title: A novel perforated electrode flow through cell design for chlorine generation

authors: Nath, Hilary

subjects: graphite

abstract: Chlorination remains a predominant method for disinfecting drinking water. Electrogeneration of chlorine has the potential to become the favoured method of chlorine production if costs can be lowered and chlorine generation efficiencies can be improved. A novel perforated electrode flow through (PEFT) cell design has been developed to address these problems. The electrodes were made from low-cost graphite sheets and stainless steel mesh and separated by a non-conducting fabric membrane. This electrode configuration allows reduction of electrode separation to 0.1 mm or less, minimizing cell resistance and increasing electrical efficiency. The new PEFT configuration generates hypochlorite from a 0.5 mol L⁻¹ brine at a current efficiency of better than 60%. As an inline in situ device, it produces chlorine concentrations known to be sufficient to disinfect water, from chloride concentrations as low as 0.004 mol L⁻¹ (available in most natural waters) by a single pass of the water through the cell operating at 11 V. The possibility of a portable device operated by a 12-V battery is indicated.

text: A novel perforated electrode flow through cell design for chlorine generation Chlorination remains a predominant method for disinfecting drinking water. Electrogeneration of chlorine has the potential to become the favoured method of chlorine production if costs can be lowered and chlorine generation efficiencies can be improved. A novel perforated electrode flow through (PEFT) cell design has been developed to address these problems. The electrodes were made from low-cost graphite sheets and stainless steel mesh and separated by a non-conducting fabric membrane. This electrode configuration allows reduction of electrode separation to 0.1 mm or less, minimizing cell resistance and increasing electrical efficiency. The new PEFT configuration generates hypochlorite from a 0.5 mol L⁻¹ brine at a current efficiency of better than 60%. As an inline in situ device, it produces chlorine concentrations known to be sufficient to disinfect water, from chloride concentrations as low as 0.004 mol L⁻¹ (available in most natural waters) by a single pass of the water through the cell operating at 11 V. The possibility of a portable device operated by a 12-V battery is indicated.

year: 2010

title: Enhancing teacher mediation to foster students’ metacognition in flipped learning

authors: Guo, Lina (Paiyue)

subjects: Educational Technology and Psychology

abstract: This research focuses on enhancing teacher mediation to foster students’ metacognition in flipped learning classrooms in a middle-high school in China. A series of designed workshops aimed to develop teachers’ professional understanding of metacognitive engagement in flipped learning classrooms and facilitate their exploration of classroom talk with a view to enhancing students’ metacognitive thinking to assist their learning. 

Flipped learning, as one example of digital learning, is increasingly pervasive in many educational settings. Research suggests that self-regulated learners benefit more in the flipped learning pedagogical environment than those who have low self-knowledge and self-management. Self-regulation is one of the main subcomponents of metacognition. There is a need to help teachers to be metacognitive teachers, so that in turn, metacognitive learners may be cultivated through daily classroom instructional activities and teacher practice. The school in this study had identified a need to further develop metacognition in their flipped classroom learners. 

The study used an interpretive methodology and a qualitative research approach to explore the use of dialogic talk processes by teachers to engage in metacognitive thinking with their students within the flipped learning context. Data were gathered through classroom observations prior to and after a series of designed professional learning workshops for the teachers. Key incidents of teachers using dialogic talk were captured by video during further classroom observations and post-observation interviews with teachers, and student focus groups and analysis of student work completed the dataset. The participants in this study included five teachers and their students, to investigate the phenomena of teacher mediation in students’ development of cognition and metacognition in a flipped learning approach.

In this study, the use of flipped learning suggested a need for metacognitive learners and metacognitive teachers. I worked with teachers to develop their own and their students’ metacognitive thinking. The reflective practice process of teachers was an aspect of the professional learning workshops, which provided me with teacher input into a theoretical framework, which resulted in an extended and detailed dialogic talk process, generated to guide teachers in designing their instructional activities and further applications in their classroom practice.

