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Under the background of rapid urbanization, all kinds of urban water problems have gradually come into being: local flooding frequently happens, water environment is deteriorated, water-supply is in tension, etc. Meanwhile, with rapid development of higher education in China, campus area and scale are gradually expanding, but traditional campus construction has many drawbacks. In order to promote sponge campus planning and construction of universities in hilly areas and provide demonstration windows for sponge city construction, based on deficiencies of campus construction of Hunan City University in the aspect of water resource utilization, we used ArcGis spatial analysis method, simulation method and comparative analysis method on Storm Water Management Model (SWMM) to establish sponge campus construction indexes, content system and optimal design strategies with objectives of campus water safety, water environment and water resource utilization. Results indicate that: difference between sponge campus planning and traditional campus planning mainly lies in rainfall management. We combed the design process of sponge campus planning in hilly areas from the perspective of rainfall management, and simulated the process of sponge facilities controlling the rainfall in the campus via computer model to verify reasonability of sponge facility planning and select the optimal planning and construction plan. This study has defined design process of sponge campus planning in hilly areas to a certain degree and provided a research basis for sponge campus planning and construction of universities, setting up a typical example and driving effects on solving urban local flooding problem and rainfall resource utilization in hilly areas.

Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.

A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.

The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.

First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

The new campus of Tianjin University was designed, built and now operates following a green and sustainable concept. The campus’ eco-friendly water environment was formed by establishing a water recycling system. The campus is divided into three drainage sections based on the masterplan. Each drainage section adopts different methods of collecting, utilizing and discharging water according to specific conditions, aimed at achieving both high drainage capability and the efficient utilisation of rainwater. The campus was designed so runoff pollution is reduced through the utilisation of low-impact development methods, ensuring the quality of the recharge water. Through studying the fundamentals of treatment measures and models for simulating water quality, water circulation, constructed wetlands and pollution control of rain runoff, parameters for efficient water recycling could be mathematically forecast, ensuring that stakeholders can be continuously engaged in improving and preserving the water quality of landscaped water on campus. The overall system integrates a variety of measures being implemented into one cohesive entity, which contributes to establishing the sustainable and healthy water cycling system of the green campus.

Global climate change speeds up ice melting and increases flooding incidents. China launched a sponge city policy as a holistic nature-based solution combined with urban planning and development to address flooding due to climate change. Using Weibo analytics, this paper aims to study public perceptions of sponge city.

This study collected 53,586 sponge city contents from Sina Weibo via Python. Various artificial intelligence tools, such as CX Data Science of Simply Sentiment, KH Coder and Tableau, were applied in the study.

76.8% of public opinion on sponge city were positive, confirming its positive contribution to flooding management and city branding. 17 out of 31 pilot sponge cities recorded the largest number of sponge cities related posts. Other cities with more Weibo posts suffered from rainwater and flooding hazards, such as Xi'an and Zhengzhou.

To the best of the authors’ knowledge, this study is the first to explore the public perception of sponge city in Sina Weibo.

The purpose of this paper is to discuss the changing role of the academic library, in relation to technology support services. It proposes that library technology services should expand to take a central role in developing student academic technology skills, and shows how moving into non-traditional areas of technology support can expand a library’s operation capabilities to include entrepreneurship and innovation for faculty, staff and students.

The paper outlines how our library expanded its technology services to include course management support, technical literacy training and three-dimensional (3D) printing, and details future developments into robotics and software development. It details the authors initial objectives, the issues encountered, the improvements made in response and what the authors hope to do in the future.

We are at a time when technology has made innovation and creation available to many. Academic libraries should take on this opportunity of repositioning technology services to provide and promote technical applications, becoming a central point for library users to share ideas and collaborate on projects. As a result of the interdisciplinary nature of academic libraries, the authors are in the best position to make this happen on campus.

Even though continual change has been a theme in the development of libraries, very little has been written on the role of technology support services. This paper sets the foundation for further exploration in how taking on academic technology support services, 3D printing and makerspaces could be a part of library services.

