title: Minimising carbon emissions and energy expended for the New Zealand transport sector through to 2050

authors: Walmsley, Michael R.W.

abstract: Carbon Emissions Pinch Analysis (CEPA) and Energy Return on Energy Investment (EROI) analysis are combined to investigate the feasibility of New Zealand (NZ) reaching a 1990 emission levels for transport in 2050. The transportation sector traditionally has been a difficult area to transition to high levels of renewable energy because of the strong dependency on fossil fuels. Multiple scenarios for reducing transport emissions are analysed. With NZ’s unique mix of renewable energy resources the analysis demonstrates that NZ is in a very good position to sustainably meet their future transport needs provided substantial commitment is made to transition light vehicle fleet to hybrid vehicles, plug-in hybrids vehicles and electric vehicles by 2050. Electrification of rail within and between major centres will also require major political commitment. The resulting increase in electricity demand for transport is 3.6 TWh (or 4.8 % of electricity generation in NZ). We show the minimum amount of biofuel renewable production to achieve the goal of 1990 emissions level in 2050 is 46 PJ. Delivering 46 PJ is expected to be well within the potential biofuel production capacity of NZ. The delivery of economically competitive renewable liquid biofuels will also require close cooperation and system integration with other energy systems like the electricity sector and industrial process heat sector.

text: Minimising carbon emissions and energy expended for the New Zealand transport sector through to 2050 Carbon Emissions Pinch Analysis (CEPA) and Energy Return on Energy Investment (EROI) analysis are combined to investigate the feasibility of New Zealand (NZ) reaching a 1990 emission levels for transport in 2050. The transportation sector traditionally has been a difficult area to transition to high levels of renewable energy because of the strong dependency on fossil fuels. Multiple scenarios for reducing transport emissions are analysed. With NZ’s unique mix of renewable energy resources the analysis demonstrates that NZ is in a very good position to sustainably meet their future transport needs provided substantial commitment is made to transition light vehicle fleet to hybrid vehicles, plug-in hybrids vehicles and electric vehicles by 2050. Electrification of rail within and between major centres will also require major political commitment. The resulting increase in electricity demand for transport is 3.6 TWh (or 4.8 % of electricity generation in NZ). We show the minimum amount of biofuel renewable production to achieve the goal of 1990 emissions level in 2050 is 46 PJ. Delivering 46 PJ is expected to be well within the potential biofuel production capacity of NZ. The delivery of economically competitive renewable liquid biofuels will also require close cooperation and system integration with other energy systems like the electricity sector and industrial process heat sector.

year: 2014-09-20

title: A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning

authors: Wright, Noeline

subjects: initial teacher education

abstract: In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.

text: A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.

year: 2015

title: Wrestling with Biculturalism in Social Work Education

authors: Glubb-Smith, Kelly J.

subjects: Bicultural social work

abstract: When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

text: Wrestling with Biculturalism in Social Work Education When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

year: 2023-07-27