title: A peer professional learning group: A professional identity forum

authors: Alford, Zoë

subjects: peer

abstract: In response to the challenges of academic work when studying for Masters of Counselling degrees at a distance from the university while living in a geographically isolated community in Aotearoa New Zealand, Kandyce Bevan, Nicola Carroll and I came together to work in a peer professional learning group. This thesis tells the stories of how we worked together, and what we did when we worked together. Although our original intentions in working together were to help each other with our university studies and practise counselling skills, what we achieved was the provision of a forum for performing, audiencing, and authenticating our fledgling professional identities and knowledge in the liminal phase of the rite of passage between being positioned as students at university and full immersion in professional practice.

Nicola, Kandyce and I collaborated in deciding the focus, research question, and method for this project. We drew on the practices and postmodern philosophies of narrative therapy in our deliberations. Accordingly, social constructionism, post-structuralism, discourse and positioning theories underpin this project. The method chosen was a bricolage of qualitative research methods: co-operative inquiry, appreciative inquiry, narrative inquiry, and participatory action research.
We met five times for this project. The first three meetings were to decide and refine the focus of the project, the research question and the method. The fourth meeting was the main data-generating conversation. In the fifth meeting Nicola and Kandyce were invited to comment on, and contribute to, the stories I had constructed from our conversations. 
The key finding of this project was that it is important, useful, and indeed may be necessary, for students learning a postmodern approach to counselling to have an appropriate forum outside the university in which their fledgling professional identities and knowledge can be performed, audienced and authenticated. Many students will be able to engage supervisors with a matched paradigm for the purpose of such performances. However, in the absence of supervisors who know narrative practice, such performance of professional identity may not be possible. A peer professional learning group, such as ours, may not be able to fulfil all of the functions of supervision, but it can provide a forum to contribute significantly to the shaping of professional identity. It can also provide a safe place to practise counselling skills ethically, and act as a crucible for the co-construction of knowledge.

text: A peer professional learning group: A professional identity forum In response to the challenges of academic work when studying for Masters of Counselling degrees at a distance from the university while living in a geographically isolated community in Aotearoa New Zealand, Kandyce Bevan, Nicola Carroll and I came together to work in a peer professional learning group. This thesis tells the stories of how we worked together, and what we did when we worked together. Although our original intentions in working together were to help each other with our university studies and practise counselling skills, what we achieved was the provision of a forum for performing, audiencing, and authenticating our fledgling professional identities and knowledge in the liminal phase of the rite of passage between being positioned as students at university and full immersion in professional practice.

Nicola, Kandyce and I collaborated in deciding the focus, research question, and method for this project. We drew on the practices and postmodern philosophies of narrative therapy in our deliberations. Accordingly, social constructionism, post-structuralism, discourse and positioning theories underpin this project. The method chosen was a bricolage of qualitative research methods: co-operative inquiry, appreciative inquiry, narrative inquiry, and participatory action research.
We met five times for this project. The first three meetings were to decide and refine the focus of the project, the research question and the method. The fourth meeting was the main data-generating conversation. In the fifth meeting Nicola and Kandyce were invited to comment on, and contribute to, the stories I had constructed from our conversations. 
The key finding of this project was that it is important, useful, and indeed may be necessary, for students learning a postmodern approach to counselling to have an appropriate forum outside the university in which their fledgling professional identities and knowledge can be performed, audienced and authenticated. Many students will be able to engage supervisors with a matched paradigm for the purpose of such performances. However, in the absence of supervisors who know narrative practice, such performance of professional identity may not be possible. A peer professional learning group, such as ours, may not be able to fulfil all of the functions of supervision, but it can provide a forum to contribute significantly to the shaping of professional identity. It can also provide a safe place to practise counselling skills ethically, and act as a crucible for the co-construction of knowledge.

