title: The Anthropology of Islam Reader [Book Review]

authors: Drury, Abdullah

subjects: book review

abstract: This article reviews the book, “The Anthropology of Islam Reader”, edited by Jens Kreinath.

text: The Anthropology of Islam Reader [Book Review] This article reviews the book, “The Anthropology of Islam Reader”, edited by Jens Kreinath.

year: 2013

title: New high temperature transcritical CO2 heat pump concept for spray drying

authors: Kong, Lana

subjects: high temperature heat pump

abstract: The need to decarbonise the industrial sector requires new innovations in high temperature heating. The development of an industrial high temperature heat pump presents not only great emissions reduction potential but also cost saving potential for industrial process heat users. Compared to boilers with efficiencies ranging from 70 to 99%, heat pumps have the ability to leverage renewable electricity to supply heating as a standalone technology (air-source heat pumps), with one unit if electricity being able to supply multiple units of heat (Coefficient of Performance > 1) or integrate with existing boilers to reduce steam demand (air-source or waste heat recovery).
This thesis investigates a novel high temperature transcritical CO2 heat pump concept using a case study in milk powder spray drying. A series of cycle architectures were modelled that incorporated internal heat exchangers and cascade arrangements to assess their effect on thermodynamic performance for not only large temperature lifts (>150 °C) but also large temperature glides (>150 °C). A transcritical-transcritical cascade configuration was found to achieve a sink temperature of 200 °C with a COP of 2.22 at moderate discharge pressures (150 bar) compared to what is currently available in the literature (>200 bar). Expansion work recovery, using ejectors and expanders, was further explored to reduce exergy losses, achieving incremental COP gains up to 2.35. However, it was determined that, at this stage, the marginal increases in COP did not overcome the challenges in complexity of integrating an expander or ejector within the system.

A comparison of integration options was undertaken that compared the high temperature heat pump integration with fuel switching to electrode or biomass boilers. Hybrid configurations of heat pump and boilers were also assessed at varying utility prices to determine whether an optimum sink temperature existed to minimise the operational cost. With this, a multi-temperature heat pump configuration was found to improve the COP of the heat pump to 2.55 for air heating to 200 °C, which emphasises the importance of temperature profile matching in heat pump design. Operating costs depended on the electricity-to-biomass price ratio and grid emissions intensity. In all cases, electrode boiler conversions had the highest operational cost. Price ratios below 2.75 were favourable for full electrification using a heat pump, while price ratios above 3.67 favoured a full biomass conversion. Between these two price ratios, the optimal hybrid configuration was to supply the air heating up to the temperature level for the fluidised bed (102 °C) using a heat pump and supply the remainder of the heating using a biomass boiler. In comparison to coal, the proposed solutions achieved emissions savings between 55 and 94 %.

The wider potential for the high temperature heat pump concept was then estimated, revealing a broader potential for CO2 high temperature heat pumps to supply hundreds of petajoules per year of low-carbon heat across a diverse range of industrial sectors. Due to being able to produce both large temperature glides and large temperature lifts, the CO2 high temperature heat pump was particularly suited for a range of drying processes (further than milk powder spray drying). Potential source and sink streams for the heat pump were identified for each application to estimate possible COPs, which ranged between 2.0 and 3.05 for sink outlet temperatures ranging from 110 to 280 °C. Emissions reduction was shown to be viable for nearly all regions when displacing coal, but requires cleaner electricity grids or higher COPs when displacing natural gas.

This thesis contributes an in depth thermodynamic analysis of both a novel high temperature heat pump cycle architecture and a novel application of high temperature heat pumps into the milk powder spray drying process. Additionally, this thesis contributes a cross-sectoral analysis for implementation, collating potential source and sink streams across a variety of applications.

text: New high temperature transcritical CO2 heat pump concept for spray drying The need to decarbonise the industrial sector requires new innovations in high temperature heating. The development of an industrial high temperature heat pump presents not only great emissions reduction potential but also cost saving potential for industrial process heat users. Compared to boilers with efficiencies ranging from 70 to 99%, heat pumps have the ability to leverage renewable electricity to supply heating as a standalone technology (air-source heat pumps), with one unit if electricity being able to supply multiple units of heat (Coefficient of Performance > 1) or integrate with existing boilers to reduce steam demand (air-source or waste heat recovery).
This thesis investigates a novel high temperature transcritical CO2 heat pump concept using a case study in milk powder spray drying. A series of cycle architectures were modelled that incorporated internal heat exchangers and cascade arrangements to assess their effect on thermodynamic performance for not only large temperature lifts (>150 °C) but also large temperature glides (>150 °C). A transcritical-transcritical cascade configuration was found to achieve a sink temperature of 200 °C with a COP of 2.22 at moderate discharge pressures (150 bar) compared to what is currently available in the literature (>200 bar). Expansion work recovery, using ejectors and expanders, was further explored to reduce exergy losses, achieving incremental COP gains up to 2.35. However, it was determined that, at this stage, the marginal increases in COP did not overcome the challenges in complexity of integrating an expander or ejector within the system.

A comparison of integration options was undertaken that compared the high temperature heat pump integration with fuel switching to electrode or biomass boilers. Hybrid configurations of heat pump and boilers were also assessed at varying utility prices to determine whether an optimum sink temperature existed to minimise the operational cost. With this, a multi-temperature heat pump configuration was found to improve the COP of the heat pump to 2.55 for air heating to 200 °C, which emphasises the importance of temperature profile matching in heat pump design. Operating costs depended on the electricity-to-biomass price ratio and grid emissions intensity. In all cases, electrode boiler conversions had the highest operational cost. Price ratios below 2.75 were favourable for full electrification using a heat pump, while price ratios above 3.67 favoured a full biomass conversion. Between these two price ratios, the optimal hybrid configuration was to supply the air heating up to the temperature level for the fluidised bed (102 °C) using a heat pump and supply the remainder of the heating using a biomass boiler. In comparison to coal, the proposed solutions achieved emissions savings between 55 and 94 %.

The wider potential for the high temperature heat pump concept was then estimated, revealing a broader potential for CO2 high temperature heat pumps to supply hundreds of petajoules per year of low-carbon heat across a diverse range of industrial sectors. Due to being able to produce both large temperature glides and large temperature lifts, the CO2 high temperature heat pump was particularly suited for a range of drying processes (further than milk powder spray drying). Potential source and sink streams for the heat pump were identified for each application to estimate possible COPs, which ranged between 2.0 and 3.05 for sink outlet temperatures ranging from 110 to 280 °C. Emissions reduction was shown to be viable for nearly all regions when displacing coal, but requires cleaner electricity grids or higher COPs when displacing natural gas.

This thesis contributes an in depth thermodynamic analysis of both a novel high temperature heat pump cycle architecture and a novel application of high temperature heat pumps into the milk powder spray drying process. Additionally, this thesis contributes a cross-sectoral analysis for implementation, collating potential source and sink streams across a variety of applications.

year: 2026

title: Looking for the Tikanga in technology education

authors: Knoef, Bernard John

subjects: Maori

abstract: This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

text: Looking for the Tikanga in technology education This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

year: 2019