Adsorptive removal of various phenols from water by South African coal fly ash

South African coal fly ash (SACFA) was used to effectively remove phenol, 2-nitrophenol and 4-nitrophenol from wastewater. The rate of adsorption follows first-order kinetics before attaining equilibrium with the sorption rate (Kad) obtained being the  highest for 4-nitrophenol (p-nitrophenol) (7.0 x 10.3/h), followed by phenol (1.2 x 10.3/h) and 2-nitrophenol (o-nitrophenol) (1.0 x 10.3/h). Batch studies were performed to evaluate the adsorption process, and it was found that the Freundlich isothermeffectively fits the experimental data for the adsorbates better than the Langmuir model, with the fly ash having the highest adsorption capacity of 6.51 X 10-2 mg/g for 4-nitrophenol, 6.00 x 10-2 mg/g for 2-nitrophenol and 6.31 x10-2 mg/g for phenol. The fly ash was found to adsorb 90.2% of phenol, 88.9% of 2-nitrophenol and 92.6% of 4-nitrophenol at an initialconcentration of 20 mg/.. The desorption studies suggested that the desorption of 4-nitrophenol was the most difficult of the three adsorbates to be desorbed. The desorption efficiency was 17.9% for phenol, 18.8% for 2-nitrophenol and 10.2% for 4-nitrophenol. This work proved that SACFA can be used as an efficient adsorbent material for removal of phenol from water and wastewater

Permissive Hypotension in Extremely Low Birth Weight Infants (≤1000 gm)

∙ The authors have no financial conflicts of interest. © Copyright: Yonsei University College of Medicine 2012 This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial Licens

Population structure of Vitelaria paradoxa Gaertn. F. and Parkia biglobosa(Jacq.) Benth.in the Agroforestry Parklands of Nigerian humid Savanna

No Abstract

A Serious Game for Students to Acquire Productivity Habits

In recent years there has been an increasing shift from traditional work to knowledge work. Students are not always well prepared for such a work mode and struggle with time and energy management, leading to stress and long unhealthy study sessions. There are many applications aimed at developing productivity habits. A few of them are somewhat gamified, although they are especially focused on real-world to-do lists, lacking a strong narrative and appeal, especially to students. We present the serious game BusyBusy, specifically designed for college students. The game revolves around the capture and reflection steps of David Allen’s Getting Things Done methodology. By simulating aspects of student life, BusyBusy facilitates students to practice capturing action-related thoughts in their real life and reflect upon study activity choices in an entertaining and engaging environment.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Comp Graphics & Visualisatio

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students’ learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.School of Computin