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Following the development of the contents and activities (Output 11) for the small private online course (EKT SPOC), University College of Teacher Education Vienna has taken on the role of development of the framework for training key school placement actors - student teachers (prospective teachers), academic mentors (university tutors, lectures) and school mentors (school teachers, cooperating teachers, mentors). This constitutes EKT Pilot Preparation Phase. The EKT Pilot Preparation Phase, the training process, has four key aims: Introduce the course participants with the EKT system; Start coordination and communication processes prior to the in-school placement between academic mentors (university tutors), student teachers, and school teachers (school mentors); Start reflective process by reflecting on student teachers’ expectations for the in-school placement; Start an inquiry process that could be developed during the in-school placement experience via observation, professional dialogue, teaching probes, and critical reflection. This report describes the training process prior to the EKT pilot as well as provides all the keys to re-use the training contents created and documents the training actions carried out in the five European countries and initial teacher education institutions., EKT Project: Improving Educational innovation, competitiveness and quality of higher education through collaboration between University and Companies (Educational Knowledge Transfer). Agreement number 612414-EPP-1-2019-1-ES-EPPKA2-KA https://ektproject.eu/

© 2020 The Author(s) Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent.

One of the best known places on Earth where volcanology meets archaeology and history is the volcanic island of Santorini (Thíra), Greece. It is famous for the cataclysmic Late Bronze Age (Minoan) Plinian eruption which destroyed the Minoan culture that flourished on the island. Hosting a central, flooded caldera bay and, within that, the active islands of Palaea and Nea Kameni, Santorini volcano has been the focus of international research efforts for over one and a half centuries. In this paper, we summarize recent findings and related ideas about the Minoan physiography of the island, also known as Strongyli, from a volcanological, geomorphological and archaeological point of view. As proposed as early as the 1980s, a central caldera bay existed prior to the Late Bronze Age. Probably characterised by a smaller size and located in the northern part of the present-day caldera, this earlier caldera bay was formed during the previous Plinian eruption – called Cape Riva eruption – c. 22,000 years ago. Within the caldera bay, a central island, Pre-Kameni, existed, named after the present-day Kameni Islands. High-precision radioisotopic dating revealed that Pre-Kameni started to grow c. 20,000 years ago. Whereas volcanologists have accepted and refined the caldera concept, archaeologists have generally favoured the theory of an exploded central cone instead of a pre-existing central caldera. However, analysis of the Flotilla Fresco, one of the wall paintings found in the Bronze Age settlement of Akrotiri, reveals the interior of a Late Bronze Age caldera that may be interpreted as a realistic landscape. Approximately 3600 years ago, the island of Strongyli was destroyed during the explosive VEI = 7 Minoan eruption. Pre-Kameni was lost by this eruption, but its scattered fragments, together with other parts of Strongyli, can be recovered as lithic clasts from the Minoan tuffs. On the basis of photo-statistics and granulometry of the lithic clasts contained in the Minoan tuffs, complemented by volumetric assessment of the erupted tephra and digital elevation model (DEM) analysis of alternative models for the pre-eruptive topography, the volume of Pre-Kameni can be constrained between 1.6 and 3.0 km3, whereas the volume of the destroyed portion of the ring island of Strongyli between 9.1 and 17.1 km3. Of these, the larger values are considered more realistic, and imply that most of the destroyed part of Strongyli was incorporated as lithic components in the Minoan tuffs, whereas up to 3 km3 of Strongyli might have been downfaulted and sunken during caldera formation and is not accounted for in the lithics. © 2020 The Authors

Objective: The purpose of this project was to evaluate the potential of electrically-induced pupil responses as an objective parameter for the function of retinal neurons. In particular, the pupillary reactions to diverse stimulation frequencies were analyzed to investigate the possibility of cell-specific[for full text, please go to the a.m. URL], Artificial Vision 2019