bryananselmathews.files.wordpress.com · Web viewthe scarcity at the heart of the global water...
Transcript of bryananselmathews.files.wordpress.com · Web viewthe scarcity at the heart of the global water...
the scarcity at the heart of the global water crisis is rooted in power,
poverty and inequality, not in physical availability.
- 2006 United Nations Human Development Report, 2006, p.2
The UN itself in the 2006 United Nations Human Development Report states that
problems with the distribution of safe clean drinking water is not due to its
availability however most people would firmly believe that the global water
crisis is caused by a natural scarcity in those regions in which it occurs.
My unit of work is entitled "Water Use: The Global And Australian Situations." lt
is a Geography unit for year 7, ( Australian Curriculum and Development
Authority (ACARA) Shape of the Australian Curriculum: Geography 2011) which
will also use lessons in Civics and Citizenship and Science. Using different
approaches will allow the students to become more immersed in the topic and to
learn more. (Murdoch 2010) for instance experiments in creating a water system
will not only allow students to see the water cycle being made in front of their
eyes, but will also provide some hands on tasks that will serve as breaks from
other more sedentary activities. ln addition the curriculum (ACARA Geography
2013 lmplications for Teaching and Assessing) specifies that a wide variety of
activities should be used like field trips, use of remotely sensed imagery, role
plays and class debates. The unit has 10 lessons that are all structured to create
interesting as well as informative learning. lt involves a field trip to the
desalination plant at Lonsdale to see a working example ol what we are doing as
a state to alleviate the dependence on the Murray river system, as well as
creating a water system to see rain occur and making a sand bio water filter.
These activities are interesting, involve some manual skills and will tie in with
skills form other areas of the curriculum such as Design and Technology and
Science. One other activity is to participate in the World Water Monitoring
Challenge. This is an opportunity for the students to participate in a worldwide information gathering exercise from which their data will be used in a report on
the year in question. lt also is addresses the Geography requirement to use field
trips and to collect and interpret statistical data. Sixty-six countries participated in
2O1Zso this represents a large part of the world. This also addresses the Global
Education perspectives of interdependence (by highlighting the relationship
between all elements and life forms) and also sustainable futures through gaining
an understanding of how our actions determine the health of our waterways.
(Water and the world P2)
It is very important for young people who live in South Australia to be aware of
the water cycle, how we use water and whether oui use of water is wasteful. We
have a very low rainfall in South Australia (Bureau of Meteorology (BOM) 2013)
and Australia has the lowest naturally occurring rainfall in the world
(Commonwealth of Australia2Ol3) so understanding the role of this resource as
well as the issues surrounding its use are vital to our ability to control our future
(Dovers 2003). Our role as educators is to create people who are able to
research information, to dissect the data and form opinions based on critical
thinking (Murdoch 2010) (ACARA 2013 Creative and Critical thinking). When we
are confronted with an issue like water it is very difficult for people with poor
thinking skills to cut through the barrage of misinformation that is used to confuse
us about the real issues. By being misinformed we contribute to the problem,
however the media play a large part in spreading this misinformation (Dolnicar &
Hurliman 2012). one example of this is the popular misconception that bottled
water is somehow better for us than tap water. Because it costs more and is in a
fresh bottle supported by advertising it is generally perceived to be "better"
,,cleaner,,or ,,fresher" depending on the brand. We know this misconception exists
because if it didn,t people wouldn't buy something which is virtually free. Similarly
rainwater that was used exclusively for drinking when I was at school, is now
seen to be dirty and unsafe for drinking (Department for Education and child Development (DECD) 2013). ln the seventies and eighties when Adelaide water
was rather soapy in taste everyone I knew used to drink rainwater so what
caused this to change, was it perhaps the introduction of bottled water? The
belief that rainwater is no longer safe to drink is confusing because in the areas
not covered by mains water people drink rain water (including the school
children) as the proclamation against rain water is only for schools which have
access to mains water (DECD 2013). Giving students the ability to think
constructively in these situations will help them to come to better answers than
are given to them by advertisers or those with vested interests in the
commodification of water. Fear is the primary tool used in the case of water, fear
of disease or litigation in the case of anyone contracting a disease. (Gleick 2010)
As my opening quote shows, the scarcity of water is not related to availability
(United Nations Development Programme 2006 [p2]), Australians manage to be
the second highest users of water while living in the country with the least
naturally occurring water (Commonwealth of Australia 2013). We can use so
much water because as a nation we are rich, powerful and on the privileged side
of the inequality divide. Even with all this on our side though, we still need to be
able to understand that our actions determine what will happen in the future.
