Membrane techniques for removal detergents and petroleum products from carwash effluents: a review

One of the most significant urban services is the carwash, which generates large amounts of wastewater containing a variety of pollutants, including sand, gravel, suspended solids, surfactants, oil products, diesel cleaners, etc., that may cause environmental pollution when transferred to the sewage system without any treatment. The effective treatment is crucial to prevent environmental pollution as well as to recycle the water source. Contaminants are removed from carwash effluent using a variety of treatment technologies. This review focuses on identifying and comparing efficiency of using advanced commercial and modified membrane filtration techniques, meeting discharge standard regulations, to treat carwash impurities, especially detergents/surfactants (anionic surfactant) and petroleum products (oil/grease). The results of this review indicate that ultrafiltration membrane (UF) is the most common membrane filtration technology for carwash wastewater treatment. Additionally, the adoption of traditional pre-treatment processes may be advantageous before utilization of membrane process for treating carwash wastewater; although conventional treatment processes can produce a high quality of effluent, they are less effective than membrane systems

Feature selection using information gain for improved structural-based alert correlation

Grouping and clustering alerts for intrusion detection based on the similarity of features is referred to as structurally base alert correlation and can discover a list of attack steps. Previous researchers selected different features and data sources manually based on their knowledge and experience, which lead to the less accurate identification of attack steps and inconsistent performance of clustering accuracy. Furthermore, the existing alert correlation systems deal with a huge amount of data that contains null values, incomplete information, and irrelevant features causing the analysis of the alerts to be tedious, time-consuming and error-prone. Therefore, this paper focuses on selecting accurate and significant features of alerts that are appropriate to represent the attack steps, thus, enhancing the structural-based alert correlation model. A two-tier feature selection method is proposed to obtain the significant features. The first tier aims at ranking the subset of features based on high information gain entropy in decreasing order. The second tier extends additional features with a better discriminative ability than the initially ranked features. Performance analysis results show the significance of the selected features in terms of the clustering accuracy using 2000 DARPA intrusion detection scenario-specific dataset

EFFECT OF FOLIAR APPLICATION OF UREA ON DIFFERENT GROWTH STAGES OF WHEAT

The experiment was conducted at Student Farm, Department of Agronomy, Sindh Agriculture University, Tandojam during the year 2012-13, to evaluate the effect of foliar dose of urea on different growth stages of wheat variety TJ-83 with 3 replications, experimental design Randomized Block Design with two factors A foliar nitrogen concentration of urea with treatments control (non -treated plots), 0.5% and 1.0%however in factor B include two growth stages i.e. Tillering stage, Anthesis stage. Wheat variety TJ-83 was cultivated at net plot size 4x4= (16 m2). The results revealed that germination (%) showed non-significant response to foliar nitrogen concentrations, growth stages and their interaction whereas all other wheat traits significantly affected by different foliar fertilizers, growth stages and their interaction.The mean maximum plant height (cm), grains spike-1 and seed index (1000 grain weight g) were recorded at 0.5% urea nitrogen concentrations whereas other wheat traits tillers plant-1, spike length (cm), spikelets spike-1 and grain yield kg ha-1 were foundThe experiment was conducted at Student Farm, Department of Agronomy, Sindh Agriculture University, Tandojam during the year 2012-13, to evaluate the effect of foliar dose of urea on different growth stages of wheat variety TJ-83 with 3 replications, experimental design Randomized Block Design with two factors A foliar nitrogen concentration of urea with treatments control (non -treated plots), 0.5% and 1.0%however in factor B include two growth stages i.e. Tillering stage, Anthesis stage. Wheat variety TJ-83 was cultivated at net plot size 4x4= (16 m2). The results revealed that germination (%) showed non-significant response to foliar nitrogen concentrations, growth stages and their interaction whereas all other wheat traits significantly affected by different foliar fertilizers, growth stages and their interaction.The mean maximum plant height (cm), grains spike-1 and seed index (1000 grain weight g) were recorded at 0.5% urea nitrogen concentrations whereas other wheat traits tillers plant-1, spike length (cm), spikelets spike-1 and grain yield kg ha-1 were found superior at 0.5% and 1.0% foliar nitrogen concentrations.Maximum mean for growth stages was observed at plant height (cm), tillers plan-1,spike length (cm), spikelets spike-1, seed index (1000 grain weight g) and grain yield were recorded at tiilering stages whereas higher value of grains spike-1 was recorded at anthesis growth stage of wheat. The interactive results indicated that the maximum plant height (cm) was recorded at interaction of 1.0% foliar nitrogen concentration x tillering stage, however higher values of tillers plan-1, spike length (cm) spikelets spike-1, seed index (1000 grain weight g) and grain yield kg ha-1 were observed at interaction of 0.5% and 1.0% foliar nitrogen concentrations x tillering stages. Further results indicated that the foliar nitrogen concentrations, growth stages and their interaction showed enhanced values as compared to control plots where no any fertilizer was applied.&nbsp

Ultrafast and nonlinear spectroscopy of brilliant green-based nanoGUMBOS with enhanced near-infrared emission

