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Current agricultural practices, developed during the green revolution, are becoming unsustainable, especially in the face of climate change and growing populations. Nanotechnology will be an important driver for the impending agri-tech revolution that promises a more sustainable, efficient and resilient agricultural system, while promoting food security. Here, we present the most promising new opportunities and approaches for the application of nanotechnology to improve the use efficiency of necessary inputs (light, water, soil) for crop agriculture, and for better managing biotic and abiotic stress. Potential development and implementation barriers are discussed, emphasizing the need for a systems approach to designing proposed nanotechnologies.Nanotechnology offers a range of opportunities for sustainable agriculture. Successful developments will need a systems approach to designing proposed nanotechnologies.

The globally recognized need to advance more sustainable agriculture and food systems has motivated the emergence of transdisciplinary solutions, which include methodologies that utilize the properties of materials at the nanoscale to address extensive and inefficient resource use. Despite the promising prospects of these nanoscale materials, the potential for large-scale applications directly to the environment and to crops necessitates precautionary measures to avoid unintended consequences. Further, the effects of using engineered nanomaterials (ENMs) in agricultural practices cascade throughout their life cycle and include effects from upstream-embodied resources and emissions from ENM production as well as their potential downstream environmental implications. Building on decades-long research in ENM synthesis, biological and environmental interactions, fate, transport and transformation, there is the opportunity to inform the sustainable design of nano-enabled agrochemicals. Here we perform a screening-level analysis that considers the system-wide benefits and costs for opportunities in which ENMs can advance the sustainability of crop-based agriculture. These include their on-farm use as (1) soil amendments to offset nitrogen fertilizer inputs, (2) seed coatings to increase germination rates and (3) foliar sprays to enhance yields. In each analysis, the nano-enabled alternatives are compared against the current practice on the basis of performance and embodied energy. In addition to identifying the ENM compositions and application approaches with the greatest potential to sustainably advance crop production, we present a holistic, prospective, systems-based approach that promotes emerging alternatives that have net performance and environmental benefits.A screening-level analysis that considers system-wide benefits and costs is used to identify opportunities where engineered nanomaterials can advance the sustainability of crop-based agriculture.

Unlike conventional antimicrobials, the study of bacterial resistance to silver nanoparticles (AgNPs) remains in its infancy and the mechanism(s) through which it evolves are limited and inconclusive. The central question remains whether bacterial resistance is driven by the AgNPs, released Ag(I) ions or a combination of these and other factors. Here, we show a specific resistance in an Escherichia coli K-12 MG1655 strain to subinhibitory concentrations of AgNPs, and not Ag(I) ions, as indicated by a statistically significant greater-than-twofold increase in the minimum inhibitory concentration occurring after eight repeated passages that was maintained after the AgNPs were removed and reintroduced. Whole-population genome sequencing identified a cusS mutation associated with the heritable resistance that possibly increased silver ion efflux. Finally, we rule out the effect of particle aggregation on resistance and suggest that the mechanism of resistance may be enhanced or mediated by flagellum-based motility.Bacterial motility may be used as an important predictor of whether a particular bacteria strain can develop AgNP resistance and could inform design of nanoenabled antimicrobials that mechanistically target specific types of bacteria.

Engineered nanomaterials (ENMs) and ENM-enabled products have emerged as potentially high-performance replacements to conventional materials and chemicals. As such, there is an urgent need to incorporate environmental and human health objectives into ENM selection and design processes. Here, an adapted framework based on the Ashby material selection strategy is presented as an enhanced selection and design process, which includes functional performance as well as environmental and human health considerations. The utility of this framework is demonstrated through two case studies, the design and selection of antimicrobial substances and conductive polymers, including ENMs, ENM-enabled products and their alternatives. Further, these case studies consider both the comparative efficacy and impacts at two scales: (i) a broad scale, where chemical/material classes are readily compared for primary decision-making, and (ii) within a chemical/material class, where physicochemical properties are manipulated to tailor the desired performance and environmental impact profile. Development and implementation of this framework can inform decision-making for the implementation of ENMs to facilitate promising applications and prevent unintended consequences.

Purpose The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront. Design/methodology/approach In an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated. Findings The findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students’ perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students’ application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students’ use of design thinking. Practical implications This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability. Originality/value A review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.

