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Deinking waste paper is done in various ways, and research on newer methods is also being done. Traditional deinking methods to remove ink from waste printing papers have a relatively high efficiency compared to contact methods, but in non-contact printing such as electrophotographic printing (LaserJet printers and photocopiers) due to Mixing of the ink with the paper texture during the stabilization of the ink with the help of high heat, the traditional deinking methods are less efficient and it is necessary to use newer methods. In this research, enzymatic deinking of office waste paper was done by a commercial cellulase enzyme in a neutral environment. 15 tests were conducted, and optical and printing properties including the paper were investigated. By measuring the reflection before and after printing and measuring the print density after printing, it was determined that the printability of deinked paper is within the desired range. Eric's number was 128 ppm for sample number 8 and 138 ppm for sample number 12, which has decreased compared to the control sample with an Eric number of 571 ppm. Measuring the reflection before and after printing and measuring the print density after printing, show that the printability of decomposed ink paper is in the desired range. [ABSTRACT FROM AUTHOR]

This work describes a novel technique for the measurement of inorganic arsenic in water by generating arsine gas and detecting the conductivity of moving protons, H+ (aqueous or aq), produced by the reaction: Ag+ (aq) + AsH3 (gas, g) → AgAsH2 (solid, s) + H+ (aq). The detection is based on an electrochemical gradient of protons in a confined porous substrate (filter paper) and measures the change in the conductance due to the higher mobility of H+ compared to other ions. The conductance was measured with a pair of silver electrodes attached to opposite sides of the substrate with a bipolar pulse conductance technique. The method is established in theory and in practice. The theoretical equation for conductance change shows that a constant increase in conductance is directly proportional to the As(total) concentration. The method is validated with a standard reference material and applied to the measurement of the groundwater sample. [ABSTRACT FROM AUTHOR]

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis.

The pulp and paper industry plays an important role in the global economy and is inextricably linked to human life. Due to its large scale, the production process generates a large amount of wastewater, which poses a major threat to the environment. The sustainable utilization and safe treatment of pulp and paper wastewater can effectively reduce environmental pollution, improve resource utilization efficiency, protect water resources, provide economic benefits for pulp and paper enterprises, and thus promote the green and sustainable development of the pulp and paper industry. Therefore, this study discusses the pollution components of pulp and paper wastewater and their impact on the environment and human health. In this review, we aim to explore the sustainable development of pulp and paper wastewater by summarizing the characteristics of current pulp and paper wastewater, the commonly used treatment methods for pulp and paper wastewater, the application of pulp and paper wastewater recycling, and the future development direction of pulp and paper wastewater. [ABSTRACT FROM AUTHOR]

The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second-grade students. One hundred and four typically-developing-children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home-based digital and school-based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self-regulation, math abilities and problem-solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter-individual differences in EF.

Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

New biodegradable paper-based films are a hot research topic in the development of green agriculture. In this study, a black paper-based film coated with cooked tung oil with excellent mechanical properties, a hydrophobic surface, high heat transfer and strong weather resistance was prepared by spraying high-pigment carbon black solution on the surface of base paper. The results showed that the surface-solidified oil film had a rough structure produced via the brush coating process using cooked tung oil. The base film of the black paper had a given hydrophobic structure, and the contact angle reached 98.9°. Cooked tung oil permeates into the inside of the paper base, and after curing, it forms a multi-dimensional network film structure. The maximum tensile stress of the black paper base film is about 123% higher than that of the original paper base film. The coloring of carbon black gives the black paper base film a heat conduction effect, and the average heat transfer rate reaches 15.12 °C/s. Cooked tung oil is combined with the paper-based fiber high-toughness layer to form a stable system. The existence of a cured film improves the basic mechanics and hydrophobicity, and the resistance to ultraviolet radiation and hot air is greatly improved. This study provides a feasible scheme for the application of a black paper base film coated with cooked tung oil. [ABSTRACT FROM AUTHOR]

Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors.

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and upskilling academic tutors for AI.

Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and a paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.