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Determination and speciation of tellurium in environmental samples using hydride generation atomic fluorescence spectroscopy (HG-AFS)
No full textThis thesis focuses on developing a new method to measure trace tellurium (Te) in
different environmental samples such as lake waters, mine tailings and sediments. The developed
technique is based on Hydride Generation Atomic Fluorescence Spectroscopy (HG-AFS), a
technique that can measure low concentration of Te and also allows for Te speciation at low cost
and high efficiency in various environmental samples.
To validate the method that could be used to determine Te speciation in various types of
environmental samples, a series of tests has been designed for finding the best conditions to
measure Te(IV) using HG-AFS and obtain accurate and reliable results. Those tests include the
stability of the signal, the acidity of the solution, the volatility of Te after digestion of solids, the
reduction from Te(VI) to Te(IV), the detection limit of the technique, and the validity of two
digestion methods under the optimum (HG-AFS) instrumental settings.
An interference study including the most common elements in the Earth’s crust such as
(Ni, Fe, Pb, Cr, Cu, Co, Zn, Mn and Mo) was also performed. The results of this study showed
that Cu(II) can severely interfere with Te quantification decreasing the Te signal to almost zero.
Therefore, different masking agents such as 8-hydroxyquinoline, 1,10-phenanthroline, urea and
thiourea were tested to reduce and eliminate this interference
Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources
Get PDFIntercultural gerontology curriculum development at the baccalaureate level has been discussed
as a response to the challenge of global aging and a culturally diverse student population. As
students learn, live, and work on campuses, at home, and abroad as global citizens, the need for a
curriculum that reflects cultures and relationships among cultures will only continue to grow.
Based on this context, the questions driving this project were the following: What should an
undergraduate university-based intercultural curriculum in gerontology encompass? How might
it be delivered? As an exploration of these questions, this study examined the theories and
practices associated with intercultural curriculum development in educational studies as well as
the theories and practices associated with culture and aging in the field of gerontology. A
qualitative study that explored the current thinking of university-based stakeholders associated
with intercultural and/or gerontology curriculum followed. Education’s constructivist and
humanist learning theories in combination with gerontology’s life course perspective, social
construction theory, and cultural gerontology’s emphasis on narratives provided the theoretical
lenses for the analysis and integration of the findings. The results of the study included ten
attributes of an intercultural gerontology curriculum for Canadian universities and suggested
tools for educators in gerontology
