Suchergebnisse

In an era of expanding interest in international environmental problems,1 it is essential to examine the rapidly developing state practice concerning man's startling capability, through the use of technology without any hostile intent, adversely to alter not just the immediate environment of his neighbor but common resources shared by all. The present discussion does not attempt to deal with the practice of all states, but rather considers the extent to which legally relevant expectations of restraint, are being shaped by United States practice concerning the use of novel technology in the res communis? The focus on United States practice reflects the belief that, within the confines of a law journal article, considerable light may be shed on world community expectations by an examination of the practice of a state which has a major interest in the field and which
is a significant participant in the international law-creating process.

This paper illustrates that higher education is a system integrated by shared values and is also differentiated according to institutional teaching orientations. This illustration is accomplished through a "visual display" of shared and differentiated teaching goals as faculty reported these in a national survey conducted in 1973. Using these teaching goals, six normative teaching orientations are derived. The six orientations associated with higher educational institutional variation reduce to four types of teaching environments. Relating these environments to each other refiects a system according to the Parsonian AGIL framework.

1. The dangers threatening mankind -- 1.1 The interrelation of the problems -- 1.2 Natural resources -- 1.3 The food problem -- 1.4 The population problem -- 1.5 The effects on the environment -- 1.6 The significance of technological developments -- 1.7 Distribution of prosperity -- 2. Systems approach as a research method -- 2.1 Research strategy -- 2.2 The model approach -- 3. Seeking general data for a dynamic world-model -- 3.1 Population -- 3.2 Food -- 3.3 Natural resources -- 3.4 Energy -- 3.5 Pollution of the environment -- 3.6 Sharing prosperity -- 4. Basic elements of the building process -- 4.1 Specific input data -- 4.2 The Static approach to the limiting values -- 5. Possibilities for quantitative analysis of housing: test cases -- 5.1 The purpose of the test cases -- 5.2 Carib home in Surinam -- 5.3 Living in developing countries: Ghana development plan -- 5.4 Living in the industrial society -- 5.5 Comparison of test cases -- 6. The simulation model -- 6.1 General scheme of the model -- 6.2 Income trends -- 6.3 Income distribution -- 6.4 Population -- 6.5 Housing requirements -- 6.6 Agriculture and forestry -- 6.7 Pollution -- 6.8 The use of scarce resources -- 6.9 The limits -- 6.10 Simulation model results -- 7. Designing within the limits -- 7.1 Building estimate -- 7.2 Energy consumption and heat insulation -- 7.3 The specification of limits -- 7.4 Design methods -- 7.5 Designs for testing the specification of limits and the design method -- 8. The projects -- 8.1 Urban terraced house (Design: Frits Mastenbroek) -- 8.2 A house in a poor country (Design: Piet Bennehey) -- 8.3 House with own supply facilities: pyramid 2020 (Design: Willem van den Akker and Jan van Middelkoop) -- 9. Conclusions and evaluation -- Appendix A: Some major air pollutants -- Appendix B: Technical life of the house -- Appendix C: Detailed estimates for pyramid 2020 -- Appendix D: Heat and sound insulation.

This research defines human territoriality as a set of attitudes and behaviors in and toward given physical areas and examines its expressions within the home. The authors interviewed 185 adult and child family members individually. The results indicate that the dwelling unit can be described as a territorial model: as a socio-spatial system in which each area has a clear social classification and is characterized by a particular pattern of behaviors and attitudes. Five different types of areas can be identified: individual, shared, public, jurisdiction, and activity areas. These differ in the degree and nature of control possible within them and in their associated behaviors and attitudes. The physical characteristics of the dwelling unit related to control were the size of the shared area and the quality of the boundaries of the individual and shared areas.

Few studies have assessed how characteristics of the physical setting affect specific organizationally-valued behaviors. The present study compares the effects of open-private, closed-shared, and closed-private offices on faculty work patterns and faculty-student interaction. One hundred faculty and 356 students completed questionnaires. In addition, systematic observations of faculty offices over a several day period were conducted to assess occupancy rates as a measure of adaptation to unsupportive physical surroundings. Faculty in open-private offices reported significantly more difficulty working efficiently and concentrating. Both faculty and students reported that faculty were less available in open-private as compared to closed-private offices, and both groups reported that the quality of performance feedback either given or received suffered in the open plan compared to traditional shared or single-occupancy offices. The implications of the design and use of the physical setting for individual and organizational effectiveness in college and other client-centered settings are discussed.

Assessment of public services is based, in part, on: (1) the individual's potential need for, ability to use, & previous use of a service; (2) the socially constructed environment within which opinions toward shared objects are formed; & (3) the spatial & temporal situation in which services are encountered. It is suggested that service evaluations cannot be divorced from the social environment in which they evolve, bringing into question the use of qualitative indicators such as citizen satisfaction to assess public service impact. 2 Tables, 28 References. HA.

This article reports the findings of a two-part study on the influence of dormitory architecture on patterns of social relations among college undergraduates. The first part investigates how dormitory architecture affects patterns of freshman acquaintance. Traditional proximity-social relation theory is refined to enable directional predictability of acquaintance patterns through use of the concepts "shared required paths" and "domains of acquaintance." The second part studied whether these freshman acquaintances evolved into more meaningful relationships such as friendship and rooming groups over the remaining years of college life. Time is specifically evaluated as an intervening variable in persistence of social relationships.