Climate change
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Climate change mitigation involves actions to limit long-term climate change by reducing human greenhouse gas emissions and increasing carbon sinks. Mitigation strategies discussed include avoided deforestation, reducing greenhouse gas emissions, switching to low-carbon energy sources, and using renewable energy. To engage learners with these concepts, the teacher will use De Bono's six thinking hats method, which encourages viewing issues from different perspectives using colored hats that represent facts, positives, emotions, critical thinking, solutions, and overall thinking. Learners will discuss mitigation strategies applying each hat's perspective.
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Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
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It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
10 Brain Based Concepts
1. The document discusses 10 brain-based concepts for new teachers, including establishing a positive classroom climate free from threats, using humor to enhance learning and retention, creating meaning for students by relating new concepts to their experiences, utilizing closure activities, testing for long-term storage of information at least 24 hours after teaching, and incorporating guided practice opportunities.
2. Some key strategies are avoiding sarcasm, establishing trust and positive behaviors, using examples from students' lives, and providing feedback during early practice sessions to ensure accuracy.
3. Regular testing at least one day later can help determine what information was successfully transferred to long-term memory storage.
Using the de Bono 6-Hats Technique as a Learning Styles Model
The document discusses using Edward de Bono's Six Hats technique as a model for learning styles. It proposes that each hat (white, yellow, black, green, red, blue) corresponds to a different learning dimension or style. A questionnaire was developed mapping students' strengths to different hats. While this model shows promise, more research is needed to validate whether the Six Hats technique fully captures all aspects of individual learning styles.
IntroductionIt is the purpose of this manual to teach instruction.docx
Introduction
It is the purpose of this manual to teach instructional designers how to properly utilize the selected learning strategies when creating learning materials. The strategies discussed in this manual are: positive reinforcement, chunking, mnemonics, signaling, and scaffolding. Techniques were selected to range the most common theories of how students learn. Also these strategies are among the most recognizable of learning techniques. After reading this manual, designers will be well informed on the basics of strategies of learning and how to implement them in instruction. Each section is structured in the following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning theory
· What types of instruction or learning fits best with the strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
What it is 3
When to select and use it 3
Why it should be selected 4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected 6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected 8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected 10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected 12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told “That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement. Popularized by B.F. Skinner, behaviorism is the theory that learning occurs because the student is conditioned to react in a certain way to stimuli. Learning strategies for this theory seek to change the probability that an event will happen by presenting the learner with consequences for performing an action. This consequence, whether good or bad, reinforces a desired outcome. Skinner believes that it is only the consequence that affects the probability of an action reoccurring, the thought process of the subject is not important (Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of behaviorist strategies. Driscoll defines positive reinforcement as “presentation of a reinfor.
Teaching Science
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
Problem solving
Problems are obstacles thrown in front of us to hamper our progress.
These problems must be solved and overcome.
Problems can arise in personal, professional and social contexts.
Some problems can be solved alone, some can be by collective thought and some by using computers.
Problem solving refers to any activity or group of activities that seek to resolve problems or find a solution to solve the problems, by proceeding in an orderly fashion.
problem solving strategies examples
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list of problem solving techniques
10 problem solving strategies
six thinking hats worksheet
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Steps in Problem Solving
Identification of Problems and Opportunities
Definition of Goals
Exploration of Possible Strategies
Anticipation of Outcomes and Action
Learning through Retrospection
Problem Solving through Six Thinking Hats
Advantages of Six Thinking Hats
Problem-Solving Strategies
Algorithms
Heuristics
Trial-and-Error
Insight
Key for Life: Teaching & Learning Strategies
This is really great for newbie teachers. It's meant for driving teachers but I've found the explicit teaching strategies & techniques mentioned really useful. I downloaded for free from the School Drug Education and Road Aware (SDERA) site.
brain storming.pptx
This document discusses brainstorming as a teaching strategy. It defines brainstorming as a process where students freely generate ideas in response to a topic or question without criticism. The document outlines different types of brainstorming including traditional and advanced methods. It describes the purposes and characteristics of brainstorming in education, providing examples of how it can be implemented as a teaching strategy. The advantages of stimulating varied instruction and creativity are contrasted with potential disadvantages like some students not actively participating.
Clil Chapter 6 By Ethel
The document provides tips and strategies for creating an effective classroom environment for Content and Language Integrated Learning (CLIL). It suggests 1) agreeing on classroom norms, 2) ensuring physical safety, and 3) encouraging and rewarding risk-taking. It also discusses connecting learning to students' lives, the local community, and the world by exploring students' interests and empowering them to take part in decision making.
ENGAGE conversation
This document summarizes the key components of a lesson plan for facilitating classroom conversations about socio-scientific issues. The lesson involves three steps: 1) creating background knowledge for students, 2) having students analyze concepts and evidence, and 3) constructing arguments. It provides examples and strategies for each step, such as using the "fishbowl" technique to structure class discussions. Overall, the goal is to help students develop argumentation and critical thinking skills through teacher-guided conversations about complex issues involving science, technology, and society.
THEORIES OF INSTRUCTION & INSTRUCTIONAL MEDIA
The document discusses various points related to developing a theory of instruction. Some key benefits of evolving a theory of instruction include helping teachers understand the nature of instruction, explaining variables in the instructional process, and providing a scientific way to plan, organize, and evaluate instruction. Important considerations for developing a theory include recognizing that instruction is both an art and science, and that theories of instruction should be based on instructional activities rather than just theories of learning alone. Models of instruction can also help inform the initial stages of developing a theory of instruction.
