title: Funding patterns and priorities: An international perspective

authors: She, Hsiao-Ching

abstract: Research in literacy and science education converge onto science literacy for all found in many international reforms (Hand, Prain, & Yore, 2001) and the commonalities in targets (all students), goals (science literacy composed of fundamental literacy and understanding the big ideas in science), and pedagogy (constructivist approaches and authentic assessment) across English language arts and science (Ford, Yore, & Anthony, 1997; Yore, Pimm, & Tuan, 2007). Similar claims apply to mathematics literacy and technology literacy. This convergence and the international move to enhance research quality suggest potential relationships amongst research policy, practices, and funding for literacy and science education. Furthermore, such connections should be growing in importance and fiscal priority for funding agencies. In the United States, explicit connections can be seen for research policy and preferred research practice in federal laws—but are there similar connections between policy and practice with research funding of literacy and science education research? Do such relationships exist in other countries?
Two recent policies in the United States illustrate the potential connection. The No Child Left Behind Act of 2001 (NCLB, 2002) reauthorized a number of federal programs aiming to improve the performance of primary and secondary schools by increasing the standards of accountability for states, school districts, and schools as well as providing parents more flexibility in choosing which schools their children will attend. The NCLB Act, which is open for renewal in 2008/09, requires states to develop assessments in language arts, mathematics, and science to be given to all students in certain grades—if those states are to receive federal funding for schools. The Education Sciences Reform Act of 2002 (ESRA, 2002) reauthorized and strengthened the principal education research, statistics, and evaluation activities of the Department of Education. This act funds the national data collection system that allows federal agencies to oversee the entire national education system and promotes a strong, scientifically rigorous research capacity within education. It is believed that such legislation is critically important to the successful implementation of the education reforms and to transform education into an evidence-based field, commonly called the Gold Standard.

text: Funding patterns and priorities: An international perspective Research in literacy and science education converge onto science literacy for all found in many international reforms (Hand, Prain, & Yore, 2001) and the commonalities in targets (all students), goals (science literacy composed of fundamental literacy and understanding the big ideas in science), and pedagogy (constructivist approaches and authentic assessment) across English language arts and science (Ford, Yore, & Anthony, 1997; Yore, Pimm, & Tuan, 2007). Similar claims apply to mathematics literacy and technology literacy. This convergence and the international move to enhance research quality suggest potential relationships amongst research policy, practices, and funding for literacy and science education. Furthermore, such connections should be growing in importance and fiscal priority for funding agencies. In the United States, explicit connections can be seen for research policy and preferred research practice in federal laws—but are there similar connections between policy and practice with research funding of literacy and science education research? Do such relationships exist in other countries?
Two recent policies in the United States illustrate the potential connection. The No Child Left Behind Act of 2001 (NCLB, 2002) reauthorized a number of federal programs aiming to improve the performance of primary and secondary schools by increasing the standards of accountability for states, school districts, and schools as well as providing parents more flexibility in choosing which schools their children will attend. The NCLB Act, which is open for renewal in 2008/09, requires states to develop assessments in language arts, mathematics, and science to be given to all students in certain grades—if those states are to receive federal funding for schools. The Education Sciences Reform Act of 2002 (ESRA, 2002) reauthorized and strengthened the principal education research, statistics, and evaluation activities of the Department of Education. This act funds the national data collection system that allows federal agencies to oversee the entire national education system and promotes a strong, scientifically rigorous research capacity within education. It is believed that such legislation is critically important to the successful implementation of the education reforms and to transform education into an evidence-based field, commonly called the Gold Standard.

year: 2009

title: Investigation of the heat transfer enhancement effects of nanofluids in process heating and cooling

authors: Kaggwa, Abdul

subjects: Nanofluids

abstract: The global energy system faces a dual challenge; the need for more energy and less carbon emission. Out of the 50 billion tonnes of greenhouse gases emitted each year, 24.2 % comes from energy use in industries such as processing and manufacturing that require constant heating and cooling. Heat transfer improvements in heating and cooling industries cause energy saving thus reducing operational costs, increase the operational life of heat transfer systems and reducing greenhouse gas emissions. While nanofluids usage in heat exchangers presents a critical step for emission reduction, several factors including instability of suspended nanoparticles, the effect of a surfactant on physical property measurements and combining nanofluids with inserts have not been adequately assessed.
This thesis investigates the use of highly conductive nanofluids as a potential alternative to conventional working fluids with low thermal conductivity, such as water, currently used in heat exchangers for heating and cooling systems. A distinguishing feature of this study is the consideration of the effect of surfactants on the stability of nanofluids, the physical properties of the nanofluids and the thermal performance of the nanofluids. The use of nanofluids in combination with hiTRAN® heat transfer inserts was also investigated.
Activated carbon (C), copper oxide (CuO) and alumina (Al₂O₃) nanoparticles were suspended in distilled water (H₂O) and Ethylene glycol (EG). Surfactants were added including sodium dodecyl benzene sulfonate (SDBS), cetyltrimethyl ammonium bromide (CTAB), sodium lauryl sulphate (SDS) and Arabinogalactan (ARB) to create 20 combinations of nanofluids.
ARB as a surfactant kept C/H₂O and CuO/EG nanofluid stable for 29 days. Whereas CTAB and SDBS surfactants kept C/H₂O and Al₂O₃/H₂O nanofluids stable for 17 and 11 days respectively. Viscosity results showed that in some cases the surfactant caused a slight increase in viscosity and in some cases viscosity decreased. Thermal conductivity results showed that it is difficult to get repeatable measurements, and that may explain why there is such variation in the reported literature.
Out of the 20 combinations of nanofluids prepared, Al₂O₃/H₂O, C/H₂O/CTAB and CuO/H₂O/ARB combinations of nanofluids were selected because they were relatively stable with low viscosity, and were tested with and without hiTRAN® inserts in a double-pipe heat exchanger test rig. The experimental data was subsequently used in the evaluation of nanofluids overall heat transfer coefficients, pressure drop, friction factor and thermal performances. In terms of heat transfer enhancement, the individual effects of nanofluids and inserts appeared to be additive. However, the pressure drop of the inserts was significantly greater than the nanofluids. The system with both nanofluids and inserts was able to achieve higher heat transfer coefficients at lower Reynolds numbers than the system without inserts; however, with inserts the Reynolds numbers that could be achieved were lower than for the system without inserts. As a consequence, when the system was operated at full pumping speed nanofluids with inserts yielded similar heat transfer coefficients compared to nanofluids alone.
The C/H₂O/CTAB nanofluid consistently had the best performance of the three nanofluids considered both with and without inserts, and it is believed that with higher concentrations of nanoparticles, C/H₂O/CTAB could achieve greater than 100 % thermal performance values. However, during nanofluids testing, it was difficult to reuse and replace nanofluids. Cleaning and removing all the nanoparticles in the test-loop was practically challenging because there was more sedimentation mostly for Al₂O₃/H₂O nanofluid which had no surfactant.

