Edited in collaboration with TEN ECOPORT project, this volume contains the proceedings of the 1st International Conference on ‘Sustainable Development of the Sea-corridors and Coastal Waters’. The book highlights the advances of environmental pollution management on ports and coastal zones. Particular attention is given to water quality, issues that concern the marine environment of sea corridors and coastal waters, especially in regions surrounding ports. In addition to these topics the chapters explore novel methodologies and technologies, IT solutions, data and instrumentation of monitoring water quality. The book is organized into five parts: assessment, monitoring, sustainable management system, port processes and historical ports. TEN ECOPORT (Transnational ENhancement of ECOPORT8 network) is a project co-financed by the South East Europe Transnational Cooperation Programme.

Edited in collaboration with TEN ECOPORT project, this volume contains the proceedings of the 1st International Conference on 'Sustainable Development of the Sea-corridors and Coastal Waters'. The book highlights the advances of environmental pollution management on ports and coastal zones. Particular attention is given to water quality, issues that concern the marine environment of sea corridors and coastal waters, especially in regions surrounding ports. In addition to these topics the chapters explore novel methodologies and technologies, IT solutions, data and instrumentation of monitoring water quality. The book is organized into five parts: assessment, monitoring, sustainable management system, port processes and historical ports. TEN ECOPORT (Transnational ENhancement of ECOPORT8 network) is a project co-financed by the South East Europe Transnational Cooperation Programme.

Case-based learning has become a common instructional method across higher education and is likely to be encountered in all disciplines. Its essence is a focus on real situations which require diagnosis and treatment. In Case-based Learning in Higher Education it is explored by the Editors and contributors within the three separate but interrelated themes of concepts, theories and outcomes. The advantages of using cases are that they tend to resonate with students because of their realism and authenticity, and their experiential nature provides specific examples of theory in context. They also require students to practise their analytical, logical, and other high-order thinking skills, and provide opportunities for work in teams. The downside is that cases are not personal, so students have no stake in the 'company' or 'organisation' and cannot truly empathise with the protagonists. But overall, the strength and value of the case method is clear, as is demonstrated by these eleven detailed descriptions of its use in a variety of different contexts internationally. Each of the cases described here contains key lessons about the value of case-based learning and the benefits it delivers. There are also ideas about design approaches which can increase the effectiveness of cases. One of the key conclusions is that, since case-based learning requires students to negotiate, argue, and reflect on their knowledge, they develop more responsibility and independence, thereby improving their personal and interpersonal skills. This process can have a demonstrable impact on student self-esteem and self-confidence, both of which increase a student's employability in the professional world which faces today's and tomorrow's graduates from higher education.