Urban stormwater inputs to an adapted coastal wetland : role in water treatment and impacts on wetland biota

The Lake Pertobe wetland system is a semi-natural wetland that has been modified primarily for recreational use. However, this lake system receives stormwater from much of the central business district of Warrnambool City (Victoria, Australia) and serves as a buffer zone between the stormwater system and the Merri River and Merri Marine Sanctuary. This work considers the impact of stormwater inputs on Lake Pertobe and the effectiveness of the lake in protecting the associated marine sanctuary. Sediment contaminants (including heavy metals and polycyclic aromatic hydrocarbons (PAHs)) and water quality parameters within the lake, groundwater and stormwater system were measured. Water quality parameters were highly variable between stormwater drains and rain events. Suspended solids rapidly settled along open drains and shortly after entering the lake. Groundwater inputs increased both salinity and dissolved nitrogen in some stormwater drains. Some evidence of bioaccumulation of metals in the food chain was identified and sediment concentrations of several PAHs were very high. The lake acted as a sink for PAHs and some metals and reductions in Escherichia coli, biological oxygen demand and total phosphorus were observed, affording some protection to the associated marine sanctuary. Nutrient retention was inadequate overall and it was identified that managing the lake primarily as a recreational facility impacted on the effectiveness of stormwater treatment in the system.

A biocompatible ionic liquid as an antiwear additive for biodegradable lubricants

A biocompatible ionic liquid, tributyl(methyl)phosphonium diphenylphosphate, P1444DPP (IL1) was investigated as an antiwear additive and compared against Amine Phosphate (AP), one of the commonly used conventional antiwear additives in biodegradable lubricants. IL1 showed excellent antiwear performance, using a pin-on-disc tribometer, when blended in biodegradable base stocks. The steel balls after the test were analyzed using SEM-EDS techniques which confirmed the presence of phosphorous. The tribological properties under reciprocating conditions were also carried out using Optimol SRV oscillating friction and wear tester and the steel discs were observed under Atomic Force Microscopy (AFM), to show the buildup of tribofilm formed by IL1. The thickness of the lubricant film was confirmed by Elastohydrodynamic (EHD) Ultra Thin Film Measurement System. It was observed that IL1 has a better film forming ability than AP. © 2014 Elsevier Ltd.

Explaining the environmentally sustainable consumer behavior: a social capital perspective

Purpose - The purpose of this study is to examine the effects of social capital within a community on the adoption of consumer eco-behaviour or environmentally sustainable behaviour of consumers. The authors draw on the behavioural perspective model (BPM) of consumer behaviour and social capital theory in arguing that social capital shapes a consumer's knowledge of environmental issues and pro-environmental attitudes, which in turn influence a consumer's perceived capability to engage in eco-behaviour. Design/methodology/approach - This study uses partial least squares approach to structural equation modelling of survey data involving 1,044 consumers in the Philippines. It involves testing of a measurement model to examine the validity and reliability of the constructs used in the study. This is followed by testing of the structural models to test the hypothesised relationships of the constructs. Findings - The results suggest the substantive influence of social capital on environmental knowledge, pro-environmental attitudes and eco-capability. Both knowledge and attitudes have positive effects on eco-capability, which in turn positively shapes eco-behaviour. Research limitations/implications - Future studies can examine how social capital as a multi-dimensional construct impacts context-specific consumer behaviour. Practical implications - Social and environmental marketing may focus on social network activation to encourage eco-behaviours of consumers. Social implications - Findings highlight the role of social capital within one's community as a resource channel to encourage environmentally responsible consumer behaviour. Originality/value - The study extends the BPM by offering a social capital view as a more nuanced explanation of consumer eco-behaviour.

Environment friendly hydraulic lubricants – properties & performance.

 The present study aims to undertake research to improve the properties of vegetable oil based biodegradable lubricants for hydraulic oil applications. Different approaches were explored and adopted to investigate the thermo-oxidative stability, tribological property and corrosion behaviour of biodegradable basestocks as per the ISO 15380 specification.

Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.

A new biocompatible ionic liquid as an antiwear additive for biodegradable lubricants

A new biocompatible ionic liquid P1444DPP (IL1) was investigated as an antiwear additive and compared against Amine Phosphate (AP), one of the commonly used conventional antiwear additives in various biodegradable base stocks. In general, such base stocks (vegetable oil and synthetic esters) are being used for preparing biodegradable industrial lubricants. To further check its efficacy, the results were also compared with one of the ionic liquid P66614DPP (IL2) which has better performance as a lubricant, but is less biocompatible. IL1 showed excellent antiwear performance on pin-on-disc tribometer, when blended in biodegradable base stocks. The steel balls after the pin-on-disc test were analyzed using SEM-EDS technique. The oxidation stability of IL1 was studied by Pressure Differential Scanning Calorimeter (PDSC) and compared with the behavior of AP after incorporating optimized dosage of antioxidant additives in the biodegradable base stock.

Ecology of an urban-adapted species over an urbanization gradient

The tawny frogmouth is a nocturnal bird species endemic to Australia. While many species of wildlife worldwide experience detrimental outcomes from urbanization, this thesis demonstrates the resilience and adaptability of this unique species to landscape change by human beings.

Teaching games for understanding (TGFU) as a positive and versatile approach to teaching adapted games

This paper presents a small scale research project that focused on pre-service physical education (PE)teachers’ and sports coaches’ considerations of using Teaching Games for Understanding (TGfU) to teachgames. A research design akin to action research was adopted whereby pre-service PE teachers and sportscoaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league utilising a TGfUapproach. Data were generated through end of session whole-class reflections, semi-structured individualinterviews undertaken (n = 3), and post session first-author/primary practitioner reflections. Data analysiswas conducted via inductive coding procedures and revealed three themes: 1) TGfU as a positive pedagogy;2) TGfU as a versatile approach, and 3) significance of content within a PE Teacher Education programme.

Separation and development of polymer blends: an environmentally friendly approach

This work has demonstrated a facile route to separate polyester/cotton blend textile waste by a chemical dissolution method. The recovered cellulose from textile waste were used to regenerate a novel composite fibre with improved properties which could potentially be used in textile applications.