我国是世界人口大国，但人均淡水资源却是贫国。我国水资源可利用量、以及 人均和亩均的水资源数量极为有限，降雨时空分布严重不均，地区分布差异性极大， 这是我国水资源短缺的基本特点。我国城市缺水开始于20世纪70年代末80年代初， 目前水资源短缺问题己成为我国经济社会可持续发展的严重制约因素。 随着我国社会经济的快速发展，城市水利已经成为一个城市的建设与发展重要 指标之一，在护城河、美化环境和发展水运等方面已经发挥重要作用。由于经济的 发展和城市人口的高度集中，城市的供水、排水、防洪、防涝等水利工程建设的重 要性日渐突出；由于城市利用地下水来对城市工业和居民进行供水，城区给水排水 的水量大，用水量的高峰期相对集中，同时对防洪保安全的要求也高，过量的地下 水开采从而造成的诸多生态环境问题，对整个和谐社会的可持续发展是一个巨大的 挑战，这些都引起了社会对此广泛的关注。因此，城市水利综合利用和可持续发展 将会逐渐形成一门新的学科，与城市日常生活联系紧密，城市水利综合利用以及城 市水利可持续发展将会成为今后城市水利工程方面的一个发展方向。

纵观玻璃行业的发展现状，可以用“稳中求进、稳中利好，越来越好”来表述。玻璃行业有些分析部分与水泥行业类似，浮法玻璃需求主要来自地产、汽车和电子三大领域。
        玻璃的成形是将熔融的玻璃液加工成一定形状和尺寸的玻璃制品的工艺过程。玻璃的成形是将熔融的玻璃液转变为具有几何形状制品的过程，这一过程称之为玻璃的一次成形或热端成形。玻璃必须在一定的黏度(温度)范围内才能成形。热端成形的玻璃经过再次加工成为制品的过程，称为玻璃的再成形(再加工)或冷端成形。
        模具在成形玻璃制品中占有重要地位，而成形机械只是用机械的方法管理模具的设备。当前，模具的设计还在很大程度上依赖于经验。特别是在两步成形时，初形模的设计仍是一个课题，迄今尚欠成熟，有待发展和改进。
        本书是一本论述玻璃制品及模具设计制造的著作。全书共分八章，系统介绍了玻璃的起源和玻璃工业的发展，玻璃成形，玻璃的形成与规律，玻璃的加工，玻璃熔体的结构与性能，冷冲压成形工艺概论，弯曲工艺及弯曲模设计，玻璃工艺的节能与环保等内容。

In order to lead a scientific, healthy and rapid development of education, it is imperative to  grasp education trends at a macro level, conduct in-depth analyses of internal and external factors  on educational development, carry out comprehensive investigations on the law of educational  development, thereby formulating scientific education policies and decision makings. The degree  of understanding and grasping of education strategies and decision makings arguably determines  the level and speed of educational development in a country or region. The history of human civilization amply demonstrates that education is like the goose laying  golden eggs. In order to build a prosperous country and boost the well-being of people, developed  countries have generally regarded education as the foundation to enhance international  competitiveness and attached great importance to the study on educational development strategy  and decision making. With relevant education policies and regulations formulated as well as  mechanisms of operation guarantee improved, these countries have guided social development  with the concept of Education First, and vigorously promoted the reform and development of  education at all levels and in all kinds of fields. Throughout the development history of developed countries after World War II, it is not  difficult to find that education and talents serve as the fundamental guarantee for sustainable  development. In order to promote educational reform and development, these countries have  conducted in-depth research on education trends and strategies, formulated a series of education  laws and policies, and placed education as the priority development. From 1957 to 1958, the members of the U.S. Congress submitted more than 1,500 bills  related to education issues, with dozens of laws pertinent to education passed in a short period of  two years. The National Defense Education Act (NDEA) has regarded education as the key factor  to the survival of the nation and promoted American higher education towards its golden age. In  1983, the U.S. government launched the report, A Nation at Risk: The Imperative for Educational  Reform, addressed to American citizens on the importance of educational reform and innovation.  In 1991, President Bush issued America 2000: An Education Strategy, in which the six national  education goals were specified. The next year after taking office, President Clinton requested the  Congress to pass the Goals 2000: Education America Act with national educational goals more  elaborated. In 2001, the Junior Bush Administration approved the educational reform, the No  Child Left Behind Act (NCLB), under which all public schools were required to let all students  score at the “proficient” level in reading and math within the next twelve years. In addition, those  schools failing to meet targets within the specified time were subject to the corresponding  rectification measures. The American Competitiveness Initiative launched in 2006 reflects the  great importance that the U.S. government has attached to science and technology, innovation and  education in the new era, and its proactive attempt to improve the national knowledge  competitiveness and the strategic position in international competition by the use of knowledge  and educational resources. In the same year, the U.S. Department of Education stressed in its  report, Strengthening Education: Meeting the Challenge of a Change World, that President Bush  has put innovation and education in the first place. From a series of education policies launched in  the United States, we can easily highlight the sustained attention and support dedicated by