Whether we choose solutions like desalination, recycling or reducing our water
use, will also impact on the environment because desalination and recycling use
energy and desalination has problems with the disposal of the highly
concentrated salt water (Zhou & Tol, 2004lptl).
Over dependence on the Murray will mean that the animals that also rely on the
Murray will lose out on their water allocation in any crisis. The environment will
also come off second best in any conflict over water so learning about water
addresses the HASS values of "A recognition of shared responsibilities and a
willingness to cooperate with others in fulfilling them" (Commonwealth of
Australia 2008 p6) and "an appreciation of and concern for the environment and a commitment to sustainable practices" (Commonwealth of Australia 2008 p6) as
well as "an understanding of the interdependence of all living things and that
each has value and the imperative of sustainability" (Commonwealth of Australia
2008 p6).
This unit utilises the ACARA Geography key idea of weather and water (ACARA
Shape of the Australian Curriculum: Geography p19) where it is part of the
weather and water topics for Year 7 mainly within water resource management
and the hydrologic cycle. lt will also draw upon the draft Civics and Citizenship
curriculum for year 7 looking at'The key features of government under the
Australian Constitution." (ACARA ln {act one of the elaborations for that heading
is to investigate river and water management as an exercise in determining all of
the levels and departments of government that are stakeholders in the process'
Therefore this unit of work is aimed at Year seven and addresses the Humanities
And social Studies (HASS) values of "A Recognition of social, political and
environmental links between people and communities'" (Commonwealth of
Australia 2008 p6), as well as "Ecological sustainability" (Green 2013 p 15)'
Key Knowledge
Thm clmsslfication of eervironmentatr rffi$*uress anrd the forrns that water takes as a
feSOUl"C* ,,
This is covered rnainly in lesson '1, 2 and 3 as we discover water types and
dimtributinn as weil as hcw it changes tc hecome each different type (blue water,
green water, r*eycl*d watmr b*ttled water).
The ways thmt fiows of water connect places as it moves through the
environment and the way this affects p{aces r,;:i;'-."..,!rilll.l*;
This is covered in most of the ulnit as we look at the Murray and its u$ag* change
fl"CIm the upptrr neaches to hCIw it is used in $uuti'l Austnalia. This is also *cvered
in iesson 5 and 6 trmw mu*h waten is available. ln lesson 2 thm film "A Wr:rld
without Water" which illustrates the conflict over water. This is aXso part of the
Bottled water on trial lesson as places are cCInnectnd by bottled water passing
thrmugfr or to different parts of the world.
The quantity and varimhility af Australia's wat*r resources cornpared with th*se in
cther continents ,,:ri-'.r-j*i'.i.".', ,i :
Lessmr: 'X and ? l*msmn I conflint *ver waten. lessmn 5 hsw mulch water is
availab{e ,
The naturm cf water scarcity and ways cf cvercoming it, includinE studies dnawn Skills focussed on in this unit
Science understanding (ACARA 2013 Science)
Science lnquiry skills (ACARA 2013 Science)
Science as a human endeavour (ACARA 2013 Science)
To help students to think critically about the portrayal of water issues in the
media, why these ideas are put forward, by whom and for whom.
ICT skills (ACARA 2013, ICT)
Report writing (ACARA 2013, Geography)
Critical and creative thinking (ACARA 2013, Creative and Critical thinking)
Ethical understanding (ACARA 2013, Civics and citizenship [p9])
Personal and social capability (ACARA 2013, Civics and Citizenship [p9])
Values and Actions
One of the aims of this unit is to promote critical and creative thinking which is a
fundamental requirement in the Geography curriculum and is generalised across
the entire curriculum (ACARA 2013 critical and creative Thinking) (ACARA 2013
Geography lmplications for teaching assessment and reporting)' This is done
throughout the unit through allowing the students to create their own questions to
link their own experiences with the learning they acquire within the unit (Murdoch
2008). Brainstorming in the first lesson provides a base of their own experiences,
following this up with more brainstorming after watching "world without water"
and the videos on the ABC Splash website provides a link between what they
knew with new knowledge. The unit also has sufficient concepts that are
generalisable across a range o{ other parts of the students lives which is
important for creating rich and diverse thinking (Murdoch 2008)' Examples of
these are the interdependence of people and systems, the concept of a cycle of
water, the interdependence of people and the environment and conflict
management and resolution. Using the court case for bottled water allows the students to understand intimately the need for precision and care when
explaining actions to others in order to avoid misunderstanding. Having to argue
a case for something that you are not completely in agreement with also allows
them to learn how to "put themselves another persons shoes". The court case is
also a debate which gives them conflict resolution skills that are transferrable
across their lives.
