title: Construction and demolition waste repurposed for heavy metal ion removal from wastewater: a review of current approaches

authors: Ranaweera, Kavitha H.

abstract: Over the past few decades, the world is facing critical water supply problems caused by the relentless increase of global human populations and the associated rise of anthropogenic activities. Heavy metals are among the main water pollutants which pose a great threat to human health. Hence, globally there has been a large amount of research devoted to investigating cost-effective and sustainable methods for removal of heavy metals from polluted water. One such area of interest is the utilization of construction and demolition waste (CDW) materials for the adsorptive removal of heavy metal ions (As, Cd, Co, Cr, Cu, Hg, Ni, Pb, Sr, and Zn). This review focuses on the most current research for the use of CDW as an adsorbent. The different heavy metal ion removal mechanisms involved are also discussed. Further, this article documents the regeneration and reuse strategies for heavy metal treated adsorbents and the efforts to apply these materials in large-scale applications. Finally, the main research gaps are identified and future research directions suggested.

text: Construction and demolition waste repurposed for heavy metal ion removal from wastewater: a review of current approaches Over the past few decades, the world is facing critical water supply problems caused by the relentless increase of global human populations and the associated rise of anthropogenic activities. Heavy metals are among the main water pollutants which pose a great threat to human health. Hence, globally there has been a large amount of research devoted to investigating cost-effective and sustainable methods for removal of heavy metals from polluted water. One such area of interest is the utilization of construction and demolition waste (CDW) materials for the adsorptive removal of heavy metal ions (As, Cd, Co, Cr, Cu, Hg, Ni, Pb, Sr, and Zn). This review focuses on the most current research for the use of CDW as an adsorbent. The different heavy metal ion removal mechanisms involved are also discussed. Further, this article documents the regeneration and reuse strategies for heavy metal treated adsorbents and the efforts to apply these materials in large-scale applications. Finally, the main research gaps are identified and future research directions suggested.

year: 2023-06-13

title: Alternative sport and affect: non-representational theory examined

authors: Thorpe, Holly Aysha

subjects: sport

abstract: This paper is our concerned response to the tendency in critical studies of physical culture and alternative sport to reduce experience to language, discourse, texts or representation. We consider the potential of British social theorist and cultural-geographer Nigel Thrift's 'non-representational theory' for shedding new light on the lived, affective and affecting experiences of participants in contemporary sport and physical cultures. In this paper we discuss Thrift's seven tenets of non-representational theory, offering numerous examples from the literature relating to an array of alternative sport cultures. We also introduce the constructs of 'politics of affect' and 'politics of hope', which combine, amalgamate and extend the seven tenets - and are the essence of Thrift's most recent work. These two politics hold great promise for revealing some of the complexities of the nexus(es) between power, power/knowledge, affect, experience, movement, consumption, representation and new forms of politics, in sport and physical culture, in the early twenty-first century. Here we are particularly interested in the implications of these constructs for understanding the developments of various social justice movements (e.g., health, educational, environmental, anti-violence) that have recently proliferated within alternative sport.

text: Alternative sport and affect: non-representational theory examined This paper is our concerned response to the tendency in critical studies of physical culture and alternative sport to reduce experience to language, discourse, texts or representation. We consider the potential of British social theorist and cultural-geographer Nigel Thrift's 'non-representational theory' for shedding new light on the lived, affective and affecting experiences of participants in contemporary sport and physical cultures. In this paper we discuss Thrift's seven tenets of non-representational theory, offering numerous examples from the literature relating to an array of alternative sport cultures. We also introduce the constructs of 'politics of affect' and 'politics of hope', which combine, amalgamate and extend the seven tenets - and are the essence of Thrift's most recent work. These two politics hold great promise for revealing some of the complexities of the nexus(es) between power, power/knowledge, affect, experience, movement, consumption, representation and new forms of politics, in sport and physical culture, in the early twenty-first century. Here we are particularly interested in the implications of these constructs for understanding the developments of various social justice movements (e.g., health, educational, environmental, anti-violence) that have recently proliferated within alternative sport.

year: 2010

title: Uia ngā pou o te whare ask the posts of the whare:  (Re)storying the whare in curriculum

