title: Effects of a modified zeolite on P and N processes and fluxes across the lake sediment–water interface using core incubations

authors: Gibbs, Max M.

subjects: internal load

abstract: A new locally produced P-inactivation agent, Z2G1, was tested on sediment cores from Lake Okaro, New Zealand, for phosphorus (P) removal efficacy and any non-target side effects prior to a whole lake trial to manage internal P loading. Z2G1 is a granular product which settles rapidly, and was designed as a sediment capping material. It is a modified zeolite which acts as a carrier for the aluminium (Al)-based P-binding agent. It was found to have a high affinity for P and did not release Al into the water column. Continuous-flow incubation study results showed that a thin layer of Z2G1 (~2 mm) could completely block the release of P from the sediment under aerobic and anoxic conditions, and remove P from the overlying water in contact with the capping layer. The Z2G1 capping layer neither released metals itself nor did it induce the release of metals from the sediments, and the zeolite substrate absorbed arsenic and mercury from the geothermally influenced Lake Okaro sediments. In general, zeolites are strong cation absorbers and the zeolite substrate of Z2G1 absorbed ammoniacal nitrogen, making it the only sediment capping material to actively remove both P and N. There were, however, indications of a suppression effect on microbial denitrification by the Z2G1 capping layer under aerobic conditions. Overall, the Z2G1 sediment capping material is a highly effective P-inactivation agent which might be a useful material for managing internal P loads in eutrophic lakes.

text: Effects of a modified zeolite on P and N processes and fluxes across the lake sediment–water interface using core incubations A new locally produced P-inactivation agent, Z2G1, was tested on sediment cores from Lake Okaro, New Zealand, for phosphorus (P) removal efficacy and any non-target side effects prior to a whole lake trial to manage internal P loading. Z2G1 is a granular product which settles rapidly, and was designed as a sediment capping material. It is a modified zeolite which acts as a carrier for the aluminium (Al)-based P-binding agent. It was found to have a high affinity for P and did not release Al into the water column. Continuous-flow incubation study results showed that a thin layer of Z2G1 (~2 mm) could completely block the release of P from the sediment under aerobic and anoxic conditions, and remove P from the overlying water in contact with the capping layer. The Z2G1 capping layer neither released metals itself nor did it induce the release of metals from the sediments, and the zeolite substrate absorbed arsenic and mercury from the geothermally influenced Lake Okaro sediments. In general, zeolites are strong cation absorbers and the zeolite substrate of Z2G1 absorbed ammoniacal nitrogen, making it the only sediment capping material to actively remove both P and N. There were, however, indications of a suppression effect on microbial denitrification by the Z2G1 capping layer under aerobic conditions. Overall, the Z2G1 sediment capping material is a highly effective P-inactivation agent which might be a useful material for managing internal P loads in eutrophic lakes.

year: 2011

title: Doctoral supervision practice models: Where to from here?

authors: Johnson, E. Marcia

abstract: The aim of this session is to present and discuss a framework for supervisor professional development, including aspects that could contribute to the skills needed in the current supervisory environment. Supervisors face a variety of challenges, and a central issue is how to best prepare and support them. However, an examination of supervisor professional development programmes across the sector indicates unevenness in their depth and breadth. While some universities offer comprehensive supervisor training, others focus on regulatory matters such as completions and progress reports. Of course supervisors must be aware of regulations, but there is also a need for more comprehensive supervisor preparation, particularly in such areas as research writing development. The research underpinning this presentation synthesised a range of literature about the doctoral curriculum, general professional development of higher degree research (HDR) candidates, writing as a mediating tool for academic development, and the consequent implications that all these factors have for supervisor professional development. Five key themes (with accompanying sub-themes) were identified and extended those proposed by Hammond, Ryland, Tennant, and Boud (2010). They include: regulations and compliance issues, developing an understanding of a doctoral epistemology, dealing with problems and issues beyond supervision, specific issues involved in the supervision of international students, and developing cross-disciplinary communities of professional practice. This presentation will describe composite elements of the themes and seek participants’ views on how they could be enhanced and evaluated.

text: Doctoral supervision practice models: Where to from here? The aim of this session is to present and discuss a framework for supervisor professional development, including aspects that could contribute to the skills needed in the current supervisory environment. Supervisors face a variety of challenges, and a central issue is how to best prepare and support them. However, an examination of supervisor professional development programmes across the sector indicates unevenness in their depth and breadth. While some universities offer comprehensive supervisor training, others focus on regulatory matters such as completions and progress reports. Of course supervisors must be aware of regulations, but there is also a need for more comprehensive supervisor preparation, particularly in such areas as research writing development. The research underpinning this presentation synthesised a range of literature about the doctoral curriculum, general professional development of higher degree research (HDR) candidates, writing as a mediating tool for academic development, and the consequent implications that all these factors have for supervisor professional development. Five key themes (with accompanying sub-themes) were identified and extended those proposed by Hammond, Ryland, Tennant, and Boud (2010). They include: regulations and compliance issues, developing an understanding of a doctoral epistemology, dealing with problems and issues beyond supervision, specific issues involved in the supervision of international students, and developing cross-disciplinary communities of professional practice. This presentation will describe composite elements of the themes and seek participants’ views on how they could be enhanced and evaluated.

year: 2016-04-22

title: Te Mātaiaho as curricular justice?

authors: Shafer, Derek

abstract: Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

text: Te Mātaiaho as curricular justice? Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

year: 2023-11-22