text: Investigation of the heat transfer enhancement effects of nanofluids in process heating and cooling The global energy system faces a dual challenge; the need for more energy and less carbon emission. Out of the 50 billion tonnes of greenhouse gases emitted each year, 24.2 % comes from energy use in industries such as processing and manufacturing that require constant heating and cooling. Heat transfer improvements in heating and cooling industries cause energy saving thus reducing operational costs, increase the operational life of heat transfer systems and reducing greenhouse gas emissions. While nanofluids usage in heat exchangers presents a critical step for emission reduction, several factors including instability of suspended nanoparticles, the effect of a surfactant on physical property measurements and combining nanofluids with inserts have not been adequately assessed.
This thesis investigates the use of highly conductive nanofluids as a potential alternative to conventional working fluids with low thermal conductivity, such as water, currently used in heat exchangers for heating and cooling systems. A distinguishing feature of this study is the consideration of the effect of surfactants on the stability of nanofluids, the physical properties of the nanofluids and the thermal performance of the nanofluids. The use of nanofluids in combination with hiTRAN® heat transfer inserts was also investigated.
Activated carbon (C), copper oxide (CuO) and alumina (Al₂O₃) nanoparticles were suspended in distilled water (H₂O) and Ethylene glycol (EG). Surfactants were added including sodium dodecyl benzene sulfonate (SDBS), cetyltrimethyl ammonium bromide (CTAB), sodium lauryl sulphate (SDS) and Arabinogalactan (ARB) to create 20 combinations of nanofluids.
ARB as a surfactant kept C/H₂O and CuO/EG nanofluid stable for 29 days. Whereas CTAB and SDBS surfactants kept C/H₂O and Al₂O₃/H₂O nanofluids stable for 17 and 11 days respectively. Viscosity results showed that in some cases the surfactant caused a slight increase in viscosity and in some cases viscosity decreased. Thermal conductivity results showed that it is difficult to get repeatable measurements, and that may explain why there is such variation in the reported literature.
Out of the 20 combinations of nanofluids prepared, Al₂O₃/H₂O, C/H₂O/CTAB and CuO/H₂O/ARB combinations of nanofluids were selected because they were relatively stable with low viscosity, and were tested with and without hiTRAN® inserts in a double-pipe heat exchanger test rig. The experimental data was subsequently used in the evaluation of nanofluids overall heat transfer coefficients, pressure drop, friction factor and thermal performances. In terms of heat transfer enhancement, the individual effects of nanofluids and inserts appeared to be additive. However, the pressure drop of the inserts was significantly greater than the nanofluids. The system with both nanofluids and inserts was able to achieve higher heat transfer coefficients at lower Reynolds numbers than the system without inserts; however, with inserts the Reynolds numbers that could be achieved were lower than for the system without inserts. As a consequence, when the system was operated at full pumping speed nanofluids with inserts yielded similar heat transfer coefficients compared to nanofluids alone.
The C/H₂O/CTAB nanofluid consistently had the best performance of the three nanofluids considered both with and without inserts, and it is believed that with higher concentrations of nanoparticles, C/H₂O/CTAB could achieve greater than 100 % thermal performance values. However, during nanofluids testing, it was difficult to reuse and replace nanofluids. Cleaning and removing all the nanoparticles in the test-loop was practically challenging because there was more sedimentation mostly for Al₂O₃/H₂O nanofluid which had no surfactant.

year: 2022

title: Arnold Manaaki Wilson: Te Awakaunua

authors: Te Awekotuku, Ngahuia

subjects: Arnold Manaaki Wilson

abstract: Arnold Manaaki Wilson was born in 1928, in Ruatoki, a community which nestles beneath the misty Taiarahia hills, following the curves of the Ohinemataroa river valley – known to others as of his tuhoe people. They know him there as Te Wakaunua, after a provocative late 19th century political visionary. From Such radical Tuhoe ideas fused with the sculptural genius of his father, a renowned carver of the art-making Ngati Tarawhai of Te Arawa, Arnold Wilson emerged.

text: Arnold Manaaki Wilson: Te Awakaunua Arnold Manaaki Wilson was born in 1928, in Ruatoki, a community which nestles beneath the misty Taiarahia hills, following the curves of the Ohinemataroa river valley – known to others as of his tuhoe people. They know him there as Te Wakaunua, after a provocative late 19th century political visionary. From Such radical Tuhoe ideas fused with the sculptural genius of his father, a renowned carver of the art-making Ngati Tarawhai of Te Arawa, Arnold Wilson emerged.

year: 2008