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In Zygmunt Bauman’s work, ambivalence was a topic that explicitly recurred several times in his analyses of modernity and later liquid modernity. This was particularly evident in his book Modernity and Ambivalence (1991). But ambivalence also appears as an underlying theme in later books on life in liquid-modern society (e.g. Bauman 2000). Moreover, Bauman’s socio-logical perspective itself oozes of ambivalence, and many of the topics he explored and em-braced throughout his career – such as freedom, morality, immortality and utopia – are them-selves fundamental expressions of ambivalence. In addition, Bauman always insisted that the world is a not fixed once and for all, but that humans can challenge and change it (Tester 2004:9), and in this way ambivalence is not an ailment to be cured but rather a fact to be ac-cepted. This article thus explores the theme and leitmotif of ambivalence in the writings of Bauman. The article seeks to provide a compact presentation and discussion of Bauman’s continuous engagement with ambivalence in order to show that sociology perhaps ought to take the topic of ambivalence more seriously than is currently the case. In Zygmunt Bauman’s work, ambivalence was a topic that recurred explicitly several times in his analyses of modernity and later liquid modernity. This was particularly evident in his book Modernity and Ambivalence (1991). But ambivalence also appears as an underlying theme in later books on life in liquid-modern society. Moreover, Bauman’s sociological perspective itself oozes ambivalence, and many of the topics he explored and embraced throughout his career – such as freedom, morality, immortality and utopia – are themselves fundamental expressions of ambivalence. In addition, Bauman always insisted that the world is not fixed once and for all, but that humans can challenge and change it, and in this way ambivalence is not an ailment to be cured but rather a fact to be accepted. This article explores the theme and leitmotif of ambivalence in the writings of Bauman. The article seeks to provide a concise presentation and discussion of Bauman’s continuous engagement with ambivalence in order to show that sociology perhaps ought to take the topic of ambivalence more seriously than is currently the case.

Assisting employees in acquiring the knowledge and skills necessary to use new services and technologies on the shop floor is critical for manufacturers to adapt to Industry 4.0 successfully. In this paper, we employ a learning, training, assistance-formats, issues, tools (LTA-FIT) approach and propose a framework for a language-enabled virtual assistant (VA) to facilitate this adaptation. In our system, the human–robot interaction is achieved through spoken natural language and a dashboard implemented as a web-based application. This type of interaction enables operators of all levels to control a collaborative robot intuitively in several industrial scenarios and use it as a complementary tool for developing their competencies. Our proposed framework has been tested with 29 users who completed various tasks while interacting with the proposed VA and industrial robots. Through three different scenarios, we evaluated the usability of the system for LTA-FIT based on an established system usability scale (SUS) and the cognitive effort required by the users based on the standardised NASA-TLX questionnaire. The qualitative and quantitative results of the study show that users of all levels found the VA user friendly with low requirements for physical and mental effort during the interaction.

The history of the European Federation of Societies in Ultrasound in Medicine and Biology (EFSUMB) is closely related to the general history of ultrasound. In the presented paper the physical background and history of technologies including A-mode, Time motion or M-mode, 2D Imaging (B-mode) are summarized. In addition, ultrasound tissue characterization, Doppler ultrasound, 3D and 4D ultrasound, intracavitary and endoscopic ultrasound, interventional ultrasound, ultrasonic therapy, contrast enhanced ultrasound (CEUS) and key developments in echocardiography are discussed.

Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and prevented their influence in the public sphere.

This article contributes towards scholarship on teaching environmental history by analysing a series (Chernobyl, 2019) and film (Dark Waters, 2019). It argues that the immediacy of such media offer an ideal entry point into environmental history and history of science for students first studying those subjects. As well, it provides a model for how to use media in environment history.

Abstract2 Cor 10–13 may be seen to hang together closely, both internally and with the rest of the canonical letter, once one notices the very careful manner in which Paul distinguishes between and handles three groups: (i) the Corinthians as such, a group that includes his ‘own people’ and sometimes also (ii) his internal critics; and (iii) the rival missionaries. The four chapters are built over a set of four motifs: 2nd or 3rd person? absence or presence? meekness or boldness? building up or tearing down? In light of this, one finds the following structure: A (10.1–11) on the i- and ii-groups; B (10.12–11.21), C (11.22–12.10), and D (12.11–13) on the iii- and i-groups; and E (12.14-13.13) on the i- and ii-groups. The four chapters – and indeed, the letter as a whole – have an inner dynamic that reaches its writerly goal in the comparison of Paul to the iii-group (C). The final, rhetorical aim, however, consists in establishing the proper relationship between Paul himself and the i-group as he is about to reach Corinth once more in the flesh.