title: Minimising energy use in milk powder production using process integration techniques

authors: Atkins, Martin John

subjects: milk powder producation

abstract: Spray drying of milk powder is an energy intensive process and there remains a significant opportunity to reduce energy consumption by applying process integration principles. The ability to optimally integrate the drying process with the other processing steps has the potential to improve the overall efficiency of the entire process, especially when exhaust heat recovery is considered. However, achieving the minimum energy targets established using pinch analysis results in heat exchanger networks that, while theoretically feasible, are impracticable, unrealistic, contain large number of units, and ultimately uneconomic. Integration schemes that are acceptable from an operational point of view are examined in this paper. The use of evaporated water is an important factor to achieve both energy and water reductions. The economics of additional heat recovery seem favourable and exhaust heat recovery is economically justifiable on its own merits, although milk powder deposition should be minimised by selecting an appropriate target temperature for the exhaust air. This will restrict the amount of heat recovery but minimise operational risk from heat exchanger fouling. The thermodynamic constraints caused by the operating temperatures of the dryer and the poor economics exclude the use of heat pumps for exhaust heat recovery in the short to medium term.

text: Minimising energy use in milk powder production using process integration techniques Spray drying of milk powder is an energy intensive process and there remains a significant opportunity to reduce energy consumption by applying process integration principles. The ability to optimally integrate the drying process with the other processing steps has the potential to improve the overall efficiency of the entire process, especially when exhaust heat recovery is considered. However, achieving the minimum energy targets established using pinch analysis results in heat exchanger networks that, while theoretically feasible, are impracticable, unrealistic, contain large number of units, and ultimately uneconomic. Integration schemes that are acceptable from an operational point of view are examined in this paper. The use of evaporated water is an important factor to achieve both energy and water reductions. The economics of additional heat recovery seem favourable and exhaust heat recovery is economically justifiable on its own merits, although milk powder deposition should be minimised by selecting an appropriate target temperature for the exhaust air. This will restrict the amount of heat recovery but minimise operational risk from heat exchanger fouling. The thermodynamic constraints caused by the operating temperatures of the dryer and the poor economics exclude the use of heat pumps for exhaust heat recovery in the short to medium term.

year: 2012

title: Match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes: A systematic review.

authors: Sella, Francesco Stefano

subjects: Rugby 7s

abstract: Sella, FS, McMaster, DT, Beaven, CM, Gill, ND, and Hébert-Losier, K. Match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes: A systematic review. J Strength Cond Res 33(12): 3463-3474, 2019-Since the inclusion of rugby sevens in the 2016 Olympic Games, the popularity of women's rugby sevens has grown rapidly worldwide. This systematic review aimed to summarize the scientific literature addressing the match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes and to highlight differences between competition levels and playing positions. Four electronic databases were searched, as were the reference lists and key journals. Hedges' g effect sizes with 95% confidence intervals were calculated to evaluate differences between elite and nonelite athletes, and backs and forwards. Twenty-seven studies met inclusion criteria and scored 68 ± 13% upon quality assessment. Comparisons between groups were restricted to variables where data were available. Greater running demands and intensities, number of sprints and accelerations, but lower physiological responses characterized international matches compared with nationals. At international level, backs demonstrated greater running demands and intensities, number of sprints, and physiological responses than forwards. Elite athletes were leaner, taller, and displayed superior physical qualities (e.g., maximal speed, power, upper-body strength, and aerobic capacity) compared with nonelite athletes. At elite level, forwards were heavier and displayed greater upper-body strength, whereas backs showed greater acceleration and maximal speed abilities. The specific match demands and physical requirements of female rugby sevens athletes competing at different playing levels and playing positions must be considered for developing effective training programs.

text: Match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes: A systematic review. Sella, FS, McMaster, DT, Beaven, CM, Gill, ND, and Hébert-Losier, K. Match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes: A systematic review. J Strength Cond Res 33(12): 3463-3474, 2019-Since the inclusion of rugby sevens in the 2016 Olympic Games, the popularity of women's rugby sevens has grown rapidly worldwide. This systematic review aimed to summarize the scientific literature addressing the match demands, anthropometric characteristics, and physical qualities of female rugby sevens athletes and to highlight differences between competition levels and playing positions. Four electronic databases were searched, as were the reference lists and key journals. Hedges' g effect sizes with 95% confidence intervals were calculated to evaluate differences between elite and nonelite athletes, and backs and forwards. Twenty-seven studies met inclusion criteria and scored 68 ± 13% upon quality assessment. Comparisons between groups were restricted to variables where data were available. Greater running demands and intensities, number of sprints and accelerations, but lower physiological responses characterized international matches compared with nationals. At international level, backs demonstrated greater running demands and intensities, number of sprints, and physiological responses than forwards. Elite athletes were leaner, taller, and displayed superior physical qualities (e.g., maximal speed, power, upper-body strength, and aerobic capacity) compared with nonelite athletes. At elite level, forwards were heavier and displayed greater upper-body strength, whereas backs showed greater acceleration and maximal speed abilities. The specific match demands and physical requirements of female rugby sevens athletes competing at different playing levels and playing positions must be considered for developing effective training programs.

year: 2019

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009