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ABSTRACTSludge Reed beds have been used for dewatering (draining and evapotranspiration) and mineralisation of sludge in Denmark since 1988 when the first sludge processing system was introduced. Sludge from wastewater treatment plants (2,500‐125,000 pe) is treated in sludge reed bed systems with 1–18 basins with loading rates of 25–2,200 tonnes dry solids/year for ten years. In 2002, approximately 95 systems were in operation. Dimensioning and design of reed bed systems depends on the sludge production rate, sludge type, quality and regional climate.The maximum sludge loading rate is approximately 50–60 kg DS/m2/year. Loading cycles are related to the sludge type and the age of the sludge reed systems. The sludge residue will, after approximately ten years of operation, reach an approximate height of 1.2–1.5 metres with dry solids content of 30–40%. Experience has shown that the quality of the final product with respect to heavy metals, hazardous organic compounds and pathogen removal after ten years of treatment make it possible to recycle the biosolids to agriculture as an enhanced treated product.

The main purpose of this paper is to improve on the conceptual as well as the methodological aspects of BSC as a quantitative model by combining elements from traditional balanced scorecard (BSC) thinking with the Systems Thinking. This is done by combining short and long term aspects of measurements. The result is then used to build and construct a balanced scorecard model for strategic learning with the specific aim to maintain satisfied customers and motivated employees. Strategic planning, operational execution, feedback, and learning are some of the most important key features of any performance measurement model. This paper aims to address not only the conceptual domain related to BSC, that is, learning and system dynamics causality and feedback, but also the methodological domain concept of precision solved by differential equations. Our results show how a potential move from a static strategic vision map to a linked and dynamic understanding may be not fully realistic but very useful for learning purposes. The new knowledge obtained from the learning feedbacks fertilizes both decision discussion and decision-making and what may be required in order to move to the next level of BSC and system dynamics integration.

The ECEC area – traditionally located in the "outskirts" of societal interest – has gradually moved towards a more central position, as an politicized area of social intervention and learning. New demands for evidence, new relations of economic interests, new research focusing on "what works" and new monitorial demands are evolving. At the same time, both transnational and national learning agendas is being implemented at a very large scale, carrying commercial systems, strong didactical implications and intensified requirements regarding control and documentation. This development has transformed the role of the ECEC institutions. But what about the professional? The question is whether we are looking at a completely new type of professionalism of the ECEC pedagogue. The aim of this symposium is to discuss the change in professionalism of edagogues, in the light of this drastic development, based on three different perspectives on this question, drawing on three different empirical studies. ; The ECEC area – traditionally located in the "outskirts" of societal interest – has gradually moved towards a more central position, as an politicized area of social intervention and learning. New demands for evidence, new relations of economic interests, new research focusing on "what works" and new monitorial demands are evolving. At the same time, both transnational and national learning agendas is being implemented at a very large scale, carrying commercial systems, strong didactical implications and intensified requirements regarding control and documentation. This development has transformed the role of the ECEC institutions. But what about the professional? The question is whether we are looking at a completely new type of professionalism of the ECEC pedagogue. The aim of this symposium is to discuss the change in professionalism of edagogues, in the light of this drastic development, based on three different perspectives on this question, drawing on three different empirical studies.

In this insightful collection, academic experts consider the impact of neoliberal policies and ideology on the status of care work in Nordic countries. With new research perspectives and empirical analyses, it assesses challenges for care work including technologies, management and policy-making. Arguing that there is a care crisis even in the supposedly feminist Nordic 'nirvana', this book explores understandings of the care crisis, the serious consequences for gender equality and the hitherto neglected effects on the long-term sustainability of the Nordic welfare states. This astute take on the Nordic welfare model provides insights into what the Nordic experience can tell us about wider international issues in care

The five Nordic countries, Denmark, Finland, Iceland, Norway and Sweden, are well-known for their extensive welfare system and gender equality which provides both parents with opportunities to earn and care for their children. In this topical book, expert scholars from the Nordic countries, as well as UK and the US, demonstrate how modern fatherhood is supported in the Nordic setting through family and social policies, and how these contribute to shaping and influencing the images, roles and practices of fathers in a diversity of family settings and variations of fatherhoods. This comprehensive volume will have wide international appeal for those who look to Nordic countries and their success in creating gender equal societies