the  government to education from the height of national development strategy. Many European countries have the tradition of valuing education. Their prospective and strategic research on education issues has become an important guarantee for the sustainable  development of both their society and their education. At the end of the 20th century, Tony Blair,  the Prime Minister of U.K., put forward that education was an important part of social security  and should be the primary responsibility of the government. In 1998, the British government  issued the white paper, Our Competitive Future: Building a Knowledge-driven Economy, pointing  out that knowledge, skills and creativity were what U.K. needed the most to gain the competitive  edge in the world market. In 1998, Germany also clearly indicated in its report, Global  Competitiveness: Prospects for Education, Science and Economy, that the efficient system of  education, science and research served as a favorable prerequisite for the whole nation, which  must be secured and further expanded in order to take the lead in global competition in the coming  future. After the disintegration of the Soviet Union, the Government of Russian Federation has  worked out a series of educational development plans around the strategic issues concerning the  development of Russian education. For example, the Russian Federation Education Development  Plan in 2000, the Conception of the Modernization of Russian Education by 2010 proposed in  2001, the National Education Development Plan in 2005, etc. Those prospective education  strategies and decision makings have important guiding effects on the educational reform and  development in these countries. In the 21st century, the European Union has formulated and implemented a series of  education strategies to promote the overall development and quality of education in the European  region. For example, the Lisbon Strategy formulated in 2000 set specifically increased economic  growth and reduced unemployment as priority targets, with the plan to raise EU’s economic  growth rate to 3% and the employment rate to 70% by the target year 2010. In 2010, the Europe  2020 Strategy proposed several strategic tasks and measures, including smart, sustainable and  inclusive growth. In European Cooperation in Education and Training (ET2020), a strategic  framework was provided with four strategic objectives set out to advance lifelong learning,  improve the quality and efficiency of education, promote equity and social cohesion, and  encourage creativity, innovation and entrepreneurship at all levels of education and training. With the advent of the big data era and the new changes of world economic and social  landscape, the contest of comprehensive national strength based on education as well as the  international competition centered on science and technology have become increasingly fierce.  Many developed countries have been actively adjusting their education policies according to their  respective needs for development strategies, striving to enhance their core competitiveness  through the basic role of education and the commitment to nurturing talents, for the purpose of promoting sustainable economic development and national prosperity. The current international competition has been filled with increasingly fierce contests of  comprehensive national strength, national knowledge competitiveness and competition for talent  resources. Whoever grasps the education of the 21st century will grasp the initiative of  international competition in the coming future. Since the reform and opening-up, remarkable  achievements have been made in education in China, laying a great educational foundation and  providing ample human resources for economic and social development. Yet, in the face of new  opportunities and challenges, it is a must to grasp more accurately the principal contradictions  and basic laws of educational development. Admittedly, there exist some deep-seated problems in  Chinese educational reform and development, which requires us to focus our research on the  prospective, overall, comprehensive and strategic issues concerning the country’s long-term development, put forward the grand strategy to promote educational development, and explore  the policy measures to address the major problems of education in China. In particular, in the  context of globalization, we need to base ourselves on China’s reality and aim at the major needs  of the future development pertinent to the country and the nation, so as to promote the scientific  and people-oriented development modes of