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This book aims to provide an advanced R software approach that can carry out rainfall trend analysis using Mann-Kendall and Sen’s slope estimator tests. The research study follows a systematic approach while utilizing R software as it can greatly facilitate the analysis of rainfall trends. About 30 stations located in the study area and 41 to 50 years’ time series were selected for the purpose of analysis. The data for the research was collected from the State Water Data Centre (SWDC) in Gujarat, Indian Meteorological Department (IMD) in Pune, DAAC (NASA), and ESRI. Cluster analysis has been performed to analyze the variability of the mean rainfall. The stations have been divided into 2 clusters with 17 and 13 stations in each cluster which significantly differ from each other. This book is aimed at researchers, scientists and government organizations working in the field of climate change. .

Climatology. --- Earth sciences. --- Geography. --- Environmental engineering. --- Biotechnology. --- Bioremediation. --- Technical education. --- Climate Sciences. --- Earth and Environmental Sciences. --- Environmental Engineering/Biotechnology. --- Engineering and Technology Education.

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The Sustainable University of the Future discusses the rapid changes taking place within institutions of higher education—changes that have pushed universities to reconsider their traditional policies and plans. The book, which has its origins in the Qatar University Annual Research Forum and Exhibition (QUARFE) event “University of the Future” examines the many ways universities are trying to keep pace with this transformation, despite regional and international challenges. The book looks at the role of universities in meeting the United Nation's Sustainable Development Goals (SDGs), the impact of Industry 4.0, the social aspects of University 4.0, and the future of research-based universities. The need to adopt modern programs and tools is stressed, and ways to anticipate and plan for future challenges are explored. Explores the complex nature of higher education transformation; Examines the role of higher education transformation in sustainable development; Presents lessons learned from leading education experts. .

Sustainability. --- Technical education. --- Education, Higher. --- Education and state. --- Engineering and Technology Education. --- Higher Education. --- Educational Policy and Politics. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Technical --- Professional education --- Vocational education --- Sustainability science --- Human ecology --- Social ecology --- Government policy

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There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

Technical education. --- Educational sociology. --- Education—Curricula. --- Teachers—Training of. --- Engineering and Technology Education. --- Sociology of Education. --- Curriculum Studies. --- Teaching and Teacher Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education, Technical --- Professional education --- Vocational education --- Aims and objectives --- Ensenyament tècnic --- Sociologia de l'educació --- Currículums (Ensenyament) --- Descolonització

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This book takes a fresh look at the fundamental character of education, its history, interaction with society, purpose, changing focus over time and interactions with technology. It surveys the role of research in increasing the body of knowledge leading to new technologies that have helped serve the needs of humankind. In our lifetime there have been profound changes to the world we live in; the technologies used, the problems we struggle with, and the education systems intended to prepare this and following generations for the future. Many of the problems we face now are more complex than in earlier times, requiring broadly based approaches our traditional silo specialisations are ill-prepared to deal with. They involve technologies whose range of positive and negative effects are not well understood. Many of these problems are global in nature and can no longer be treated just as local issues. Our current approach to education does not adequately prepare us to tackle these problems. New approaches to education are needed to prepare us for the changes that are to come. The future of our planet, our civilisation, our community and our economy depend on it. This book proposes changes that will better prepare us for this future.

Science --- History of education and educational sciences --- Teaching --- Didactics of technology --- Educational sciences --- History --- onderwijsfilosofie --- geschiedenis --- onderwijs --- onderzoeksmethoden --- technologie --- opvoeding --- scholen --- Schools. --- Education. --- Education—Philosophy. --- Technical education. --- Education—History. --- Research—Methodology. --- School and Schooling. --- Philosophy of Education. --- Engineering and Technology Education. --- History of Education. --- Research Skills. --- Education --- Educació STEM --- Enginyeria

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This book is dedicated to the history and contemporary activities of IGIP that occupies a unique position among world organizations who are focused on Engineering Education. We are currently in the process of transforming education at all levels. This applies in particular to the professional and academic education and training of engineers. To face these current real-world challenges, higher education has to find innovative ways to quickly respond to these new needs. This and completely new technologies in education require specifically new and adapted approaches in Engineering Pedagogy. This book is a continuation of IGIP’s tradition to summarize and analyze intermediate results and foresee the main trends of further development of Engineering Pedagogy. It is written for the 50th anniversary of IGIP and contains valuable historic information as well as memories and opinions of IGIP members and specialists in Engineering Pedagogy. This book is intended for teachers at technical colleges and universities, students, post-graduates, administrative staff of educational institutions, staff of state educational ministries and committees, members of other societies with interest in Engineering Education, staff of personnel agencies, and everyone who is interested in Engineering Education and Pedagogy. Interested readership includes furthermore policymakers, academic researchers in pedagogy and learning theory, schoolteachers, the learning industry, further and continuing education lecturers, etc.

Technical education. --- Technology. --- History. --- Education. --- Science—Study and teaching. --- Engineering and Technology Education. --- History of Technology. --- Science Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Applied science --- Arts, Useful --- Science, Applied --- Useful arts --- Science --- Industrial arts --- Material culture --- Education, Technical --- Education --- Professional education --- Vocational education --- Engineering --- Study and teaching. --- Study and teaching --- Activity programs. --- Construction --- Technology