Humic Acid removal and fouling using tubular ceramic micro filtration Essay

Humic Acid removal and fouling using tubular ceramic micro filtration membranes combined with coagulation and adsorption - Essay Example result in either increased flux (for operation at constant pressure) or decreased feed pressure requirements (for operation at constant flux); the converse effect results from colder feedwater.† (Cheryan, 1998) Consequently, temperature is an important consideration in the conceptual design phase, because changes in feedwater temperature over the year may necessitate additional membrane area to maintain the required system capacity, depending on the maximum TMP of the membranes, seasonal water demand, and other site-specific factors. When considering temperature effects on MF/UF membranes, the flux is typically normalized to a reference temperature of 20 °C. (Cho et al., 283-298, 2000) Typical units for flux are gallons of water per square foot of membrane area per day or litters of water per square meter of membrane area per hour. The pore density (P^sub pore^) is the number of pores per unit of membrane area, r is the pore radius, Ï„ is the tortuosity factor, and Δz is the pore length. Thus, the resistance to pure water transport across a clean membrane is expected to increase with increasing tortuosity and thickness and with decreasing pore density and pore radius (with a strongly influencing inverse 4th power relationship). An important operational factor that can strongly influence the flux is the foulants that accumulate over a filtration cycle (reversible fouling), between cleaning intervals (reversible fouling), and over the life of a membrane module (irreversible fouling). This fouling can take several forms: particulate/colloidal fouling, organic fouling, and/or bio fouling. Fouling results in the gradual reduction in flux (for constant pressure operation) or increase in TMP (for constant flux operation) because of adsorption or deposition of contaminants either within the pores or on the surface of the membrane. (Hicke, 187–196, 2002) In Eq 1, fouling is incorporated by expanding the resistance term to include additive factors to account for the

Adult Educator Essay Example | Topics and Well Written Essays - 1000 words

Adult Educator - Essay Example It is true that being an adult educator is an extraordinarily diverse job marked with different forms of work domains and different kinds of institutions. Research has it that there is a greater degree of informal learning. In fact, from the researchers, eighty percent of all we learn is acquired informally (Usher et al, 2007, p.99). Conversely, only twenty percent of the learning process takes place in the learning institutions. In this case, teaching done in the institutions is given the bigger attention. This follows that, this is the section of learning which involves adult students that can be influenced by using combined forms of learning. What strengths propel one to be an exemplary teacher of adults? First, it is obvious that knowledge is a prerequisite quality for a good teacher. In addition to the professional knowledge, it is noteworthy for the tutor to consider enlarging his/her general knowledge on culture, humanity, society, methodology, psychology, politics and history . This will in turn, serve to boost the effectiveness in providing what the students need to know. In addition, this knowledge places the teacher in a good position to deal with the student’s curiosity and satisfy their diversified requirements. Devotion and passionate love for students are another quality that a skilful teacher needs to have. In general, the adult student exhibit diverse behavior. Consequently, the teacher must be well acquainted with methodologies of handling the students in gentle and loving manner. Paying scrupulous attention to the students and knowing how to keep calm in any situation is imperative at this point. This will help much when giving the students advice and help them realize where they have gone wrong to realize positive change. The only perfect and absolute trait of all good teachers is being reflective. This is so, as without it none of the other characters fully attains its goal. It has been observed that an outstanding teacher is required to think and reflect on their classes from time to time. In addition, the teacher gets so concerned over their students, methods of teaching and even materials used to teach. Following these, comparisons are made and contrasts drawn. The distinctions and parallels will be highlighted with respect to reviews and restoration. This works to ensure one keeps connected with the teaching and learning process. A respectable adult teacher should be comfortable with not knowing. This is a case where one is required to be honest about the dilemmas that cannot be solved immediately. This is notable as one is dealing with mature minds that require honesty. A teacher is expected to live with the dilemma for a while, while trying to come up with the solution (Usher et al, 2007, p.74). Another notable attribute is the ability to enjoy the work and students in class. This character serves to build up motivation and creativity and avoid burnout. Workings within the right parameters will help avoid making students feel irrelevant, misunderstood, or left out. Here, close observation, carefully evaluation, and acting on the finding are indispensable. Finally yet importantly, is the drive to inspire the student’s passion to undertake a study both under the guidance in class and out of class on their own? This quality is highly appreciated owing to its undeniable value. This is of enormous benefit, as class work does not sufficiently provide all the required knowledge; therefore, an excellent teacher succeeds to motivate students to carry on their active and successful self-study at home. Obviously, teaching students on how to do their study independently, resourcefully and successfully is something that every teacher should strive to realize. In what