A review of biomass co-firing in North America

Biomass fuels have long been accepted as useful renewable energy sources, especially in mitigating greenhouse gases (GHG), nitrogen oxides, and sulfur oxide emissions. Biomass fuel is carbon neutral and is usually low in both nitrogen and sulfur. For the past decade, various forms of biomass fuels have been co-combusted in existing coal-fired boilers and gas-fired power plants. Biomass is used as a supplemental fuel to substitute for up to 10% of the base fuel in most full commercial operations. There are several successful co-firing projects in many parts of the world, particularly in Europe and North America. However, despite remarkable commercial success in Europe, most of the biomass co-firing in North America is limited to demonstration levels. This review takes a detailed look at several aspects of biomass co-firing with a direct focus on North America. It also explores the benefits, such as the reduction of GHG emissions and its implications. This paper shows the results of our studies of the biomass resources available in North America that can be used in coal-fired boilers, their availability and transportation to the power plant, available co-firing levels and technologies, and various technological and environmental issues associated with biomass co-firing. Finally, the paper proffers solutions to help utility companies explore biomass co-firing as a transitional option towards a completely carbon-free power sector in North America.

Blending Art and Science in Nurse Education: The Benefits and Impact of Creative Partnerships

Blending Art and Science in Nurse Education: The Benefits and Impact of Creative Partnerships

This paper presents the benefits of an innovative education partnership between lecturers from the School of Nursing and Midwifery, Queens University Belfast and Arts Care, a unique Arts and Health Charity in Northern Ireland, to engage nursing students in life sciences

Nursing and Midwifery students often struggle to engage with life science modules because they lack confidence in their ability to study science.This project was funded by a Teaching Innovation Award from the School of Nursing and Midwifery, Queens University Belfast, to explore creative ways of engaging year one undergraduate nursing students in learning anatomy and physiology. The project was facilitated through collaboration between Teaching staff from the School of Nursing and Midwifery and Arts Care, Northern Ireland. This unique Arts and Health Charity believes in the benefits of creativity to well being.

RESEARCH OBJECTIVE(S)
To explore creative ways of engaging year one undergraduate nursing students in learning anatomy and physiology.

METHODS AND METHODLOGY
Students participated in a series of workshops designed to explore the cells, tissues and organs of the human body through the medium of felt. Facilitated by an Arts Care artist, and following self-directed preparation, students discussed and translated their learning of the cells, tissues and organs of the human body into striking felt images. During the project students kept a reflective journal of their experience to document how participation in the project enhanced their learning and professional development

RESULTS
Creativity transformed and brought to life the students learning of the cells, tissues and organs of the human body.

The project culminated in the exhibition of a unique body of artwork which has been exhibited across Northern Ireland in hospitals and galleries and viewed by fellow students, teaching staff, nurses from practice, artists, friends, family and members of the public.

CONCLUSION
The impact of creativity learning strategies in nurse education should be further explored.

REFERENCES
Bennett, M and Rogers, K.MA. (2014) First impressions matter: an active, innovative and engaging method to recruit student volunteers for a pedagogic project. Reflections, Available online at: QUB, Centre for Educational Development / Publications / Reflections Newsletter, Issue 18, June 2014.

Chickering,A.W. and Gamson,Z.F. (1987) Seven principles for good practice in undergraduate education The American Association for Higher Education Bulletin, March. http://www.aahea.org/aahea/articles/sevenprinciples1987.htm, accessed 8th August 2014

Fell, P., Borland, G., Lynne, V. (2012) Lab versus lectures: can lab based practical sessions improve nursing students’ learning of bioscience? Health and Social Care Education 3:1, 33-38