authors: Heaton, Sharyn

subjects: Whare

abstract: This research investigated the construction of whare tapawhā discourses in national curricula since 1999 and (re)presents other Māori perspectives of how a whare (house, building, school of learning, curriculum) can be known. I explored the constitutions and subjectivities of a whare and its relationship to hauora, well-being and its dimensions. The central questions raised in this thesis are how has a whare model of hauora, well-being been signified within dominant education texts, and how could a Māori (re)envisioning of a whare assist future Māori-medium hauora learning area developments? Further elaborations on how a whare can be known and its potential contribution to future hauora learning area developments take priority as a focus within this thesis.
For this study, I developed ngā pou whakaaro, a theoretical, conceptual, and methodological framework characterised by unfolding layers of awareness (and reflection) that I applied when thinking and reading through texts. Texts included primary and secondary literature such as curricula policy, hauora redevelopment wānanga (meetings, discussions) notes, hauora redevelopment video, hauora Ministry of Education milestone reports and interview transcripts. Within these texts, I searched for significations and signifiers of how the whare tapawhā model of hauora, well-being or a whare had been (re)presented. I searched for what was clearly evident and the assumptions made about a whare, and critiqued omissions of what had not yet been said. These gaps provided an opportunity to rewrite and reproduce other texts. 
I initially critiqued dominant representations of the whare tapawhā model of hauora, well-being, as evident in English-medium policy texts. I argue that the whare tapawhā model and its nuances in national curricula and compulsory schooling are not only driven by education imperatives, such as the valuing of the Māori language and knowledge in compulsory schooling, but are also assimilative in that the knowledge presented is simplistic and the understandings align more with Eurocentric ideals of well-being, albeit in the Māori language. I show that simplified significations of a whare in educational discourse shape the fictions that the texts seek to represent.
And then, in reading otherwise (Caputo, 1997, p. 62), I examined other texts about a whare and its nuances beyond what is currently known in curricula. I interviewed two Māori pouako (teachers), one Māori-medium curriculum developer, a health practitioner, a kairongoā (healer), and two tohunga whakairo (master carvers) to draw out the possibilities that exist for (re)presenting another Māori perspective of a whare. This space provided an opportunity to transgress from how the whare tapawhā model of hauora, well-being has been represented in curricula in Aotearoa. 
The main ideas that emerged from the interviews and the process of reflecting on the responses of the poukōrero (interview participants) provoked thinking about the possibilities of how in-depth understandings of a whare could support a (re)envisioning of the potential of a whare in future hauora learning area developments. In order to (re)turn to thinking about the place of mātauranga Māori (Māori ways of knowing), and how a whare can be known and experienced by Māori beyond what is currently (re)presented in curricula, the whare of Mautini Aroaro was examined. 
Representations of a whare may be partial and fragmented, but such representations need to be (re)traced back to their parts and elaborated upon to deepen understandings of the possible contribution that a Māori perspective could offer future Māori-medium hauora learning area re-developments. There is no one way to know a whare, nor does it need to be restricted to pre-determined representations identified in curricula. Through a restoration process, I suggest we engage with people’s experiences of a whare on different terms and (re)claim understandings of a whare as a repository and library for future generations.

text: Uia ngā pou o te whare ask the posts of the whare:  (Re)storying the whare in curriculum This research investigated the construction of whare tapawhā discourses in national curricula since 1999 and (re)presents other Māori perspectives of how a whare (house, building, school of learning, curriculum) can be known. I explored the constitutions and subjectivities of a whare and its relationship to hauora, well-being and its dimensions. The central questions raised in this thesis are how has a whare model of hauora, well-being been signified within dominant education texts, and how could a Māori (re)envisioning of a whare assist future Māori-medium hauora learning area developments? Further elaborations on how a whare can be known and its potential contribution to future hauora learning area developments take priority as a focus within this thesis.
For this study, I developed ngā pou whakaaro, a theoretical, conceptual, and methodological framework characterised by unfolding layers of awareness (and reflection) that I applied when thinking and reading through texts. Texts included primary and secondary literature such as curricula policy, hauora redevelopment wānanga (meetings, discussions) notes, hauora redevelopment video, hauora Ministry of Education milestone reports and interview transcripts. Within these texts, I searched for significations and signifiers of how the whare tapawhā model of hauora, well-being or a whare had been (re)presented. I searched for what was clearly evident and the assumptions made about a whare, and critiqued omissions of what had not yet been said. These gaps provided an opportunity to rewrite and reproduce other texts. 
I initially critiqued dominant representations of the whare tapawhā model of hauora, well-being, as evident in English-medium policy texts. I argue that the whare tapawhā model and its nuances in national curricula and compulsory schooling are not only driven by education imperatives, such as the valuing of the Māori language and knowledge in compulsory schooling, but are also assimilative in that the knowledge presented is simplistic and the understandings align more with Eurocentric ideals of well-being, albeit in the Māori language. I show that simplified significations of a whare in educational discourse shape the fictions that the texts seek to represent.
And then, in reading otherwise (Caputo, 1997, p. 62), I examined other texts about a whare and its nuances beyond what is currently known in curricula. I interviewed two Māori pouako (teachers), one Māori-medium curriculum developer, a health practitioner, a kairongoā (healer), and two tohunga whakairo (master carvers) to draw out the possibilities that exist for (re)presenting another Māori perspective of a whare. This space provided an opportunity to transgress from how the whare tapawhā model of hauora, well-being has been represented in curricula in Aotearoa. 
The main ideas that emerged from the interviews and the process of reflecting on the responses of the poukōrero (interview participants) provoked thinking about the possibilities of how in-depth understandings of a whare could support a (re)envisioning of the potential of a whare in future hauora learning area developments. In order to (re)turn to thinking about the place of mātauranga Māori (Māori ways of knowing), and how a whare can be known and experienced by Māori beyond what is currently (re)presented in curricula, the whare of Mautini Aroaro was examined. 
Representations of a whare may be partial and fragmented, but such representations need to be (re)traced back to their parts and elaborated upon to deepen understandings of the possible contribution that a Māori perspective could offer future Māori-medium hauora learning area re-developments. There is no one way to know a whare, nor does it need to be restricted to pre-determined representations identified in curricula. Through a restoration process, I suggest we engage with people’s experiences of a whare on different terms and (re)claim understandings of a whare as a repository and library for future generations.

year: 2022