非洲东部及南部雨水管网中的雨水回用实践(英文)

介绍了非洲东部和南部雨水管网系统中雨水回用的实践与经验,并介绍了在Sub-Saharan Africa开展的雨水回用工程实践情况,包括国家政策的调研、回用理念的构建、雨水系统的建设和回用技术的评估.雨水回用技术在非洲东南部地区被大力推广,并被普遍接受,应用于生活用水及农业用水的补充以及环境可持续发展建设的各个方面.截止目前,已有12个国家级的雨水回用机构建成,他们为雨水回用系统的建设提供整体规划和技术指导.政府和投资商也逐渐转变态度,为推进雨水回用技术在经济、制度和技术上提供了优惠政策.合理的土地与水体管理是雨水资源利用最大化的关键.除了政策和制度的协调外,还需要充足的预算支持来推动技术的广泛应用.     

Bibliographies of Interest

C. David Mortensen's Communication: The Study of Human Interaction (New York: McGraw-Hill, 1972—$7.95)

Alex Groner and the editors of American Heritage and Business Week's The American Heritage History of American Business &; Industry (New York: American Heritage with distribution by McGraw-Hill, 1972—$17.95 to January 1st, then $20.00)

Herb Sanford's Tom and Jimmy: The Dorsey Years (New Rochelle, N.Y.: Arlington House, 1972—$8.95)

Nicholas Johnson's Test Pattern For Living (New York: Bantam Books, 1972—$1.25, paper)     

History of Broadcasting

Philip T. Rosen, The Modern Stentors: Radio Broadcasting and the Federal Government, 1920-1934 (Westport,Conn.: Greenwood Press, 1980— $25.00).

Laurence Bergreen Look Now, Pay Later: The Rise of Network Broadcasting (New York: Doubleday, 1980 with paperback reprint by Mentor Books, 1981—$14.95/ 3.95).

C. Joseph Pusateri, Enterprise in Radio: WWL and the Business of Broadcasting it America (University Press of America, 4720 Boston Way, Lanham, Md. 20801— $19.50/11.75)

Alex McNeil, Total Television: A Comprehensive Guide to Programming from 1948 to 1980 (New York: Penguin Books, $9.95, paper)     

The commercial transformation of public education

This essay reviews the history of school commercialization in the USA and the forms that it has taken over time, with particular attention paid to research measuring the scope and variety of commercialization trends in US public schools. The implications of commercialization activities such as those that promote the consumption of nutritionally deficient foods and beverages are explored. The argument is made that the values inherent in the consumerist ideology used to support school privatization conflict with the democratic values on which public education has been historically based. Edison Schools is discussed as a model of the for‐profit management of public schools and emerging forms of school commercialization are considered. Finally, the role of free trade agreements in promoting school commercialism and privatization is described.     

Recognising desire: a psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work—including the idiosyncratic ways in which they respond to and implement mandated education policy—it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positions, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often under‐acknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable.     

Professional Identity and Pedagogical Space: Negotiating difference in teacher workplaces

This paper explores “spatial struggle” in the formation of professional identities of overseas‐born teachers. The basis of this struggle arises from a limited number of subject positions available for them in pedagogical spaces of the Australian system of education. We argue that relations of power/professional knowledge in teacher workplaces as well as the binary strategy of “us” and “them” generate marginal locations for overseas‐born teachers within schools. This construction of marginality is informed not only by discourses of what counts as being a professional but also by the conception of workplace as a monocultural, pre‐given and bounded entity. By rethinking workplaces as relational, as locations that are connected to other socioculturally produced places through spaces of semiotic flows, we can also rethink the professional becoming of overseas‐born teachers. This involves a critical understanding of their situationality, which can be conceptualised as a struggle for professional recognition, voice and place within the real and imagined communities of teachers.     

Exploring effects of an early math intervention: The importance of parent–child interaction

We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent–child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in the number game condition gained over 15% SD on an assessment of mathematical skill than did those in the no-training control. After 8 additional weeks without training, effects diminished; however, children of parents in the ANS condition underperformed those in the no-treatment control, which was partially explained by changes in the home numeracy environment.     

Being versus appearing smart: Children’s developing intuitions about how reputational motives guide behavior

Children engage in reputation management to appear favorably to others. The present studies explore when children use reputational motives to predict others’ behavior. Four- to 9-year-old children (N = 576; 53% female; approximately 60% White) heard stories about two kids: one who cares about being competent, and one who cares about appearing competent. Across five studies, with age, children predicted the reputationally motivated child would be more likely to lie to cover up failure (OR = 1.97) but less likely to seek help in public (vs. private; OR = 0.53) or downplay success (OR = 0.66). With age, children also liked this character less (OR = 0.56). Implications of these findings for children's reputation management and achievement motivation are discussed.     

The effects of a single night of complete and partial sleep deprivation on physical and cognitive performance: A Bayesian analysis

ABSTRACT

This study investigated the effects of complete and partial sleep deprivation on multiple aspects of athletic performance. Ten males completed a cognitive function test, maximal handgrip strength, countermovement jump (CMJ) and a 15 min all out cycling test to assess aerobic performance. These tests were performed following 3 different sleep conditions; normal sleep (CON), a 4 hr sleep opportunity (PART) and complete sleep deprivation (DEP). Data were analysed using a Bayesian multi-level regression model to provide probabilities of impairment (p = %). Aerobic performance, CMJ and handgrip strength were impaired by 11.4% (p = 100%), 10.9% (p = 100%) and 6% (p = 97%) following DEP, while aerobic performance and CMJ were highly likely impaired by 4.1% (p = 90%) and 5.2% (p = 94%) following PART. Cognitive reaction time was not impacted by PART or DEP. In contrast the accuracy of responses was highly likely impaired by 2% (91) following DEP, while there was less certainty of impaired accuracy following PART (?1%, p = 73). Multiple aspects of physical and cognitive performance were impacted by sleep deprivation. The greatest detrimental effects were seen for aerobic performance and CMJ. Partial sleep deprivation equating to 4 hrs of sleep causes subtle, but potentially important negative impairments on athletic performance.