The worldwide urban water and wastewater infrastructure challenge

There are two parts to the challenge of providing the infrastructure necessary for universal access to water and sanitation. One challenge is the extension of existing infrastructure and new infrastructure to serve all in today's urban areas and to keep up with the expected rapid growth of cities; the other is the refurbishment of existing infrastructure to maintain access to water and sanitation. Meeting the second challenge is the more costly; it is also essential to meeting the first challenge. Infrastructure is the means, not the end, with a requirement for clear policies on objectives, priorities and service standards. Delivery will require effective planning, regulation, innovation, capacity building and training. Although the infrastructure costs will be high, the benefits will be greater.     

凯乐塔水利枢纽工程属地化用工管理

以几内亚凯乐塔水利枢纽工程为例,为降低工程人工成本、提高工程所在地区的就业率和技能水平,介绍了凯乐塔水利工程属地化用工管理的方式,包括规范化管理、人性化管理等,所取得的成效受到当地政府和民众的肯定。     

与时俱进扎实开展机关党建工作

从思想建设、组织建设、党风建设、精神文明建设等4个方面,详细论述了近年来广西水利厅机关党委的工作方法及取得的成就,并提出了今后的工作思路。     

Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.

Results from prior research indicate that a student’s academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a “reflected glory” effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students’ own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students’ academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class’s standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.

This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family–School Partnership, focused on promoting parental involvement in educational activities and bolstering parents’ behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family–School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Priming and authorship ascription: When nonconscious goals turn into conscious experiences of self-agency.

The conscious experience of self-agency (i.e., the feeling that one causes one’s own actions and their outcomes) is fundamental to human self-perception. Four experiments explored how experienced self-agency arises from a match between nonconsciously activated outcome representations and the subsequent production of the outcome and explored specifically how implicit motivation to produce the outcome may impinge on this process. Participants stopped a rapidly presented sequence of colors on a computer screen. Subsequently, they were presented with what could be the color on which they had stopped the sequence or a color that was randomly chosen by the computer. Agency ratings after each trial revealed that priming outcomes (a specific color) just before the outcome was produced enhanced experienced self-agency. Importantly, priming outcomes relatively far in advance also augmented self-agency, but only if the outcome was attached to positive affect and thus operating as a nonconscious goal maintaining the outcome representation active over time. As such, these studies show how the mechanisms underlying nonconscious goal pursuit promote experiences of self-agency, thus integrating 2 lines of research that so far have led separate lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

35/6kV变电所无功自动补偿及谐波治理装置改造

该本文介绍了对35/6kV变电所原有电容器进行改造,增加滤波电抗器和滤波电容器等设备,抑制和消除高次谐波,提高供电品质,实现无功自动补偿功能。     

Mode of failure, interference tendencies, and achievement imagery.

The relative effects upon addition performance of failure to reach goals set by the subject himself and failure to reach goals set by the experimenter are studied, as well as the relative performance of groups differing in scores on the Interfering Tendency Questionnaire (IT) and the Achievement Imagery (AI) scale of the Iowa Picture Interpretation Test. The major findings were as follows: (1) There was no overall difference in the effects of the two failure procedures. High AI Ss showed greater improvement following failure to reach goals they had set for themselves while low AI Ss showed greater improvement following failure to reach experimenter set goals. (2) Under failure conditions, low IT Ss were superior, while under non failure conditions, high IT Ss were superior. (3) High AI Ss worked significantly faster than low AI Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Benefits of a "Sidelong" Approach to Self-Esteem Need Satisfaction: Comment on Crocker and Park (2004).

J. Crocker and L. E. Park (2004) have achieved an admirable integration of the self-esteem literature with their claim that self-esteem is better conceived of as a dynamic human striving, rather than as a passive state or personality characteristic. However, the costs of self-esteem striving may be overstated--these costs may arise only in certain constrained cases. Also, although Crocker and Park suggested that self-esteem is not a true psychological need, there is evidence that humans in all cultures need to feel a positive sense of self-worth (K. M. Sheldon, in press). Problems may arise only when people strive too directly for this feeling, rather than deriving it as a natural concomitant of non-self-focused goals. A "sidelong" approach to self-esteem need satisfaction is advocated in this commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)