Linnaeus University

The environmental impacts of deposited MSW are mainly associated with the emissionsof leachate and biogas. While biogas emissions will become negligible within decades,leachate emissions will stay on an environmental incompatible level for hundreds ofyears, calculated under simplified assumptions. The generation of leachate from MSWlandfills is determined by the waste input, the climatic conditions and the landfillconstruction and operation. In this paper the impacts of different construction (landfillcover) and operation strategies (recirculation or flushing) on the duration of landfillaftercare (in particular leachate treatment) are evaluated. Therefore a mathematical waterflow and solute transport model which has been successfully calibrated at full scalelandfills is used. The results indicate that the stabilization process of MSW landfills ismostly determined by the internal flow conditions and that operation strategies have lessimpact. Only the warranty of "homogeneous&quo...

Introduction With the first language(s) a child gains a whole cultural heritage that influences his/her way of thinking, feelings, identity and attitudes (Mwaniki 2014). Children are provided with opportunities and experiences through direct and indirect conditions of the home literacy environment (HLE) (Burgess et al. 2002; Burgess 2011). HLE includes various oral and written family interaction experiences of children and parents (Leseman & de Jong 1998; Aram & Levin 2002). It affects reading and writing development (Senechal & LeFevre 2002) via informal and formal literacy experiences. HLE is the totality of communicative conditions surrounding a child, which are in dynamic interaction with each other. Creating a specific balance of multilingual practices, families strive to shape the multilingual HLE so as to maximise the chances of social success for their children, whose linguistic behaviour might be more or less stable, or who, on the contrary, might follow conflicting practic...

Introduction With the first language(s) a child gains a whole cultural heritage that influences his/her way of thinking, feelings, identity and attitudes (Mwaniki 2014). Children are provided with opportunities and experiences through direct and indirect conditions of the home literacy environment (HLE) (Burgess et al. 2002; Burgess 2011). HLE includes various oral and written family interaction experiences of children and parents (Leseman & de Jong 1998; Aram & Levin 2002). It affects reading and writing development (Senechal & LeFevre 2002) via informal and formal literacy experiences. HLE is the totality of communicative conditions surrounding a child, which are in dynamic interaction with each other. Creating a specific balance of multilingual practices, families strive to shape the multilingual HLE so as to maximise the chances of social success for their children, whose linguistic behaviour might be more or less stable, or who, on the contrary, might follow conflicting practic...

Release of nitrate and ammonia rich wastewaters into the natural waters promotes eutrophication, aquatic toxicity and deterioration in water quality. Anaerobic Ammonium Oxidation (ANAMMOX) process is an advanced biological nitrogen removal alternative to traditional nitrification – denitrification, which removes ammonia using nitrite as the electron acceptor without oxygen. The feasibility to enrich ANAMMOX bacteria from anaerobic seed culture to start up an Anaerobic Membrane Bioreactor (An MBR) for N – removal is reported in this paper. The seed culture used was anaerobic digester sludge collected from a Sewage Treatment Plant (STP) in Chennai. Stabilization performance of An MBR is reported for a period of 250 days, for the presence of ANAMMOX bacteria and its sustained activity in terms of Nitrogen transformations to Ammonia, Nitrite and Nitrate along with Hydrazine and Hydroxylamine.

This dissertation addresses student learning processes in contemporary arts- based practice in visual arts teacher education programs. The arts-based processes studied are based on the explorative method for exploring social and social phenomena. ‘Art’, as a school subject, is based on scientific foundations that are informed by a ‘semiotics of art’ perspective. Notwithstanding this, artistic methods comprise a large part of the subject. The aim of this dissertation is to deepen our knowledge of the students’ experience of the learning processes that are present in contemporary arts-based practice in visual arts teacher education programs. Three empirical investigations into two visual arts teacher education programs were conducted. Study I reports on an investigation into an introductory course in contemporary arts-based practice where focus was placed on the student’s learning processes. The theoretical frameworks used in Study I were hermeneutics, symbolic interactionism, and transformative theory. The results of Study I were reported on in their entirety in a licentiate thesis (Cronquist, 2015), and can be summarised in terms of the concepts ‘resistance’, ‘challenges’, and ‘alienation and conciliation as a communicative process’. This introductory study gave rise to new questions which demanded both further depth and breadth in their answers. These issues were addressed by investigating an additional art teacher education program and by analysing the more advanced courses in this program, in contrast to the analysis of the introductory courses that were analysed in the first investigation. Study II presents an investigation into the meanings which emerged in the students’ experiences of the learning processes in a prescribed contemporary arts-based projects whilst Study III presents an investigation of the meanings with emerged in the students’ experiences of learning processes in a prescribed contemporary arts-based independent project, second cycle (Master of arts in secondary education for upper secondary). Study II and Study III take their point of departure in Dewey’s ‘pragmatism’, where human behaviour is considered to be a transactional process between people and their environment. The method of analysis that was used in these studies was inspired by ‘practical epistemological analysis’ (PEA) (Wickman & Östman, 2014). The object of study, which links all three studies together, addresses deepening our knowledge of the learning processes in contemporary arts-based projects. The results of these studies are revealed in three distinct problem areas namely, the laboratory - explorative problem, the subject-cultural problem, and the methodology problem. The laboratory - explorative problem involves the difficulties which students are faced with when they are tasked with making independent choices of methods for creative laboratory - explorative workprocesses in art projects. The subject- cultural problem refers to how students carry within themselves their experiences of learning processes from other subjects and how they put them in contrast with their learning experiences in their art classes. The methodology problem reveals to us how scientific research methods and exploratory art methods come to collide with each other (from the students’ perspective) in the students’ independent art projects. In conclusion, I present a discussion of the questions and challenges that contemporary art concepts can provide to an art teacher education program. ‘Transformative preparedness’ is highlighted as a central concept which students can use to move forward in their art teacher training when habitual behaviours are challenged. ‘Transformative preparedness’ is based primarily on the ability to adopt another person’s perspective. Keywords: teacher education program, art teacher education program, contemporary art, art project, contemporary arts-based practice learning processes, transformation, subject culture, artistic project method