DOCSLIB.ORG

The Benefits of Integrating Math Content Into the Elementary Art Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Benefits of Integrating Math Content Into the Elementary Art Curriculum University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2008 The Benefits of Integrating Math Content into the Elementary Art Curriculum Valerie C. Sigmon University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Teacher Education and Professional Development Commons Recommended Citation Sigmon, Valerie C., "The Benefits of Integrating Math Content into the Elementary Art Curriculum. " Master's Thesis, University of Tennessee, 2008. https://trace.tennessee.edu/utk_gradthes/446 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Valerie C. Sigmon entitled "The Benefits of Integrating Math Content into the Elementary Art Curriculum." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Science, with a major in Teacher Education. E. Stephanie Cramer, Major Professor We have read this thesis and recommend its acceptance: Patricia Davis-Wiley, Ralph Brockett Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a thesis written by Valerie C. Sigmon entitled “The Benefits of Integrating Math Content into the Elementary Art Curriculum.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Science, with a major in Teacher Education. ______________________________ E. Stephanie Cramer, Major Professor We have read this thesis and recommend its acceptance: _______________________________ Dr. Patricia Davis-Wiley _______________________________ Dr. Ralph Brockett Acceptance for the Council: _________________________________ Carolyn R. Hodges, Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) THE BENEFITS OF INTEGRATING MATH CONTENT STANDARDS INTO THE ELEMENTARY ART CURRICULUM A Thesis Presented for the Master of Science Degree University of Tennessee, Knoxville Valerie C. Sigmon May 2008 1 For K.R., and the other children who deserve a chance 2 ACKNOWLEDGEMENTS I am fortunate to enjoy the friendship and support of many good people. Sincere thanks go to these individuals who taught, advised, counseled, and sustained me during this study: my advisor and friend, Dr. Stephanie Cramer; thesis committee members Dr. Patricia Davis-Wiley and Dr. Ralph Brockett; professor Dr. John McCook; Art Supervisor Dr. Fred Patterson; Principals Lisa Light and Brenda Reliford; teachers Karen Anderson, Angela Ballard, Tanya Coats, Frances Frazor, Brenda Hitchcock, Nancy Lindsay, Myra Pickett, Amy Pipkin, Liz Sims and Debra Thompson; Math specialist Micki Dunn; Curriculum Instruction Facilitator Susan Thayer; Evaluation Specialist John Beckett; Thesis Consultant Jennifer Spirko; Brenda S. Lawson from the University of Tennessee Office of Research; husband Tim; sons Andy and Perry; mother, Thera Carr; and friends David and Linda Dietz. 3 ABSTRACT School accountability has become critical under the No Child Left Behind Act. As struggling schools strive to reach mandated proficiency levels, is it possible for an art teacher to contribute toward students‟ success by integrating math content into art lessons? This study attempts to show that without schedule changes, additional funding, or added training, an art teacher can support the efforts of classroom teachers as evidenced by increased scores on standardized math tests. The research used a Non- Equivalent Groups Design and examined pre-test and post-test scores for two groups of students. The population for this study is 3,800 elementary school children who attend Project GRAD schools. The experimental group which received integrated instruction is a convenience sample. It is comprised of 360 students who attend the 3rd, 4th, and 5th grades at two of the Project GRAD schools. The control group is made up of 3,440 students who did not receive the experimental instruction. The test scores were analyzed using t- test for normal distribution of scores, and a confidence level of .05 was selected. The results of this research indicate positive results from integrating math content into the elementary art curriculum. 4 TABLE OF CONTENTS CHAPTER ONE ................................................................................................................. 1 SURVEY OF THE SPECIFIC PROBLEM AREA ............................................................ 1 1. INTRODUCTION ...................................................................................................... 1 2. STATEMENT OF THE PROBLEM .......................................................................... 7 3. PURPOSE OF THE STUDY ...................................................................................... 7 4. SIGNIFICANCE OF THE STUDY............................................................................ 8 5. LIMITATIONS OF THE STUDY.............................................................................. 8 6. ASSUMPTIONS ....................................................................................................... 11 7. PROCEDURES......................................................................................................... 12 8. DEFINITION OF TERMS ....................................................................................... 12 9. ORGANIZATION OF THE STUDY ....................................................................... 15 CHAPTER TWO .............................................................................................................. 16 REVIEW OF LITERATURE ........................................................................................... 16 1. CURRICULUM INTEGRATION AND THE VISUAL ARTS .............................. 16 2. NO CHLD LEFT BEHIND ...................................................................................... 21 4. TOYOTA PRODUCTION SYSTEM....................................................................... 23 CHAPTER THREE .......................................................................................................... 25 METHOD AND PROCEDURES ..................................................................................... 25 1. POPULATION ......................................................................................................... 