title: Manahi’s red chocolate sunglasses: the impact of a learning experience outside the classroom on a five-year-old student’s technological practice

authors: Milne, Louise

subjects: Technology education

abstract: Knowledge of expert practice is a key element of Technology Education, and this paper which is part of a larger study, investigates the impact a learning experience outside the classroom has on one student’s technological practice. This student, who is in his first year at school, visits a chocolate factory with his class to find out how to make a chocolate gift for Mothers’ Day. 
This study uses a qualitative case study methodology (Stake, 2006). Data were collected and analysed from three interviews, before, after, and six months after the visit to the factory. The student’s drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students’ learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in the student’s context specific oral language, his understanding of the individual phases of technological development, and an ability to transfer these understandings to other contexts including those presented six months after the visit. Whilst these developments showed an encouraging improvement in Manahi’s technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of his chocolate gift. This impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

text: Manahi’s red chocolate sunglasses: the impact of a learning experience outside the classroom on a five-year-old student’s technological practice Knowledge of expert practice is a key element of Technology Education, and this paper which is part of a larger study, investigates the impact a learning experience outside the classroom has on one student’s technological practice. This student, who is in his first year at school, visits a chocolate factory with his class to find out how to make a chocolate gift for Mothers’ Day. 
This study uses a qualitative case study methodology (Stake, 2006). Data were collected and analysed from three interviews, before, after, and six months after the visit to the factory. The student’s drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students’ learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in the student’s context specific oral language, his understanding of the individual phases of technological development, and an ability to transfer these understandings to other contexts including those presented six months after the visit. Whilst these developments showed an encouraging improvement in Manahi’s technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of his chocolate gift. This impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

year: 2015

title: Open-source tool for heat exchanger network synthesis

authors: Hall, Keegan

abstract: The synthesis of heat exchanger networks (HEN) is not a trivial task due to the mixed integer and non-linear nature of the optimisation problem, yet it can provide significant cost and energy use savings to an industrial processing site. Many HEN synthesis models are developed using propriety solvers, which make it difficult for industrial companies to realise the potential of optimisation. This paper introduces a new open-source tool for HEN synthesis built in Python using the GEKKO library, which interfaces with the solver APOPT. The tool features three different synthesis methods, two of which utilise a two-step method where step one aims to initialise or narrow the search space prior to global optimisation in the second synthesis step. A unique feature of this work compared to previous HEN synthesis studies is the application of a true driving force constraint, dQ/dA, (instead of the conventional, but at times crude, minimum approach temperature, ∆Tmin) to provide feasible initial variable values to the second step. To demonstrate the current progress in developing the open-source tool, network solutions obtained by the tool were purposefully compared with the best reported solutions for three common case studies in HEN synthesis literature. For a small problem, the tool achieved a solution within 0.02 % of the best literature solution and attained a solution for the two larger problems within 4 % and 21% of the best literature solution. Before the tool can be made publicly available, further work is needed to implement a non-isothermal mixing model across stream splits, which is expected to yield a more optimal HEN.

text: Open-source tool for heat exchanger network synthesis The synthesis of heat exchanger networks (HEN) is not a trivial task due to the mixed integer and non-linear nature of the optimisation problem, yet it can provide significant cost and energy use savings to an industrial processing site. Many HEN synthesis models are developed using propriety solvers, which make it difficult for industrial companies to realise the potential of optimisation. This paper introduces a new open-source tool for HEN synthesis built in Python using the GEKKO library, which interfaces with the solver APOPT. The tool features three different synthesis methods, two of which utilise a two-step method where step one aims to initialise or narrow the search space prior to global optimisation in the second synthesis step. A unique feature of this work compared to previous HEN synthesis studies is the application of a true driving force constraint, dQ/dA, (instead of the conventional, but at times crude, minimum approach temperature, ∆Tmin) to provide feasible initial variable values to the second step. To demonstrate the current progress in developing the open-source tool, network solutions obtained by the tool were purposefully compared with the best reported solutions for three common case studies in HEN synthesis literature. For a small problem, the tool achieved a solution within 0.02 % of the best literature solution and attained a solution for the two larger problems within 4 % and 21% of the best literature solution. Before the tool can be made publicly available, further work is needed to implement a non-isothermal mixing model across stream splits, which is expected to yield a more optimal HEN.

year: 2022-09-05

title: Te Mata Ono. E tipu atu te kūmara, e ohu mai te anuhe

authors: Pēwhairangi, Te Aorere Tūwhakairiora

subjects: Māori television

abstract: Mai anō, mai anō kua whakapaoho te iwi Māori, tīmata mai ai i te mahi whaikōrero, i te mahi karanga, i te mahi taonga puoro, i te mahi toi, me te mahi waiata. Ko ngā mahi nei he huarahi tuku karere i tētahi takitahi, takitini rānei ki tētahi takitahi, takitini rānei. Mā ēnei mahi e whakawhitiwhiti mōhiohio ai te tangata. Nō te taitanga mai a te Pākehā kua whai huarahi whakapaoho atu anō te iwi Māori i ō rātau mōhiohio, tīmata ana mai i ngā niu pepa, eke ana rā ki ngā reo irirangi, tae noa mai ki te pouaka whakaata me te ipurangi. Ko te rangahautanga nei ka titiro ki tētahi o ngā huarahi mātāmuri e whakapaohotia ai ngā mōhiohio a te Māori, arā te pouaka whakaata. Ka arotaketia ngā mahi tuari mōhiohio a te whare waihanga hōtaka pouaka whakaata nei a Whakaata Māori mā tētahi anga tātai e kīia nei ko Te Mata Ono.

