title: Options for solar thermal and heat recovery loop hybrid system design

authors: Walmsley, Michael R.W.

abstract: Integration of solar thermal energy into low temperature pinch processes, like dairy and food and beverage processes is more economic when combined with a Heat Recovery Loop (HRL) to form a hybrid inter-plant heat recovery system. The hybrid system shares common infrastructure and improves solar heat utilisation through direct solar boosting of the HRL intermediate fluid’s temperature and enthalpy either through parallel or series application. The challenge of dealing with variable solar energy supply is less of a problem in the hybrid system because the HRL with its associated storage acts as an enthalpy buffer which absorbs temperature and flow rate fluctuations on both the heat supply (including solar) and heat demand side simultaneously. Three options for integrating solar thermal directly into HRLs are applied to a large multi-plant dairy case study to demonstrate the hot utility savings potential of the Solar-HRL hybrid system. HRL performance with Variable Temperature Storage (VTS) and solar is dynamically modelled with historical plant data. The series configuration is shown to be consistently better than parallel configuration for the same thermal storage volumes and similar heat exchanger areas.

text: Options for solar thermal and heat recovery loop hybrid system design Integration of solar thermal energy into low temperature pinch processes, like dairy and food and beverage processes is more economic when combined with a Heat Recovery Loop (HRL) to form a hybrid inter-plant heat recovery system. The hybrid system shares common infrastructure and improves solar heat utilisation through direct solar boosting of the HRL intermediate fluid’s temperature and enthalpy either through parallel or series application. The challenge of dealing with variable solar energy supply is less of a problem in the hybrid system because the HRL with its associated storage acts as an enthalpy buffer which absorbs temperature and flow rate fluctuations on both the heat supply (including solar) and heat demand side simultaneously. Three options for integrating solar thermal directly into HRLs are applied to a large multi-plant dairy case study to demonstrate the hot utility savings potential of the Solar-HRL hybrid system. HRL performance with Variable Temperature Storage (VTS) and solar is dynamically modelled with historical plant data. The series configuration is shown to be consistently better than parallel configuration for the same thermal storage volumes and similar heat exchanger areas.

year: 2014-08-31

title: The quest for extreme water repellency: Superhydrophobicity made easy

authors: Saunders, Graham C.

subjects: chemistry

abstract: In his seminal work On Floating Bodies I Archimedes of Syracuse provided an explanation of the action of solid bodies on water. Although his thesis immediately benefitted King Heiro II² and has continued to serve mankind well, it ignores the effect of the interfacial interactions between the solid, water and air (surface tension). These interactions are negligible, or at least are considered negligible, compared to forces arising from the effect of gravity on large bodies. However, as the mass of the body decreases, the surface interactions become increasingly important leading to some unusual and potentially useful phenomena. The understanding and application of these effects is currently driving much fundamental research by physicists, chemical engineers, material scientists, and chemists into surfaces that display extreme properties, in particular extreme water repellency, or superhydrophobicitv. It is only comparatively recently that detailed mathematical expressions for the interaction between a liquid, solid and gas at these extremes have been developed, making progress that parallels that for the fabrication of these surfaces.

text: The quest for extreme water repellency: Superhydrophobicity made easy In his seminal work On Floating Bodies I Archimedes of Syracuse provided an explanation of the action of solid bodies on water. Although his thesis immediately benefitted King Heiro II² and has continued to serve mankind well, it ignores the effect of the interfacial interactions between the solid, water and air (surface tension). These interactions are negligible, or at least are considered negligible, compared to forces arising from the effect of gravity on large bodies. However, as the mass of the body decreases, the surface interactions become increasingly important leading to some unusual and potentially useful phenomena. The understanding and application of these effects is currently driving much fundamental research by physicists, chemical engineers, material scientists, and chemists into surfaces that display extreme properties, in particular extreme water repellency, or superhydrophobicitv. It is only comparatively recently that detailed mathematical expressions for the interaction between a liquid, solid and gas at these extremes have been developed, making progress that parallels that for the fabrication of these surfaces.

year: 2009-07

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