A review of the development of regional sludge treatment centres and a baseline characterisation of Irish sewage sludges

This Study assessed the development of sludge treatment and reuse policy since the original 1993 National Sludge Strategy Report (Weston-FTA, 1993). A review of the 48 sludge treatment centres, current wastewater treatment systems and current or planned sludge treatment and reuse systems was carried out Sludges from all Regional Sludge Treatment Centres (areas) were characterised through analysis of selected parameters. There have been many changes to the original policy, as a result of boundary reviews, delays in developing sludge management plans, development in technology and changes in tendering policy, most notably a move to design-build-operate (DBO) projects. As a result, there are now 35 designated Hub Centres. Only 5 of the Hub Centres are producing Class A Biosolids. These are Ringsend, Killamey, Carlow, Navan and Osberstown. Ringsend is the only Hub Centre that is fully operational, treating sludge from surrounding regions by Thermal Drying. Killamey is producing Class A Biosolids using Autothermal Thermophilic Aerobic Digestion (ATAD) but is not, as yet, treating imported sludge. The remaining three plants are producing Class A Biosolids using Alkaline Stabilisation. Anaerobic Digestion with post pasteurisation is the most common form of sludge treatment, with 11 Hub Centres proposing to use it. One plant is using ATAD, two intend to use Alkaline Stabilisation, seven have selected Thermal Drying and three have selected Composting. While the remaining plants have not decided which sludge treatment to select, this is because of incomplete Sludge Management Plans and on DBO contracts. Analysis of sludges from the Hub Centres showed that all Irish sewage sludge is safe for agricultural reuse as defined by the Waste Management Regulations {Use of Sewage Sludge in Agriculture) (S.I. 267/2001), providing that a nutrient management plan is taken into consideration and that the soil limits of the 1998 (S.I. 148/1998) Waste Management Regulations are not exceeded.

Advertisement call and female sexual cycle in Uruguayan populations of Physalaemus henselii (Anura, Leiuperidae)

Physalaemus henselii (Peters, 1872) is a little known leiuperid frog that has not been studied since the 1960’s. Herein, we redescribe its advertisement call, and assess the female sexual cycle and the reproductive period on the basis of the macroscopic analysis of the ovaries and field observations. The Ovarian Size Factor (OSF) was calculated. The study was made in Departamento de Rivera, northern Uruguay. The advertisement call consists of short (177 ± 21ms), multipulsed (20 ± 3 pulses/note) notes, with a note repetition rate of 1.57 ± 0.13 notes/s. Physalaemus henselii has a female sexual cycle with unimodal distribution of gravid females, which are present from February to September. The OSF and the ratio "females with mature oocytes / females without mature oocytes" reached the highest values from April to June. The number and size of oocytes were positively correlated with female size. The smallest female (SVL =18.94mm, weight =0.78g) with mature oocytes was found in July. The observed sexual cycle with a single annual reproductive period during the cold season (autumn and early winter), is an uncommon fact for anuran species in the region.

Reproductive behavior of Leptodactylus mystacinus (Anura, Leptodactylidae) with notes on courtship call of other Leptodactylus species

Here we present data on the reproductive behavior of Leptodactylus mystacinus (Burmeister, 1861), including details on courtship behavior. We also describe and compared the courtship calls of L. mystacinus, L. furnarius Sazima & Bokermann, 1978 and Leptodactylus sp. (L. aff. andreae). Field works were conducted in Uberlândia (central Brazil). During courtship, a female approaches a calling male and is led to a previously excavated chamber; a female can approach a silent male that beat his hands and/or feet on the ground as well. The courtship call of L. mystacinus consists of one single arch-shaped note (duration = 0.04 s) repeated 258 times per minute; the courtship calls of L. furnarius (0.06 s, 84 times per minute) and Leptodactylus sp. (0.15 s, 5 times per minute) also are arch-shaped. The courtship behavior of L. mystacinus is similar to that of other species of the L. fuscus (Schneider, 1799) group; unique to it is that males can beat his hands and/or feet on the ground while courting. The male behavior of conducting the female to a previously excavates chamber and the arch-shaped courtship call may represent other shared derived features of members of the L. fuscus group, including the former Adenomera species.

Asymmetric demand information in uniform and discriminatory call auctions: an experimental analysis motivated by electricity markets

We study the outcomes of experimental multi-unit uniform and discriminatory auctions with demand uncertainty. Our study is motivated by the ongoing debate about market design in the electricity industry. Our main aim is to compare the effect of asymmetric demand-information between sellers on the performance of the two auction institutions. In our baseline conditions all sellers have the same information, whereas in our treatment conditions some sellers have better information than others. In both information conditions we find that average transaction prices and price volatility are not significantly different under the two auction institutions. However, when there is asymmetric information among sellers the discriminatory auction is significantly less efficient. These results are not in line with the typical arguments made in favor of discriminatory pricing in electricity industries; namely, lower consumer prices and less price volatility. Moreover, our results provide some indication that discriminatory auctions reduce technical efficiency relative to uniform auctions.

