title: Studies of Bore Water Oxidation Using a Multi Electrode-Perforated Electrode flow Through Cell

authors: Kurian, Ronnie

subjects: Iron Water Oxidation

abstract: Anoxic groundwaters in the Waikato region are naturally contaminated with iron and manganese at levels of 25.0 mg/L and 0.9 mg/L respectively and above. Often these contaminants can be removed by simple aeration and clarification and/or filtration. However when present with elevated levels of silica and/or organic matter, these waters, upon oxidation, can form highly stable brownish colloidal suspensions that are difficult to filter. Typical treatment methods for these waters usually involve expensive ion exchange to remove the metal ions in their reduced forms or chemical oxidation, using strong oxidising agents such as calcium hypochlorite, to precipitate the metals as their respective hydrous oxides. An improved multiple electrode perforated electrode flow through (ME-PEFT) cell has been developed for in-line electrochemical oxidation of these problem waters. In initial work, using low cost graphite anodes and with added sodium chloride (250 mg/L), 40% instant oxidation at 16 V was achieved. When dimensionally stabilised anodes (DSA) consisting of titanium metal coated with TiO₂/RuO₂/IrO₂ were used in a dual electrode pair ME-PEFT cell, 100% oxidation of the iron was obtained after a single pass through the cell using only the naturally available chloride (10 to 12 mg/L). Power consumption was 3.80 kWh/m³.

The oxidised iron clarified readily yielding a clear solution containing less than 0.2 mg/L of iron and having a turbidity of 1.5 NTU after 5 hours settling time. Preliminary tests for an inline flotation clarifier have yielded promising results.

text: Studies of Bore Water Oxidation Using a Multi Electrode-Perforated Electrode flow Through Cell Anoxic groundwaters in the Waikato region are naturally contaminated with iron and manganese at levels of 25.0 mg/L and 0.9 mg/L respectively and above. Often these contaminants can be removed by simple aeration and clarification and/or filtration. However when present with elevated levels of silica and/or organic matter, these waters, upon oxidation, can form highly stable brownish colloidal suspensions that are difficult to filter. Typical treatment methods for these waters usually involve expensive ion exchange to remove the metal ions in their reduced forms or chemical oxidation, using strong oxidising agents such as calcium hypochlorite, to precipitate the metals as their respective hydrous oxides. An improved multiple electrode perforated electrode flow through (ME-PEFT) cell has been developed for in-line electrochemical oxidation of these problem waters. In initial work, using low cost graphite anodes and with added sodium chloride (250 mg/L), 40% instant oxidation at 16 V was achieved. When dimensionally stabilised anodes (DSA) consisting of titanium metal coated with TiO₂/RuO₂/IrO₂ were used in a dual electrode pair ME-PEFT cell, 100% oxidation of the iron was obtained after a single pass through the cell using only the naturally available chloride (10 to 12 mg/L). Power consumption was 3.80 kWh/m³.

The oxidised iron clarified readily yielding a clear solution containing less than 0.2 mg/L of iron and having a turbidity of 1.5 NTU after 5 hours settling time. Preliminary tests for an inline flotation clarifier have yielded promising results.

year: 2012

title: Description and evaluation of a programme aimed at teaching social skills to adolescents with level 1 autism spectrum disorder.

authors: Billot, Moana

abstract: Autism spectrum disorder (ASD) affects approximately 1 in every 100 people in New Zealand. Those that fall on the milder end of ASD who have level 1 ASD with or without comorbid intellectual disability (ID), find social skills to be their biggest challenge. A lack of social skills has been shown to have a variety of negative effects on individuals which include reducing the likelihood of attaining employment, to have friends and stable relationships, less likely to be living independently, and more likely to suffer from depression and anxiety than their typically developing peers. Research shows that this population struggle with their transition into adulthood, and often can regress due to a lack of support. This mixed methods study described and evaluated a programme aiming to increase the social skills and independent living skills of males aged between 16 and 24 years old. Data was collected over 13 weeks. Quantitative and qualitative data was collected through observations that were centre based and in the community. Interviews with facilitators, students and their mothers provided an accurate description of the programme and determined social validity. Results show that the programme increased independent living skills, as well as social and communication skills in students. Results also show the skills are generalisable and the programme is appropriate, acceptable and feasible.

text: Description and evaluation of a programme aimed at teaching social skills to adolescents with level 1 autism spectrum disorder. Autism spectrum disorder (ASD) affects approximately 1 in every 100 people in New Zealand. Those that fall on the milder end of ASD who have level 1 ASD with or without comorbid intellectual disability (ID), find social skills to be their biggest challenge. A lack of social skills has been shown to have a variety of negative effects on individuals which include reducing the likelihood of attaining employment, to have friends and stable relationships, less likely to be living independently, and more likely to suffer from depression and anxiety than their typically developing peers. Research shows that this population struggle with their transition into adulthood, and often can regress due to a lack of support. This mixed methods study described and evaluated a programme aiming to increase the social skills and independent living skills of males aged between 16 and 24 years old. Data was collected over 13 weeks. Quantitative and qualitative data was collected through observations that were centre based and in the community. Interviews with facilitators, students and their mothers provided an accurate description of the programme and determined social validity. Results show that the programme increased independent living skills, as well as social and communication skills in students. Results also show the skills are generalisable and the programme is appropriate, acceptable and feasible.

year: 2020

title: Talk More: Student Learning Through Reciprocal Conversations

authors: Grant, Sarah

subjects: oral language

abstract: This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

text: Talk More: Student Learning Through Reciprocal Conversations This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

year: 2009