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This study focuses on formulating the most sustainable concrete by incorporating recycled concrete aggregates and other products retrieved from construction and demolition (C&D) activities. Both recycled coarse aggregates (RCA) and recycled fine aggregates (RFA) are firstly used to fully replace the natural coarse and fine aggregates in the concrete mix design. Later, the cement rich ultrafine particles, recycled glass powder and mineral fibres recovered from construction and demolition wastes (CDW) are further incorporated at a smaller rate either as cement substituent or as supplementary additives. Remarkable properties are noticed when the RCA (4–12 mm) and RFA (0.25–4 mm) are fully used to replace the natural aggregates in a new concrete mix. The addition of recycled cement rich ultrafines (RCU), Recycled glass ultrafines (RGU) and recycled mineral fibres (RMF) into recycled concrete improves the modulus of elasticity. The final concrete, which comprises more than 75% (wt.) of recycled components/materials, is believed to be the most sustainable and green concrete mix. Mechanical properties and durability of this concrete have been studied and found to be within acceptable limits, indicating the potential of recycled aggregates and other CDW components in shaping sustainable and circular construction practices. The authors wish to acknowledge the financial support from EU Horizon 2020 Project VEEP ‘‘Cost-Effective Recycling of C&DW in High Added Value Energy Efficient Prefabricated Concrete Compo-nents for Massive Retrofitting of our Built Environment” (No.723582).

In the current study, we examine the Indonesian government's watershed management program, which was established in 2001. In 2005, the Coordination Team for Rescue of Water Resources (CTRWR) was established to execute the program on a national level. However, at the time, field implementation was a sectoral interest due to the lack of program integration. To this end, the Indonesian government promoted integrated watershed management in 2009, which since then has been implemented by all stakeholders (in Top–Down management form), with application limited to preparing and planning documents. This is mainly driven by the stakeholders’ lack of understanding with regard to watershed systems as integrated management units. Field implementation results have not yet been realized, including the promotion of community-based watershed management (through Bottom–Up management). The purpose of our research was to determine the index numbers by measuring the level of cooperation between watershed management workers based on the Village Watershed Model (VWM) specifically surface water which includes six variables: planning, participation, institutional, fund sharing, gender, and management systems. The method used was an ordinal measure with the Likert scale. Our data showed successful watershed management, in which five of the six VWM variables—planning, participation, institutional, fund sharing, and management systems—were in the “good” category with indices ranging from 73.08 to 78.27. The gender variable index (69.12) was in the “medium” category.

This dataset contains data collected during experiment on foulant fractionation of seawater in reverse electrodialysis (RED). For explanation of the experimental setup we refer you to the published paper. It is being made public both to act as supplementary data for publication and in order for other researchers to use this data in their own work.

This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot… So why don’t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education. Peer Reviewed

The Flameless Combustion (FC) regime has been pointed out as a promising combustion technique to lower the emissions of nitrogen oxides (NOx) while maintaining low CO and soot emissions, as well as high efficiencies. However, its accurate modeling remains a challenge. The prediction of pollutant species, especially NOx, is affected by the usually low total values that require higher precision from computational tools, as well as the incorporation of relevant formation pathways within the overall reaction mechanism that are usually neglected. The present work explores a multiple step modeling approach to tackle these issues. Initially, a CFD solution with simplified chemistry is generated [both the Eddy Dissipation Model (EDM) as well as the Flamelet Generated Manifolds (FGM) approach are employed]. Subsequently, its computational cells are clustered to form ideal reactors by user-defined criteria, and the resulting Chemical Reactor Network (CRN) is subsequently solved with a detailed chemical reaction mechanism. The capabilities of the clustering and CRN solving computational tool (AGNES—Automatic Generation of Networks for Emission Simulation) are explored with a test case related to FC. The test case is non-premixed burner based on jet mixing and fueled with CH4 tested for various equivalence ratios. Results show that the prediction of CO emissions was improved significantly with respect to the CFD solution and are in good agreement with the experimental data. As for the NOx emissions, the CRN results were capable of reproducing the non-monotonic behavior with equivalence ratio, which the CFD simulations could not capture. However, the agreement between experimental values and those predicted by CRN for NOx is not fully satisfactory. The clustering criteria employed to generate the CRNs from the CFD solutions were shown to affect the results to a great extent, pointing to future opportunities in improving the multi-step procedure and its application.

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.