This chapter presents Republican-era efforts to turn the Yangtze River into an engine of developmental nation-building by erecting a Three Gorges Dam. Starting with Sun Yat-sen’s initial proposal in 1919 and closing with the Sino-American attempt in the 1940s, this chapter examines how Chinese and foreign actors pursued this developmental dream.Undeterred by the financial challenges of the project, the dam’s backers argued China could overcome a domestic dearth of capital by working with foreign collaborators. This joint venture would benefit both China and foreigners by not only easing trade with the Chinese interior and creating a marvel of modern engineering, but also because the dam would furnish a gargantuan electrical stimulus to the transformation of China into an industrial powerhouse with a growing demand for foreign products. Although the dam was not constructed in the Republican period, Chinese and foreign actors would continue to pursue the infrastructural fantasy of installing mammoth dams on China’s rivers to fuel national industrialization on both sides of the Taiwan Straits during the Cold War.

This chapter analyzes the impact of American funds, technology, and expertise on Chinese civil aviation during the 1940s, focusing on the case of the China National Aviation Corporation (CNAC). It argues that socioeconomic crisis and disparity both shaped and was intensified by Sino-American aviation projects. Driving forces in cooperation lay in American efforts to establish political, technical, and economic foundations for Pan Am’s planned trans-Pacific routes, as well as Chinese hopes of accessing American technology and funding to support domestic aviation. The resulting programs rarely made concrete progress on this goal. Rather, they reflected the messy entanglement of Chinese and American engineers, businessmen, and officials in a web of quasi-official relationships sharing knowledge, equipment, and financial resources.

This chapter provides the tools to compute catastrophe (CAT) risk, which represents a compound measure of the likelihood and magnitude of adverse consequences affecting structures, individuals, and valuable assets. The process consists of first establishing an inventory of assets (here real or simulated) exposed to potential hazards (exposure module). Estimating the expected damage resulting from a given hazard load (according to Chapter 2) is the second crucial step in the assessment process (vulnerability module). The application of damage functions to exposure data forms the basis for calculating loss estimates (loss module). To ensure consistency across perils, the mean damage ratio is used as the main measure for damage footprints D(x,y), with the final loss footprints simply expressed as L(x,y) = D(x,y) × ν(x,y), where ν(x,y) represents the exposure footprint. Damage functions are provided for various hazard loads: blasts (explosions and asteroid impacts), earthquakes, floods, hail, landslides, volcanic eruptions, and wind.

The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

The second edition of this popular textbook has been extensively revised and brought up-to-date with new chapters addressing energy storage and off-grid systems. It provides a quantitative yet accessible overview of the renewable energy technologies that are essential for a net-zero carbon energy system. Covering wind, hydro, solar thermal, photovoltaic, ocean and bioenergy, the text is suitable for engineering undergraduates as well as graduate students from other numerate degrees. The technologies involved, background theory and how projects are developed, constructive and operated are described. Worked examples demonstrate the simple calculation techniques used and engage students by showing them how theory relates to real applications. Tutorial chapters provide background material supporting students from a range of disciplines, and there are over 150 end-of-chapter problems with answers. Online resources, restricted to instructors, provide additional material, including copies of the diagrams, full solutions to the problems and examples of extended exercises.

Chapter 11 focuses on EC STEM education. It describes what STEM looks like in EC settings and identifies ways in which STEM elements can be incorporated into children’s learning. The chapter describes how STEM-related play can enhance young children’s appreciation of the world and provides a range of examples that have potential for STEM learning. Digital tools and applications for STEM learning are featured in this chapter.

1 Introduction

2 The Complex Construct of Computer Simulations

3 Why Use Computer Simulations?

 3.1 Practical Considerations

 3.2 Conceptual Understanding

 3.3 Procedural Skill Development

 3.4 Science Skills and Practices

 3.5 Systems and Systems Thinking

4 Cyber Behavior and Student Learning with Computer Simulations

 4.1 Learner Variables

 4.2 Teachers Matter

  4.2.1 Instructional Support

  4.2.2 Inquiry-Based Use

5 Software Design Considerations

6 Teacher Education and Simulation Adoption

7 New Directions: Science Computer Simulations and Cyber Behavior

 7.1 Realism

 7.2 Nature of Science

 7.3 Engineering

 7.4 Computational Thinking

 7.5 Remote Learning

 7.6 Assessment

8 Future Directions for Research

9 Conclusion

Labour movements deployed well-known strategies for collective action, but how did the professional class collectivise their interests? The mechanisms by which the professionals achieved and maintained their status in the mid-twentieth century are laid bare by records of an institution unique to Australasia: formal conciliation and arbitration courts. This chapter focuses on a particular event, the Professional Engineers Case, which was brought before the Australian Conciliation and Arbitration Commission between 1957 and 1961. This case shows professionals articulating their class status to argue, in arbitration, for the value of their work to the nation’s collective economic and moral good. This good was linked, for the judges who elevated their salaries, to the individual professional’s investment in education but also to the prospective worth of their virtuous work to the nation. The risk to the nation if unvirtuous people performed professional work was too high to let them fall behind in material terms. To belong to the professional class, it was not enough to be qualified – they also had to perform class in their standard of living. Assuring consumption standards, then, was also a way to assure quality work – and the rationale that enabled the professional class to monetize their virtue.