The classroom practices of one English, one Maths and one Chemistry teacher were used to exemplify how the professional learning about mediating metacognitive development could be put into practice. The study attempted to highlight the complexities of dialogue that shape learners’ sense making and influence future effective pedagogical practices. At the final stage of the research, through teachers’ and students’ reflections on metacognitive teaching and learning, classroom atmosphere, power, talk and nonverbal behaviours were identified as the factors that influence the engagement of metacognitive teaching and learning in flipped learning.

This study has furthered the understanding of the nature of teachers’ mediation and the practices of teachers and students in mutually engaged dialogic talk concerning the development of metacognition within a school-wide flipped learning adoption context. The design and outcomes of this research may help teachers create an interactive environment in both online and offline learning, incorporating metacognition instructions to facilitate students’ ability to become increasingly autonomous and self-regulated in their learning.

text: Enhancing teacher mediation to foster students’ metacognition in flipped learning This research focuses on enhancing teacher mediation to foster students’ metacognition in flipped learning classrooms in a middle-high school in China. A series of designed workshops aimed to develop teachers’ professional understanding of metacognitive engagement in flipped learning classrooms and facilitate their exploration of classroom talk with a view to enhancing students’ metacognitive thinking to assist their learning. 

Flipped learning, as one example of digital learning, is increasingly pervasive in many educational settings. Research suggests that self-regulated learners benefit more in the flipped learning pedagogical environment than those who have low self-knowledge and self-management. Self-regulation is one of the main subcomponents of metacognition. There is a need to help teachers to be metacognitive teachers, so that in turn, metacognitive learners may be cultivated through daily classroom instructional activities and teacher practice. The school in this study had identified a need to further develop metacognition in their flipped classroom learners. 

The study used an interpretive methodology and a qualitative research approach to explore the use of dialogic talk processes by teachers to engage in metacognitive thinking with their students within the flipped learning context. Data were gathered through classroom observations prior to and after a series of designed professional learning workshops for the teachers. Key incidents of teachers using dialogic talk were captured by video during further classroom observations and post-observation interviews with teachers, and student focus groups and analysis of student work completed the dataset. The participants in this study included five teachers and their students, to investigate the phenomena of teacher mediation in students’ development of cognition and metacognition in a flipped learning approach.

In this study, the use of flipped learning suggested a need for metacognitive learners and metacognitive teachers. I worked with teachers to develop their own and their students’ metacognitive thinking. The reflective practice process of teachers was an aspect of the professional learning workshops, which provided me with teacher input into a theoretical framework, which resulted in an extended and detailed dialogic talk process, generated to guide teachers in designing their instructional activities and further applications in their classroom practice.

The classroom practices of one English, one Maths and one Chemistry teacher were used to exemplify how the professional learning about mediating metacognitive development could be put into practice. The study attempted to highlight the complexities of dialogue that shape learners’ sense making and influence future effective pedagogical practices. At the final stage of the research, through teachers’ and students’ reflections on metacognitive teaching and learning, classroom atmosphere, power, talk and nonverbal behaviours were identified as the factors that influence the engagement of metacognitive teaching and learning in flipped learning.

This study has furthered the understanding of the nature of teachers’ mediation and the practices of teachers and students in mutually engaged dialogic talk concerning the development of metacognition within a school-wide flipped learning adoption context. The design and outcomes of this research may help teachers create an interactive environment in both online and offline learning, incorporating metacognition instructions to facilitate students’ ability to become increasingly autonomous and self-regulated in their learning.

