water research
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2022 ◽  
Vol 3 ◽  
Author(s):  
Saket Pande ◽  
Melissa Haeffner ◽  
Günter Blöschl ◽  
Mohammad Faiz Alam ◽  
Cyndi Castro ◽  
...  

In a recent editorial in the journal Nature Sustainability, the editors raised the concern that journal submissions on water studies appear too similar. The gist of the editorial: “too many publications and not enough ideas.” In this response, we contest this notion, and point to the numerous new ideas that result from taking a broader view of the water science field. Drawing inspiration from a recently hosted conference geared at transcending traditional disciplinary silos and forging new paradigms for water research, we are, in fact, enthusiastic and optimistic about the ways scientists are investigating political, economic, historical, and cultural intersections toward more just and sustainable human-water relations and ways of knowing.


Water ◽  
2021 ◽  
Vol 13 (24) ◽  
pp. 3591
Author(s):  
Mrittika Basu ◽  
Rajarshi Dasgupta

The connections between the scientific findings and SDG 6 are often not clear, which results in increasing the gap between technical developments and academic discourse, and the policy practitioners and/or implementers. The present paper explores the existing scientific research on water that directly connects to SDG 6 using a bibliometric analysis. The 637 scientific articles published between 2015–2021 (till 13 May 2021) were investigated for temporal development, scientific collaboration, existing research focus and the gaps. Interdisciplinary journals such as Science of the Total Environment and Journal of Environmental Management are found to be dominant sources along with water specific journals such as Water Research and Water (Switzerland). Open access journals make a dominant footprint and majority of author collaborations are found among authors from countries such as USA and UK while the research connections among authors from Global South are observed to be weak. Targets 6.1 (safe and affordable water), 6.3 (treatment and reuse of wastewater) and 6.5 (IWRM including through transboundary cooperation) are identified to be the highest referred to targets in scientific research in support of SDG 6. Though a significant evolution of scientific research is observed in connection to SDG 6 with increasing studies on groundwater, water governance, wastewater treatment, etc., in recent years, scientific studies connecting emerging concepts such as water security, water-energy-food nexus and ecosystem based approaches are still in an infant stage which calls for more research connecting these concepts and approaches to SDG 6 targets to attain a sustainable water environment by 2030 and beyond. This paper significantly contributes to tracking the progress in scientific research in connection to SDG 6 as well as highlights the hotspots where more collaboration between scientific communities and policy makers are required.


2021 ◽  
Vol 204 ◽  
pp. 117650
Author(s):  
Maija Taka ◽  
Laura Verbrugge ◽  
Olli Varis

2021 ◽  
Vol 13 (19) ◽  
pp. 10803
Author(s):  
Nataša Gros

Professionals of different disciplines, including chemists and chemical engineers, engage in water research, even though they might not have been extensively trained in it during their studies. We describe a project-centred master level subject “Water as a Hydrogeological, Ecological, and Analytical System”, which, by focussing on waterbodies instead of a particular aspect of water quality, merges total analytical process with water research and, by a considerate choice of chemical parameters, enables students to apply water-research-specific data-treatment techniques, including the Piper and Stiff diagram, to discuss water genesis, processes in water, and influences on waterbodies. Agile management, initiated in computer engineering in 2001, is believed to contribute to better products in a shorter time. We demonstrate how its incorporation into the organisational scheme helped students self-organise, handle their projects, and collaborate within and between groups. Student’s expressions confirm their overall satisfaction, motivation, and that the omission of the final classical exam had no adverse effects on the learning outcomes. Their consent with different benefits of the project-centred collaborative approach and their self-efficacy beliefs, respectively, expressed as mean values in a five-grade Likert scale ranged from 4.26 to 5.00 and from 4.32 to 5.00. Regarding the students’ time investment, the project-centred approach as the mean grade 3 confirmed is not recognised as an easier way. We provide partially self-calculating, self-notifying Excel spreadsheet tables as Supplementary Material to ease the implementation of water research data-treatment techniques, which help students collaborate and discuss their subject extensively.


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