The Ability of biofilter sponge demospongiae class with various forms of growth towards the turbidity and total suspended solid

The sponge is an invertebrate animal from phylum porifera that lives permanently and filters out what is in the water column. The sponge has various forms of growth, including massive, branching, and submissive. Each form of growth is indicated to have different filtering abilities, so this research needs to be done. This study aims to determine whether the ability to filter (biofilter) Turbidity and Total Suspended Solid sponge depends on the form of growth (Massive, Submassive, and Branching). This research was conducted from September to October 2016. Taking sponges in the waters of Barranglompo Island, testing was carried out at the Hatchery Marine Station at Hasanuddin University, Barranglompo Island and measurements of water quality parameters were carried out at the Chemical Oceanography Laboratory, Department of Marine Sciences, Faculty of Marine and Fisheries, Hasanuddin University. The acclimatization process needs to be done to adapt the sponge before being given treatment. Each aquarium is filled with seawater that has been mixed with sediments as much as 0.17 mg/l. Then each form of sponge growth is put into an aquarium with the same body volume of 500 cm3 and sees the ability to filter it for 10 hours and 24 hours. After that, water samples were taken at each aquarium to measure turbidity parameters, Total Suspended Solid, and Total Organic Materials. The results showed that at 10 hours and 24 hours the sponge with submassive growth forms filtered more particles in the water column than massive and branching growth forms, while sponge with branching growth forms run into stress and death after filtering for 24 hours.Keywords: growth pattern, biofilter, sediment, sponge

Towards inclusion? Models of behaviour support in secondary schools in one education authority in Scotland

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours

Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?

Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services