Bøker utgitt av Springer Nature Switzerland AG

The food system is our last coal-fired power station, our last diesel engine. This book is a trans-disciplinary approach to what needs to be done to make our food system sustainable and to regenerate soil and water resources, habitat, economy and society. The book brings back classical principles of agronomy and integrates economic, agro-ecological and social perspectives, drawing on a wealth of expertise on the political economy of the food system, Conservation Agriculture, and long-term field experiments.Regenerative agriculture builds on known knowns ¿ like crop rotation, water and nutrient requirements, soil and water conservation, farm-gate prices, international trade and supply chains. It grapples with known unknowns ¿ like weed, pest and disease control without agrochemicals, cover crops for profit as well as protection, mitigating and adapting to the climate crisis, resilience and tipping points in ecosystems, farming systems and societies,and how we can pay for imperative changes. Lastly, it acknowledges unknown unknowns ¿ the things we are oblivious to but which we really must know ¿ like how to liberate the ghettos of the mind inhabited by farmers, agronomists, politicians and societies.

This book covers a wide range of conventional and non-conventional machining processes of various composite materials, including polymer and metallic-based composites, nanostructured composites and green/natural composites. It presents state-of-the-art academic work and industrial developments in material fabrication, machining, modelling and applications, together with current practices and requirements for producing high-quality composite components. There are also dedicated chapters on physical properties and fabrication techniques of different composite material groups. The book also has chapters on health and safety considerations when machining composite materials and recycling composite materials. The contributors present machining composite materials in terms of operating conditions; cutting tools; appropriate machines; and typical damage patterns following machining operations. This book serves as a useful reference for manufacturing engineers, productionsupervisors, tooling engineers, planning and application engineers, and machine tool designers. It can also benefit final-year undergraduate and postgraduate students, as it provides comprehensive information on the machining of composite materials to produce high-quality final components. The book chapters were authored by experienced academics and researchers from four continents and nine countries including Canada, China, Egypt, India, Malaysia, Portugal, Singapore, United Kingdom and the USA.

This book presents a series of analyses of educational policies ¿ largely in the UK, but some also in Europe ¿ researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both ¿educational science¿ and ¿the public good¿. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as ¿losers¿. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is ¿the public good¿. We discuss social justice across arange of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the ¿public good¿ in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.