Conservation of the African Great Lakes: A Limnological Perspective

The limnology of Lakes Malawi Tanganyika, and Victoria is discussed with the objective of examining how the physical, chemical, and biological properties of the lakes will determine the response of these ancient great lake ecosystems to human activities. Of the physical properties discussed, large dilution capacities and long flushing times can make the detection and removal of chemical pollutants in these lakes difficult. The outflows of all three lakes are small because of high evaporation losses, and as a result lake levels are responsive to climate changes that would alter evaporation:precipitation ratios. Increased nutrient input to these lakes will likely result in a decrease in the volume of oxygenated water and available fish habitat. Plankton community composition will also change, probably toward dominance by cyanobacteria. While the effects of eutrophication on fish production are difficult to predict, changes in plankton composition would almost certainly be accompanied by changes in fish community structure. Recent studies of water chemistry and plankton productivity in Lake Victoria provide evidence of possible eutrophication. Because land use has a diffuse but potentially large impact on these lakes, conservation strategies must take into account human activities within entire drainage basins. This requires cooperation between riparian countries and technological and financial input from the international community. An immediate need is the establishment of monitoring programs to determine the impact, real or potential, of human activities around the lakes.     

Judging where a ball will go: the case of curved free kicks in football

This study examined whether adding spin to a ball in the free kick situation in football affects a professional footballer’s perception of the ball’s future arrival position. Using a virtual reality set-up, participants observed the flight paths of aerodynamically realistic free kicks with (±600 rpm) and without sidespin. With the viewpoint being fixed in the centre of the goal, participants had to judge whether the ball would have ended up in the goal or not. Results show that trajectories influenced by the Magnus force caused by sidespin gave rise to a significant shift in the percentage of goal responses. The resulting acceleration that causes the ball to continually change its heading direction as the trajectory unfolds does not seem to be taken into account by the participants when making goal judgments. We conclude that the visual system is not attuned to such accelerated motion, which may explain why goalkeepers appear to misjudge the future arrival point of such curved free kicks. Electronic Supplementary Material  Supplementary material is available for this article at .     

Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

The concept of sustainable development (SD) has highly been debated since it was presented 25 years ago, with ‘hard science’ approaches on one side and more process-oriented approaches on the other side. Academic teaching in SD has emerged in response to this in very different contexts, partly mirroring this academic debate. Some master’s programmes in SD take a strong science approach, while other programmes focus on the process of implementing sustainability projects, sometimes connected with forms of action research and teaching. In this article, we identify diverse views on the concept of SD as well as views on most relevant modes of teaching. We discuss core competencies required for sustainability professionals in their working practices and we organise them in three main clusters: Know, Interact and Be (KIB). The article presents the results of a worldwide survey, which addresses these visions on the concept of SD, the capabilities needed for ‘sustainable development professionals’ and the teaching approach needed. The analysis is based on the responses of 54 lecturers and 287 students active in 34 SD master’s programmes on all continents. The results of this worldwide survey are discussed. We observe in practice some gaps between preferences and practice. Looking at what both lecturers and students see as essential topics to address, some topics get relatively less attention (like the population issue). The identified core competencies (KIB) are supported and all addressed in practice, while the ‘Be’ competencies receive relatively less attention. Suggested consequences for academic teaching include a further matching of programmes with perceived needs and bridging the gap between the experienced teaching approaches in practice with such identified needs.