year: 2022

title: Ghost Town

authors: Wrigley, David

abstract: Abstract

A hometown is a thing full of horrors.
Ghosts line the footpaths like spectators at an ANZAC Day parade. They leap from thickets and pounce from suburban ranch sliders like tom cats. 
These ghosts have been waiting for you. There are things they need you to remember. 
When David Wrigley returns to Cambridge, a town he thought he’d left behind him forever, he finds the ghosts are out in force. He stumbles on a note in his mother’s garage, tightly folded and hot to the touch, that sets him off in pursuit of the memory of Jacob Avonlea, a friend from the past who he has never been able to leave behind.
But the currents of memory are unpredictable, and the waters and riverbanks are crowded with the dead. David and Jacob’s friendship, which crackled with a boyish intensity and a surfeit of secrets, was just the first of many stories tussling for attention.
 There is a family history – a fifty year old cataclysm that destroyed his brother. 
The grotesque origins of the school that nurtured David and murdered Jacob. The eccentric founder who brought with him from the mill towns of Manchester a fear of women and a predilection for young boys. 
And then there is the land – the meanders of the Waikato and the eruptions that diverted it from one coast to another, leaving forgotten oxbows in its wake. The roaming forests of kahikateas that followed the river and the wetlands, and once dominated these landscapes but have now all but disappeared. The rich farmland that has usurped the forests and slowly leaks poison into the soil and the waterways.
Ghost Town is a psychogeographer’s novel. A novel in which the landscape and the people that live and act upon it are inseparable, the ghosts of one haunting the present of the other.  It is a story of colonial men, locked into cycles of violence and destruction. The story of the silence they have inflicted upon themselves and on their children, and ultimately on the landscape itself, as the forests retreat, the birdsong hushed.
As we drift downstream, at every bend of the river we can see through the ever-widening gaps in the trees, glimpses of lost futures– that different species of ghost. 
A free and autonomous Māori Waikato. 
A spring-fed lake full of eels and koura. 
Five hundred year old kahikateas growing arrow-straight into the distant blueness.
An egalitarian, socialist Aotearoa. 
A family man gathering his sons into his arms.
A man of forty six raising his eyes towards the swaying tree-tops and starting to sing.

text: Ghost Town Abstract

A hometown is a thing full of horrors.
Ghosts line the footpaths like spectators at an ANZAC Day parade. They leap from thickets and pounce from suburban ranch sliders like tom cats. 
These ghosts have been waiting for you. There are things they need you to remember. 
When David Wrigley returns to Cambridge, a town he thought he’d left behind him forever, he finds the ghosts are out in force. He stumbles on a note in his mother’s garage, tightly folded and hot to the touch, that sets him off in pursuit of the memory of Jacob Avonlea, a friend from the past who he has never been able to leave behind.
But the currents of memory are unpredictable, and the waters and riverbanks are crowded with the dead. David and Jacob’s friendship, which crackled with a boyish intensity and a surfeit of secrets, was just the first of many stories tussling for attention.
 There is a family history – a fifty year old cataclysm that destroyed his brother. 
The grotesque origins of the school that nurtured David and murdered Jacob. The eccentric founder who brought with him from the mill towns of Manchester a fear of women and a predilection for young boys. 
And then there is the land – the meanders of the Waikato and the eruptions that diverted it from one coast to another, leaving forgotten oxbows in its wake. The roaming forests of kahikateas that followed the river and the wetlands, and once dominated these landscapes but have now all but disappeared. The rich farmland that has usurped the forests and slowly leaks poison into the soil and the waterways.
Ghost Town is a psychogeographer’s novel. A novel in which the landscape and the people that live and act upon it are inseparable, the ghosts of one haunting the present of the other.  It is a story of colonial men, locked into cycles of violence and destruction. The story of the silence they have inflicted upon themselves and on their children, and ultimately on the landscape itself, as the forests retreat, the birdsong hushed.
As we drift downstream, at every bend of the river we can see through the ever-widening gaps in the trees, glimpses of lost futures– that different species of ghost. 
A free and autonomous Māori Waikato. 
A spring-fed lake full of eels and koura. 
Five hundred year old kahikateas growing arrow-straight into the distant blueness.
An egalitarian, socialist Aotearoa. 
A family man gathering his sons into his arms.
A man of forty six raising his eyes towards the swaying tree-tops and starting to sing.

year: 2023