25 2. SOURCE OF THE DATA ........................................................................................ 27 3. PROCEDURES......................................................................................................... 28 4. METHODS OF DATA ANALYSIS ........................................................................ 32 CHAPTER FOUR ............................................................................................................. 33 DATA ANALYSIS ........................................................................................................... 33 1. Introduction ............................................................................................................... 33 2. RESEARCH QUESTION I: .................................................................................... 36 3. RESEARCH QUESTION II: .................................................................................... 46 4. RESEARCH QUESTION III:................................................................................... 53 CHAPTER FIVE .............................................................................................................. 65 5 CONCLUSION AND RESEARCH IMPLICATIONS .................................................... 65 1. SUMMARY ........................................................................................................... 65 2. CONCLUSIONS.................................................................................................... 66 3. RECOMMENDATIONS FOR FURTHER STUDY............................................. 67 LIST OF REFERENCES .................................................................................................. 70 APPENDIX ....................................................................................................................... 75 Appendix 1 .................................................................................................................... 76 KINDERGARTEN Tennessee VISUAL ARTS Content Standards and Student Performance Indicators ............................................................................................. 76 Appendix 2 .................................................................................................................... 79 GRADE 1 Tennessee VISUAL ART Content Standards and Student Performance Indicators................................................................................................................... 79 Appendix 3 ...................................................................................................................
Load more

Recommended publications
  • OCCASION This Publication Has Been Made Available to the Public on The
    OCCASION This publication has been made available to the public on the occasion of the 50th anniversary of the United Nations Industrial Development Organisation. DISCLAIMER This document has been produced without formal United Nations editing. The designations employed and the presentation of the material in this document do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations Industrial Development Organization (UNIDO) concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries, or its economic system or degree of development. Designations such as “developed”, “industrialized” and “developing” are intended for statistical convenience and do not necessarily express a judgment about the stage reached by a particular country or area in the development process. Mention of firm names or commercial products does not constitute an endorsement by UNIDO. FAIR USE POLICY Any part of this publication may be quoted and referenced for educational and research purposes without additional permission from UNIDO. However, those who make use of quoting and referencing this publication are requested to follow the Fair Use Policy of giving due credit to UNIDO. CONTACT Please contact [email protected] for further information concerning UNIDO publications. For more information about UNIDO, please visit us at www.unido.org UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION Vienna International Centre, P.O. Box 300, 1400 Vienna, Austria Tel: (+43-1) 26026-0 · www.unido.org · [email protected] I DM •JlStr. I 1 / V | \ J LIMITED ID/wG.352/1 7 October 193' United Nations Industrial Development Organization ENGLISH International Experts Group Meeting, on Pulp and Paper Technology Manila, Philippines, 3 - 8 November 1980 THE PHILIPPINE PULP AND PAPER INDUSTHT* by Vicente 0.
    [Show full text]
  • Making Paper from Trees
    Making Paper from Trees Forest Service U.S. Department of Agriculture FS-2 MAKING PAPER FROM TREES Paper has been a key factor in the progress of civilization, especially during the past 100 years. Paper is indispensable in our daily life for many purposes. It conveys a fantastic variety and volume of messages and information of all kinds via its use in printing and writing-personal and business letters, newspapers, pamphlets, posters, magazines, mail order catalogs, telephone directories, comic books, school books, novels, etc. It is difficult to imagine the modern world without paper. Paper is used to wrap packages. It is also used to make containers for shipping goods ranging from food and drugs to clothing and machinery. We use it as wrappers or containers for milk, ice cream, bread, butter, meat, fruits, cereals, vegetables, potato chips, and candy; to carry our food and department store purchases home in; for paper towels, cellophane, paper handkerchiefs and sanitary tissues; for our notebooks, coloring books, blotting paper, memo pads, holiday greeting and other “special occasion’’ cards, playing cards, library index cards; for the toy hats, crepe paper decorations, paper napkins, paper cups, plates, spoons, and forks for our parties. Paper is used in building our homes and schools-in the form of roofing paper, and as paperboard- heavy, compressed product made from wood pulp-which is used for walls and partitions, and in such products as furniture. Paper is also used in linerboard, “cardboard,” and similar containers. Wood pulp is the principal fibrous raw material from which paper is made, and over half of the wood cut in this country winds up in some form of paper products.
