Ozonation of the purified hydrolyzed azo dye Reactive Red 120 (CI)

The combination of chemical and biological water treatment processes is a promising technique to reduce recalcitrant wastewater loads. The key to the efficiency of such a system is a better understanding of the mechanisms involved during the degradation processes. Ozonation has been applied to many fields in water and wastewater treatment. Especially for effluents of textile finishing industry ozonation can achieve high color removal, enhance biodegradability, destroy phenols and reduce the COD. However, little is known about the reaction intermediates and products formed during ozonation. This work focuses on the oxidative degradation of purified (>90%), hydrolyzed Reactive Red 120 (Color Index), a widely used azo dye in the textile finishing processes with two monochlorotriazine anchor groups. Ozonation of the dye in ultra pure water was performed in a laboratory scale cylindrical batch reactor. Decolorization, determined by measuring the light absorbance at the maximum wavelength in the visible range (53 5 nm), was almost complete after 150 min with an ozone concentration of 12.8 mg/l. The TOC/TOC0 ratio was about 74% and the COD was diminished to 46% of the initial value. The BOD5/COD ratio increased from 0.01 to 0.14. To obtain detailed information on the reaction processes during ozonation and the resulting oxidation products organic and inorganic anions were analyzed. Oxidation and cleavage of the azo group yielded nitrate. Cleavage of the sulfonic acid groups of aromatic rings caused an increase in the amount of sulfate. Formic acid and oxalic acid were identified as main oxidation products by high performance ion chromatography (HPIC). The concentrations of these major products were monitored at defined time intervals during ozonation.

Public feedback - but personal feedforward?

Academic feedback is taken here as the reporting to student writers of the strengths and weaknesses of their submitted draft work, while academic feedforward refers to constructive advice regarding possible strengthening of students’ next work. Both originate from a tutor’s initial judgement of a student’s work. Feedback and feedforward on work showing need for improvement are problematic in a Confucian Heritage Culture. Even gently constructive advice within a programme seeking evidence for assessment of critical thinking may lead to perception of hurtful criticism by Taiwanese students. Some could withdraw from class activity accordingly. So the writers adjusted their response style. They now choose between different approaches featuring tutorial feedback or feedforward, depending on the standard of work being judged. When individual postings feature poor critical thinking, the writers opt for private messages concentrating on constructive feedforward. For better postings, they provide positive feedback with reasons for their judgements, and summarise to the class these exemplars of generic strengths in critical thinking. They also offer private prompting when they see scope for further enrichment of an able student’s critical thinking. This might also be a useful practice when tutoring solely in the West. (192 words) Keywords: Confucian Heritage Culture, public feedback, private feedforward, assessment