title: Total site targeting with stream specific minimum temperature difference

authors: Fodor, Zsófia

subjects: Exchanger area

abstract: The paper focuses on extending traditional Total Site Integration methodology to produce more meaningful utility and heat recovery targets for the process design. The traditional methodology leads to inadequate results due to inaccurate estimation of the overall Total Site heat recovery targets. The new methodology is a further development of a recently extended traditional pinch methodology. The previous extension was on the introduction of using an individual minimum temperature difference (δTmin) for different processes so that the δTmin is more representative of the specific process. Further this paper deals with stream specific δT min inside each process by setting different δT contribution (δTcont) and also using different δTcont between the process streams and the utility systems. The paper describes the further extended methodology called stream specific targeting methodology. A case study applying data from a real diary factory is used to show the differences between the traditional, process specific and stream specific total site targeting methodologies. The extended methodology gives more meaningful results at the end of the targeting with this avoiding the over or under estimated heat exchanger areas in the process design.

text: Total site targeting with stream specific minimum temperature difference The paper focuses on extending traditional Total Site Integration methodology to produce more meaningful utility and heat recovery targets for the process design. The traditional methodology leads to inadequate results due to inaccurate estimation of the overall Total Site heat recovery targets. The new methodology is a further development of a recently extended traditional pinch methodology. The previous extension was on the introduction of using an individual minimum temperature difference (δTmin) for different processes so that the δTmin is more representative of the specific process. Further this paper deals with stream specific δT min inside each process by setting different δT contribution (δTcont) and also using different δTcont between the process streams and the utility systems. The paper describes the further extended methodology called stream specific targeting methodology. A case study applying data from a real diary factory is used to show the differences between the traditional, process specific and stream specific total site targeting methodologies. The extended methodology gives more meaningful results at the end of the targeting with this avoiding the over or under estimated heat exchanger areas in the process design.

year: 2012

title: Risk and resilience in gifted young people from low socio-economic backgrounds

authors: Ballam, Nadine Dawn

abstract: Gifted and talented young people from low socio-economic backgrounds are consistently under-represented in gifted programmes in New Zealand schools. This chapter reports on a qualitative study that explored the lived experiences of 101 gifted New Zealand young people from low socio-economic back-grounds. An overarching question for this study was ‘What is it about gifted young people from low socio-economic backgrounds who have achieved to exceptional levels, that has enabled them to do so?’ The risk and resilience construct was used as a lens through which to explore their experiences across a range of contexts. These young people reflected on their perceptions of their giftedness and socio-economic circumstances, their childhoods and school ex-periences, and their home lives. The stories of the participants in this study in-dicated that there are particular risks associated with both giftedness and low socio-economic status, and contribute to ideas about how these young people might be more effectively supported to develop their potential.

text: Risk and resilience in gifted young people from low socio-economic backgrounds Gifted and talented young people from low socio-economic backgrounds are consistently under-represented in gifted programmes in New Zealand schools. This chapter reports on a qualitative study that explored the lived experiences of 101 gifted New Zealand young people from low socio-economic back-grounds. An overarching question for this study was ‘What is it about gifted young people from low socio-economic backgrounds who have achieved to exceptional levels, that has enabled them to do so?’ The risk and resilience construct was used as a lens through which to explore their experiences across a range of contexts. These young people reflected on their perceptions of their giftedness and socio-economic circumstances, their childhoods and school ex-periences, and their home lives. The stories of the participants in this study in-dicated that there are particular risks associated with both giftedness and low socio-economic status, and contribute to ideas about how these young people might be more effectively supported to develop their potential.

year: 2017

title: Mentoring and teaching in academic settings:  Professional and cultural identities from one Pākehā’s perspective

authors: Middleton, Sue

subjects: biculturalism

abstract: When invited to respond to the paper on “Mentoring Māori in a Pākehā framework” by Hook, Waaka and Raumati (2007), I hesitated. Mentoring was not a term I had previously used in my professional thinking or academic writing: unlike Barbara Grant (Ratima & Grant, 2007), I had not been involved in formal mentoring programmes or immersed myself in the mentoring literature. As a Pākehā, I was not qualified to evaluate the authors’ definition of a Māori framework. At first glance, the target paper’s focus seemed to be on mentoring in commercial, rather than academic workplaces. My experience had been as a teacher, the last 30 years having been in a university School of Education. I was persuaded to undertake this commentary on the grounds that academic work involves nurturing, advising and supporting younger or less experienced colleagues, as well as students – tasks identified as mentoring in the Hook et al. paper. The following comments are informed by my everyday practices as teacher, thesis supervisor and researcher, and by my former management roles as an assistant dean of graduate studies and head of department. My angle of vision and conceptual resources are those of a (Pākehā and feminist) sociologist of education.

text: Mentoring and teaching in academic settings:  Professional and cultural identities from one Pākehā’s perspective When invited to respond to the paper on “Mentoring Māori in a Pākehā framework” by Hook, Waaka and Raumati (2007), I hesitated. Mentoring was not a term I had previously used in my professional thinking or academic writing: unlike Barbara Grant (Ratima & Grant, 2007), I had not been involved in formal mentoring programmes or immersed myself in the mentoring literature. As a Pākehā, I was not qualified to evaluate the authors’ definition of a Māori framework. At first glance, the target paper’s focus seemed to be on mentoring in commercial, rather than academic workplaces. My experience had been as a teacher, the last 30 years having been in a university School of Education. I was persuaded to undertake this commentary on the grounds that academic work involves nurturing, advising and supporting younger or less experienced colleagues, as well as students – tasks identified as mentoring in the Hook et al. paper. The following comments are informed by my everyday practices as teacher, thesis supervisor and researcher, and by my former management roles as an assistant dean of graduate studies and head of department. My angle of vision and conceptual resources are those of a (Pākehā and feminist) sociologist of education.

year: 2007-12