    [Show full text]
  • Predicting the Future Illustrated Art Lessons
    Predicting the Future Illustrated Art Lessons Drawing Storyboards Materials: 12" x 18" manila paper • pencils • erasers • colored markers or tempera paint and paintbrushes 3. Carefully think through the events that may have led up to the scene in the focus work. Draw those events in sequential order, beginning with the first box. 1. To divide the paper into eight rectangles, fold it in half horizontally, then fold it in half again parallel to the first fold. Unfold the sheet and fold it in half vertically. When opened, the fold lines will form eight rectangles. 4. Imagine the events that followed the scene in the focus work, then sketch them in sequential order. 2. Lightly sketch the focus work of art in the fourth or fifth rectangle. 5. Use paint or markers to complete the drawings and add expression. Unify the storyboard by repeating colors. The Learning Through Art program at the Museum of Fine Arts, Houston, is underwritten by: The Learning Through Art curriculum website is made possible in part by a grant from the Institute of Museum and Library Services. 17.285 Predicting the Future Illustrated Art Lessons Constructing a Family Tree Materials: 12" x 18" white paper • smaller sheets of manila or white paper • colored pencils • glue • scissors 1. Draw a full-length self-portrait about 6 inches tall. Include as many details as possible to show hair color, eye color, and other distinctive features. 4. Construct the family tree on a 12" x 18" sheet of white paper. Paste the self-portrait at the bottom of the page.
    [Show full text]
  • Proposed Roadmap for the Paper Industry in Philippines
    ROADMAP FOR THE PAPER INDUSTRY IN PHILIPPINES (2014-2020) _________________________________________ Ray N. Geganto Exec. Director Philippine Paper Manufacturers Association Inc. (PPMAI) formerly Pulp &Paper Manufacturers Assoc. of the Phils. (PULPAPEL) The Phil. Paper Manufacturers Assoc. Inc. (PPMAI): (formerly Pulp and Paper Assoc. of the Phils.(PULPAPEL) MEMBERS MILLSITE 1. Trust International Paper Corp. (TIPCO) Mabalacat, Pampanga 2. United Pulp and Paper Co. (UPPC) Calumpit, Bulacan 3. Bataan 2020 Inc. Samal, Bataan; Baesa, Q.C. 4. Container Corp. of the Phils. (CCP) Balintawak, Q.C. 5. Noahs Paper Mill, Inc. Marikina 6. Liberty Paper Inc. Valenzuela City 7. Paperland, Inc. Balintawak, Q.C. 8. Fiber Sorting Inc. Pampanga 9. Asia Paper Ind. Corp. Trece Martires, Cavite 10.St. Thomas Paper Corp. Sto. Tomas, Batangas 11. Hansson Paper Phils. Corp. Pasig, NCR 12. Vanson Paper Ind. Corp. Valenzuela, NCR What is Paper and Paperboard? Paper Industry in Phils. -Current State and Background 2001 2010 2012 Historical Est. Trend % p.a. No. of Paper Mills 43 27 24 Industry Capacity, ‘000 Tons 1,580 1,297 1,200 -2.2% Production 1,056 1,038 825 -2% Imports 533 961 1,100 +9.5% Exports 139 165 110 -2% CONSUMPTION 1,450 1,834 1,810 +2.2% Paper &Board per Capita 16 20 19 +2% Consumption Paper Mills remaining in Operation (2012) 1. Trust International Paper Pampanga Newsprint, Printing &Writing 2. United Pulp and Paper Bulacan Containerboards 3. Bataan 2020 Bataan, Q.C. Pr &Wr, Containerboards,Bag paper 4. Container Corp. of Phils. Quezon City Containerboards, Cartonboard 5. Noahs Paper Mill Marikina Pr &Wr, Bag paper 6.
