A lead isotopic study of the human bioaccessibility of lead in urban soils from Glasgow, Scotland

The human bioaccessibility of lead (Pb) in Pb-contaminated soils from the Glasgow area was determined by the Unified Bioaccessibility Research Group of Europe (BARGE) Method (UBM), an in vitro physiologically based extraction scheme that mimics the chemical environment of the human gastrointestinal system and contains both stomach and intestine compartments. For 27 soils ranging in total Pb concentration from 126 to 2160 mg kg^− 1 (median 539 mg kg^− 1), bioaccessibility as determined by the ‘stomach’ simulation (pH ~ 1.5) was 46-1580 mg kg^− 1, equivalent to 23-77% (mean 52%) of soil total Pb concentration. The corresponding bioaccessibility data for the ‘stomach + intestine’ simulation (pH ~ 6.3) were 6-623 mg kg^− 1 and 2-42% (mean 22%) of soil Pb concentration. The soil ²⁰⁶Pb/²⁰⁷Pb ratios ranged from 1.057 to 1.175. Three-isotope plots of ²⁰⁸Pb/²⁰⁶Pb against ²⁰⁶Pb/²⁰⁷Pb demonstrated that ²⁰⁶Pb/²⁰⁷Pb ratios were intermediate between values for source end-member extremes of imported Australian Pb ore (1.04) - used in the manufacture of alkyl Pb compounds (1.06-1.10) formerly added to petrol - and indigenous Pb ores/coal (1.17-1.19). The ²⁰⁶Pb/²⁰⁷Pb ratios of the UBM ‘stomach’ extracts were similar (< 0.01 difference) to those of the soil for 26 of the 27 samples (r = 0.993, p < 0.001) and lower in 24 of them. A slight preference for lower ²⁰⁶Pb/²⁰⁷Pb ratio was discernible in the UBM. However, the source of Pb appeared to be less important in determining the extent of UBM-bioaccessible Pb than the overall soil total Pb concentration and the soil phases with which the Pb was associated. The significant phases identified in a subset of samples were carbonates, manganese oxides, iron-aluminium oxyhydroxides and clays.     

Spatial practice,conceived space and lived space: Hong Kong’s ‘Piers saga’ through the Lefebvrian lens

By applying the Lefebvrian lens, this paper tries to understand why unlike previous similar cases, the latest removal of the Star Ferry and Queen’s Pier was so controversial. To Lefebvre, embedded in ‘spatial practices’ that ‘secrete’ a place are two contradicting spaces: ‘conceived spaces’ produced by planners to create exchange values and ‘lived spaces’ appropriated by citizens for use values. Applying Lefebvre’s framework to examine the ‘Piers saga’, it is found that the pre‐Second World War (WWII) piers were ‘conceived’ by spatial practices of a colonial and racially segregated trading enclave. The public space in the commercial heart that housed the previous generations of piers was not accessible to the Chinese community, thus denying them opportunities to appropriate them and turn them into ‘lived’ spaces. It was only after WWII when the Government carried out further reclamation to meet the needs of an industrializing economy that inclusive public spaces were conceived in the commercial heart, enabling the general public to ‘appropriate’ them as ‘lived’ space. When the Government planned to remove this very first ‘lived’ space in the political and economic heart of the city to conceive further reclamation for the restructuring economy, the more enlightened citizens were determined to defend it.     

A systematic literature review on Internet of things in education: Benefits and challenges

With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated.     

The modified outflow funnel — A device to assess the flow characteristics of powders

Flow regulators are added to solid pharmaceutical formulations to improve the flow properties of powder mixtures. During the blending process the glidants adsorb successively at the surface of the host particles and thus lead to a reduction of attractive forces. A large variety of flow additives based on silicon dioxide is commercially available, but not all glidants are just as well suited for each technological problem or each cohesive bulk powder. To assess the improvement of the flowability parameters caused by a glidant a classification system and an adequate measuring device is needed. We would like to present a new measuring device to evaluate the flow enhancing potency of glidants. The modified outflow funnel features a stirrer that acts in the region of bulk arches obstructing the outflow process of a cohesive powder. By destruction of the bulk arches powder outflow is enabled and the time needed for emanation can be measured as a parameter of the flow properties. In addition other measuring parameters like the force needed to destroy the bulk arches are capable to evaluate the flowability of the powder mixture. Binary powder mixtures consisting of corn starch and flow regulator were blended in a Turbula® mixer for a defined period of time. The flow regulators were represented by fumed silica and a selection of various types of SIPERNAT^® precipitated silica provided by Evonik Degussa GmbH, Hanau, Germany. Flowability parameters of the mixtures were characterized with a modified outflow funnel, Hausner Ratio and a shear tester.     

Influence of technological parameters on the epoxidation of 1‐butene‐3‐ol over titanium silicalite TS‐2 catalyst

BACKGROUND: The influence of technological parameters on the epoxidation of 1‐butene‐3‐ol (1B3O) over titanium silicalite TS‐2 catalyst has been investigated. Epoxidations were carried out using 30%(w/w) hydrogen peroxide at atmospheric pressure. The major product from the epoxidation of B3O was 1,2‐epoxybutane‐3‐ol, with many potential applications. RESULTS: The influence of temperature (20–60 °C), 1B3O/H₂O₂ molar ratio (1:1–5:1), methanol concentration (5–90%(w/w)), TS‐2 catalyst concentration (0.1–6.0%(w/w)) and reaction time (0.5–5.0 h) have been studied. CONCLUSION: The epoxidation process is most effective if conducted at a temperature of 20 °C, 1B3O/H₂O₂ molar ratio 1:1, methanol concentration (used as the solvent) 80%(w/w), catalyst concentration 5%(w/w) and reaction time 5 h. Copyright © 2009 Society of Chemical Industry     

Expository Text Comprehension in the Primary Grade Classroom.

This study investigates the effectiveness of an instructional program designed to teach 2nd graders how to comprehend compare-contrast expository text. Along with introducing new content (animal classification), the program emphasizes text structure via clue words, a sequence of questions, and a graphic organizer, and via the close analysis of specially constructed exemplar paragraphs. The authors compared the program with (a) more traditional instruction that focused only on the new content and (b) a no instruction control; 128 7- and 8-year-olds participated. Classroom teachers provided the instruction. The program improved students' ability to comprehend compare-contrast texts. Students were able to demonstrate transfer to uninstructed compare-contrast texts though not to text structures other than compare-contrast. Moreover, the text structure instruction did not detract from their ability to learn new content. The results provide evidence, heretofore lacking, that explicit instruction in comprehension is feasible and effective as early as the 2nd grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lesbian families: Clinical issues and theoretical implications.

Examines the influence of lesbian family structure on parenting within the context of both psychodynamic and family systems theories by providing a review of the literature, as well as information based on the author's clinical work with lesbians and their families. The uniqueness of the lesbian family is considered, and the varieties of lesbian family structure are outlined (e.g., blended, single parent, couples having children together, donors, and noncustodial fathers). The impact of parenting is discussed in terms of common issues in lesbian distance and boundary regulation, power/equality, shared parenting, relationships with extended families, lesbian friendship networks, and issues unique to lesbian "divorce." (PsycINFO Database Record (c) 2010 APA, all rights reserved)