Life cycle analysis of UK coal fired power plants

This paper examines the life cycle GHG emissions from existing UK pulverized coal power plants. The life cycle of the electricity Generation plant includes construction, operation and decommissioning. The operation phase is extended to upstream and downstream processes. Upstream processes include the mining and transport of coal including methane leakage and the production and transport of limestone and ammonia, which are necessary for flue gas clean up. Downstream processes, on the other hand, include waste disposal and the recovery of land used for surface mining. The methodology used is material based process analysis that allows calculation of the total emissions for each process involved. A simple model for predicting the energy and material requirements of the power plant is developed. Preliminary calculations reveal that for a typical UK coal fired plant, the life cycle emissions amount to 990 g CO2-e/kWh of electricity generated, which compares well with previous UK studies. The majority of these emissions result from direct fuel combustion (882 g/kWh 89%) with methane leakage from mining operations accounting for 60% of indirect emissions. In total, mining operations (including methane leakage) account for 67.4% of indirect emissions, while limestone and other material production and transport account for 31.5%. The methodology developed is also applied to a typical IGCC power plant. It is found that IGCC life cycle emissions are 15% less than those from PC power plants. Furthermore, upon investigating the influence of power plant parameters on life cycle emissions, it is determined that, while the effect of changing the load factor is negligible, increasing efficiency from 35% to 38% can reduce emissions by 7.6%. The current study is funded by the UK National Environment Research Council (NERC) and is undertaken as part of the UK Carbon Capture and Storage Consortium (UKCCSC). Future work will investigate the life cycle emissions from other power generation technologies with and without carbon capture and storage. The current paper reveals that it might be possible that, when CCS is employed. the emissions during generation decrease to a level where the emissions from upstream processes (i.e. coal production and transport) become dominant, and so, the life cycle efficiency of the CCS system can be significantly reduced. The location of coal, coal composition and mining method are important in determining the overall impacts. In addition to studying the net emissions from CCS systems, future work will also investigate the feasibility and technoeconomics of these systems as a means of carbon abatement.

The challenges of creating actionable knowledge: an action research perspective

Academia has a critical role in developing new knowledge which construction industry practitioners need to envision, undertake and sustain successful innovation. The new knowledge produced by academia, however, often does not satisfy the needs of practitioners. This unsatisfactory state of affairs is frequently taken to be the consequence of the cultural, motivational and operational differences between the two communities. Actionable knowledge is presented as a useful concept which can fuse the expectations, contributions and outputs of academia and practitioners. Within this context, action research is argued to be an appropriate methodology to develop successful actionable knowledge. Results from an action research project are given which provide researchers and practitioners greater understanding of the key factors that shape the degree to which action research produces actionable knowledge: change focus, collaboration capabilities and systematic process. The criteria intrinsic to Mode 2 research (Gibbons et al., 1994) are demonstrated to have utility in evidencing actionable knowledge. The implication for policy is that there is a need to develop and use appropriate actionable knowledge frameworks and measures to design funding calls, and to evaluate research proposals and outputs.

Models, mathematics and meaning in interdisciplinary research

Interdisciplinary research presents particular challenges for unambiguous communication. Frequently, the meanings of words differ markedly between disciplines, leading to apparent consensus masking fundamental misunderstandings. Researchers can agree on the need for models, but conceive of models fundamentally differently. While mathematics is frequently seen as an elitist language reinforcing disciplinary distinctions, both mathematics and modelling can also offer scope to bridge disciplinary epistemological divisions and create common ground on which very different disciplines can meet. This paper reflects on the role and scope for mathematics and modelling to present a common epistemological space in interdisciplinary research spanning the social, natural and engineering sciences.

Comparative performance of UK PFI and non-PFI hospitals

Since the first PFI hospital was established in 1994, many debates centred on the value for money and risk transfer in PFIs. Little concern is shown with PFI hospitals’ performance in delivering healthcare. Exploratory research was carried out to compare PFI with non‐PFI hospital performance. Five performance indicators were analysed to compare differences between PFI and non‐PFI hospitals, namely the length of waiting, the length of stay, MRSA infection rate, C difficile infection rate and patient experience. Data was collected from various government bodies. The results show that only some indexes measuring patient experience emerge statistically significant. This leads to a conclusion that PFI hospitals may not perform better than non‐PFI hospitals but they are not worse than non‐PFI hospitals in the delivery of services. However, future research needs to pay attention to reliability and validity of data sets currently available to undertake comparison.

Overview of an innovative EU-China collaboration in education and research in sustainable built environment

This paper introduces an international collaboration of EU and Asia in education, training and research in the field of sustainable built environment, which attempts to develop a network of practical and intellectual knowledge and training exchange between Chinese and European Universities in the field of sustainable building design and construction. The projects funded by the European Commission Asia Link program, UK Foreign & Commonwealth Office, British Council and the UK Engineering Physical Sciences Council (EPSRC) have been introduced. The projects have significant impacts on promoting sustainable development in built environment in China. The aim of this paper is to share the experiences with those who are interested and searching the ways to collaborate with China in education and research.

Evolution or extinction? Reflections on the future of research in educational leadership and management

Consideration of the quality, relevance and utility of research in educational leadership and management has been a growing concern of researchers, policy-makers and practitioners, but there is little agreement about its current state or priorities for development. The article reflects on the key criticisms that have been made of research in educational leadership and management in this issue, and elsewhere. It considers how we might begin to devise better ways of understanding its audiences, judging its quality and identifying priorities for the future. It argues that the research reflects its capture by those with particular interests or values, and impacts in ways which are complex and indirect. If educational leadership and management research is to be secure in its perceived value and contribution in the future, several developments are needed, including a greater emphasis on interdisciplinarity, an expansion of the range of methodologies, particularly qualtitative studies; and these shifts must be evident in training researchers as well as in the conduct of research.

Second language listening strategy research: methodological challenges and perspectives

This paper explores methodological issues related to research into second language listening strategies. We argue that a number of central questions regarding research methodology in this line of enquiry are underexamined, and we engage in the discussion of three key methodological questions: (1) To what extent is a verbal report a valid and reliable way of eliciting information about strategies? (2) Should we control for learners' level of linguistic knowledge when examining their listening strategy use? and (3) What are the problems surrounding the analysis of data gained through verbal reports? We discuss each of these three methodological issues within the framework of a research project investigating listening strategies deployed by learners of French in secondary schools in England. Implications from these findings for future research are discussed.

Primary music education: the misrepresentation of the ideals of curricula in research

The author starts from a historical viewpoint to suggest that, at primary level, we have tended to perpetuate a nineteenth-century notion of music education. This is evident in the selection and organisation of musical content in curriculum documents, the scope of the teacher-pupil transaction implicit in these and the assumptions about music education which underpin research on practice conducted at official policy level. In light of the introduction of the 1999 Revised Primary School Curriculum, with its change in emphasis, she notes that it is timely to reconsider the situation. Central to this is the need to challenge the notion of music as a set of delineated skills, to explore the relationship between the primary teacher and music, and to move towards a notion of research which acknowledges the richness of multiple interpretations teachers bring to the curriculum.

IEPs in mainstream secondary schools: an agenda for research

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic encumbrance, whilst others, going about the process of writing IEPs in very different ways, report that the process is both manageable and beneficial to the children concerned. Given this contradictory evidence, there is an urgent need for research into this area. Having looked at three case-studies of schools using very different methods to write IEPs in ways with which they feel comfortable, a research agenda is set out with a view to informing policies which ensure that resources spent on SEN are used as productively as possible.