Future generations are being faced with the potential challenge of having to solve professional problems in a hybrid world in which there is no clear boundary between autonomous, non-human nature, and human-generated processes. This requires young students to effectively prepare themselves for managing issues of complexity, uncertainty, and ambiguity in their professional practice. Global Perspectives on Fostering Problem-Based Learning in Chinese Universities is a comprehensive reference source that provides insight into the growing need for problem-based learning within higher education environments. Featuring a wide range of topics such as curriculum design, STEM education, and cross-cultural communication, this reference source is ideal for educators, instructional designers, academicians, administrators, and researchers.

Future generations are being faced with the potential challenge of having to solve professional problems in a hybrid world in which there is no clear boundary between autonomous, non-human nature, and human-generated processes. This requires young students to effectively prepare themselves for managing issues of complexity, uncertainty, and ambiguity in their professional practice. Global Perspectives on Fostering Problem-Based Learning in Chinese Universities is a comprehensive reference source that provides insight into the growing need for problem-based learning within higher education environments. Featuring a wide range of topics such as curriculum design, STEM education, and cross-cultural communication, this reference source is ideal for educators, instructional designers, academicians, administrators, and researchers.

The Energy Independence and Security Act of 2007 (EISA), Section 712, mandates the U.S. Department of the Interior to develop a methodology and conduct an assessment of the Nation's ecosystems, focusing on carbon stocks, carbon sequestration, and emissions of three greenhouse gases (GHGs): carbon dioxide, methane, and nitrous oxide. The major requirements include (1) an assessment of all ecosystems (terrestrial systems, such as forests, croplands, wetlands, grasslands/shrublands; and aquatic ecosystems, such as rivers, lakes, and estuaries); (2) an estimate of the annual potential capacities of ecosystems to increase carbon sequestration and reduce net GHG emissions in the context of mitigation strategies (including management and restoration activities); and (3) an evaluation of the effects of controlling processes, such as climate change, land-use and land-cover change, and disturbances such as wildfires.