Una Aproximació a la construcció significativa del coneixement matemàtic a l'ESO

This study displays and analyzes the contents of the Mathematics subject in ESO’s second cycle from a constructivist perspective. This analysis has been carried out by contrasting two groups of participants (control group and experimental group). These groups were formed by a sample of 240 students between the ages of 14 and 16 from four different educational centres of the Osona area. Research – Action methodology has been employed, combining quantitative techniques (statistical study with the SPSS package) with qualitative analysis (transcriptions of interviews and discussion group). This study has been carried out after years of classroom observation, reflection and action. The theoretical framework employed is a cognitive one, based on Ausubel’s Significative Learning Theory. Quantitative analysis shows how the researcher’s design improves, on the one hand, the students’ academic motivation and, on the other hand, their comprehensive memory, enabling them to achieve a more significant learning of the subjects’ contents. Furthermore, our analysis shows that the proposed method is more comprehensive than those employed by teachers collaborating with control groups. The main aim of the qualitative analysis is that of identifying the elements which configure the programme and contribute to an improvement of the aspects mentioned above. The key elements here are: co-operation as the basis of group dynamics; the employment, in some cases, of easily handled materials; the type of interaction between teacher and students, where, through open discussion, students are lead by teaching staff towards the course objectives; induction, that is, deducing formulae by initially using examples which are close to the students’ knowledge and experience or taken from everyday life (what we could call “down-top” mathematics). We should add here that the qualitative analysis does not only corroborate the results obtained by quantitative techniques, but also displays an increase of motivation in teaching staff. Teachers did show a positive attitude and welcomed the use and development of these materials in the next academic year. Finally, we discuss possible directions for further research.

Identificació de components inclusius en alguns centres escolars d'educació infantil i primària de la comarca d'Osona

The present essay –which is a pilot study conceived to continue the research in depth in the future- is based in a comparative analysis of educational practice between five different primary and pre-school teaching centres in Osona and the educational practice in inclusive educational centres. The essay introduces the objectives of the research and the theoretical and conceptual framework in which it is based (chapter 1) in relation with the main themes and expressions which are the purpose of the study: comprensivity, inclusive school and inclusive practice. The theoretical framework is linked to the principal regulations applied in our context. The study describes the instruments and procedure analysis describes the instruments and procedure analysis which have been designed and used for a qualitative methodological approach, together with the data obtained from the analysis of five teaching centres (chapter 2). The results from the research show that the practice done in the analised schools are not totally comparable to the ones in the inclusive environment. Notwithsanding, there are some similar points, although not totally coincident, like the fact that either the analysed schools or the ones with an inclusive approach show availability and interest in improving integration of all the pupils in the school, also the teachers work together in some aspects like, evaluation of pupils with special needs, objectives and contents and activities fort he specific kind of pupils with special needs parents and the majority of the analyzed schools, like those fallowing inclusive educational approaches, try the pupils with special needs to develop their acquisition within the ordinary class with adapted material. I think, these verifications, some of them close to inclusive educational practice, could constitute a starting point to analyse our model, in order to offer a common curriculum that could respect the different styles and rhythms of acquisition of all the pupils, so that promoting a more flexible and open schooling. In conclusion, the results of this analysis, although dues to its limits, they can not be generalized, they can help to find the necessary changes to bet for a qualitative education in a school for everyone.

El desenvolupament de centres de recursos per a l'aprenentatge pel futur

Selecció dels textos presentats originalment a la conferència "The development of Learning Resource Centres for the future", celebrada al Royal Institute of British Architects (Londres) el 10 d'octubre de 1995 i organitzada per la Standing Conference of National and University Libraries (SCONUL). Es poden trobar textos complementaris (en anglès) a: http://www.heestates.ac.uk/Partners/HEDQF/LRCs.htm [Consulta 6 de juliol de 2001]

Engorgement des centres d'urgences: une raison légitime de refuser l'accès aux patients non urgents [Emergency department overcrowding: a legitimate reason to refuse access to urgent care for non-urgent patients?].

Non-urgent cases represent 30-40% of all ED consults; they contribute to overcrowding of emergency departments (ED), which could be reduced if they were denied emergency care. However, no triage instrument has demonstrated a high enough degree of accuracy to safely rule out serious medical conditions: patients suffering from life-threatening emergencies have been inappropriately denied care. Insurance companies have instituted financial penalties to discourage the use of ED as a source of non-urgent care, but this practice mainly restricts access for the underprivileged. More recent data suggest that in fact most patients consult for appropriate urgent reasons, or have no alternate access to urgent care. The safe reduction of overcrowding requires a reform of the healthcare system based on patients' needs rather than access barriers.

