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    Energy, economic and environmental (3E) analysis for sustainable development: A case study of a 9.9 MW biomass power plant in Thailand
    (2021-07-01)
    Martsri, Adisak
    ;
    Yodpijit, Nantakrit
    ;
    Jongprasithporn, Manutchanok
    ;
    Junsupasen, Suparoek
    In Thailand, the use of biomass for electricity generation has been implemented with incineration technology for many years. However, recent reports indicate that electricity demand is still high and biomass power plant is one of the key factors for electricity management. The major purpose of this research paper is to analyze the energy, economic and environmental features of biomass power plant for the national sustainable development strategy. An existing 9.9 MW biomass power plant located in Suphanburi is selected as the case study to assess thermal combustion for electricity generation. The in-house operations of biomass-based power plant and the process flow of energy in terms of electricity generation using agricultural wastes and forestry residues are provided. Different expenses like capital cost, processing cost, and transportation cost and the major revenue from the sale of electricity are taken into consideration. Five environmental factors (air, sound, water, ash, and transportation) of biomass power plant for sustainability are investigated. Findings from this research project indicate that incineration is a suitable technology for biomass-based electricity generation with considerable profit for all stakeholders.
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    The role of engineering education for innovation in the 21st century
    (2019-01-01)
    Sunthonkanokpong, Wisuit
    ;
    Murphy, Elizabeth
    This conceptual paper first presents a synthesis of the central target and related concepts of five innovation policies from Asia. The paper then identifies how engineering education (EE) can help realise this target. Methods involved online, quantitative, key concept analysis combined with qualitative analysis of units of meaning. Analysis of the policies revealed that the overall target was social and economic prosperity. The prosperity is powered by a capacity for sustainability and inclusivity and by five other sub-categories of capacity as follows: human; relational; research and development; science, technology and innovation and; entrepreneurship and competitive. EE can contribute to social and economic prosperity by helping to build this capacity. Building capacity requires a shift from teaching as telling, to teaching as doing, from transmission of knowledge, to construction of knowledge, from teacher- to learner-centred learning and from didactic teaching to project- and problem-based learning situated in authentic, scientific, social and technological contexts.
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