title: A modified energy transfer diagram for heat exchanger network retrofit bridge analysis

authors: Walmsley, Michael R.W.

abstract: The aim of this paper is to modify the Energy Transfer Diagram (ETD) to be able to graphically determine retrofit options and the amount of heat transferred. The ETD is a graphical methodology to represent a process and/or Heat Exchanger Network (HEN). For HENs, the ETD contains valuable information about where in the network exist heat surpluses and deficits, after considering a global (or contribution) minimum approach temperature. The important advancement in this work is the identification of which segments of the ETD represent heat surplus/deficit within a heat exchanger and then to show this on the ETD. Further clarity is drawn from the labelling of what segments relate to which process stream. Behind the ETD is the well-known surplus/deficit cascade for each heater, cooler, and exchanger, which is also analysed and presented to reinforce the graphical approach. A simple four-stream problem with an existing HEN that falls 1,950 kW short of Pinch targets is used to demonstrate the methodological step forward. In the example, the initial network has a total of 5 heat exchangers and after two bridge modifications the Maximum Energy Recovery network is achieved, which requires 8 heat exchangers.

text: A modified energy transfer diagram for heat exchanger network retrofit bridge analysis The aim of this paper is to modify the Energy Transfer Diagram (ETD) to be able to graphically determine retrofit options and the amount of heat transferred. The ETD is a graphical methodology to represent a process and/or Heat Exchanger Network (HEN). For HENs, the ETD contains valuable information about where in the network exist heat surpluses and deficits, after considering a global (or contribution) minimum approach temperature. The important advancement in this work is the identification of which segments of the ETD represent heat surplus/deficit within a heat exchanger and then to show this on the ETD. Further clarity is drawn from the labelling of what segments relate to which process stream. Behind the ETD is the well-known surplus/deficit cascade for each heater, cooler, and exchanger, which is also analysed and presented to reinforce the graphical approach. A simple four-stream problem with an existing HEN that falls 1,950 kW short of Pinch targets is used to demonstrate the methodological step forward. In the example, the initial network has a total of 5 heat exchangers and after two bridge modifications the Maximum Energy Recovery network is achieved, which requires 8 heat exchangers.

year: 2017

title: Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

authors: Mills, Judith Patricia

abstract: New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

text: Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

year: 2020

title: Te Kōtiritiri, Te Kōtaratara

authors: Maxwell, Te Kahautu

abstract: Haka. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura, Hau Te Kura
Mōteatea: Te Ao o Te Pārerā
Waiata ā Ringa: E pā to reo, Te Matatini, Herewini Parata
Poi: E ia e ia
Haka: Te Kōtiritiri, Te Kōtaratara
Whakawātea: Ōranga Tōiti, tōnui kōrero

text: Te Kōtiritiri, Te Kōtaratara Haka. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura, Hau Te Kura
Mōteatea: Te Ao o Te Pārerā
Waiata ā Ringa: E pā to reo, Te Matatini, Herewini Parata
Poi: E ia e ia
Haka: Te Kōtiritiri, Te Kōtaratara
Whakawātea: Ōranga Tōiti, tōnui kōrero

year: 2023-02-22