دانلود کتاب مبانی مهندسی محیط زیست

Environmental engineering as a profession and as a formal course of academic training has long suffered from lack of a well-defined identity. The field is broad and the science on which it is founded includes, in nearly equal measures, all of the traditional scientific disciplines including chemistry, geology, physics, and biology. Similarly, the technology that an environmental engineer might be expected to understand and apply is equally broad. The problems that an environmental engineer might face may require him or her to simultaneously exhibit the knowledge and experience expected of a chemical engineer, a civil or sanitary engineer and a mechanical engineer. The design of an undergraduate curriculum to adequately balance the breadth and depth demanded of an environmental engineer is a daunting task. For some institutions of higher learning, the best balance has been identified as a graduate level curriculum that builds upon undergraduate training, preferably in a core engineering discipline. Increasingly, however, demand for undergraduate training in environmental engineering from both potential students and potential employers has led to growth in the number of undergraduate programs. For many institutions, this represents a second attempt at developing an undergraduate environmental engineering program. During the early 1970s a number of environmental programs were developed. Many of these curricula never developed into viable programs and were ultimately eliminated. In my view, many of the problems of these curricula were the result of a lack of clearly defined achievable objectives and a focus on the breadth of the field without adequate depth. The field had its roots in sanitary engineering and it developed by expanding on the approach and technology of this discipline. The field has grown beyond its roots in sanitary engineering, however, and must emerge as an entity in its own right.