Floating wetland treatment systems (FWTS) are an innovative stormwater treatment technology currently being trialled on a larger scale in Australia. FWTS provide support for selected plant species to remove pollutants from stormwater discharged into a water body. The plant roots provide large surface areas for biofilm growth, which serves to trap suspended particles and enable the biological uptake of nutrients by the plants. As FWTS can be installed at the start of the construction phase, they can start treating construction runoff almost immediately. FWTS therefore have the potential to provide the full range of stormwater treatment (e.g. sediment and nutrient removal) from the construction phase onwards. A 2,100m 2 FWTS has been installed within a greenfield development site on the Sunshine Coast, Queensland. A four-year research study is currently underway which will target the following three objectives; (1) characterise the water quality of runoff from a greenfield development in the construction and operational phases; (2) verify the stormwater pollution removal performance of a FWTS during the construction and operational phases of a greenfield development; and (3) characterise the ability of FWTS to manage urban lake health. This extended abstract presents the proposed research methodology and anticipated outcomes of the study
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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