In a Design for the Environment upper-level undergraduate engineering course, the design thinking process for creative problem solving as well as a host of in-class, active-learning design sessions were implemented, with the objective of enhancing the creativity of design solutions to real-world sustainability challenges. The literature indicates the need for enhanced engineering curricula that fosters students’ creative skills, since development of this skillset, and divergent thinking skills in particular, are often missing from engineering courses. The instructor implemented this approach during the fall 2017 after attending Stanford’s d.school Teaching and Learning Studio, a workshop that engages higher education instructors in the design thinking process and supports them in developing associated active learning exercises. Design thinking is a five-stage process that guides students in empathizing with the user’s needs, defining the problem, brainstorming solutions, creating simple solution prototypes, and testing the prototypes, iteratively ideating, prototyping, and testing to reach the best solution. This paper describes the development of the course enhancements to infuse design thinking throughout, including new in-class design activities. This paper also describes the associated assessment plan for evaluating students’ creativity and execution of the design thinking process, perceptions of the active learning and their own creativity, practice of sustainability in their design solutions, oral presentation skills, and other developmental outcomes related to their engineering careers. Some initial results are presented, including the very preliminary result that the use of design thinking may be associated with increased performance on the semester-long design solutions, including a boost in novelty. The course enhancements included new group, in-class design exercises related to the sustainability concepts of toxicity and risk, life cycle assessment, systems thinking, and design for disassembly, which were added to modules on biomimicry and design for the developing world from the previous year. The instructor promoted the use of various maker spaces within the engineering school for prototyping of solutions. The design sessions were preceded by primers on the content areas, which were also conducted using active-learning techniques such as think-pair-share. The assessment analyst utilized the COPUS observation protocol to observe the classroom and quantify the degree of active learning and other interactive practices. The assessment plan consists of a host of methods, including 1) pre, midterm, and post-course surveys, 2) an end-of-term focus group, 3) a project presentation with a panel of judges, and 4) midterm and end-of-term student written reflections on their application of the design thinking process. The post-course survey included questions from the StRIP (Student Response to Instructional Practices) survey, a new rigorously-developed survey for measuring students’ perspectives on and responses to active learning. Rubrics and measurement matrices from the literature were adapted to guide assessment of the students’ presentations and design solutions, including the Oral Communications VALUE rubric, Watson et al.’s sustainable design rubric, Nagel et al.’s design process rubric, and the creativity-measurement rubrics and matrices of Genco et al. and Moss.

Background Cancer treatment for adolescents and young adults (AYA) can be highly challenging and interferes with optimal nutrition, which is vital for healthy development, physical growth, and well-being. Cancer malnutrition and associated negative outcomes are well-studied in adult and paediatric populations, but the specific nutrition complications and requirements for AYA with cancer are poorly understood. This study aims to explore and describe the nutritional status, needs and outcomes of AYA after a diagnosis of cancer. Methods and analysis The AYCANN-study (adolescent and young adult cancer nutrition project) adopts a mixed-methods study design, conducted over three inter-related studies; (1) Prospective observational study of AYA between 15 and 25 years, following diagnosis of any cancer type, to quantitatively assess changes in body weight, muscle mass/function, nutritional status, and health related quality of life (HRQoL). Study assessments will be undertaken at four time-points (recruitment, and 2- 4- and 6-months post-recruitment) and will include screening for nutrition risk (PNST or MST); assessment of nutritional status (PG-SGA, mid-upper arm circumference); assessment of muscle strength (hand-grip strength); frequency of dietitian referral, nutrition support and symptoms; and assessment of health-related quality of life (AQoL-6D); (2) Qualitative study using focus groups with AYA to assess access to nutrition related care and preference for nutrition services; (3) Qualitative study, utilising focus groups with oncology healthcare professionals (OHP) to explore and assess current access to nutrition-related care for AYA following a cancer diagnosis along with OHP nutrition education needs, service delivery and research priority areas. For study 1, statistical analysis will be primarily descriptive, and effect size estimates (Cohen’s d) will be used to characterise any differences between nutritional status groups at follow-up assessments. Thematic analysis will be undertaken for study 2 and 3 to understand patients and OHP access to and experience of nutrition-related care. Discussion This multi-site longitudinal study will explore and describe the nutritional status, needs and nutrition-related outcomes of AYA after a cancer diagnosis. Results will inform future clinical practice guidelines and interventional nutrition research targeting patients identified at greater risk of nutritional complications.