This unit uses the five learning emphases of global education
lnterdependence and globalisation is covered by examining the interdependent
natural water system that covers the world, the World Bank's globalising
unnatural water system that aims to cover the whole world through commodifying
water, the bottled water system which transports water from places like Fiji and
France to far flung parts of the world and monetary aid which flows from one part
of the world to another to provide clean drinking water.
ldentity and cultural diversity is covered when we look at the different ways that
water is used around the world. Exercises like trying to use 50 litres of water a
day to simulate what people in other parts of the world have to do and the film "A
World Without Water" help to show what it is like to live in a different society that
has to use water in a different way. Watching the film gives us an understanding
that Americans with a similar society to us can still have such a different social
system that isolates some citizens from access to water in a similar way to how
people in Africa or South America can be isolated from water.
Socialjustice and human rights is covered when we look at the rights of people to
access water and how this right is contravened by the World Bank's insistence
that countries need to commodify water and allow privatisation of the drinking
water system. ln lesson 10 we look at conflict over water which involves human
rights and how this sometimes conflicts with business usage of water such as
farming using water that people may need for drinking. peace building and conflict resolution is also covered in lesson 10 on conflict
over water. The process of having to prepare an argument for one side of the
conflict, having the discussion and then reversing the positions is really good in
allowing each student to see both sides of the story. The need to then choose
their best arguments for both sides and then challenge other groups to a similar
debate is great for conflict resolution.
Sustainable futures is covered in the entire unit as the whole notion of water use
requires a sustainable way of thinking, every person in the world relies on water
and needs to have it cleaned for their consumption. While a few people may be
able to rely on very clean sources of water this is not the case for most people
who need to preserve their sources of water from contamination and depletion.
Assessment:
Assessment for this unit will be of a personal wordpress blog created by each
student. This will satisfy the requirement for year 7 students to be conversant
with lCT and to be able to blog, contribute to an online discussion and share
information safely to collaborate with others. (ACARA 2013 lnformation and
Communication Technology (lCT) capability). The blog will be based on a
Template that students can modify the look of if they wish' The main
requirement for assessment is the production of posts for each element of the
unit, there will be a
proforma supplied by the teacher that can be modified for each section'
Additionally students can make mini movies of certain lessons such as the
construction of the sand bio water filter (in groups), parts of the court case
(lesson 6) such as summing up, the water cycle, the trip to the desal plant and
the field trip to collect data for "World Water Monitoring Day"' A rubric will be
provided to students to ensure they know what they will be assessed upon' The
blogs will be hosted on an intranet with no access from outside the school by
installing wordpress, sQL and PHP on an internal server (an sQL database and PHP to access it). This blog will allow formative assessment as I will be able to
view progress every week and change the direction or pace of the lessons to
adjust for variations in the learning speed or quality. lt will also provide a
summative assessment as the finalisation of the blogs will affect their final grade
for the unit.
Rubric:
achievement
low
medium
hiqh
Research
Little apparent research
or evidence to support
blog posts
Good research evident
with adequate evidence to
support blog posts
Excellent evidence of
research with outstanding
evidence to support blog
DoStS
multimedia
Basic multimedia used in
blog
Good range of multimedia
used in blog, movies
pictures show evidence of
editing to produce
pleasing results
Excellent multimedia in use,
wide range of types of
movies pictures and sound
files as required. Evidence
of editing to produce
oleasinq results
Written
material
Basic blog posts, factual
without much evidence of
original thought.
lnteresting posts with
personal style in
evidence, good
description of activities
and information presented
aooealinolv
Very interesting posts with
a lot of content and original
insights into the processes
and activities.
