LIfe Cycle Analysis of an Airlifted Recirculation Aqualculture Facility

Airlift-equipped recirculating aquaculture systems (RAS) provide water-circulation, aeration, and degassing efficiently and reliably. This project investigated the need for biofilters in a fish hatchery environment to address biofouling of tank water from hatching eggs. Eggs of various fish species were selected and Biological Oxygen Demand (BOD), total Kjeldahl nitrogen (TKN), and protein loading and content were measured and compared. Means for all samples were: 0.67±0.05g BOD₅/g, 10.89 nitrogen±0.84% and the mean protein content 69.22±3.82%. A statistical analysis indicates that Rachycentron canadum (cobia) and Ictalurus punctatus (channel catfish) is the most representative of the multi-species lot when compared to Balantiocheilus melanopterus (bala shark), the targeted species for this study. Secondly, this project sought to quantify the costs associated with domestic tilapia growout production using Airlifted PolyGeyser® RAS technology. A cost analysis was applied to a given facility, based on feeding rate and annual production requirements. Results indicated a capital cost of $4,887,000 for the entire facility including$4,671,000 for RAS equipment. The annual production cost of the growout was determined to be $953,140 for the facility. The production cost of growout is$0.93 per pound of fish. The calculated facility equivalent equipment cost was $0.26 and the purge facility$0.1 per pound of fish. The total production cost of the facility per pound of tilapia produced was $1.19. The life cycle costs of the facility over period of 30 years was$25,572,000, of which feeding represents 43% with a cost of $11,056,000. Operation cost has the second highest cost of$5,053,000 then stocking cost, at $2,373,000. The thesis presents a tabular template of costs applicable to airlifted PolyGeyser®-equipped facilities

The Collegian (2012-12-03)

https://scholarworks.utrgv.edu/collegian/1186/thumbnail.jp

Representational task formats and problem solving strategies in kinematics and work

Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study, we explored and compared students’ strategies as they attempted tasks from two topical areas, kinematics and work. Our participants were 19 engineering students taking a calculus-based physics course. The tasks were presented in linguistic, graphical, and symbolic forms and requested either a qualitative solution or a value. The analysis was both qualitative and quantitative in nature focusing principally on the characteristics of the strategies employed as well as the underlying reasoning for their applications. A comparison was also made for the same student’s approach with the same kind of representation across the two topics. Additionally, the participants’ overall strategies across the different tasks, in each topic, were considered. On the whole, we found that the students prefer manipulating equations irrespective of the representational format of the task. They rarely recognized the applicability of a ‘‘qualitative’’ approach to solve the problem although they were aware of the concepts involved. Even when the students included visual representations in their solutions, they seldom used these representations in conjunction with the mathematical part of the problem. Additionally, the students were not consistent in their approach for interpreting and solving problems with the same kind of representation across the two topical areas. The representational format, level of prior knowledge, and familiarity with a topic appeared to influence their strategies, their written responses, and their ability to recognize qualitative ways to attempt a problem. The nature of the solution does not seem to impact the strategies employed to handle the problem

Representational task formats and problem solving strategies in kinematics and work

Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study, we explored and compared students’ strategies as they attempted tasks from two topical areas, kinematics and work. Our participants were 19 engineering students taking a calculus-based physics course. The tasks were presented in linguistic, graphical, and symbolic forms and requested either a qualitative solution or a value. The analysis was both qualitative and quantitative in nature focusing principally on the characteristics of the strategies employed as well as the underlying reasoning for their applications. A comparison was also made for the same student’s approach with the same kind of representation across the two topics. Additionally, the participants’ overall strategies across the different tasks, in each topic, were considered. On the whole, we found that the students prefer manipulating equations irrespective of the representational format of the task. They rarely recognized the applicability of a ‘‘qualitative’’ approach to solve the problem although they were aware of the concepts involved. Even when the students included visual representations in their solutions, they seldom used these representations in conjunction with the mathematical part of the problem. Additionally, the students were not consistent in their approach for interpreting and solving problems with the same kind of representation across the two topical areas. The representational format, level of prior knowledge, and familiarity with a topic appeared to influence their strategies, their written responses, and their ability to recognize qualitative ways to attempt a problem. The nature of the solution does not seem to impact the strategies employed to handle the problem

Sustainability and Workforce Development in Maine

Maine is facing challenges in terms of its work­force: education levels lag behind those in the other New England states; population growth is slow; and the economy is undergoing a change that has shifted from manufacturing to more knowledge-based jobs. Catherine Renault, Linda Silka and Jake Ward discuss these challenges, looking at what employers want in their employees and at the kinds of jobs the state is likely to see in the future. They point out that the Sustainability Solutions Initiative, with its emphasis on a boundary-crossing approach to educa­tion, is an example of a way to train today’s students to fill and create the jobs of the future

An SEA Guide for Identifying Evidence-Based Interventions for School Improvement

The Every Student Succeeds Act (ESSA) is the most recent reauthorization of the Elementary and Secondary Education Act and replaces the No Child Left Behind Act (NCLB). The law focuses on using research evidence to improve teaching and learning and at the same time passes considerable authority from federal to state policymakers. This means that responsibility largely falls on states and localities to effectively make sense of and use research evidence in their decisions around school improvement, teacher preparation, principal recruitment, and family engagement. With support from the Annie E. Casey Foundation, Overdeck Family Foundation, and the William T. Grant Foundation, the Florida Center for Reading Research (FCRR) has developed Guides for Identifying Evidence-Based Interventions for School Improvement

The Classic, Winter 2015-2016

Zwemer View: A History of Overcoming Challenges; Around the Green: Taiwan-Bound; In Box; Community Service; Top of the Class; Graduate School Boosts Fall Enrollment; Campus Life: Improv Tradition; Raider Days; New in the Classroom: Wade Druin, Mark Haselhoff \u2712, Dr. Seunghun Hun Hong, Tonya Moore-Huss, Corky Koerselman \u2782, Chris Nonhof, Erica (Van Meeteren \u2700) Vonk; On Board; VanOort Accepts Call to Denver; Adoption-Friendly; Global Education Director; Face Value: Thomas Holm; Investing in the Mission; Award Winners: Ron De Jong \u2771, Janet (Hassebroek \u2784) Guthmiller, Marjorie (Hartog \u2756, \u2758) Vander Aarde; Red Zone; Beanie Babies; 1000 Words: Practicing to Compete; Things Raiders Say...; Colorful Beginnings; Strategic Cutbacks: Program review leads to reductions; The Believing Brain; Rocket Man; A Freshman Again; Rookie Rewards; Beyond Words; Red Ties; Class Notes; New Arrivals; Marriages; In Memoriam; Classic Thoughts: From the Residence Hall to the Family Room; Be Counted; Wrestling Honorhttps://nwcommons.nwciowa.edu/classic2010/1018/thumbnail.jp

2014 Annual Report: Blue Sky Highlights

University of Maine 2014 Blue Sky highlights

Spartan Daily, January 31, 1997

Volume 108, Issue 6https://scholarworks.sjsu.edu/spartandaily/9083/thumbnail.jp