I ngā tau 15 kua pahure ake nei ehara i te mea kua tū a Whakaata Māori hai kaitohatoha mōhiohio Māori, engari hai kaiwhakarauora hoki i te reo Māori me ngā tikanga Māori. I te tuhinga roa nei ka tirohia ngā huarahi taketake me ngā huarahi hōu o te whakapaoho i ngā mōhiohio o te tangata mā roto i a Whakaata Māori. Mā te whakauruuru i ngā huarahi e rua nei e whakahōuhia ai te ara, e whakapaoho Māoritia ai hoki ngā hōtaka o te wā. 

E ono katoa ngā āhuatanga o te anga e kōrerotia nei. Ko te tuhinga roa nei he haurua o te anga. Nā ngā ture ā-kupu o te tohu paerua nei, ka rangahaua rētōtia e a au ngā wāhanga e toru o te ono e kīia nei ko Te Mata Ako, Te Mata Tikanga, Te Mata Iwi anō hoki. E tuhia ana hoki tētahi atu tuhinga roa i te wā nei e Kimiora Kaire-Melbourne. Kai te titiro ia ki ērā atu wāhanga e toru o te anga, Te Mata Māori, Te Mata Pākehā me Te Mata ō-Tua. Hai te mutunga o ngā tuhinga roa e rua nei, ka whakapiria ai ngā āhuatanga e ono kia waihanga pūmautia ai te anga tātari o Te Mata Ono. Ka piri ana te anga tātari ko te whāinga kia whakahāngaitia ai ki a Whakaata Māori hai tautoko, hai hāpai, hai ārahi hoki i te teihanga ki ngā rā kai te heke mai.

text: Te Mata Ono. E tipu atu te kūmara, e ohu mai te anuhe Mai anō, mai anō kua whakapaoho te iwi Māori, tīmata mai ai i te mahi whaikōrero, i te mahi karanga, i te mahi taonga puoro, i te mahi toi, me te mahi waiata. Ko ngā mahi nei he huarahi tuku karere i tētahi takitahi, takitini rānei ki tētahi takitahi, takitini rānei. Mā ēnei mahi e whakawhitiwhiti mōhiohio ai te tangata. Nō te taitanga mai a te Pākehā kua whai huarahi whakapaoho atu anō te iwi Māori i ō rātau mōhiohio, tīmata ana mai i ngā niu pepa, eke ana rā ki ngā reo irirangi, tae noa mai ki te pouaka whakaata me te ipurangi. Ko te rangahautanga nei ka titiro ki tētahi o ngā huarahi mātāmuri e whakapaohotia ai ngā mōhiohio a te Māori, arā te pouaka whakaata. Ka arotaketia ngā mahi tuari mōhiohio a te whare waihanga hōtaka pouaka whakaata nei a Whakaata Māori mā tētahi anga tātai e kīia nei ko Te Mata Ono.

I ngā tau 15 kua pahure ake nei ehara i te mea kua tū a Whakaata Māori hai kaitohatoha mōhiohio Māori, engari hai kaiwhakarauora hoki i te reo Māori me ngā tikanga Māori. I te tuhinga roa nei ka tirohia ngā huarahi taketake me ngā huarahi hōu o te whakapaoho i ngā mōhiohio o te tangata mā roto i a Whakaata Māori. Mā te whakauruuru i ngā huarahi e rua nei e whakahōuhia ai te ara, e whakapaoho Māoritia ai hoki ngā hōtaka o te wā. 

E ono katoa ngā āhuatanga o te anga e kōrerotia nei. Ko te tuhinga roa nei he haurua o te anga. Nā ngā ture ā-kupu o te tohu paerua nei, ka rangahaua rētōtia e a au ngā wāhanga e toru o te ono e kīia nei ko Te Mata Ako, Te Mata Tikanga, Te Mata Iwi anō hoki. E tuhia ana hoki tētahi atu tuhinga roa i te wā nei e Kimiora Kaire-Melbourne. Kai te titiro ia ki ērā atu wāhanga e toru o te anga, Te Mata Māori, Te Mata Pākehā me Te Mata ō-Tua. Hai te mutunga o ngā tuhinga roa e rua nei, ka whakapiria ai ngā āhuatanga e ono kia waihanga pūmautia ai te anga tātari o Te Mata Ono. Ka piri ana te anga tātari ko te whāinga kia whakahāngaitia ai ki a Whakaata Māori hai tautoko, hai hāpai, hai ārahi hoki i te teihanga ki ngā rā kai te heke mai.

year: 2019