Study of polycyclic aromatic hydrocarbons emissions from burning of local wood species in Australia

Four kinds of Australian local wood species were burned in a domestic wood heater installed in a laboratory. The selected wood species include pine, red gum, yellow box and sugar gum, that are the most popular domestic fuel wood in Australia. Particulate matter emissions from burning of each load of wood were sampled isokinetically on filter media from the flue by standard stack emission sampling train. The particle laden filters then went for Gas Chromatography/ Mass Spectrometer (GC/MS) analysis to determine polycyclic aromatic hydrocarbons (PAHs) concentrations. The sampling was conducted under two different burning conditions – air inlet of the combustion chamber fully open and half open. Approximately 15 types of PAHs were detected. Emission factors were derived as microgram of PAHs /kg of wood burned. Total particulate emission factors were also obtained from gravimetric measurement before and after the sampling. PAH emission profiles for four species were generated from the results. Comparisons of emission factors have been conducted among different species of wood, as well as under different burning conditions, ie. fast burning and slowing burning. According to the derived emission factors, pine displayed the highest level of PAHs among the four species, followed by red gum and yellow box, whereas sugar gum showed the lowest level of PAHs. Emission factors were compared between each type of wood under two different burning conditions, the slow burning condition, which was air inlet half open, clearly showed higher PAH levels compared to the fast burning condition. Total PAH fractions on particulate matter were calculated and compared among wood types under two burning conditions. During the fast burning condition, red gum and pine have the higher percentage of PAH to total particulate matter emission than sugar gum and yellow box. When changed to slow burning, the PAH fraction on particulate matter are all increased with sugar gum having the largest increase.

Pieces of silver : examples of the economic impact and management of the silver gull (Larus novaehollandiae) in Melbourne, Australia

Like a number of gull species, the silver gull Larus novaehollandiae has expanded its population in response to human food subsidy. The major anthropogenic food source is food waste at rubbish tips. Other sources of human food waste are also exploited. Many problems result from the activities of these birds, including human health and safety, economic impacts, and effects on the conservation of other species. My study examines aspects of the economic impacts of the silver gull on the human community of the Greater Melbourne Area comprising approximately 4065 km2 (1569 square miles). My data collection method involves identifying sites where problems have been experienced and completing questionnaires during face to face interviews with the managers of those sites. Data collected at this early stage of the study demonstrate that there are significant, quantifiable economic impacts associated with the superabundance of the silver gull in this area. Other impacts, such as reduced amenity and potential health hazards are equally real but more difficult to quantify. Costs include damage to structures and products, damage prevention measures, and loss of production. Information about the costs of these problems will be presented to the relevant landfill management authorities to encourage them to consider alternative means of disposing of putrescible waste, rather than by open landfill disposal, because even current best practice management of open landfill sites (rubbish tips) provides ample opportunity for silver gulls and certain other bird species to exploit this food source. Controlling access by the silver gull to food at rubbish tips would be an important first step in managing the population of this species.

Teacher attitudes and perceptions of primary school music education at independent schools in South Africa

As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South Africa. The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South Africa. The reporting of this article is based on the author's doctoral thesis entitled "Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa". The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within "Arts and Culture". It also identified current teaching trends and exposed areas of weakness that call for attention.

Learning to be a teacher - examining the role of self-as-researcher in a phenomenological study

Many qualitative studies position the researcher as either an impartial observer or as an active participant in any given gathering of humanistic data. This paper presents the researcher in a different paradigm and emphasises the importance of the researcher's story being told as well as those of the participants. The paper presents the research of a doctoral study that used a phenomenological framework and adopted a narrative inquiry approach. Narrative inquiry was used as it recognised that particular research interests often have their genesis in the researcher’s own experience and background. This study focused on how you can explore the role of self-as-researcher in order to be open to listen and report on the findings of those who we study.

Evidence for sustainable e-learning in quality online learning environments: a purposive approach to content analysis

This paper examines a methodology for establishing quality in online learning environments. For e-learning to be sustainable in flexible, open and distance learning, its value in learning must be able to be analysed. In the case of computer conferencing, one way to do this is with content analysis. This methodology is discussed with a review of current frameworks. These indicate that while some researchers and evaluators either use or modify existing frameworks, most researchers develop new ones, generally through the adaptation of existing theories, concepts or model, but in some cases through grounded theory approaches. The development and implementation of two frameworks are then discussed in detail. Both were developed to investigate and evaluate both collaborative learning and deep and surface learning as evidenced in computer conferences. Evidence of such learning attributes are precisely the elements of value in e-learning that can be shown through such a methodology. These attributes can then be integrated into courses developed for quality online learning environments.

From product centricism to systems-wide education design: making corporate technology systems work for the learning organisation

Deakin University has established a major integrated corporate technology infrastructure in the last two years to enhance and bring together its distance education and on-campus education. This environment has been called Deakin Online. With Deakin Online rapidly developing, efforts are beginning to focus more fundamentally on how the potentials of the environment can be realised to create enduring teaching and learning value. This search must be understood in the context of the University’s commitment to the values of relevance, responsiveness and innovation. The question is: how can these values be realised in the digitally-based evolving educational enterprise using the new corporate technologies and new concepts of organisational structure and function? We argue for the transforming role of the academic teacher and new forms of open academic collegiality as being critical to realise strategic and enduring educational value. Moreover, change in role and process needs to be grounded in more systemic organisation and program-wide approaches to designing and working within the new contemporary learning environments. We believe the shift from the dangers of product centricism to system-wide education design modelling situating e-learning within broader curricular and pedagogical concerns represents the best strategy to create enduring educational benefits for all stakeholder groups (notably academic teachers and their learners) while preserving teachers’ sense of agency in the changing learning environments of higher education.