Primary schoolchildren′s snack food consumption patterns and food preferences were investigated by interview technique in schools in Germany and England and analysed on the basis of culture, sex and social class. There were significant differences in the proportions of children who took chocolate to school in the various social classes in both England and Germany and there were also highly significant differences in the total number of chocolate bars consumed each week by the different social classes in both countries. Food choices from a table display containing a range of snack foods popular in both countries showed highly significant differences between German and English children with German children preferring a much higher proportion of “healthy food options”, e.g. fruit, yogurt, milchschnitte (sponge cake snack), etc. compared with English children who chose four chocolate products out of their five most preferred items. Reasons for such differences could be related to advertising pressures, nutrition education experience, parental attitudes, convenience and availability, income constraints and psychological factors.

This paper aims to describe the experience of the largest among many academic libraries in New Orleans severely impacted by Hurricane Katrina. In this case, at Tulane University, a remarkable early effort was undertaken to save collections and stabilize flooded library buildings. Other daunting challenges followed.

The paper reports observations on critical aspects of the library's recovery, which was still ongoing at the time of this writing more than two years after the hurricane.

The paper draws preliminary conclusions about disaster planning and response to actual disasters.

The event covered maybe unprecedented in many ways even apart from its scale, since its location was a major city that was almost entirely evacuated apart from military personnel. Effective disaster response is a context sensitive and complex undertaking. In this case special problems arose initially in just responding to the scene and later in ways connected to the staggering scope of the damage to the region surrounding. Nonetheless, tapping the expertise and resources of a skilled disaster mitigation company, Tulane and its library were able to stage a broad recovery effort.

We examine the challenges of commercialization of university-developed technology and the synergistic relationship of the university's technology transfer office with business-school-based entrepreneurship education programs. We postulate that business schools can effectively augment the university technology transfer office in developing and growing successful startups, through catalyzing the process of startup creation and by actively assisting in the formation of multi-disciplinary leadership teams for spinout companies. The assistance of the business school's alumni and entrepreneur networks can also be leveraged for both mentoring and investment. The challenges of an effective program include securing early marketing input, building effective leadership teams, negotiating the terms of technology licenses, and developing the enthusiasm and cooperation of faculty researchers. At Carnegie Mellon, we have developed an integrated entrepreneurship education program focused on opportunity recognition and strategy development, team building and leadership development, and resource acquisition and allocation. Our program actively assists in launching and supporting the resulting spinout companies by connecting entrepreneurs with value-added investors, support networks, and partners. In addition, we monitor and mentor the spinout companies through their startup and growth stages. Our program includes an aggressive cross-campus initiative in which we teach entrepreneurship courses in the science, engineering, and computer science schools (in addition to the business school) and conduct seminar series to reach faculty and graduate students within those areas of the university. We are aided in the program by the enlightened technology transfer policies that Carnegie Mellon adopted in 2001. The rationale and objectives of those policies are explained in a lengthy appendix. We illustrate the effectiveness of the model through discussion of three recent spinout companies. We conclude that university entrepreneurship education programs can significantly enhance the effectiveness of university technology transfer programs. To optimize that result, the entrepreneurship education program should extend beyond the walls of the business school and should actively assist in the creation of well thought-out business plans and the formation of well-balanced leadership teams actively monitored and mentored by the business school and its alumni and entrepreneur networks. Additionally, it is necessary to tailor the program to the specific character and needs of the region.

This paper seeks to analyse the hypothesis that sustainability is destined to become the operating paradigm for construction education in the UK.

An international literature review is used to assess the relationship between sustainability and the built environment. The viewpoints of the construction‐related professions are examined by analysing the accreditation policies of key professional bodies and through a survey of public sector‐based UK building professionals. International and national policy initiatives on educating for sustainability are reviewed and a survey of UK universities delivering construction degrees is used to explore the environmental content of construction courses. A brief case study describes recent efforts to systematically embed sustainability within construction education.

The sustainability agenda and construction are intricately linked. The rationale, therefore, for embedding sustainability within the construction curriculum is powerful. Strong policy drivers for embedding sustainability in the curriculum also exist, but the response from construction educators is thus far patchy. However, the case study demonstrates that integrating sustainability issues within construction courses is readily achievable.

The findings will influence policy decisions taken by educators and professional bodies seeking to respond to the fast‐developing sustainability agenda.

This research demonstrates the rationale for systematically embedding sustainability within the construction curriculum to the benefit of professionals, professional bodies and educators.