year: 2012

title: Heat pump integration for total site waste heat recovery

authors: Liew, Peng Yen

abstract: Total Site Heat Integration (TSHI) promotes energy recovery between processes to enhance overall energy efficiency of an industrial complex. Various industrial waste heat utilisation technologies have been studied to improve the energy efficiency of energy system. Vapour compression as an open loop heat pump system has good potential to be used to upgrade the waste heat to useful heat in Total Site systems. Vapour compression systems upgrade low grade waste heat by supplying a low quantity of high pressure steam (thermocompressor) or mechanical work (mechanical-compressor) to generate higher pressure steam, as is common with evaporation systems. The vapour compression system recovers the latent heat content of the industrial waste heat, which reduces cooling demand, decreasing the demand for high quality steam and reducing boiler load. This paper introduces an effective Total Site targeting methodology to integrate open cycle heat pump systems, i.e. vapour compression technologies, into an integrated industrial energy system for enhancing overall site energy efficiency. Industrial waste heat and high quality steam demand are able to be reduced simultaneously though this integration. The energy reduction and cost-benefit of thermo-compressor and mechanical-compressor installations are compared through a literature case study. The case study showed a deficit of heat at the MPS and a surplus of heat the LPS, which was identified as a candidate for compression according to the appropriate placement principle for heat pumps. For the case study, a four-stage mechanical vapour compression system and two-stage thermal vapour compression system resulted in an energy cost reductions of 343,859 USD/y and 168,829 USD/y.

text: Heat pump integration for total site waste heat recovery Total Site Heat Integration (TSHI) promotes energy recovery between processes to enhance overall energy efficiency of an industrial complex. Various industrial waste heat utilisation technologies have been studied to improve the energy efficiency of energy system. Vapour compression as an open loop heat pump system has good potential to be used to upgrade the waste heat to useful heat in Total Site systems. Vapour compression systems upgrade low grade waste heat by supplying a low quantity of high pressure steam (thermocompressor) or mechanical work (mechanical-compressor) to generate higher pressure steam, as is common with evaporation systems. The vapour compression system recovers the latent heat content of the industrial waste heat, which reduces cooling demand, decreasing the demand for high quality steam and reducing boiler load. This paper introduces an effective Total Site targeting methodology to integrate open cycle heat pump systems, i.e. vapour compression technologies, into an integrated industrial energy system for enhancing overall site energy efficiency. Industrial waste heat and high quality steam demand are able to be reduced simultaneously though this integration. The energy reduction and cost-benefit of thermo-compressor and mechanical-compressor installations are compared through a literature case study. The case study showed a deficit of heat at the MPS and a surplus of heat the LPS, which was identified as a candidate for compression according to the appropriate placement principle for heat pumps. For the case study, a four-stage mechanical vapour compression system and two-stage thermal vapour compression system resulted in an energy cost reductions of 343,859 USD/y and 168,829 USD/y.

year: 2016

title: Māori Psychology Workforce & Māori-Focussed Course Content Review

authors: Waitoki, Waikaremoana

abstract: The Ministry of Health (2014) acknowledges that inaccurate and unreliable workforce data collections have been an issue for some time. This is a particular issue for the psychology workforce, with there being no single data set able to accurately and reliably describe the psychology workforce in detail. The annual psychology workforce survey was discontinued post 2010, although District Health Board (DHB) Shared Services does provide a dataset pertaining to the DHB psychology workforce. This report details the paper presents data relating to the: Current Māori psychology workforce; and describes the inclusion of Māori focused content within university psychology department courses.

text: Māori Psychology Workforce & Māori-Focussed Course Content Review The Ministry of Health (2014) acknowledges that inaccurate and unreliable workforce data collections have been an issue for some time. This is a particular issue for the psychology workforce, with there being no single data set able to accurately and reliably describe the psychology workforce in detail. The annual psychology workforce survey was discontinued post 2010, although District Health Board (DHB) Shared Services does provide a dataset pertaining to the DHB psychology workforce. This report details the paper presents data relating to the: Current Māori psychology workforce; and describes the inclusion of Māori focused content within university psychology department courses.

year: 2015