Crossing the border : comparing partial and fully online learning

In many countries across the world, online learning is playing an ever-increasing role in higher education. However, there seem to be starkly contrasting analyses of the educational value of online learning. In this paper, I reflect on my own online learning experiences in the UK and Australia and conclude that there are significant differences between partial and fully online course units. I also develop general criticisms of online learning system design and suggest a number of fundamental design and performance objectives for the design of online learning systems.

E-entrepreneurship and open source software

As the first stage of a larger project, this paper presents experiences of two e-Entrepreneurs in the light of Open Source Software (OSS) being accepted globally. Unlike proprietary software (such as Windows), OSS comes with its internal details visible to its users. The significant implications of this unique style of software distribution for e-Entrepreneurs are examined. Recommendations arising from the interviews include the need to be technically competent; understanding the reasons behind adopting this strategy; and identifying and addressing customers' requirements. Authors also found similarities between traits (such as being visionary; being responsive to market changes) which make an entrepreneur and e-Entrepreneurs successful.

Re-engaging young people through applied learning pedagogy

The Victorian Certificate of Applied Learning (VCAL) was developed as an innovative response to the changing context post-compulsory schooling in Australia. By combining ‘hands-on’ learning approaches with the traditions of adult learning, the VCAL seeks to cater for the learning temperaments and employment pathways of post-compulsory students who are less likely to remain at school to complete a more traditional Victorian Certificate of Education (VCE). This paper draws on my doctoral research into the schooling experience of VCAL students to explore the irony in using adult and work-based learning principles that underpin applied learning pedagogy as a strategy to reengage students frequently considered by schools to be ‘at risk’. It argues that traditional contentdriven and transmissive approaches result in some students being defined ‘at risk’ because of their failure to accept as legitimate traditional school-based modes of learning. It is proposed that teachers in secondary schools require a deeper understanding of applied learning principles and teaching strategies in order to cater for the increasing numbers of applied learning students in the post-compulsory years of secondary schools. It is argued that such an understanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.

Students` impressions of the value of games for the learning of mathematics

The use of mathematical games in primary classrooms is commonplace in Australia. This paper reports on key findings from a larger investigation exploring the impact of games on mathematical learning, student attitudes, and behaviours. 222 Grade 5 and 6 children were taught multiplication and division of decimal numbers using calculator games. This paper raises questions about the students’ attitudes towards games as a vehicle for learning mathematics. One aspect reported in this paper is an apparent difference between students’ attitudes to games usage when data were
collected quantitatively compared with qualitatively.

Southern drift: the learning styles of first and third year students of the built environment

This paper focuses on learning processes across the design curriculum of Deakin University School of Architecture and Building (Australia) through the recognition of the four learning styles - 'accommodating', 'diverging', 'assimilating' and 'converging' - that are defined in the Experiential Learning theory of Kolb. The research has been conducted to evaluate the effects of
learning style preferences on the performance of built environment students from diverse backgrounds and cultures in projects across a range of learning situations. The results of the research are being used to inform andragogical refinements that will be tested in design studio and technology lecture units studied by students of Architecture and Construction Management. The paper will focus on the results of a cross-curriculum learning style survey. The sUivey was conducted as part of a Strategic
Teaching and Learning Grant funded project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of students collaborating in multi~disciplinary and multi~cultural team assignments. By addressing the issues of multidisciplinarity, cultural inclusiveness and the internationalisation of higher education, the research program aims ultimately at the education of graduates who are able to bring leadership to multidisciplinary design collaborations co-operating across international boundaries towards a global sustainable future.

The employee share ownership plan: what value has it for Australia?

The Australian government is currently committed to the goal of increasing organisational participation in employee share ownership plans (ESOP) from 4% of all companies to 11% by 2009. The Nelson Report into ESOPs commissioned by the Honourable Brendan Nelson highlighted the lack of comprehensive information on the nature and extent of ESO plans in Australia. ” (Nelson 2000). This paper places the program in context by reviewing overseas experiences and considers the viewpoints of both employers and employees. The preliminary investigation concludes by highlighting the need for further thorough research before success for all types of businesses can be confidently predicted. ”

Managing academic support for international students: the appropriateness of a learning support unit in an Australian tertiary institution

The higher education environment in Australia has undergone a radical change since the 1980s with the phenomenal increase in the intake of international students, particularly from what are referred to as Confucian Heritage Cultures (CHC): China, Korea, Japan, Malaysia and Singapore. Students from these countries view the Australian higher education system very favourably. The present increase in the proportion of full-fee paying students at Australian universities is also a result of decreasing government funding to the Australian higher education sector, which has now risen to be one of the most important elements of the Australian economy. These push-pull factors have drawn more Australian tertiary institution providers into the market place, as they seek more international student enrolments for their domestic campuses and also establish campuses overseas. Potential higher education students are becoming more discerning in their choices and are choosing learning environments that offers them both relevant and stimulating educational experiences and good qualifications, along with a range of both IT and academic support services that cater to their individual learning needs. Increasing competition, both within Australia and internationally, calls for a focus on student satisfaction in order to sustain the existence of the providers. This paper addresses the issue of what international students seek in terms of academic support and demonstrates that present levels of cost efficient services by Australian higher education providers, generally characterized by IT and language support services, are inadequate and do not meet the specific needs of the students.