title: Carbon emissions efficiency and economics of combined heat and power in New Zealand

authors: Atkins, Martin John

abstract: Combined Heat and Power (CHP) or cogeneration, is a common and often cost effective method to maximise the efficiency and utilisation of fossil fuels. Greenhouse Gas (GHG) emissions from the electricity generated using CHP is also an important factor to consider, especially within the framework of emissions reduction and uptake of renewable generation. This paper will present a detailed analysis of the economics of industrial CHP within New Zealand and examine the potential of CHP to contribute to GHG emissions reduction. An emissions factor from electricity generation using CHP is defined based on the marginal efficiency of electricity generation. The economics of CHP in New Zealand can be favourable under certain conditions although the emissions of generation using fossil fuels in all cases was higher than grid purchased electricity, due to high levels of renewable generation. A reduction in emissions can occur in countries that have medium to high Grid Emissions Factors (GEF) such as the US, UK, Australia, India, and China. Countries with GEF less than around 0.2 t CO2-eq /MW el would need to utilise biomass to achieve large emissions reductions using CHP.

text: Carbon emissions efficiency and economics of combined heat and power in New Zealand Combined Heat and Power (CHP) or cogeneration, is a common and often cost effective method to maximise the efficiency and utilisation of fossil fuels. Greenhouse Gas (GHG) emissions from the electricity generated using CHP is also an important factor to consider, especially within the framework of emissions reduction and uptake of renewable generation. This paper will present a detailed analysis of the economics of industrial CHP within New Zealand and examine the potential of CHP to contribute to GHG emissions reduction. An emissions factor from electricity generation using CHP is defined based on the marginal efficiency of electricity generation. The economics of CHP in New Zealand can be favourable under certain conditions although the emissions of generation using fossil fuels in all cases was higher than grid purchased electricity, due to high levels of renewable generation. A reduction in emissions can occur in countries that have medium to high Grid Emissions Factors (GEF) such as the US, UK, Australia, India, and China. Countries with GEF less than around 0.2 t CO2-eq /MW el would need to utilise biomass to achieve large emissions reductions using CHP.

year: 2017

title: Serendipity: integrated environment support for process modelling, enactment and improvement

authors: Grundy, John C.

subjects: computer science

abstract: Large cooperative work systems require work coordination, context awareness and process modelling and enactment mechanisms to be effective. The Serendipity environment provides visual languages for specifying process models and event processing. Enacted models can be modified during or after use and can act as plans of work to be done, describe work in progress, and record work done on a project. Serendipity has been integrated with an Information Systems engineering environment and office automation applications, without modification to these pre-existing tools. Animation of process models allows collaborating users to remain aware of the work contexts of their collaborators. Information about the current enacted process stage is attached to descriptions of changes made to work artefacts, recording the context of work. Such changes are also stored by the process stage, allowing collaborators to review the stage work history. Serendipity's visual event processing language allows users to specify rules and actions triggered by enactment, process or work artefact modification, or tool events. This paper describes Serendipity, our experiences using it, and its architecture and implementation.

text: Serendipity: integrated environment support for process modelling, enactment and improvement Large cooperative work systems require work coordination, context awareness and process modelling and enactment mechanisms to be effective. The Serendipity environment provides visual languages for specifying process models and event processing. Enacted models can be modified during or after use and can act as plans of work to be done, describe work in progress, and record work done on a project. Serendipity has been integrated with an Information Systems engineering environment and office automation applications, without modification to these pre-existing tools. Animation of process models allows collaborating users to remain aware of the work contexts of their collaborators. Information about the current enacted process stage is attached to descriptions of changes made to work artefacts, recording the context of work. Such changes are also stored by the process stage, allowing collaborators to review the stage work history. Serendipity's visual event processing language allows users to specify rules and actions triggered by enactment, process or work artefact modification, or tool events. This paper describes Serendipity, our experiences using it, and its architecture and implementation.

year: 1996-08

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008