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The removal of lead, copper and cadmium ions from aqueous streams using lecithin enhanced micro filtration with 0.2μm pore size tubular ceramic membranes has been investigated. Measurements of the surface tension at varying lecithin concentrations were carried out to determine the critical micelle concentration (CMC) of lecithin and the effects of lead ions, mixtures of lead and copper ions, and mixtures of lead, copper and cadmium ions in solutions on the CMC of lecithin. The zeta potential and the effects of the single and multiple metal ions on the zeta potential of lecithin were also investigated. The influence of lecithin concentrations, cross flow velocity and transmembrane pressure on the rejections and steady state permeate flux behaviours were examined. The CMC of lecithin was found to be 9 grl. An increase in metal ion concentration caused a decrease in the CMC and an increase in the zeta potential of lecithin solutions, suggesting the binding of the metal ions onto the lecithin. An increase in lecithin concentration was found to improve metal ions removal. Lecithin showed preference for the metal ions in the order Pb2+ > Cd 2+ > Cu 2+. Metal ion removal was influenced more by lecithin concentration and less by transmembrane pressure and cross flow velocity. The steady state permeate flux and rejection behaviours have been explained by microscopic phenomena and a mathematical model has been developed to predict the steady state permeate flux. The lecithin concentration that remains in the permeate was less than 9% of the feed solution. The study has shown that lecithin enhanced micro filtration is a technically suitable technique for removal of lead, copper and cadmium ions in aqueous solution.

The practice of understanding by making marks is common to the disciplines of anthropology, fine art and architecture.  This thesis holds that the written word is not the only means by which theory can be produced.  Indeed, it is appropriate to the theorising of fields such as architecture and art that it should use the tools of the discipline at hand.  In this thesis I demonstrate that this is so, by way of a series of drawing projects and experiments in notation.  Sometimes a drawing might illustrate or elaborate an argument established in the text, or vice-versa.  Three key inscriptive practices are identified: notation, drawing and diagrams. The prevalence of inscriptive practices in modern Western societies allows them to become deeply ingrained as ways of thinking.  This brings me to the second component in the title of the thesis, namely the idea of the ‘thinking tool.’ By that I mean the manner in which a set of codes for drawing becomes a way of organising and understanding phenomena.  For example, an architect’s section drawing becomes a tool by which volume can be explored, whilst the plan drawing is a tool for understanding spatial relations on a more organisational level. Key to this is an understanding of Bergson’s notion of duration and Deleuze’s work on locating the diagram within the paintings of Francis Bacon. The inscriptive practice is not primarily a form of representation or mimesis, but rather a way of articulating the world, not an expression of a pre-existing thought, but a thought process in itself.  As such, the actual practice of making the mark is of utmost importance anthropologically, as it is the way in which the mark is made that organises our thoughts rather than the completed artefact.

The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent mothers and/or mothers-to-be. Seven adult students agreed to participate in this study, as did the English Language Arts teacher who facilitated the critical literacy classroom activities. The study investigated the impact that critical mathematics and critical literacy activities had on developing students’ critical consciousness (Freire, 2000), which is a key component of transformative learning (Mezirow, 1997). The findings indicate that the cumulative effect of the critical curricular activities enacted during this study led to critical consciousness development in students, and thereby contributed to a more transformative learning experience for them. The findings also indicate that action research was integral to changing the mathematics and English Language Arts classroom practices in this study. / February 2017

Approved for public release; distribution is unlimited / In a time when defense spending is under close scrutiny, each command faces a potential shortage of funding. There is, in theory, a level of resource, called the critical mass of core resources, below which a command cannot continue to fulfill stated mission objectives. This thesis develops a critical mass/core resource model for use in Navy budgeting and applies the model to the Naval Auxiliary Landing Field, Crows Landing, CA. The model may be more useful than the current incremental approaches in the formulation, negotiation, and execution phases of budgeting. The model provides a framework that may strengthen and protect the command from priorities imposed by outside forces, or, more likely, will permit commands to identify mission opportunity costs or losses resulting from budget cuts. The critical mass model may be superior to current budget formats in the execution phase because resources are normally allocated on mission priority. / http://archive.org/details/budgetingundercr00gilb / Lieutenant Commander, United States Navy