Globally, poor hygiene and sanitation contribute to more than 1,000 daily deaths from diarrhoeal diseases among children under the age of 5, while two thirds of urban wastewaters are discharged without treatment into lakes, rivers and coastal waters. Across Europe the percentage of the population connected to wastewater treatment plants varies from 14% to >99% with many reliant on unsuitable decentralised sanitation systems or no wastewater treatment at all. With less than a decade left to achieve the 2030 sanitation targets as set out in the Sustainable Development Goals, there is an urgent need to develop new treatment solutions that can be rapidly deployed to meet the needs of growing urban and peri-urban populations, together with under-served rural communities. This book discusses decentralised wastewater treatment and the role of nature-based solutions within the context of the twenty-partner international INNOQUA project. INNOQUA set out to develop and demonstrate a suite of modular, low cost, decentralised solutions that use the combined capabilities of earthworms, bacteria, Cladocera and micro-algae to deliver nature-based primary, secondary and tertiary treatment - followed by UV disinfection. Design and operation principles are outlined, together with performance data and practical feedback from pilot and demonstration facilities situated in eleven countries from Ecuador to Scotland and India. Barriers and drivers towards more widespread uptake of these technologies are also examined, alongside an exploration of existing markets for nature-based sanitation in the Global South.

This volume considers how Greco-Roman authorities manipulated water on the practical, technological, and political levels. Water was controlled and harnessed with legal oversight and civic infrastructure (e.g., aqueducts). Waterways were 'improved' and made accessible by harbors, canals, and lighthouses. The Mediterranean Sea and Outer Ocean (and numerous rivers) were mastered by navigation for warfare, exploration, settlement, maritime trade, and the exploitation of marine resources (such as fishing). These waterways were also a robust source of propaganda on coins, public monuments, and poetic encomia as governments vied to establish, maintain, or spread their identities and predominance. This first complete study of the ancient scientific and public engagement with water makes a major contribution to classics, geography, hydrology and the history of science alike. In the ancient Mediterranean Basin, water was a powerful tool of human endeavor, employed for industry, trade, hunting and fishing, and as an element in luxurious aesthetic installations (public and private fountains). The relationship was complex and pervasive, touching on every aspect of human life, from mundane acts of collecting water for the household, to private and public issues of comfort and health (latrines, sewers, baths), to the identity of the state writ large.

Imagine a world of innovative, communicative, collaborative and thoughtful problem-solvers. Now imagine a world where needs are met, problems are solved and sustainable decisions are made. Wouldn’t it be fabulous?

The STEM projects series provides opportunities for students to develop Science knowledge and skills, Design and technology skills, Mathematics skills and general capabilities while completing short or long-term projects. It encourages students to follow a consistent design process while completing the projects, including finding out information, planning and designing, creating, evaluating and communicating.

The projects allow students to work in small teams, using effective communication and collaboration skills, to plan, design, create and evaluate a thoughtful and innovative solution to a given task. When satisfied with their solutions, students showcase and discuss their design, explaining how science was used throughout the project.

The STEM projects series contains:

• two introductory cards explaining STEM education; time allocations for using the cards; and tips for planning, differentiating, teaching and assessing STEM projects, as well as classroom management and resource management ideas,
• one card with icons explaining each step of the design process, in child-friendly language,
• one card explaining the Science sub-strand; how the projects can be linked to Design and technology, Digital technology and Mathematics skills; and providing an overview of each project contained within the sub-strand, including the task and the specific materials required,
• six short-term projects and one long-term project for each sub-strand of Australian Curriculum: Science, and
• six copies of each project to allow for small-group use, 28 individual cards per box