Universities and research institutes are increasingly expected to contribute to society by creating innovation from the returns of their research results and the establishment of new technologies. Toward that goal, Keio University in Japan held an international symposium titled “Fulfilling the Promise of Technology Transfer: Fostering Innovation for the Benefit of Society.” From that symposium the following contents are included in the present volume: 1) A showcase of ideas and case studies to promote future creation of innovation by universities and research institutes worldwide, including information on the R&D value chain, licensing, income generation, start-ups and mechanisms to encourage entrepreneurship, and the changing role of universities in fostering innovation. 2) Introduction of active research projects that aim to productize successful research results on an international level. For example, the book includes results of research on stem cell technologies and regenerative medicine as well as the realization and application of polymer photonics and the development of the core technology of polymer photonics. 3) Case studies from the U.K. in developing industry–academia collaboration with various business partners ranging from start-ups and spinout companies to large enterprises. 4) Reports of the achievements of the technological transfer activities at Keio University supported by the 5-year public fund, with suggestions for future prospects.

The Graduate Program in Sustainability Science under the Department of Urban Engineering of The University of Tokyo has been running an environmental leadership education program at the graduate student level since 2007 called the Asian Program for Incubation of Environmental Leaders (APIEL). This book describes the University’s experiences in establishing and organizing that program and provides some lessons learned for those who are considering starting environmental leadership education programs. APIEL’s curriculum includes the classroom topic “Environmental Challenges and Leadership in Asia.” As well, the APIEL program has field units to provide experience in problem solving, decision making, and participation, taking into consideration ecological, political, economic, social, aesthetic, and ethical aspects. Another characteristic feature of the program is that it promotes changes in attitudes and behavior that will help to solve existing environmental problems and to avoid a generation of new ones. Over the four years of study, efforts have been made to bond leadership with field-oriented exercises such as: 1) The Intensive Program on Sustainability; 2) an integral approach focused on sustainable integrated watershed management of arid regions; 3) sustainable development of programs in Cambodia, Vietnam, and Thailand for qualifying students with problem-solving processes to combat issues such as flooding, lack of proper urban environmental infrastructure, and health risks; and 4) the Greater Pearl River Delta program with multicultural diversity to bring about sustainable urban development for a green city. All of those are described in the book. Last but not least, APIEL’s resonance throughout international networks and alumni are introduced.

This book presents a synopsis of six emerging themes in adult mathematics/numeracy and a critical discussion of recent developments in terms of policies, provisions, and the emerging challenges, paradoxes and tensions. It also offers an extensive review of the literature adult mathematics education. Why do adults want to learn mathematics? Did they enjoy mathematics at school so much that they want to continue? NO! Most of these adults have to learn mathematics because it is part of a formal qualification they need, because their job demands the ability to apply mathematics, or because they need basic numeracy in their daily lives. Lastly, the authors discuss five potential strategies to promote lifelong learning of mathematics among adult learners.

This open access book focuses on the origins, consequences and aftermath of the 1995 and 1999 Western military interventions that led to the end of the most recent Balkan wars. Though challenging problems remain in Bosnia, Macedonia, Kosovo, and Serbia, the conflict prevention and state-building efforts thereafter were partly successful as countries of the region are on separate tracks towards European Union membership. This study highlights lessons that can be applied to the Middle East and Ukraine, where similar conflicts are likewise challenging sovereignty and territorial integrity. It is an accessible treatment of what makes war and how to make peace ideal for all readers interested in how violent international conflicts can be managed, informed by the experience of a practitioner.

This open access book shares revealing insights into the development of mathematics education research in Germany from 1976 (ICME 3 in Karlsruhe) to 2016 (ICME 13 in Hamburg). How did mathematics education research evolve in the course of these four decades? Which ideas and people were most influential, and how did German research interact with the international community? These questions are answered by scholars from a range of fields and in ten thematic sections: (1) a short survey of the development of educational research on mathematics in German speaking countries (2) subject-matter didactics, (3) design science and design research, (4) modelling, (5) mathematics and Bildung 1810 to 1850, (6) Allgemeinbildung, Mathematical Literacy, and Competence Orientation (7) theory traditions, (8) classroom studies, (9) educational research and (10) large-scale studies. During the time span presented here, profound changes took place in German-speaking mathematics education research. Besides the traditional fields of activity like subject-matter didactics or design science, completely new areas also emerged, which are characterized by various empirical approaches and a closer connection to psychology, sociology, epistemology and general education research. Each chapter presents a respective area of mathematics education in Germany and analyzes its relevance for the development of the research community, not only with regard to research findings and methods but also in terms of interaction with the educational system. One of the central aspects in all chapters concerns the constant efforts to find common ground between mathematics and education. In addition, readers can benefit from this analysis by comparing the development shown here with the mathematical education research situation in their own country.