Remediation of oily wastewater from an interceptor tank using a novel photocatalytic drum reactor

A novel photocatalytic reactor has been developed to remediate oily wastewaters. In the first instance degradation rates of model organic compounds, methylene blue (MB) and 4-c hlorophenol (4-CP) were determined. The experimental set-up investigated a 1:10 w/v catalyst to organic solution volume, 30 g catalyst, 300 mls MB (10 μM) or 4-CP (100 μM). The catalyst investigated was a pellet catalyst to improve separation of the remediated volume from the catalyst following treatment. MB concentration decreased by 93% after 15 mins irradiation whilst 4-CP concentration decreased by 94% following 90 mins irradiation. Oily waste water (OWW) from an interceptor tank typically containing diesel oils was obtained from Sureclean, an environmental clean-up company. The OWW was treated using the same conditions as MB and 4-CP, the model organic compounds. Levels of total organic carbon (TOC) and total petroleum hydrocarbon (TPH) were used to monitor the efficacy of the photocatalytic reactor. TOC reduced by 45% following two 90 mins treatment cycles. TPH reduced by 45% following 90 mins irradiation and by a further 25% during a second stage of treatment. This reactor can be used as a polishing technique assembled within a wastewater treatment plant. Allowing for more than one pass through the reactor improves its efficiency. 

Audit of mathematics learning support in Ireland in 2015 – the key findings

In 2015 the Irish Mathematics Learning Support Network (IMLSN) commissioned a comprehensive audit of the extent and nature of mathematics learning support (MLS) provision on the island of Ireland. An online survey was sent to 32 institutions, including universities, institutes of technology, further education and teacher training colleges, and a 97% response rate was achieved. While the headline figure – 84% of institutions that responded to the survey provide MLS – sounds good, deeper analysis reveals that the true state of MLS is not so solid. For example, in 25% of institutions offering MLS, only five hours per week (at most) of physical MLS are available, while in 20% of institutions the service is provided by only one or two staff members. Furthermore, training of tutors is minimal or non-existent in at least half of the institutions offering MLS. The results provide an illuminating picture, however, identifying the true state of MLS in Ireland is beneficial only if it informs developments in the years ahead. This talk will present some of the findings of the survey in more depth along with conclusions and recommendations. Key among these is the need for institutions to recognise MLS as a vital element of mathematics teaching and learning strategy at third level and devote the necessary resources to facilitate the provision of a service which can grow and adapt to meet student requirements.