education, and to advance the coordinated  development of society and education. Specifically, we should grasp the key issues in educational  development, including education equity, education quality improvement, innovation and  entrepreneurship education, talent cultivation and selection mechanism, and other strategic and  policy issues, thus correspondingly putting forward effective countermeasures and purposefully  providing consulting service beneficial for the government to optimize education decision  makings. At the same time, we must realize that the study on education strategy is multi-leveled,  multi-dimensional and multi-perspective. We should pay attention to analyzing and solving the  comprehensive, long-term and complicated problems of educational development in different  regions, levels as well as types, in order to promote the coordinated development of corresponding  educational fields. Our times call for educational theory scholars to make more contributions to educational  reform and development, which indicates that the study on education strategy and decision making  should become a hot issue in the present field of educational theory. Many scholars have carried  out effective research on education strategy from different perspectives, and a bulk of research  findings have played an important guiding and referential role in education decision making and  practice. In the course of extensive research on education strategy, we are delighted to see that  international education organizations, academic institutions at home and abroad and scholars have  developed various forms of cooperation. For instance, UNESCO has organized a series of  strategic studies and published research reports in line with international educational reforms and  development trends. Among them, the concepts and strategies for development proposed in  Learning To be and Learning: The Treasure Within have become an important reference for the  development of education in all countries. The EU has organized its member states to set up  prospective strategic plans in the areas of life-long learning, vocational education and  entrepreneurship education. Central China Normal University, Zhejiang University, National  Center for Education Development Research, National Institute of Education Sciences and  Shanghai Academy of Educational Sciences have jointly established the National Education  Policy-making Collaborative Innovation Center to facilitate collaborative studies on education  strategy and decision making. The Jiangsu Basic Education Talent Cultivation Collaborative  Innovation Center have also been jointly set up by Nanjing Normal University, Zhejiang  University, and Nanjing University to advance cooperative research on regional strategic issues,  such as the development of basic education and talent cultivation. This kind of cooperative  research is a great help to tackle the issues concerning educational development strategies both at  home and abroad, whether in terms of expanding research vision and content, or innovating  methodology. With the care and support of the academic community, this series attempts to trace the  important trends of educational reform and development at home and abroad through analyzing a  number of strategic issues in educational development, and to probe into the hot issues of  educational reform and development from the macro and micro perspectives, thereby serving as a modest spur to arouse wider attention and insights to the issues regarding education strategy and  decision making. Any comment or criticism is highly welcomed.

一直以来建筑业 GDP 占全国 GDP 首位，几十年来，我国每年新增建筑面积 20亿平方，因此拥有这“基建狂魔”的称号，但我国采用传统建筑模式，不仅资源综合利用率低下、环境污染问题突出而且存在严重的安全事故隐患，同时建筑质量也难以保证。 传统的建筑模式并不符合我国现阶段可持续发展的战略发展要求。 因此，建筑业的转型是未来必不可少的一环。
        建筑设计在装配式混凝土住宅设计与建设过程的多个环节中扮演着重要角色。装配式混凝土住宅建筑设计中存在的平、立面设计策略转变及设计流程变动和专业协作方式转变等难点，通过国家政策标准进一步的推进、工厂生产技术的提高和设计师实际项目的积累与学习，现状将得到突破，实现装配式混凝土住宅建筑设计长足的发展进步，从而对国家住宅产业化的实现做出贡献。
        随着装配式混凝土建筑应用的深入推进，深化设计还将在技术体系、结构体系和部品体系环节等方面进一步发展和完善。在技术体系层面，将完善相关标准和规范体系，进行标准化、多样化和工业化结合的标准设计。在结构体系层面，将会不断研发和应用新型结构体系，如新型连接处理的装配式受力体系、装配式预应力混凝土体系等。

我国出于未来全面建设和谐社会、小康社会的考虑以及数字化时代对电力供应的更高要求，结合我国电网建设的实际情况和一次能源、可再生能源的分布状况，提出建设有别于美国和欧洲的概念和体系更加完整的“坚强智能电网”，并正在进行一些初步的研究和规划工作，以解决电网的安全稳定运行、配电网可靠供电、可再生能源的充分利用、电力企业资产和运营管理、电网抗攻击能力、电力市场化等领域内的一系列问题。由于历史上电力工业发展的各种原因，我国配电网的发展明显滞后于发电、输电。
       我国智能电网建成后，将形成结构坚强的受端电网和送端电网，电力承载能力显著加强，形成“强交、强直”的特高压输电网络，实现大水电、大煤电、大核电、大规模可再生能源的跨区域、远距离、大容量、低损耗、高效率输送，区域间电力交换能力明显提升。电网的安全稳定性和供电可靠性将大幅提升，电网各级防线之间紧密协调，具备抵御突发性事件和严重故障的能力，能够有效避免大范围连锁故障的发生，显著提高供电可靠性，减少停电损失。全面建成横向集成、纵向贯通的智能电网调度技术支持系统，实现电网在线智能分析、预警和决策，以及各类新型发输电技术设备的高效调控和交直流混合电网的精益化控制。