    [Show full text]
  • SECTION X Pulp of Wood Or of Other Fibrous Cellulosic Material; Recovered (Waste and Scrap) Paper Or Paperboard; Paper and Paperboard and Articles Thereof
    Section X Chapter 47/1 SECTION X Pulp of wood or of other fibrous cellulosic material; recovered (waste and scrap) paper or paperboard; paper and paperboard and articles thereof Chapter 47 Pulp of wood or of other fibrous cellulosic material; recovered (waste and scrap) paper or paperboard NOTE— 1. For the purposes of heading 47.02, the expression “chemical wood pulp, dissolving grades” means chemical wood pulp having by weight an insoluble fraction of 92% or more for soda or sulphate wood pulp or of 88% or more for sulphite wood pulp after one hour in a caustic soda solution containing 18% sodium hydroxide (NaOH) at 20 °C, and for sulphite wood pulp an ash content that does not exceed 0.15% by weight. * * * Section X Chapter 47/2 Section X Chapter 47—continued Chapter 47/3 Pulp of wood or of other fibrous cellulosic material; recovered (waste and scrap) paper or paperboard—continued Statistical Key Rates of Duty Number Goods Normal *Preferential Code Unit Tariff Tariff 47.01 4701.00.00 Mechanical wood pulp Free Free 01D tne . Softwood 05G tne . Hardwood 47.02 4702.00.00 Chemical wood pulp, dissolving grades Free Free 01B tne . Softwood 05E tne . Hardwood 47.03 Chemical wood pulp, soda or sulphate, other than dissolving grades: – Unbleached: 4703.11.00 00L tne – – Coniferous Free Free 4703.19.00 – – Non-coniferous Free Free 01E tne . Softwood 05H tne . Hardwood – Semi-bleached or bleached: 4703.21.00 – – Coniferous Free Free 01B tne . Semi-bleached 09H tne . Bleached 4703.29.00 – – Non-coniferous Free Free 01J tne .
    [Show full text]
  • Changes in Print Paper During the 19Th Century
    Purdue University Purdue e-Pubs Charleston Library Conference Changes in Print Paper During the 19th Century AJ Valente Paper Antiquities, [email protected] Follow this and additional works at: https://docs.lib.purdue.edu/charleston An indexed, print copy of the Proceedings is also available for purchase at: http://www.thepress.purdue.edu/series/charleston. You may also be interested in the new series, Charleston Insights in Library, Archival, and Information Sciences. Find out more at: http://www.thepress.purdue.edu/series/charleston-insights-library-archival- and-information-sciences. AJ Valente, "Changes in Print Paper During the 19th Century" (2010). Proceedings of the Charleston Library Conference. http://dx.doi.org/10.5703/1288284314836 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. CHANGES IN PRINT PAPER DURING THE 19TH CENTURY AJ Valente, ([email protected]), President, Paper Antiquities When the first paper mill in America, the Rittenhouse Mill, was built, Western European nations and city-states had been making paper from linen rags for nearly five hundred years. In a poem written about the Rittenhouse Mill in 1696 by John Holme it is said, “Kind friend, when they old shift is rent, Let it to the paper mill be sent.” Today we look back and can’t remember a time when paper wasn’t made from wood-pulp. Seems that somewhere along the way everything changed, and in that respect the 19th Century holds a unique place in history. The basic kinds of paper made during the 1800s were rag, straw, manila, and wood pulp.
    [Show full text]
  • Form MC-2601 Page 5 Census File Number If Not Shown, Please Enter Your 11-Digit Census File Number from the Address Label on Page 1
    Form MC-2601 Page 5 Census File Number If not shown, please enter your 11-digit Census File Number from the address label on page 1 Item 17. CONSUMPTION OF SELECTED MATERIALS DURING 1997 INSTRUCTIONS 1. General – The materials, parts, and supplies listed Materials received from other plants within your below are those commonly consumed in the company should be reported at their full economic value manufacture, processing, or assembly of the products (the value assigned by the shipping plant, plus the cost of listed in item 18B. Please review the entire list and freight and other handling charges). report separately each item consumed. Leave blank if you do not consume the item. If you use materials, If purchases or transfers do not differ significantly from parts, and supplies which are not listed, describe and the amounts actually put into production, you may report report them in the "Cost of all other materials . " line the cost of purchases or transfers. However, if at the end of this section. If you consumed less than consumption differs significantly from the amounts $25,000 of a listed material, include the value with "Cost purchased or transferred, these amounts should be of all other materials . ," Census material code adjusted for changes in the materials and supplies 970099 8. inventories by adding the beginning inventory to the amount purchased or transferred and subtracting ending Report materials, parts, and supplies purchased, inventory. transferred from other plants of your company, or withdrawn from inventory. 3. Contract Work – Include as materials consumed those you purchased for use by others making products for you If quantities are requested, please use the unit of under contract.
