http://hdl.handle.net/10379/813 2017-10-29T22:05:59Z http://hdl.handle.net/10379/6826 Defining corporate energy policy and strategy to achieve carbon emissions reduction in non-energy intensive multi-site industrial organisations Finnerty, Noel; Contreras, Sergio; Sterling, Raymond; Coakley, Daniel; Keane, Marcus M. Research on the components and characteristics of long-term energy policy and strategies in large organisations is limited. Non-energy intensive multinationals do not face the environmental regulations required by their energy intensive counterparts, further widening the “energy efficiency gap” due to missed opportunities. This work investigates the development of long-term energy policy and associated strategy for nonenergy intensive multi-site organisations via a systematic literature review identifying essentials of energy policy, strategy and associated barriers/drivers to energy efficiency. Highlights include a review of energy policy guidelines and standards, an analysis of the parameters influencing decision-making practices, including the non-energy benefits of energy efficiency investments and a study of 6 top-ranked sustainable global companies to identify best-practices. Subsequently, this work proposes a methodology to formulate ‘corporate energy policy and strategy’ for nonenergy intensive industries. A case study is presented with findings on initial deployment in a Fortune 500 multinational. 2017-07-05T00:00:00Z http://hdl.handle.net/10379/6825 A systematic decision support framework and prioritization method for energy projects in industrial organisations Contreras, Sergio; Finnerty, Noel; Sterling, Raymond; Coakley, Daniel; Keane, Marcus M. This paper describes a decision support framework to help industrial organisations make positive investment decisions on energy performance improvement projects. It is intended as a simple and repeatable approach for energy managers to promote informed, unbiased energy-related decision-making from top management. The framework is underpinned by a project prioritisation tool that uses economic, environmental, social and technical criteria. This tool is a hybrid multicriteria decision method that combines Analytical Hierarchy Process, Fuzzy Logic and Technique for Order of Preference by Similarity to Ideal Solution. The proposed methodology is applied in a case study concerning five energy projects in a Fortune 500 manufacturing corporation in the life sciences industry. Results show the application of this decision support framework resulted in increased funding for energy projects within this large organisation. 2017-07-05T00:00:00Z http://hdl.handle.net/10379/6800 Axial load behaviour of a driven cast in situ pile in sand Flynn, Kevin N.; McCabe, Bryan A.; Egan, Derek [No abstract available] 2013-01-01T00:00:00Z http://hdl.handle.net/10379/6799 The use of digital resources in civil engineering education: student learning and achieving accreditation criteria Nash, Stephen; McCabe, Bryan A.; Goggins, Jamie; Healy, Mark G. The use of digital resources in higher education has risen significantly over the last ten years and will continue to do so for the foreseeable future. The challenge for educational instructors is in determining how to utilise digital resources effectively; the basis for this should not be their availability alone, but rather their ability to enhance the student learning experience and achieve desired learning outcomes. This paper describes the successful widespread integration of digital resources in the undergraduate teaching of civil engineering at the National University of Ireland, Galway. Various types of digital resources, including animations, videos, design software and case studies, are utilised. The recently completed Engineering building is itself a digital resource. Designed as a living laboratory, the building’s structure, energy systems and internal environment are heavily instrumented and the structural, environmental and energy datasets are used as teaching tools. The higher education teaching of Engineering differs significantly from that of other disciplines, such as the Arts or Humanities, in that engineering degrees are typically subject to a strict accreditation process by the national professional engineering body. In Ireland, this body (Engineers Ireland) prescribe six programme outcomes for Level 8 engineering degree programmes. The learning outcomes of individual course modules must therefore map onto one or more of these prescribed programme outcomes. The aim of this paper is to elucidate how digital resources have been used successfully by academic staff in the teaching of civil engineering subjects to help achieve professional accreditation criteria whilst also providing a more engaging student learning experience. 2012-01-01T00:00:00Z