Effect of microbial activities on the mobility of copper in stabilised contaminated soil

Stabilisation, using a wide range of binders including wastes, is most effective for heavy metal soil contamination. Bioremediation techniques, including bioaugmentation to enhance soil microbial population, are most effective for organic contaminants in the soil. For mixed contaminant scenarios a combination of these two techniques is currently being investigated. An essential issue in this combined remediation system is the effect of microbial processes on the leachability of the heavy metals. This paper considers the use of zeolite and compost as binder additives combined with bioaugmentation treatments and their effect on copper leachability in a model contaminated soil. Different leaching test conditions are considered including both NRA and TCLP batch leaching tests as well as flow-through column tests. Two flow rates are applied in the flow-through tests and the two leaching tests are compared. Recommendations are given as to the effectiveness of this combined remediation technique in the immobilisation of copper. © 2005 Taylor & Francis Group.

Exploring key sustainable development themes through learning activities

The Masters programme in Engineering for Sustainable Development at Cambridge University explores a number of key themes, including dealing with: complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. This paper examines how these concepts are introduced and analyses the range of exercises and assignments which are designed to encourage students to test their own assumptions and abilities to develop competencies in these areas. Student performance against these tasks is discussed and student feedback is also presented, with a focus on how their awareness of the themes are met through a range of activities.

Exploring key sustainable development themes through learning activities

Purpose: The paper examines how a number of key themes are introduced in the Masters programme in Engineering for Sustainable Development at Cambridge University through student centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. Design/methodology/approach: The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how student’s own awareness develops. Also results of two surveys are presented which tests the students’ perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas. Findings: Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes. Originality /value: The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Masters programme.