    [Show full text]
  • Home & Garden Fair GENERAL RULES
    Home & Garden Fair GENERAL RULES 2015-2016 Home & Garden Fair Mandy Patrick - Chairperson DIVISIONS Photography Art Elementary Art Horticulture Foods Canning Crafts Woodworking Quilts (Adults Only) ELIGIBILITY 1. The Home & Garden Fair is open to all residents of Houston County. 2. ENTRY FEES per Entry: Elementary Art – all grades K through 6th - $1.00. ALL OTHER ENTRIES: Youth (3rd-12th grades), $2.00, Adults $3.00 GENERAL RULES 1. All exhibits must be the work of the contestant and may not have been entered in previous Houston County Fairs. All Home & Garden Project entries must have been made in 2015-2016 and must be completed. 2. All entries except BAKED GOODS & QUILT ENTRIES are to be brought to the CIVIC CENTER on TUESDAY, April 5th, between the hours of 6:00-8:00 p.m. 3. BAKED GOOD ENTRIES are to be brought to the CIVIC CENTER on WEDNESDAY, April 6th, between the hours of 8:00 a.m. and 9:00 a.m. 4. Exhibitors may enter as many items in a class/category as desired except in Photography (limited to 4 items per class), provided entry fee is paid for EACH exhibited item. 5. QUILTS should be brought to the Houston County Extension Office by 3:30pm on the Tuesday of Fair Week. 6. All exhibits on display must be clearly labeled with the NAME, ADDRESS, TELEPHONE NUMBER, AND SCHOOL (IF APPLICABLE) of the contestant. Labels should be placed on the BACK of the article. 7. The Civic Center will be closed from 10:00 a.m. to 3:00 p.m.
    [Show full text]
  • RECYCLING COLLECTION SCHEDULE BLUE WEEK Set Your Recycling out Every Other Week on Your Garbage/Yard Waste Collection Day
    RECYCLING COLLECTION SCHEDULE BLUE WEEK Set your recycling out every other week on your garbage/yard waste collection day. Note: your collection day may change during a “red week” due to a holiday; for details, search “Holiday Collection” at www.townofcary.org or call (919) 469-4090. 2016 NOVEMBER DECEMBER S M T W T F S S M T W T F S 1 2 3 4 5 1 2 3 6 7 8 9 10 11 12 4 5 6 7 8 9 10 13 14 15 16 17 18 19 11 12 13 14 15 16 17 20 21 22 23 24 25 26 18 19 20 21 22 23 24 27 28 29 30 25 26 27 28 29 30 31 2017 JANUARY FEBRUARY S M T W T F S S M T W T F S 1 2 3 4 5 6 7 1 2 3 4 8 9 10 11 12 13 14 5 6 7 8 9 10 11 15 16 17 18 19 20 21 12 13 14 15 16 17 18 22 23 24 25 26 27 28 19 20 21 22 23 24 25 29 30 31 26 27 28 MARCH APRIL S M T W T F S S M T W T F S 1 2 3 4 1 5 6 7 8 9 10 11 2 3 4 5 6 7 8 12 13 14 15 16 17 18 9 10 11 12 13 14 15 19 20 21 22 23 24 25 16 17 18 19 20 21 22 26 27 28 29 30 31 23 24 25 26 27 28 29 30 MAY JUNE S M T W T F S S M T W T F S 1 2 3 4 5 6 1 2 3 7 8 9 10 11 12 13 4 5 6 7 8 9 10 14 15 16 17 18 19 20 11 12 13 14 15 16 17 21 22 23 24 25 26 27 18 19 20 21 22 23 24 28 29 30 31 25 26 27 28 29 30 JULY AUGUST S M T W T F S S M T W T F S 1 1 2 3 4 5 2 3 4 5 6 7 8 6 7 8 9 10 11 12 9 10 11 12 13 14 15 13 14 15 16 17 18 19 16 17 18 19 20 21 22 20 21 22 23 24 25 26 23 24 25 26 27 28 29 27 28 29 30 31 30 31 SEPTEMBER OCTOBER S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 7 3 4 5 6 7 8 9 8 9 10 11 12 13 14 10 11 12 13 14 15 16 15 16 17 18 19 20 21 17 18 19 20 21 22 23 22 23 24 25 26 27 28 24 25 26 27 28 29 30 29 30 31 ACCEPTED IN YOUR CART THANK YOU for recycling! Keep items loose in the cart, never bagged, and leave out top contaminants like pizza boxes, plastic bags and Styrofoam™.
