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: Investigating the contextual requirements of the Juster Scale

authors: Parackal, Mathew

subjects: Juster Scale

abstract: Researchers have employed the Juster Scale to collect purchase probability data with notable success. Reviewing the Juster Scale studies, however, has revealed that there is considerable variation in its per¬formance. Some of these variations appeared to be caused by the context in which the Juster Scale has been presented to respondents. This paper discusses three factors that influence the context of the Juster Scale and reports the results of a study that attempted to standardise its contextual requirements.
The results substantiate further the Juster Scale's satisfactory performance in collecting purchase probability data.

text: Investigating the contextual requirements of the Juster Scale Researchers have employed the Juster Scale to collect purchase probability data with notable success. Reviewing the Juster Scale studies, however, has revealed that there is considerable variation in its per¬formance. Some of these variations appeared to be caused by the context in which the Juster Scale has been presented to respondents. This paper discusses three factors that influence the context of the Juster Scale and reports the results of a study that attempted to standardise its contextual requirements.
The results substantiate further the Juster Scale's satisfactory performance in collecting purchase probability data.

year: 2006

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009