title: A digital library of language learning exercises

authors: Wu, Shaoqun

subjects: computer science

abstract: Recent years have seen widespread adoption of the Internet for language teaching and learning. Interactive systems on the World-Wide Web provide useful alternatives to face-to-face tuition, and both teachers and learners can benefit from the exercises available. However, although there is a wealth of suitable material, it is hard to find because it is scattered around the web. Moreover, teachers are restricted by the material that is available, and cannot provide their own.
To tackle these problems we have constructed a digital library of language learning exercises that presents students with different kinds of exercise, and also lets teachers contribute new material. We first reviewed existing language learning systems on the web in order to develop a taxonomy of exercise types used for language activity. A prototype, ELLE, based on this taxonomy, provides various kinds of interactive exercises using material that teachers submit. The system has been evaluated by practicing language teachers.

text: A digital library of language learning exercises Recent years have seen widespread adoption of the Internet for language teaching and learning. Interactive systems on the World-Wide Web provide useful alternatives to face-to-face tuition, and both teachers and learners can benefit from the exercises available. However, although there is a wealth of suitable material, it is hard to find because it is scattered around the web. Moreover, teachers are restricted by the material that is available, and cannot provide their own.
To tackle these problems we have constructed a digital library of language learning exercises that presents students with different kinds of exercise, and also lets teachers contribute new material. We first reviewed existing language learning systems on the web in order to develop a taxonomy of exercise types used for language activity. A prototype, ELLE, based on this taxonomy, provides various kinds of interactive exercises using material that teachers submit. The system has been evaluated by practicing language teachers.

year: 2007

title: Landfill leachate treatment: Using sequencing batch reactor technology to remove high ammonium concentration

authors: Lu, Philip Andrew

subjects: landfill leachate

abstract: Landfilling requires various consents and regulations in order to operate most effectively and cause minimal environmental issues to its immediate surroundings. The contaminated liquid produced from precipitation seeping through the layers of waste in landfills are generally called landfill leachate or leachate. Sequencing batch reactors (SBR) are fill-and-draw activated sludge systems that facilitate wastewater treatment in a singular reactor, while utilizing a sequence of different phases to create aerobic, anoxic, and sometimes anaerobic conditions. Multiple studies have been done that demonstrate the capacity of SBRs to treat wastewater for varying strengths of wastewater and concentration of contaminants, including ammonium. The objectives of the research are to: 1. run a lab-scale sequencing batch reactor to treat ammonium concentrations similar to that of landfill leachate; 2. design a full-scale sequencing batch reactor for landfills based on the bench-scale reactor’s ammonium removal potential; and 3. analyse the viability and economic feasibility of a SBR for treating landfill leachate.

Two lab-scale SBRs are used in the experiment. SBR 1 was run for 250 days of operation, while SBR 2 was run for only 130 days. These achieved ammonium removal at influent ammonium loading as high as 720 mg/L, and the SBR achieved ammonium removal efficiency of 90% to 100% with a TSS of 17 to 18 g/L during this most stable period of operation. pH control was required at higher influent ammonium loadings above 300 mg/L. Removal rates over the stable periods of operation are calculated to be at 1.65 and 1.55 mg NH4+ removed/g TSS/ per cycle for SBR 1 and 2, respectively. An ammonium removal rate of 0.0508 mg NH4+/L/min is calculated based on measurements using an ammonium ISE probe. Inhibition in ammonium removal due to low pH is observed. With extended aeration and pH control the ammonium removal continued as long as pH is maintained above 6.5. The oxygen consumption rate is also found to be at 0.01 mg DO/L/min, while the average mass transfer coefficient of O2 at 0.0144 min-1, and the percentage of oxygen transferred from gas to the mixed liquor calculated to be at 14.8%.

The full-scale SBR design is based on rates calculated from the experimental set-up and approximate leachate flow rate, based on precipitation, in the Waikato region. An area of 49 hectares landfilled is considered, which is similar to one of the class 1 municipal sanitary landfills in the region. A landfill leachate ammonium concentration range of 600 to 1500 mg/L is considered for the full-scale SBR design. The full-scale SBR is calculated to require a working volume of 8168 m3. The capital and operating cost of which shows high economic feasibility, and is estimated to be cost-effective compared to the cost of offsite treatment.

text: Landfill leachate treatment: Using sequencing batch reactor technology to remove high ammonium concentration Landfilling requires various consents and regulations in order to operate most effectively and cause minimal environmental issues to its immediate surroundings. The contaminated liquid produced from precipitation seeping through the layers of waste in landfills are generally called landfill leachate or leachate. Sequencing batch reactors (SBR) are fill-and-draw activated sludge systems that facilitate wastewater treatment in a singular reactor, while utilizing a sequence of different phases to create aerobic, anoxic, and sometimes anaerobic conditions. Multiple studies have been done that demonstrate the capacity of SBRs to treat wastewater for varying strengths of wastewater and concentration of contaminants, including ammonium. The objectives of the research are to: 1. run a lab-scale sequencing batch reactor to treat ammonium concentrations similar to that of landfill leachate; 2. design a full-scale sequencing batch reactor for landfills based on the bench-scale reactor’s ammonium removal potential; and 3. analyse the viability and economic feasibility of a SBR for treating landfill leachate.

Two lab-scale SBRs are used in the experiment. SBR 1 was run for 250 days of operation, while SBR 2 was run for only 130 days. These achieved ammonium removal at influent ammonium loading as high as 720 mg/L, and the SBR achieved ammonium removal efficiency of 90% to 100% with a TSS of 17 to 18 g/L during this most stable period of operation. pH control was required at higher influent ammonium loadings above 300 mg/L. Removal rates over the stable periods of operation are calculated to be at 1.65 and 1.55 mg NH4+ removed/g TSS/ per cycle for SBR 1 and 2, respectively. An ammonium removal rate of 0.0508 mg NH4+/L/min is calculated based on measurements using an ammonium ISE probe. Inhibition in ammonium removal due to low pH is observed. With extended aeration and pH control the ammonium removal continued as long as pH is maintained above 6.5. The oxygen consumption rate is also found to be at 0.01 mg DO/L/min, while the average mass transfer coefficient of O2 at 0.0144 min-1, and the percentage of oxygen transferred from gas to the mixed liquor calculated to be at 14.8%.

The full-scale SBR design is based on rates calculated from the experimental set-up and approximate leachate flow rate, based on precipitation, in the Waikato region. An area of 49 hectares landfilled is considered, which is similar to one of the class 1 municipal sanitary landfills in the region. A landfill leachate ammonium concentration range of 600 to 1500 mg/L is considered for the full-scale SBR design. The full-scale SBR is calculated to require a working volume of 8168 m3. The capital and operating cost of which shows high economic feasibility, and is estimated to be cost-effective compared to the cost of offsite treatment.

year: 2024-02-20

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013