title: Integration of Biomass Conversion Technologies and Geothermal Heat into a Model Wood Processing Cluster

authors: Atkins, Martin John

abstract: Due to the anticipated future demand for bio-derived fuels and chemicals it is important to identify which processes would benefit from integration with existing industrial clusters, especially those producing wood based products such as pulp and paper. Specific integration schemes need to be identified and benefits, both economic and environmental, quantified to assist the successful commercialisation and adoption of these new technologies. These synergies are examples of industrial symbiosis; the sharing of resources, including utilities and services between different co-located production facilities. Total site analysis is an important tool to accomplish this task. A model of a typical wood processing cluster including a thermo-mechanical pulp and paper mill, kraft pulp and paper mill, and saw mill have been used to evaluate the integration potential of possible new entrants into the cluster. A background/foreground analysis was used to assess any heat recovery potential between the cluster and the new entrant. Some of the processes considered had little or no integration potential due to having approximately the same pinch temperature as the cluster. Large potential was found to occur where the pinch temperatures were dissimilar and the shape of the grand composite curves complimentary. The integration of geothermal heat as a means of generating surplus black liquor as a feed to a biorefinery process was also examined.

text: Integration of Biomass Conversion Technologies and Geothermal Heat into a Model Wood Processing Cluster Due to the anticipated future demand for bio-derived fuels and chemicals it is important to identify which processes would benefit from integration with existing industrial clusters, especially those producing wood based products such as pulp and paper. Specific integration schemes need to be identified and benefits, both economic and environmental, quantified to assist the successful commercialisation and adoption of these new technologies. These synergies are examples of industrial symbiosis; the sharing of resources, including utilities and services between different co-located production facilities. Total site analysis is an important tool to accomplish this task. A model of a typical wood processing cluster including a thermo-mechanical pulp and paper mill, kraft pulp and paper mill, and saw mill have been used to evaluate the integration potential of possible new entrants into the cluster. A background/foreground analysis was used to assess any heat recovery potential between the cluster and the new entrant. Some of the processes considered had little or no integration potential due to having approximately the same pinch temperature as the cluster. Large potential was found to occur where the pinch temperatures were dissimilar and the shape of the grand composite curves complimentary. The integration of geothermal heat as a means of generating surplus black liquor as a feed to a biorefinery process was also examined.

year: 2015-08-27

title: Safety first: combining task models of medical devices with numeracy skills and technical competence

authors: Bowen, Judy

subjects: computer science

abstract: We propose that by more closely aligning interdisciplinary work in (a) numeracy education for medication dosage calculations and (b) model-driven design for medical devices that are used for delivery of medication we may help address the incident-rate in incorrect medication calculations and delivery, given that such devices commonly require the user to engage with numerical information via a digital interface. We demonstrate the use of task models as a way of supporting safe, effective and efficient delivery of medication to the patient, taking as our example the use of infusion and syringe pumps in Nursing. This work indicates a new way of facilitating knowledge transfer between numeracy education and medical device design and usage, using task models. We aim to support medical professionals’ and students’ numeracy education as well as to inform the design of medical devices based on a better understanding of the use and potential errors of medication delivery by trained professionals.

text: Safety first: combining task models of medical devices with numeracy skills and technical competence We propose that by more closely aligning interdisciplinary work in (a) numeracy education for medication dosage calculations and (b) model-driven design for medical devices that are used for delivery of medication we may help address the incident-rate in incorrect medication calculations and delivery, given that such devices commonly require the user to engage with numerical information via a digital interface. We demonstrate the use of task models as a way of supporting safe, effective and efficient delivery of medication to the patient, taking as our example the use of infusion and syringe pumps in Nursing. This work indicates a new way of facilitating knowledge transfer between numeracy education and medical device design and usage, using task models. We aim to support medical professionals’ and students’ numeracy education as well as to inform the design of medical devices based on a better understanding of the use and potential errors of medication delivery by trained professionals.

year: 2019

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020