Estudi d'un grup de centres educatius de referència en l'aprenentatge de l'anglès a secundària

A partir dels resutats de la prova d'anglès de la Selectivitat els anys 2007, 2006 i 2005, s'han seleccionat 8 instituts de secundària (titularitat pública) que han obtingut resultats més alts i s'han estudiat les possibles característiques que contribueixen al seu bon funcionament.

Efectes de la composició social dels centres d’ensenyament obligatori sobre el rendiment i les expectatives de l’alumnat

Aquest projecte centra la seva atenció en la incidència que la composició social dels centres d'ensenyament -és a dir, l'origen social del seu alumnat- té sobre l'equitat en el tram d'escolarització obligatòria del sistema educatiu català. Concretament posa l'accent en els efectes que diferents tipus de composicions socials poden tenir sobre el rendiment escolar i les expectatives de trajectòria dels estudiants procedents de famílies amb un nivell instructiu baix (en aquesta investigació l'origen social de l'alumnat és mesurat pel nivell d'estudis del pare i la mare de l'alumne, atesa la incidència que el capital instructiu dels progenitors té sobre els seus resultats acadèmics). Ha estat objectiu d’aquest projecte copsar si el fet de trobar-se en un context escolar socialment més heterogeni té algun tipus d’influència positiva sobre el rendiment dels estudiants procedents de famílies poc instruïdes. És per això que s’han analitzat diferents tipus de composicions socials, corresponents a quatre IES. Mitjançant l’anàlisi comparativa d’aquestes realitats escolars, s’ha volgut observar fins a quin punt una presència significativa d’alumnes de famílies amb un nivell instructiu elevat estimula un increment del rendiment i/o de les expectatives al finalitzar l’escolarització obligatòria dels fills de famílies poc instruïdes. Dit d’altra manera, s’ha volgut comprovar si els contextos escolars heterogenis tenen algun tipus d’efecte reductor de les desigualtats inherents en la desigual distribució del capital instructiu familiar entre l’alumnat. En últim lloc, el projecte ha pretès analitzar el tipus de xarxa relacional que es genera entre l’alumnat en els diferents contextos objecte d’anàlisi. L’estudi posa de manifest que, en termes generals, els contextos amb presència significativa d’alumnes de famílies amb un nivell d’instrucció elevat tenen un impacte positiu sobre les expectatives dels alumnes de famílies menys instruïdes. Aquest "efecte-contagi" d'expectatives es pot produir en alguns casos per identificació amb la xarxa relacional més propera o, en d'altres casos, per la coexistència en el grup-classe amb una majoria d'alumnes procedents de famílies més instruïdes.

La inclusió d'infants amb discapacitat als centres educatius ordinaris: estudi de dos casos

La memòria que es presenta a continuació és el resultat de la recerca realitzada durant una Beca per a la formació i contractació de personal investigador novell (FI) oferta per l’AGAUR. La recerca que es recull en aquesta memòria es traca de recerca en educació. Concretament, s’emmarca en l’àmbit de coneixement de la de la psicopedagogia i, més particularment en les aportacions que des d’aquest àmbit es poden abordar partint de les posicions de la inclusió escolar com a font del disseny, el desplegament, anàlisi i valoració de processos d’integració educativa de persones amb algun retard en el seu desenvolupament en el marc d’un centre educatiu ordinari. Més concretament en aquesta recerca s’ha dut a terme, a través d’una metodologia qualitativa, l’anàlisi dels processos d’integració escolar que estan vivint dos infants amb discapacitat en un centre educatiu d’una comarca del centre de Catalunya amb la finalitat conèixer com s’ha desenvolupat i també aconseguir la millora de la qualitat didàctica de les aules ordinàries a les quals pertanyen que contribueixi a la promoció de canvis inclusius. Fruit d’aquest procés s’han pogut conèixer alguns elements significatius i crítics en els quals es puguin fonamentar les actuacions i estratègies que permetin el disseny i el desenvolupament dels processos d’integració educativa de l’alumnat amb discapacitats en els centres ordinaris.  

Learning to live together: an exploration and analysis of managing cultural diversity in ten early childhood development centres in South Africa

This study explores how South African Early Childhood Development (ECD) Practitioners and families meet the needs of the increasing number of children from diverse cultural backgrounds in their care. Research participants were identified through ten ECD centres located in two urban communities in the Eastern and Western Cape Provinces of South Africa. The values and attitudes held by Practitioners and families vis-à-vis cultural diversity was investigated, along with the knowledge and strategies they employ to manage cultural diversity in ECD programmes. The intercultural education model provides the necessary tools to address the challenges identified.