Simultaneous brewery wastewater treatment and hydrogen generation via hydrolysis using Mg waste scraps

An advanced, eco-efficient “waste plus waste to hydrogen” method was developed for hydrogen generation and the simultaneous treatment of two types of waste generated from magnesium and brewerybased industries via hydrolysis. The hydrolysis of Mg scraps was carried out using brewery wastewater and the reaction was accelerated with acetic acid (aa) at different concentrations (0, 12, 18, 24 and 30 wt% aa). The concentration of pollutants such as cyclortisiloxane-hexamethyle (C6H18O3Si3), which are persistent in conventional wastewater treatment, was successfully reduced. After the hydrolysis of the wastewater, 62.4% of chemical oxygen demand (COD) reduction and the complete colour removal were observed. The highest hydrogen generation, about 0.99 NL/min (>60% H2 yield in 5 min), was observed in the presence of 30 wt% aa concentration in the hydrolysis reaction. This study proposes an eco-efficient hydrogen generation and waste treatment method as it simultaneously degrades pollutants and produces hydrogen utilizing Mg scrap waste and brewery wastewater without additional energy consumption

Discourse Functions of Zero Pronouns in Tai Dam

The aim of this study is to explore the zero pronouns in Tai Dam on the basis of a discourse approach using Systemic Functional Grammar (SFG). The objectives of this paper are as follows: (1) to explore the syntactic distribution of zero pronouns in Tai Dam, and (2) to analyze the discourse function of zero pronouns in the narrative discourses of Tai Dam. The research data used in this paper were collected from the texts of Tai Dam folktales of the people living in Petchaburi Province in central Thailand. Five folktales were analyzed for the study. The main findings include the following: (a) Zero pronouns can occur in both Theme and Rheme positions; (b) In thematic positions, they function as unmarked topical themes; (c) As for discourse functions of zero pronouns in terms of co-references, the two types of co-reference of zero pronouns in Tai Dam include zero anaphora and zero cataphora; (d) The main discourse functions of zero pronouns are to signal an active referent in narrative discourse and to highlight a participant through emphasis

Contribution à l'étude de la gitoxine sur le coeur de cobaye

Doctorat en Sciences Pharmaceutiques -- UCL, 198

Learning Language and Culture through Indigenous Knowledge: A Case Study of Teaching a Minority Language (Mon) in a Majority Language (Thai) School Setting

AbstractThere are so many dialects and minority languages spoken in Thailand. The standard Thai is selected as an official language among those languages. Some of minority languages are endangered languages because they are at risk of falling out of use. Because of teaching Thai in school, the new generations of ethnic people do not use their ethnic languages in everyday life. Some of them cannot speak their ancestor language. According to this problem, some schools in Thailand bring an endangered language back and teach it in school to preserve that particular language. The aim of this paper is to observe and describe how an indigenous knowledge can be used to develop the knowledge of language and culture in teaching minority language, the Mon language spoken in Rajaburi province in central Thailand. The research data used in this paper were collected from the observation and in-depth interviews of teachers and students of Wat Muang School and also the local Mon-speaking people of Ban Muang district in Rajaburi province in central Thailand. The findings reveal that the well-organized curricular and class management which support both contents and students help the goal of study going successfully. There are so many medium used to teach language and culture. The most important thing is the medium of using indigenous knowledge. The local Mon-speaking people are sometimes invited to teach students in class and out of class. It has been found that this strategy can help to improve the ability of learning language and culture of the students. It also helps to solve many problems among teachers and learners to understand a minority language. By using indigenous knowledge, it can be used to teach not only the minority languages but also other languages in class with different cultures