Aesthetics
No major attempt to
modify the blog template
Some modification of
template with images and
text to produce an
aooealino look
Major modification of the
template to produce an
individually appealing
desion
Participation
Poor participation and
adequate preparation for
lessons- basic entries in
journal
Generally participated
welland prepared for
each lesson- good entries
in journal
Participated in all activities,
prepared well for each
lesson- excellent entries in
journal with insightful
comments
Engagement
Lesson 1:
10 minutes for each individual to fill out a KWL (what we Know, What we want to
know, what we have Learned) sheet. They are just filling out the what we know
section. Brainstorm 20 minutes. Students are assigned to groups of 6 and
presented with a sheet of butchers paper and textas. ln groups they brainstorm
to answer the question "what do we know about water" lnstruction is to write
anything down, no judgements about suitability. As a class we will put these up
on the wall with a short presentation. We will refer to them later in our inquiry,
this is our starting Point.
10 minutes to view the ABC Splash website films "water buyback", Harvesting
water" and "Adelaide gets smart about water"
10 minutes for class to fill out reflective journal now that they have seen some
interesting facts about water and its use. LHS is for facts, RHS is their reaction to
those facts or thoughts about those facts'
10 minutes for teacher to show sample blog and answer questions about how it
will be used for assessment Skills required: Working with others and in teams,
communicating ideas and information, solving problems, using technologies.
Global education perspectives, lnterdependence and Sustainable Futures.
Teacher resources: Smart board, computer, internet access, KWL forms,
butchers paper, textas, pins boards on walls to pin posters to.
Student resources, Pens, reflective journal
Lesson 2
Water in the news (Adapted from Cool Australia website (Cool Australia 2013))
20 minutes: ln their groups students will research water issues online. They will
come up with 5 articles about water in their topic area (to be handed out at the
start of the lesson)
When they have found the articles they will assess them using these questions.
Who is the intended audience?
Why was the article written?
What is the veracity of the article?
What experts are quoted (if any)
ls this a primary source or a secondary source :
15 minutes: Group presentations on their news articles where each group
deconstructs the purpose and message in the texts.
Skills required: Working with others and in teams, communicating ideas and
information, solving problems.
Developing a Question.
Lesson 3 and 4
10 minutes: discussion about blog and how to modify it to produce an individual
look.
Watch "A World Without Water" on Youtube
15 minutes: Affinity Diagram - Students will get into their groups and write
down water issues that they are interested in (or which arose from the film) on
sticky notes. As a class we will get together to put all of the sticky notes on to a
board in groups of similarity as an Affinity Diagram, this will help to clarify what
areas of water use we as a class are most interested in.
Clarifying a series of questions, as a class we will decide on what the most
important issues in water use we are interested in, keeping in mind the need to
look at water issues in the world, in Australia and water as a sustainability issue.
These topics will then be crystallised as our inquiry questions and will be
allocated through discussion for groups to research and present on their blogs
for assessment.
Global education perspectives, lnterdependence and Sustainable Futures'
Skills required:Working with others and in teams, communicating ideas and
information, solving Problems.
Teacher resources: smart board, computer, internet access, KWL forms,
butchers paper, textas, pins boards on walls to pin posters to'
Student resources, Pens, reflective journal
Organising ourselves
Lesson 5
15 minutes:Class discussion about timelines for assessment and answering
questions chosen in the last lesson.
Discussion of how to find information required for the unit. Practice searching for
information through the following exercise -
How much water is available? (Adapted from Water and the world (AUSAID
2011))
Powerpoint presentation showing how the worlds water is distributed. Population
figures and water requirement of individuals are used by students to construct a
chart for showing how much water is available for each individual.
Students use internet to download a map of the Murray darling catchment area.
They have to write on the map where each state controls part of the river. Then
they answer 4 questions about why there might be conflicts over water use and
management of this complex river system. A double bubble diagram is used in
this exercise to compare the needs of two states eg. South Australia and Victoria
to see the similarities between their needs and also the differences. This is useful
for showing that states in competition for a resource can have similar views as
well as opposing or overlapping views.
Skills required: Science Understanding, Science as a Human Endeavour,
Science lnquiry Skills, Working with others and in teams, communicating ideas
and information, solving problems.
Global education perspectives, lnterdependence and Sustainable Futures. Collecting, analysing and managing information
Lesson 6
Build a sand Bio Filter or build a model of the water cycle.
Students will build a sand bio filter using the internet to discover different
techniques. Materials will be available in class (there are only a few different
resources required)
The alternative is to model the water cycle also using internet resources to find a
design. similarly these can be constructed easily from a few components which
will be available in the classroom
When finished they will film or photograph it in action'
15 minutes, students will research how these filters can be used in places like
Uganda or Afghanistan to clean water for drinking. This will then be added to
their blog.
