 Risks of failures on early application of new ideas -- 11.4.4 Multiple benefits from the SUDS features -- 11.4.4.1 Innovation -- 11.5 Conclusions -- References -- Appendix: Photographs of the Three Case Study Sites…”