The synthesis, characterization, ultrafast dynamics, and nonlinear spectroscopy of 30 nm nanospheres of brilliant green–bis(pentafluoroethylsulfonyl)imide ([BG][BETI]) in water are reported. These thermally stable nanoparticles are derived from a group of uniform materials based on organic salts (nanoGUMBOS) that exhibit enhanced near-infrared emission compared with the molecular dye in water. The examination of ultrafast transient absorption spectroscopy results reveals that the overall excited-state relaxation lifetimes of [BG][BETI] nanoGUMBOS are longer than the brilliant green molecular dye in water due to steric hindrance of the torsional degrees of freedom of the phenyl rings around the central carbon. Furthermore, the second harmonic generation signal of [BG][BETI] nanoGUMBOS is enhanced by approximately 7 times and 23 times as compared with colloidal gold nanoparticles of the same size and the brilliant green molecular dye in water, respectively. A very clear third harmonic generation signal is observed from the [BG][BETI] nanoGUMBOS but not from either the molecular dye or the gold nanoparticles. Overall, these results show that [BG][BETI] nanoGUMBOS exhibit altered ultrafast and nonlinear spectroscopy that is beneficial for various applications including nonlinear imaging probes, biomedical imaging, and molecular sensing

Reaching expert consensus on training different cadres in delivering early childhood development: technical report

The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative approaches to ensuring that all human beings can fulfil their potential in dignity and equality. This is reflected in the current global concern with promotion of holistic, community-based programmes to support early childhood development and wellbeing ? widely referred to as ?early childhood development? (ECD). Within this context, the study reported here sought to achieve consensus among 14 global experts on training needs for three groups of personnel (?cadres?) involved in delivery of early childhood development (ECD) programmes. The three cadre groups, identified via a comprehensive review of literature on current issues in the provision of ECD, comprise delivery of education, health and community-based early childhood interventions across a diverse range of low resource settings. The study responds to a gap in knowledge on training needs for ECD cadres, associated with a serious dearth of human resources to support provision of ECD services. Key challenges reported here, based on comprehensive review of available literature, include: 1. A long-running, severe global shortage in availability of cadres to support delivery of ECD programmes. 2. To date, delivery of key health and education interventions principally in siloes, with limited integration and practitioners/professionals/para-professionals widely employed in vertical programmes. 3. Low professional and social status of many ECD cadres, due to a lack of systematic recognition and support. This has resulted in large numbers of cadres with undefined career paths, and high rates of turnover / attrition2. In response, expert consensus points to the following potential strategies for enhancing provision of ECD cadres training and professional development: 1. Development of coherent systems to support ECD training and professional development. a. Findings indicate consensus around commonalities among and distinctions between essential skills and knowledge required for education professionals, health professionals and non-certified para-professional groups. These insights could provide a basis for establishing coherent, joined-up professional pathways and support systems for development of ECD cadres. b. Consensus around the respective roles of these three cadres is reflected in the distinct training needs outlined for each group. There is consensus that, while noncertified para-professionals require programme-specific training to facilitate delivery of particular tasks, certified education and health professionals require training in more advanced skills such as problem-solving and flexibility. Exposure to a range of different programmes and approaches is required for certified professionals, to facilitate informed decision making around programme development and adapting / responding to local contextual needs. These distinctions could provide a basis for establishing clarity in respective roles for ECD cadres with regard to programme delivery. c. Consensus around training needs across cadre groups is indicated, in particular the need for on-going mentoring and supervision. While there is acknowledgment among experts about complexities associated with provision of on-going support, consensus around this component of training was strongest among all aspects surveyed. This reflects widespread concern among participating experts, as well as within the literature, that short-term training for ECD cadres must be followed up with opportunities for continuing professional development and systematic support, to facilitate sustained effective practice. 2. Within systems for ECD cadres training, a strong focus on the importance of contextually grounded programmes, materials / resources and strategies for implementation. a. There is strong consensus that ECD cadres training should be contextually-grounded to ensure responsive, effective provision. Training should be based on and promote careful consideration of a range of factors that shape provision of ECD, including but not restricted to, policy, budgets, available resources, local values, beliefs and practices. 3. Adoption of the concept of nurturing care as an underpinning principle for provision of ECD cadres training. a. Delphi findings indicate consensus around essential dispositions, or attitudes, required to support caring, respectful, responsive and trustful interactions with children, caregivers and communities. They also indicate that all cadres require knowledge and skills in promoting early stimulation; child-centred learning and development; effective communication and collaboration; problem solving, and reflective practice. These strategies are outlined in the proposed framework provided below, which identifies unique roles / training needs for different cadre groups, as well as opportunities for enhancing integration across ECD cadres training systems. 3 Experts suggest that these ?dispositions?, which are essential for effective provision, should be viewed as malleable. Training should work / be designed to promote, model and strengthen these characteristics

Training early childhood development cadres in low-resource contexts. UK Government Department for International Development.

This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: • To whom does the term ‘ECD cadre’ most usefully apply, given the wide range of settings and aims of early childhood development programmes? • What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? • What are expert views on appropriate methods for delivery of training, and post-training follow-up, for ECD cadres? • What are expert views on the necessary conditions for effective scale-up of ECD cadres training

Training early childhood development cadres in low-resource contexts

This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: ? To whom does the term ?ECD cadre? most usefully apply, given the wide range of settings and aims of early childhood development programmes? ? What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? ? What are expert views on appropriate methods for delivery of training, and post-training follow-up, for ECD cadres? ? What are expert views on the necessary conditions for effective scale-up of ECD cadres training

'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC

Young children's research: children aged 4-8 years finding solutions at home and at school

Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found