Resources required: ice, beaker, burner water, plastic bottles, charcoal, gravel,
sand, material.
Skills required: Science Understanding, working with others and in teams,
communicating ideas and information, solving problems. Using lCT,
Global education perspectives, lnterdependence and sustainable Futures'
Lesson 7
Bottled water on trial (Adapted from All's well (AUSAID 2011))
Class is divided into a prosecution team and a Defence Team at the end of
lesson 5. Each team has to research a case for or against bottled water.
Students are given websites to use as a starting point for the research, as well as
a sheet outlining the procedure for the trial. Homework is to prepare for the trial.
The entire lesson is taken up with the trial proceedings which are run in the same way as a real trial with the teacher as the judge.
After the trial and judgement the class discusses how they felt about their
arguments, which were compelling and which were specious.
A discussion about thinking methods is also followed through questions such as
how ideas about this issue have changed through research, what has caused the
thinking to change what kind of thinking was needed to change this etc (Murdoch
2012).
Skills required:working with others and in teams, communicating ideas and
information, solving problems. Using lCT, understanding legal systems.
Lesson 8
Visit to Desal Plant.
SA Water provides a service at the Desal Plant at Lonsdale which allows
students to see a Desal plant in action. There is also an opportunity for
discussion and questioning about other activities of SA Water. This will be an
excursion which will require consent forms from parents and also will take up a
whole day.
students will have to prepare questions to ask as homework and each student
will need to have at least one question and answer to put on their blog. Teams
will also have to ask questions relating to their group topic.
Skills required: working with others and in teams, communicating ideas and
information, solving problems. Using lCT,
Lesson 9
Conflict over water. (Adapted from water and the world (Commonwealth of
Australia 2011))
Looking at the Murray Darling basin's use of water or a scenario of water use in
Uganda students will:
ldentify different interest groups, organise into groups of two to find two
arguments in favour of their interest groups proposition.
Stage 1: Pair A and pair B will then present arguments to each other.
Stage 2: Roles reversed, but each pair must present new arguments in support of
their argument.
Stage 3: The pairs then negotiate the best arguments and then meet up with
another quartet which has also reached this stage and go through the same
process.
Stage 4: A town meeting is held where all interest groups meet to negotiate a
community stance.
Skills required: Science Understanding, Science as a Human Endeavour,
Science lnquiry Skills, Working with others and in teams, communicating ideas
and information, solving problems.
Global education perspectives, Peace building and conflict resolution and
Sustainable Futures.
Lesson 10
World water monitoring Challenge.
The entire class goes to a waterway to monitor it, recording Turbidity, clarity,
dissolved metals, flow and temperature. This will be field trip which will need time
allocated to it depending on the distance to be travelled. lf not much time is to be
taken then a close waterway will need to be chosen. ldeally a river like the
Torrens can be checked in a few different spots to gain contrasting information. A
homework exercise will be to write a report comparing the data gleaned from tis
trip with data from similar sites around the world to gain an understanding of how
our waterways Compare to others in countries like Africa or Asia'
Skills required: Science Understanding, Science as a Human Endeavour,
science lnquiry skills, working with others and in teams, communicating ideas
and information, solving problems'
Global education perspectives, lnterdependence and Sustainable Futures'
Communicating
Lesson 11
Finalising blogs, students are given the opportunity to finish up their blogs with
help on hand from the teacher, they will also finalise a their report summarising
their chosen group topic. Since this is a product of the discussion and generating
their own questions I cannot plan or discuss this till it is chosen by the students
(part of lesson 3 and 4 after watching "A World Without Water."
Planning and implementing Actions
Lesson 12
This will be a lesson focussed on implementing some sort of action depending on
what their group topic is. For instance if their topic was water flow in the Murray
river a suitable action might be to write to the ministers of the relevant states to
ask for a clarification about what is being done to combat this and how
agricultural use can be allowed to denigrate fauna dependent on the river.
Skills required: Working with others and in teams, communicating ideas and
information, solving Problems.
