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The purpose of this paper was to study advancing the water‐energy nexus in the context of urban metabolism and to extend past literature reviews to capture water and energy integration policy. The use of water for energy generation and energy for water treatment are a couple of examples of this nexus that have been well‐documented over the years. This paper answers operational and policy questions related to integration while comparing nexus efforts in two countries at the forefront of this discussion: the United States and Australia. Barriers to successful integration include gaps in data collection and lack of a consensus model for integration advancement. The study found that jurisdictions can take advantage of opportunities to consolidate the nexus by adopting new technologies that create efficient and cost‐effective ways for delivering a sustainable output by changing the way inputs are utilized. They could also develop a tracking system to measure the results of their efforts and evaluate if targeted outcomes are being achieved.

South Africa has one of the highest rates of HIV/AIDS in the world. Much blame for this has been laid on the apathy of the South African government and the cultural traits of South Africans. AIDS prevention research calls for early childhood education to raise awareness of the causes, dangers, and prevention of HIV/AIDS. This study involved surveys among a select sample of South African adolescents to determine their sexual attitudes before and after a cognitive-behavioral intervention. Overall, the results did not make a significant difference in their attitudes, suggesting pre-adolescent sex education might prove to be a more useful tool in anti-HIV/AIDS education. Risky sexual behavior, under the influence of alcohol, also serves as a warning to educate young consumers of alcohol.

It seems like the high school curriculum reform effort in the United States has come full circle. While itsdevelopment has taken place over time, statistical differentials in academic performance amongracial/ethnic groups makes one question, the adequacy of the modern day high school curriculum inaddressing the needs of all segments of society. After all, progress in the evolution of the high schoolcurriculum has been slow and no matter what changes were made to it, there always seemed the needfor further development. The early stages of educational reform can be traced back to the earlynineteenth century that saw the division of the course of study into different subjects at different gradelevels (Kliebard, 1987, p.2). The mid-twentieth century marked the National Curriculum ReformMovement which introduced academic rigor to the school curriculum (p.3).