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Research Report - Classroom Management - Working with Challenging Students
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Week 2 Discussion Learning Contract· Analyze two learning gaps .docx
Week 2 Discussion Learning Contract· Analyze two learning gaps .docx
Using the de Bono 6-Hats Technique as a Learning Styles Model
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快速办理(Calabria毕业证书)卡拉布里亚大学毕业证在读证明一模一样
原件一模一样【微信：bwp0011】《(Calabria毕业证书)卡拉布里亚大学毕业证》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
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Kinetic studies on malachite green dye adsorption from aqueous solutions by A...
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Lessons from operationalizing integrated landscape approaches
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在线办理(lboro毕业证书)拉夫堡大学毕业证学历证书一模一样
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本公司拥有海外各大学样板无数，能完美还原。
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一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
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◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
学校原版(unuk学位证书)英国牛津布鲁克斯大学毕业证硕士文凭原版一模一样
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Biomimicry in agriculture: Nature-Inspired Solutions for a Greener Future
Presentation made for the Webinar Series on Biomimicry for sustainability on 1st June 2024 organized by Green Building Council Sri Lanka
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(Manitoba毕业证书)曼尼托巴大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(Manitoba毕业证书)曼尼托巴大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Environment Conservation Rules 2023 (ECR)-2023.pptx
Bangladesh Environment Conservation Rules 2023 (ECR-2023).
按照学校原版(UAL文凭证书)伦敦艺术大学毕业证快速办理
挂科购买【(UAL毕业证书)伦敦艺术大学毕业证】【176555708微信号】留学假毕业证成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Improving the viability of probiotics by encapsulation methods for developmen...
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
一比一原版西澳大学毕业证学历证书如何办理
原版定制【微信:741003700】《西澳大学毕业证学位证成绩单》【微信:741003700】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份毕业证【Q微信741003700】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【Q微信741003700】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
REPORT-PRESENTATION BY CHIEF SECRETARY, ANDAMAN NICOBAR ADMINISTRATION IN OA ...
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Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
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Climate change
- 2. Mitigation.
- 3. What is Mitigation? Climate change mitigation consists of actions to limit the magnitude or rate of long-term climate change. Climate change mitigation generally involves reductions in human emissions of greenhouse gases (GHGs). Mitigation may also be achieved by increasing the capacity of carbon sinks, e.g., through reforestation. Mitigation policies can substantially reduce the risks associated with human-induced global warming.
- 4. Mitigation strategies. Some of the mitigation strategies that would be discussed during the lesson include; --Avoided/reduced deforestation- “Avoided deforestation” refers to reducing greenhouse gas emissions by not clearing forests. This approach decreases the impact of climate change while conserving biodiversity and protecting the 1.5 billion forest dependent peoples. -Greenhouse gas emission reductions and limits. -switching to low-carbon energy sources. -Energy use in buildings for example reducing the cooling load by building shape and orientation. -Renewable energy.
- 5. De Bono’s six thinking hats. To engage with the new content, I will use the De Bono’s thinking hats. This method is an effective way of teaching learners to view an issue from different perspectives. Using this method forces the learners to consider problems from different perspectives, and so encourages better thinking. As teachers we tend to think about matters in a particular way because of the knowledge we already have, but some people are more emotional thinkers, and others are more factual. In addition to the hats, open ended questions will be used so that the conversation flows.
- 6. Instead of placing the learners into groups, the learners and teacher will tackle one hat at a time. Learner activity- engaging in discussion according to hat color. Teacher activity-making sure that the discussion runs smoothly by making sure that learners listen and respect when the other is talking.
- 7. The six hats. White hat. The white hat basically deals with facts. It is the hat that deals with details, figures, information etc. What is your understanding of mitigation? What will happen if mitigation does not happen? What example can you give of a mitigation strategy?
- 8. Yellow hat. This hat requires learners to look at the good points regarding the topic or a certain situation. What is positive about climate change mitigation? Why do you agree that mitigation is the best option?
- 9. Red hat. This hat allows the learners to use their emotions to lead their thinking. It allows the learners to also use their intuition and general feelings. How do you feel about the issue of climate change mitigation? How does this apply to everyday life? What will happen if nothing is done?
- 10. Black hat. This hat has the most important aspect in engaging with the content which is critical thinking. It prevents ones emotions from dominating the topic at hand. What could have caused this? How do you know that? What will be the result of…?
- 11. Green hat. This hat requires learners to come up with solutions, learners should be creative and come up with innovative suggestions or ideas. What are some of the possible solutions to climate change mitigation? What strategies should we use?
- 12. Blue hat. This is the hat that requires an overview of a learners thinking. It offers the opportunity of self-analysis, evaluation and holistic thinking. Why do you believe that mitigation will help? Why do you agree/disagree?
- 13. The blue hat is the one that will some up the lesson and give a conclusion.
- 14. Loughran, Mulhall and Berry(2003). 7. Teaching procedures and particular reasons for using these to engage with this idea? I used De Bonos thinking hats and included open ended questions. I chose this strategy because it will keep the discussion going and allows all the learners to participate. 8. Specific ways of ascertaining students’ understanding or confusion around this idea. o To ensure understanding I will ask questions like, what is it that you don’t understand?
- 15. References https://en.wikipedia.org/wiki/Avoided_ Deforestation_Partners https://www.balancedview.org/en/wel come/the-real-solution-to-climate- change/?gclid=CPqS- sq1rcgCFQKD2wodGf8OwQ Becoming A Teacher(2010). L Conley, J De Beer, H Dunbar-Krige, E du Plesis, S Gravett, L Lomofsky, V Merckel, I November, R Osman, N Peterson, M Robinson, M van der Merve,