Comparison of grinding media - Cylpebs versus balls

Cylpebs are slightly tapered cylindrical grinding media with a ratio of length to diameter of unity. The manufactures have made conflicting claims regarding the milling performance of Cylpebs in comparison with balls. One major point of interest is which one grinds finer at the same operating conditions. The difficulty in comparison is due to the shape difference. The two grinding media have different surface area, bulk density and contact mechanisms in grinding action. Comparative tests were conducted using the two types of grinding media in a laboratory Bond ball mill at various conditions of equality such as media mass, size distribution, surface area and input specific energy. The laboratory results indicate that at the same specific energy input level the Cylpebs produce a product with slightly less oversize due to their greater surface area, but essentially the same sizing at the fine end as that produced with the balls. The reason may be that the advantage of greater surface area is balanced by the line contact and area contact grinding actions with the Cylpebs. A new ball mill scale-up procedure [Man, Y.T., 2001. Model-based procedure for scale-up of wet, overflow ball mills, Part 1: outline of the methodology. Minerals Engineering 14 (10), 1237-1246] was employed to predict grinding performance of an industrial mill from the laboratory test results. The predicted full scale operation was compared with the plant survey data. Some problems in the original scale-up procedures were identified. The scale-up procedure was therefore modified to allow the predicted ball mill performance to match the observed one. The calibrated scale-up procedure was used to predict the Cylpebs performance in the full scale industrial mill using the laboratory tests results. (C) 2004 Elsevier Ltd. All rights reserved.

Laboratory culture studies of Trichodesmium isolated from the great Barrier Reef Lagoon, Australia

Cultures of Trichodesmium from the Northern and Southern Great Barrier Reef Lagoon (GBRL) have been established in enriched seawater and artificial seawater media. Some cultures have been maintained with active growth for over 6 years. Actively growing cultures in an artificial seawater medium containing organic phosphorus (glycerophosphate) as the principal source of phosphorus have also been established. Key factors that contributed to the successful establishment of cultures were firstly, the seed samples were collected from depth, secondly, samples were thoroughly washed and thirdly, incubations were conducted under relatively low light intensities (PAR similar to 40-50 mumol quanta m(-2) s(-1)). N-2 fixation rates of the cultured Trichodesmium were found to be similar to those measured in the GBRL. Specific growth rates of the cultures during the exponential growth phase in all enriched media were in the range 0.2-0.3 day(-1) and growth during this phase was characterised by individual trichomes (filaments) or small aggregations of two to three trichomes. Characteristic bundle formation tended to occur following the exponential growth phase, which suggests that the bundle formation was induced by a lack of a necessary nutrient e.g. Fe. Results from some exploratory studies showed that filament-dominated cultures of Trichodesmium grew over a range of relatively low irradiances (PAR similar to 5-120 mumol quanta m(-2) s(-1)) with the maximum growth occurring at - 40-50 mumol quanta m(-2) s(-1). These results suggest that filaments of the tested strain are well adapted for growth at depth in marine waters. Other studies showed that growth yields were dependent on salinity, with maximum growth occurring between 30 and 37 psu. Also the cell yields decreased by an order of magnitude with the reduction of Fe additions from 450 to 45 nM. No active growth was observed with the 4.5 nM Fe addition.

Intelligent agent supported personalization for virtual learning environments

Virtual learning environments (VLEs) are computer-based online learning environments, which provide opportunities for online learners to learn at the time and location of their choosing, whilst allowing interactions and encounters with other online learners, as well as affording access to a wide range of resources. They have the capability of reaching learners in remote areas around the country or across country boundaries at very low cost. Personalized VLEs are those VLEs that provide a set of personalization functionalities, such as personalizing learning plans, learning materials, tests, and are capable of initializing the interaction with learners by providing advice, necessary instant messages, etc., to online learners. One of the major challenges involved in developing personalized VLEs is to achieve effective personalization functionalities, such as personalized content management, learner model, learner plan and adaptive instant interaction. Autonomous intelligent agents provide an important technology for accomplishing personalization in VLEs. A number of agents work collaboratively to enable personalization by recognizing an individual's eLeaming pace and reacting correspondingly. In this research, a personalization model has been developed that demonstrates dynamic eLearning processes; secondly, this study proposes an architecture for PVLE by using intelligent decision-making agents' autonomous, pre-active and proactive behaviors. A prototype system has been developed to demonstrate the implementation of this architecture. Furthemore, a field experiment has been conducted to investigate the performance of the prototype by comparing PVLE eLearning effectiveness with a non-personalized VLE. Data regarding participants' final exam scores were collected and analyzed. The results indicate that intelligent agent technology can be employed to achieve personalization in VLEs, and as a consequence to improve eLeaming effectiveness dramatically.

Virtual teachers: Negotiating new spaces for teaching bodies

In 2002, the authors reviewed the educational performance of a state education department virtual schooling service during its first 2 years of operation, 2000-2001 (Pendergast, Kapitzke, Land, Luke, & Bahr, 2002). Established by Education Queensland, the Virtual Schooling Service (VSS) utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/learningplace/vss/). The service commenced with a focus on senior secondary subjects. At present, there are over 700 students in 89 schools across the state enrolled in 9 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. Opportunity for critical reflection was provided, including consideration of the ways in which the teachers were developing as a learning community. Some data, including visual representations, were collected from participants with the purpose of understanding how VSS teachers are constructed as professionals. This study compares and contrasts that data with self-constructions of teacher professionals in other fields.

A qualitative assessment of communicating spatial concepts in virtual and physical environments via a text-based medium

The pedagogical exercise described here was used to investigate how spatial communication about the manipulation of objects in a virtual and physical space is communicated between remote partners. It continues work done by others. Where it differs from previous research in this area is in its use of a qualitative methodology to study how these types of interactions are structured, communicated and interpreted via text-based media. What emerged from the qualitative analysis are new insights over the previous quantitative investigations. This paper reports on completed research.