title: Energy Investment and Emissions Planning for Electricity Generation in Myanmar

authors: Win, Phyu Phyu

subjects: Energy planning

abstract: Hydropower plays a critical role in supplying electricity generation in the developing nation of Myanmar. Over the next 15 years (2015 – 2030) with anticipated rapid social and economic development in Myanmar, the demand for electricity is expected to increase from 23718 GWh in 2015 to 136605 GWh in 2030, which is nearly a six-fold increase. The aim of this thesis is to investigate the critical role of hydropower in the Myanmar electricity sector in meeting projected demand in 2030. As a result this thesis presents a detailed analysis of electricity generation in Myanmar using chiefly two methods: Energy Return on Investment (EROI) and Carbon Emissions Pinch Analysis (CEPA).
The contributions of this thesis to literature and Myanmar include: (1) the development of a low energy investment, low emissions roadmap towards achieving electricity demand in 2030 for Myanmar; (2) the identification of 20 storage-type hydropower stations that with excellent EROI values and low energy payback times, which help form the foundation of the future development roadmap; and (3), the determination of dam-type-specific empirical correlations for EROI by inputting the estimated electricity output (based on head, water flow, overall efficiency and capacity factor) and dam volume. 
By implementing the recommendation of a further 20 hydropower plants, beyond the currently installed and under-construction plants, Myanmar can achieve its ambitious 2030 electricity supply target, 136605 GWh, in which a major of generation comes from hydropower (69%). The remaining generation comes from natural gas (24%), coal 3340 GWh (2.5%) and other renewables such as solar, wind and biomass (4.5%). Compared to the Myanmar’s current National Electricity Master Plan (2014-2030) adopted by Ministry of Electric Power, the recommendations in this thesis can lead to 41% mitigation of carbon emissions with 7% less energy investment.

text: Energy Investment and Emissions Planning for Electricity Generation in Myanmar Hydropower plays a critical role in supplying electricity generation in the developing nation of Myanmar. Over the next 15 years (2015 – 2030) with anticipated rapid social and economic development in Myanmar, the demand for electricity is expected to increase from 23718 GWh in 2015 to 136605 GWh in 2030, which is nearly a six-fold increase. The aim of this thesis is to investigate the critical role of hydropower in the Myanmar electricity sector in meeting projected demand in 2030. As a result this thesis presents a detailed analysis of electricity generation in Myanmar using chiefly two methods: Energy Return on Investment (EROI) and Carbon Emissions Pinch Analysis (CEPA).
The contributions of this thesis to literature and Myanmar include: (1) the development of a low energy investment, low emissions roadmap towards achieving electricity demand in 2030 for Myanmar; (2) the identification of 20 storage-type hydropower stations that with excellent EROI values and low energy payback times, which help form the foundation of the future development roadmap; and (3), the determination of dam-type-specific empirical correlations for EROI by inputting the estimated electricity output (based on head, water flow, overall efficiency and capacity factor) and dam volume. 
By implementing the recommendation of a further 20 hydropower plants, beyond the currently installed and under-construction plants, Myanmar can achieve its ambitious 2030 electricity supply target, 136605 GWh, in which a major of generation comes from hydropower (69%). The remaining generation comes from natural gas (24%), coal 3340 GWh (2.5%) and other renewables such as solar, wind and biomass (4.5%). Compared to the Myanmar’s current National Electricity Master Plan (2014-2030) adopted by Ministry of Electric Power, the recommendations in this thesis can lead to 41% mitigation of carbon emissions with 7% less energy investment.

year: 2016

title: Coverpage and Contents

authors: Waikato Geological Society

abstract: Coverpage and Contents from the Volume 2, Number 2, 1968 of Earth Science Journal.

text: Coverpage and Contents Coverpage and Contents from the Volume 2, Number 2, 1968 of Earth Science Journal.

year: 1968

title: Te Kotahitanga: culturally responsive professional development for teachers

authors: Bishop, Russell

subjects: indigenous

abstract: Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Māori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Māori students, their families, principals and some of their teachers, provides direction and focus for both the classroom pedagogy and the professional development. While the authors understand that there are many institutional changes necessary at the school level, this paper focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential.

text: Te Kotahitanga: culturally responsive professional development for teachers Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Māori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Māori students, their families, principals and some of their teachers, provides direction and focus for both the classroom pedagogy and the professional development. While the authors understand that there are many institutional changes necessary at the school level, this paper focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential.

year: 2010-05