Can ornamental potted plants remove volatile organic compounds from indoor air? -a review

Abstract Volatile organic compounds (VOCs) are found in indoor air, and many of these can affect human health (e.g. formaldehyde and benzene are carcinogenic). Plants affect the levels of VOCs in indoor environments, thus they represent a potential green solution for improving indoor air quality that at the same time can improve human health. This article reviews scientific studies of plants' ability to remove VOCs from indoor air. The focus of the review is on pathways of VOC removal by the plants and factors affecting the efficiency and rate of VOC removal by plants. Laboratory based studies indicate that plant induced removal of VOCs is a combination of direct (e.g. absorption) and indirect (e.g. biotransformation by microorganisms) mechanisms. They also demonstrate that plants' rate of reducing the level of VOCs is influenced by a number of factors such as plant species, light intensity and VOC concentration. For instance, an increase in light intensity has in some studies been shown to lead to an increase in removal of a pollutant. Studies conducted in real-life settings such as offices and homes are few and show mixed results

Teaching research methods in the social sciences: expert perspectives on pedagogy and practice

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practic