Reference list:
Australian Curriculum Assessment and Reporting Authority, 2011, Shape of the
Au stralian Cu rricu lu m : G eog raphy. Commonwealth of Australia, Sydney
Australian Curriculum Assessment and Reporting Authority, 201g, Criticat and
Creative Thinking. Viewed 29th December 2013, Commonwealth of Australia,
Sydney 4"r-ttp"#rvrarw--au-$-tlall&ficurffcul$Ln.sdu,aulfiel::s-rff!fi-ap-"ah"llltieslP"dti#rilt"s"nl-
am d -n r'*ati_v_e-{h i m k i n S>
Australian Curriculum Assessment and Reporting Authority,2013, lmplications
for teaching assessment and reporting. Viewed 28th December 2013,
Commonwealth of Australia, Sydney.
http:1/ww&australi*ncr":rnIculurn.adur"au/G*Qgraphyifmplicatinms-fcr-tq&$hing-
eq$"es* menhel-,l d - rp psI:XjnS
Australian Curriculum Assessment and Reporting Authority, 2013, lnformation
and communication technology (CT) capabitity. Viewed 28th December 2013,
Commonwealth of Australia, Sydney.
<http:llwww"austra{[anSurri*r.eh"lfU.*du.AulGenmralCapahilitieslPdfllCT>
Australian Curriculum Assessment and Reporting Authority, 2013, Science
curriculum F-l0. Viewed 28th December 2013, Commonwealth of Australia,
Syd n ey. < hllpi*ryww,MsMl-u m/f --1"il>
Cool Australia,2Ol3 Water in the News. Cool Australia, viewed Bth December
201 3, http :/l*omlaU*tnaiia;U$/activitylwatpr-ir:-the-news-7S/>
Commonwealth of Australia 2019, Ctimate Summaries Review, Bureau Of
Meteorology (BOM) accessed gth December 2013,
..6gp ffsyw-hs{n.G*-Y �ddllnals{ryerlUa&n-u fi llsalsummarySht rn [>
Commonwealth of Australia 2A12, All's Well, One World Centre, Canberra'
Commonwealth of Australia 2008, Gtobal Perspectives: A framewark far globat
education in Australian schools, Education Services Australia, Carlton $outh,
Victoria.
Commonwealth of Australia 201g, Our Natural Environmenl Viewed Bth
December 2013, <h_llpJla-ugtralmssu.-e*/Bbsul"-"austral-ralsul:sm"untrylnu{:*"aJural"--
ptrvgpnrnsn$&!ffalmr>
AUSAID 2011, water And The world, commonwealth of Australia, sydney'
AUSAID 2012, Water For Life, Commonwealth of Australia, Sydney'
Commonwealth Science and lndustrial Research Organisation (CSIRO) 2003,
Australian water tJse statisflcs, commonwealth of Australia, canberra'
Dolnicar S., Hurliman A., 2012 Newspaper coverage of water issues in Australia,
Water Research, Vol 36, pp 6497-6507.
Dovers, S 2008, 'Urban water: Policy, institutions and government', in Patrick
Troy (ed.) , Troubled Waters: Confronting the water crisis in Australia's cities,
ANU ePress, Canberra Australia, pp. 81-98.
Gleick P.,2010, Bottled and Sotd:The story behind our obsession with bottled
water, lsland Press, Washington
Green D., 2013, Session 2A and 28 slide 15, EUC 5162, University Of South
Australia, Adelaide, 21't November.
Murdoch K., 201 O, lnquiry learning, accessed 1Oth December 2013.
<http ://www. kath m u rd och. co m. aulu p I oad s/med i a/i nq u i ryl earn i n g. pdf>
Murdoch K., 2010, What Do tnquiry Teachers Do, accessed 1Oth December
201 3.
<http://www.kathmurdoch.com.au/uploads/media/whatdoinquiryteachersdo.pdf>
Splash ABC 2013, Behind the News, Haruesting Stormwate1 Australian
Broadcasting Corporation, accessed 8th December 2013, <
tHlm#splesh-M$;Slhalmstlfr e
$t0rmwM
Splash ABC 2013, Behind fhe /Vews, 'Water buybaek in the Murray-Darling river
basin, Australian Broadcasting Corporation, accessed Bth December 2013,
niv*r--health ?sour*e=sear*h>
Splash ABC 2013, Landline: Adetaide Gets Smart About Water, Australian
Broadcasting Corporation, accessed 8th'December 201 3,
The United Nations Organization for Education, Science and Culture (UNESCO)
2006, National water Development report: uganda, UNESCO, Paris.
United Nations Development Programme 2006
Zhou, y., and Tol R.S.J. Evaluating the costs of desalination and water transport,
University of Hambourg viewed 8th December 2013,
<https ://www.f n u. zmaw. de/f i lead m i n/f n uJi les/publ ication/worki ng-
papers/Desalination FN U41 -revised. pdl>