Anaerobic co-digestion of organic fraction of municipal solid waste (OFMSW), with thickened waste activated sludge (TWAS) and primary sludge (PS) has the potential to enhance (biodegradation) of solid waste, increase longevity of existing landfills and lead to more sustainable development by improving waste to energy production. This study reports on mesophilic batch anaerobic biological methane potential (BMP) assays carried out with different concentrations and combinations (ratios) of OFMSW, TWAS (microwave (MW) pre-treated and untreated) and PS to assess digester stability and potential improved specific biodegradability and potential increased specific biogas production by digestion of OFMSW with PS and TWAS in various tri-substrate mixtures. Results indicated improvements in specific biogas production with concomitant improvements in COD and volatile solid (VS) removal for co-digestion of OMSW, TWAS and PS vs. controls. In terms of improvements in biogas production and digester stability the OFMSW:TWAS:PS:50:25:25 ratio with or without TWAS MW treatment was deemed best for further continuous digester studies. At a 15d HRT which is the regulatory policy in the province of Ontario for municipal mesophilic anaerobic TWAS:PS treatment, co-digestion of OFMSW:TWAS:PS, and OFMSW:TWASMW:PS resulted in a 1.38 and 1.46 fold relative improvement in biogas production and concomitant waste stabilization when compared to TWAS:PS and TWASMW:PS digestion at the same HRT and volumetric VS loading rate respectively. Treatment of OFMSW with PS and TWAS provides beneficial effects that could be exploited at MWWTP that are being operated at loading rates less than design capacity.

The purpose of the present study was to evaluate the psycholinguistic abilities which the disadvantaged child brings with him to the preschool setting, and the growth in language development made during his participation in the program.

Orientador: Marilisa Berti de Azevedo Barros / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-07-31T16:54:05Z (GMT). No. of bitstreams: 1 Guimaraes_LenirVaz_D.pdf: 580173 bytes, checksum: c588154d7b6df3e9dc2d440db4c4548d (MD5) Previous issue date: 2001 / Doutorado

Orientador: Orly Zucatto Mantovani de Assis / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-24T03:07:52Z (GMT). No. of bitstreams: 1 Magnani_ElianaMaria_M.pdf: 5250915 bytes, checksum: 1f31af904f62738491043947087344ee (MD5) Previous issue date: 1998 / Mestrado

Orientador: Clotildes Fernandes Peters / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-07-16T21:08:43Z (GMT). No. of bitstreams: 1 Oliveira_SolonFernandesde_M.pdf: 1165334 bytes, checksum: 1be2806333469442bf0660fccfaeb5a3 (MD5) Previous issue date: 1981 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Ortodontia / Mestre em Odontologia

No

Not all children begin their educational journey on equal footing. The purpose of this study is to investigate how universal prekindergarten (UPK) can serve as a key to remedying issues surrounding educational inequity. In order to understand educational inequity, I dive into the history of neighborhood racial segregation in the United States, and how it led to our currently unjust system. Racial segregation, specifically city zoning laws, created racially separate neighborhoods that are still relatively homogenous to this day. In order to ascertain how UPK could combat these issues stemming from historic racial segregation, I evaluate programs in three states to highlight the approach to UPK that each has implemented: New York, Georgia, and Oklahoma. Program features in Oklahoma have produced high-quality standards and the program has reached a larger percentage of 4-year-olds. I discuss multiple dimensions of proposed education reform, particularly for students of color, including the culturally-situated nature of high-stakes testing and its inability to fully capture student and school progress. I propose a culturally empowering approach to UPK, situated within the Dallas community, as a solution to current educational inequity.

Alexis Sakuda (Perú)- Expositor y Pamela Flores (Perú)- Expositora / Presentación de las plataformas en la búsqueda de prácticas para alumnos de Diseño Gráfico y desarrollo de una presentación personal para Behance.

Submitted in fulfilment of the requirements of the Doctor in Education in the Department of Curriculum and Instructional Studies in the Faculty of education at the University of Zululand, 2018. / In an effort to understand why there is a general outcry about the poor quality of teachers who are produced by many institutions of higher learning, despite the practice teaching which is highly emphasised and offered to all pre-service teachers who intend to become teachers; this study sought to evaluate the pre-service teachers’ readiness to teach. The expectation in education is that pre-service teachers should complete their studies having been adequately prepared to teach. On the contrary, most of them exit the programme underequipped to teach. Within the qualitative methodology, a case study of a South African University was used. Sixteen third year B.Ed. pre-service teachers who were placed in uMkhanyakude and King Cetshwayo districts were purposively selected and observed during their practice teaching period. They were also interviewed and documents which consisted of their files as well as university supervisors’ reports were analysed after practice teaching. Furthermore, sixteen subject mentors were interviewed because they spend adequate time with the pre-service teachers in schools during practice teaching session. The findings revealed, among others, that although the pre-service teachers displayed appropriate professionalism in schools, most of them lacked content knowledge as well as pedagogical skills. However, subject mentors portrayed them as being outstanding in content and pedagogy. Another finding was that the pre-service teachers did not have adequate competence on lesson presentation and development. They also lacked confidence in maintaining order in their classrooms. Because of the above mentioned findings, this study therefore suggests, among other things, the need for the institution of higher learning to revisit the curriculum of pre-service teachers and involve the partner schools during the redesigning of pre-service teachers’ curriculum to strengthen the confidence of both pre-service teachers and subject mentors. It also posits that pre-service teachers should be provided with sufficient teaching practice session in order to be well equipped with all activities that are rendered in schools from the beginning to the end of the school period.

Weed control is essential in managing high quality turfgrasses. Some preemergent (PRE) herbicides may pose a negative effect on rooting architecture (total length, surface area, diameter, and mass) of desirable species. Several PRE herbicides work by negatively affecting normal cell division and development. Evaluations were performed to determine the effects of four PRE herbicides (dithiopyr, oxadiazon, pendimethalin, and quinclorac) on hybrid bermudagrass (Cynodon dactylon L. X C. transvaalensis Burtt-Davy) (BG) root architecture. Herbicide treatments were applied to field grown dormant BG in Mid-March of 2008 and 2009. A decrease in root length, and in surface area, was observed at 8 WAT by pendimethalin (55% of control). Twelve WAT the greatest decrease occurred in dithiopyr (40%) and pendimethalin (20%). Sixteen WAT, the greatest decrease was observed by dithiopyr (50%). The results indicate that the PRE’s tested can have a negative influence on BG root parameters and possibly water use efficiency.