The world’s fresh water supplies are dwindling rapidly—even wastewater is now considered an asset. By 2025, most of the world's population will be facing serious water stresses and shortages. Aquananotechnology: Global Prospects breaks new ground with its informative and innovative introduction of the application of nanotechnology to the remediation of contaminated water for drinking and industrial use. It provides a comprehensive overview, from a global perspective, of the latest research and developments in the use of nanotechnology for water purification and desalination methods. The book also covers approaches to remediation such as high surface area nanoscale media for adsorption of toxic species, UV treatment of pathogens, and regeneration of saturated media with applications in municipal water supplies, produced water from fracking, ballast water, and more. It also discusses membranes, desalination, sensing, engineered polymers, magnetic nanomaterials, electrospun nanofibers, photocatalysis, endocrine disruptors, and Al13 clusters. It explores physics-based phenomena such as subcritical water and cavitation-induced sonoluminescence, and fog harvesting. With contributions from experts in developed and developing countries, including those with severe contamination, such as China, India, and Pakistan, the book’s content spans a wide range of the subject areas that fall under the aquananotechnology banner, either squarely or tangentially. The book strongly emphasizes sorption media, with broad application to a myriad of contaminants—both geogenic and anthropogenic—keeping in mind that it is not enough for water to be potable, it must also be palatable.

This book presents selected papers from the ‘World Engineering Education Forum & Global Engineering Deans Council,’ held in November 2016 in Seoul, Korea. The massive changes currently underway in all areas of society, especially in engineering (and consequently in engineering education), call for new pedagogic qualifications and approaches. To face these current real-world challenges, higher education has to find innovative ways to quickly respond to these new needs. The papers gathered here address three essential problems:- The main approach to engineering in the 21st century is collaboration - at many levels, within universities or colleges, between institutions, and on a global scale. At the same time, we need a new quality of collaboration between academia, industry, professional and governmental organizations. - The complexity of engineering projects and solutions is rapidly growing, and increasingly includes non-technical aspects. - One of the key tasks for future engineers will be the development of a sustainable society, which is essential to keeping the global environment in balance.

As the most influential activity for social and economic development of individuals and societies, education is a powerful means of shaping the future. The emergence of physical and digital technologies requires an overhaul that would affect not only the way engineering is approached but also the way education is delivered and designed. Therefore, designing and developing curricula focusing on the competencies and abilities of new generation engineers will be a necessity for sustainable success. Engineering Education Trends in the Digital Era is a critical scholarly resource that examines more digitized ways of designing and delivering learning and teaching processes and discusses and acts upon developing innovative engineering education within global, societal, economic, and environmental contexts. Highlighting a wide range of topics such as academic integrity, gamification, and professional development, this book is essential for teachers, researchers, educational policymakers, curriculum designers, educational software developers, administrators, and academicians.

In Belonging and Identity in STEM Higher Education, leading scholars, teachers, practitioners and students explore belonging and identity in Science, Technology, Engineering and Mathematics (STEM) fields, and how this is impacted by disciplinary changes and the post-pandemic higher education context. In STEM fields, positivist approaches and a focus on numerical data can lead to assumptions that they are unemotional, impersonal disciplines. The need for mathematical competency, logical thinking and disciplinary contexts can be barriers to engagement, belonging and success in STEM. STEM ways of thinking, such as those underpinning abstract and complex mathematics, can form the basis for new ways of conceptualising belonging for both staff and students, going beyond socio-demographic and cultural differences. In this book, chapters and case study contributions analyse what is unique about STEM educational environments for staff and students in the UK, Ireland, Europe, Scandinavia and Asia. The authors examine the role of STEM pedagogies in facilitating belonging, variable impacts across student characteristics and the experiences STEM students face in their higher education experiences. It provides a valuable resource for those working in equity diversity and inclusion (EDI), STEM educational researchers and practitioners, as well as offering insights for academics and teachers in STEM higher education.

From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way. The volume addresses both students and educators. Part I explores ways of supporting student achievement from STEM to the arts, from introductory courses to doctoral training, and from using new digital media to reflective writing. Part II focuses on academic staff development in higher education, reaching from curriculum design to pedagogic practices. All chapters focus on issues of contemporary relevance to higher education, showing how Legitimation Code Theory enables these issues to be understood and practices improved. Building Knowledge in Higher Education brings together internationally renowned scholars in higher education studies, academic development, academic literacies, and sociology, with some of the brightest new researchers. The volume significantly extends understandings of teaching and learning in changing higher education contexts and so contributes to educational research and practice. It will be essential reading not only to scholars and students in these fields but also to scholars and educators in higher education more generally.

Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.

This open access book provides an overview of the progress in landslide research and technology and is part of a book series of the International Consortium on Landslides (ICL). The book provides a common platform for the publication of recent progress in landslide research and technology for practical applications and the benefit for the society contributing to the Kyoto Landslide Commitment 2020, which is expected to continue up to 2030 and even beyond to globally promote the understanding and reduction of landslide disaster risk, as well as to address the 2030 Agenda Sustainable Development Goals.

Geotechnical Risk and Safety V contains contributions presented at the 5th International Symposium on Geotechnical Safety and Risk (5th ISGSR, Rotterdam, 13-16 October 2015) which was organized under the auspices of the Geotechnical Safety Network (GEOSNet) and the following technical committees of the of the International Society of Soil Mechanics and Geotechnical Engineering (ISSGME): • TC304 Engineering Practice of Risk Assessment & Management • TC205 Safety and Serviceability in Geotechnical Design • TC212 Deep Foundations • TC302 Forensic Geotechnical Engineering Geotechnical Risk and Safety V covers seven themes: 1. Geotechnical Risk Management and Risk Communication 2. Variability in Ground Conditions and Site Investigation 3. Reliability and Risk Analysis of Geotechnical Structures 4. Limit-state design in Geotechnical Engineering 5. Assessment and Management of Natural Hazards 6. Contractual and Legal Issues of Foundation and (Under)Ground Works 7. Case Studies, Monitoring and Observational Method The 5th ISGSR is the continuation of a series of symposiums and workshops on geotechnical risk and reliability, starting with LSD2000 (Melbourne, Australia), IWS2002 (Tokyo and Kamakura, Japan), LSD2003 (Cambridge, USA), Georisk2004 (Bangalore, India), Taipei2006 (Taipei, Taiwan), the 1st ISGSR (Shanghai, China, 2007), the 2nd ISGSR (Gifu, Japan, 2009), the 3rd ISGSR (Munich, Germany, 2011) and the 4th ISGSR (Hong Kong, 2013).

This book is a part of ICL new book series “ICL Contribution to Landslide Disaster Risk Reduction” founded in 2019. Peer-reviewed papers submitted to the Fifth World Landslide Forum were published in six volumes of this book series. This book contains the followings: • Four Forum lectures and one award paper • Sendai Landslide Partnerships, Kyoto Landslide Commitment, and International Programme on Landslides. • Landslide-induced tsunamis • Landslides at UNESCO designates sites and contribution from WMO, FAO, and IRDR • Education and Capacity Development for Risk Management and Risk Governance Prof. Kyoji Sassa is the Founding President and the Secretary-General of International Consortium on Landslides (ICL). He has been the Editor-in-Chief of International Journal Landslides since its foundation in 2004. Prof. Matjaž Mikoš is the Vice President of International Consortium on Landslides and Vice President of Slovenian Academy of Engineering. He is a Professor and Dean of Faculty of Civil and Geodetic Engineering, University of Ljubljana, Slovenia. Dr. Shinji Sassa is Head of Soil Dynamics Group and Research Director of International Research Center for Coastal Disasters, Port and Airport Research Institute, National Institute of Maritime, Port and Aviation Technology, Japan. Prof. Peter Bobrowsky is the President of International Consortium on Landslides. He is a Senior Scientist of Geological Survey of Canada, Ottawa, Canada. Prof. Kaoru Takara is the Executive Director of International Consortium on Landslides. He is a Professor and Dean of Graduate School of Advanced Integrated Studies (GSAIS) in Human Survivability (Shishu-Kan), Kyoto University. Dr. Khang Dang is the Secretary General of the Fifth World Landslide Forum. He also serves as the Research Promotion Officer of ICL and a Lecturer at the University of Science, Vietnam National University, Hanoi.

This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE) Technical Committee (TC306) on Geo-engineering Education. SFGE 2012 has been carefully crafted to showcase a diversity of effective and engaging approaches to geo-engineering education while raising awareness of how crucial this effort is to the future development of the engineering profession. The five keynote papers were chosen to pr.