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Making Water Smart (Paperback)
Matthew J Wade, Edward C. Keedwell, Jean-Philippe Steyer, M. Victoria Ruano Garcia
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R3,833
Discovery Miles 38 330
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Ships in 12 - 17 working days
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This chapters in this book highlight the breadth of smart water
technologies and applications. From the use of classical machine
learning and data transformation methods for process improvement,
to data management and assimilation in models for better monitoring
control, a selection of these chapters describes the acquisition
and preparation of data as an initial step in its use as part of a
digital framework for smart water applications. Importantly,
several chapters examine the use of smart tools and contemporary AI
technologies, such as neural networks and Internet of Things, that
demonstrate value in non-conventional or remote environments. This
collection demonstrates the innovation possible through the entire
'pipeline' of the process of applying smart water techniques, from
data measurement and collection, through initial analysis to the
application of machine learning and AI techniques and finally
through to system deployment. Each of these steps plays an
important role in the application of data science and AI techniques
to water problems. Collectively, the book showcases the innovation
required to leverage modern data science and AI approaches in the
water sector and collectively point the way towards a future of new
measurement techniques, innovative methodologies, and intuitive
human interaction to truly 'Make Water Smart'. In Focus - a book
series that showcases the latest accomplishments in water research.
Each book focuses on a specialist area with papers from top experts
in the field. It aims to be a vehicle for in-depth understanding
and inspire further conversations in the sector.
The release of a report by the Modern Language Association,
"Foreign Languages and Higher Education: New Structures for a
Changed World," focused renewed attention on college foreign
language instruction at the introductory level. Frequently, the
report finds, these beginning courses are taught by part-time and
untenured instructors, many of whom remain on the fringes of the
department, with little access to ongoing support, pedagogical
training, or faculty development. When students with sensory,
cognitive or physical disabilities are introduced to this
environment, the results can be frustrating for both the student
(who may benefit from specific instructional strategies or
accommodations) and the instructor (who may be ill-equipped to
provide inclusive instruction). Soon after the MLA report was
published, the American Council on the Teaching of Foreign
Languages issued "Diversity and Inclusion in Language Programs," a
position statement highlighting the value of inclusive classrooms
that support diverse perspectives and learning needs. That
statement specifies that all students, regardless of background,
should have ample access to language instruction. Meanwhile, in the
wake of these two publications, the number of college students with
disabilities continues to increase, as has the number of world
language courses taught by graduate teaching assistants and
contingent faculty. Disability and World Language Learning begins
at the intersection of these two growing concerns: for the diverse
learner and for the world language instructor. Devoted to practical
classroom strategies based on Universal Design for Instruction, it
serves as a timely and valuable resource for all college
instructors-adjunct faculty, long-time instructors, and graduate
assistants alike-confronting a changing and diversifying world
language classroom.
The release of a report by the Modern Language Association,
"Foreign Languages and Higher Education: New Structures for a
Changed World," focused renewed attention on college foreign
language instruction at the introductory level. Frequently, the
report finds, these beginning courses are taught by part-time and
untenured instructors, many of whom remain on the fringes of the
department, with little access to ongoing support, pedagogical
training, or faculty development. When students with sensory,
cognitive or physical disabilities are introduced to this
environment, the results can be frustrating for both the student
(who may benefit from specific instructional strategies or
accommodations) and the instructor (who may be ill-equipped to
provide inclusive instruction). Soon after the MLA report was
published, the American Council on the Teaching of Foreign
Languages issued "Diversity and Inclusion in Language Programs," a
position statement highlighting the value of inclusive classrooms
that support diverse perspectives and learning needs. That
statement specifies that all students, regardless of background,
should have ample access to language instruction. Meanwhile, in the
wake of these two publications, the number of college students with
disabilities continues to increase, as has the number of world
language courses taught by graduate teaching assistants and
contingent faculty. Disability and World Language Learning begins
at the intersection of these two growing concerns: for the diverse
learner and for the world language instructor. Devoted to practical
classroom strategies based on Universal Design for Instruction, it
serves as a timely and valuable resource for all college
instructors-adjunct faculty, long-time instructors, and graduate
assistants alike-confronting a changing and diversifying world
language classroom.
Emerald-green hiddenite, a gem so valuable that it is said "a June
bug can carry away $1,000 worth," is only found in one area of
North America: Alexander County, North Carolina. Now known as the
village of Hiddenite, the area has continuously produced gems of
great beauty since 1875, including the largest natural emerald and
the largest faceted emerald in North America. The beauty of the
area's free-standing minerals of emerald green beryl and spodumene,
as well as amethyst, smoky quartz, calcite, and rutile have
attracted collectors, adventurers, and miners since their
discovery. The search for emeralds and other gemstones over more
than 100 years has generated true drama: controversies about
mineral names, who discovered what, tragic fatal accidents, and
physical strife between individuals. This book reveals the whole
story. Alongside the fascinating history of the area, it includes
detailed information about the geology of the region, and will be
of interest to the historian, mineral enthusiast, and the curious
reader alike.
What are the Brown Mountain Lights? Geologist Ed Speer investigates
North Carolina's most famous ghost story-the 120-year-old legend of
mysterious nighttime lights reportedly seen on or near Brown
Mountain in Burke County. Speer's three-year study involved the
help of dozens of individuals, comprehensive literature review, two
remotely-controlled cameras operating all night long, multiple
carefully-staged light tests, telephoto- and telescope-assisted
photography, and countless hours of personal observation and ground
search for the elusive lights. Both manmade and natural lights were
identified, including some highly unexpected ones; however,
history, science, and human nature were each found to play major
roles in the understanding and interpretation of the lights people
see. Researchers, investigators, historians, story tellers, local
residents, believers in the legend, and those observers seeking
more information about the lights they have seen will find this
book useful. As will those who just enjoy a good mystery story.
Visit either of the two most-popular observation sites (identified
in the book and readily accessible on public land) and maybe you
too will catch a glimpse of a mystery light!
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