This chapter considers some practical applications of STEM in the primary classroom with a particular emphasis on STEM’s relationship to mathematics outcomes and the integrity of the mathematics as taught in the STEM context. This will extend to an exploration of Education for Sustainability (EfS) in the primary mathematics classroom, and opportunities for STEM tasks that are based on inquiry within the EfS space.

A comparison of disciplines is helpful for teaching creativity to identify similarities and differences in the creative process. A challenge for all disciplines is to create a balance between teaching higher-level abilities, such as creativity, and the lower-level technical skills required by the discipline. But there are also differences among disciplines. Scientific training emphasizes avoiding mistakes so it is more risk-aversive than training in the arts in which taking risks is often encouraged. Research on science and mathematics learning includes evaluating the effects of exposing preservice elementary teachers to multiple representations, measuring scientific creativity in elementary school students, identifying competencies for scientific reasoning in junior high school, and designing instruction on complex systems at all levels in the curriculum. TRIZ, an acronym for the Russian phrase ‘theory of inventive problem solving’, has influenced the design and evaluation of curricula for engineering students.

This chapter explores how science education concepts may be integrated within STEM education contexts to enable student understanding of those concepts. We outline why STEM education is a strategic priority in many educational jurisdictions and note that a continuum of entry points into STEM education translates into a range of definitions and classroom implementation strategies. Aspects of science education (pedagogical practices, topic areas and skills) that lend themselves to STEM inquiry units are discussed with examples provided of how science concepts may be embedded and assessed.

A brief overview and description of the atmospheric lidar measurement technique is followed by the structure of the atmosphere in terms of the troposphere, stratosphere, and mesosphere, as it is usually presented in atmospheric science and meteorology. The atmosphere is then described in terms of lidar observables at all altitudes, including water vapor; trace gases; clouds; several other kinds of particulate matter; and metal atoms, as well as density, temperature, and winds. Examples of lidar measurements include tropospheric and stratospheric ozone, greenhouse gases, other pollutants, tropospheric and stratospheric aerosols, polar stratospheric clouds, and atoms of sodium, potassium, calcium, and iron in the mesosphere. Finally, the structure and contents of the book are described, and suggestions for further reading are given.

Underground Mathematics tells the story of subterranean geometry, a forgotten discipline that developed in the silver mines of early modern Europe. Seven case studies describe how an original culture of accuracy and measurement paved the way for technical and scientific innovations. Based on a variety of original manuscripts, maps and archive material, it recounts how knowledge was crafted and circulated among practitioners in the Holy Roman Empire and beyond. Specific chapters deal with the material culture of surveying, map-making, expertise and the political uses of quantification. By carefully reconstructing the religious, economic and cultural context of mining cities, Underground Mathematics argues that practical mathematics fruitfully interacted with the world of humanists, scholars and courts. In doing so, it contextualizes the rise of a culture of accuracy and quantification from 1500 to 1800. Subterranean geometry thus proves relevant to broader discussions in the history of science, technology, and knowledge.

Chapter 3, ‘The Mines and the Court’ is set both in the Ore Mountains and at the court of Dresden under August of Saxony (1553–1586). It offers a broader picture of the vibrant intellectual life in mining cities, illustrated here by the example of Annaberg. Local officials and technicians developed remarkable skills in arithmetic and geometry, on which rulers came to rely to map their realms and tame their capricious landscapes. I focus on the careers of two dynasties of practitioners, respectively subterranean surveyors (the Öders) and reckoning masters (the Rieses). After both patriarchs contributed to the economic rise of the city, their descendants became versatile engineers and courtiers of the Saxon Electors. They collaborated with university professors and instrument-makers, using their skills all over the Electorate and beyond, temporarily turning the court of Dresden into a centre of practical mathematics.

Chapter 6, ‘How to Teach It: Finding the Right Direction’, offers a reappraisal of the foundation of mining academies. Subterranean geometry merges here with broader questions about technical education in the eighteenth century. Early attempts to replace the guild-like training and to establish brick-and-mortar institutions prompt a familiar debate between professors and practitioners. Who could best formalize and improve a century-old corpus? Moreover, what was the right way to teach it? Major mining centres, I argue, offered varied solutions to improve theoretical teaching, of which mining academies were but the ultimate step. I focus here on the biography of Johann Andreas Scheidhauer (1718–1784), mining master and autodidact mathematician. His vast geometrical production – unpublished and long forgotten – looms large in the early projects of mining academies, not least through the influence of his student Johann Friedrich Lempe (1757–1801), emblematic professor of the Bergakademie Freiberg.