    [Show full text]
  • Terminology on Paper & Pulp: Types of Paper and Containerboard, Containerboard Grades and Tests
    Terminology On Paper & Pulp: Types of Paper and Containerboard, Containerboard Grades and Tests Prepared for the Meeting of the Paper & Pulp Industry Project By Aselia Urmanbetova Date: September 10, 2001 1 Paper Products Chart: Containerboard Tree/Waste Paper Pulp Paper Paperboard Brown Coated Uncoated (container- board) Brown (65% White (95%- Copying Paper Newsprint hardwood and 100% 35% softwood) softwood) White Tissue (paperboard package) SBS (Solid Boxboard Bleach Sulfate) Coated Uncoated 2 Examples of Containerboard Grades/Mead Corporation: (Refer to the Glossary for the Explanation of the Terms) Standard Grades Grade Basis Weight Moisture Ring Crush Concora 26 SC 26.0 9.0 N/A 63 30 SC 30.0 9.0 50 68 33 SC 33.0 9.0 60 72 36 SC 36.0 9.0 71 79 40 SC 40.0 9.0 82 79 45 SC 45.0 9.0 102 95 Light Weights Grade Basis Weight Moisture Porosity Concora STFI 18 SC 18.0 7.5 30 33 9.5 20 SC 20.0 7.5 30 35 10.5 23 SC 23.0 9.0 30 59 12.0 Polar Chem Grade Basis Weight Moisture Ring Crush Concora Wet Mullen 30 PC 30.0 9.0 50 68 4.0 33 PC 33.0 9.0 60 72 4.0 36 PC 36.0 9.0 71 79 4.0 40 PC 40.0 9.0 82 79 4.0 45 PC 45.0 9.0 102 95 4.0 3 Paper Products and Containerboard Glossary B Flute A flute that is approximately 0.097 inches high.
    [Show full text]
  • Development of ENERGY STAR Performance Indicators for Pulp, Paper, and Paperboard Mills
    SPONSORED BY THE U.S. ENVIRONMENTAL DEVELOPMENT OF PROTECTION AGENCY AS PART OF THE ENERGY STAR ENERGY STAR® ENERGY PROGRAM. PERFORMANCE INDICATORS FOR PULP, PAPER, AND PAPERBOARD MILLS GALE A. BOYD AND YI FANG GUO DUKE UNIVERSITY DEPARTMENT OF ECONOMICS BOX 90097, DURHAM, NC 27708 DRAFT – DO NOT QUOTE OR CITE ACKNOWLEDGMENTS This work was sponsored by the U.S. EPA Climate Protection Partnerships Division’s ENERGY STAR program. The research has benefited from comments by participants involved with the ENERGY STAR Pulp, Paper, and Paperboard Industry Focus meetings. The research in this paper was conducted while the author was a Special Sworn Status researcher of the U.S. Census Bureau at the Triangle Census Research Data Center. Research results and conclusions expressed are those of the authors and do not necessarily reflect the views of the Census Bureau or the sponsoring agency. The results presented in this paper have been screened to insure that no confidential data are revealed. CONTENTS ACKNOWLEDGMENTS ............................................................................................................................. 1 Abstract ................................................................................................................................................... 2 1 Introduction ......................................................................................................................................... 3 2 Benchmarking the Energy Efficiency of Industrial Plants ...................................................................
    [Show full text]
  • Paper Packaging Industry
    Industry Structure and Competitiveness PAPER INDUSTRY Introduction In the manufacture of paper-based packaging, the following paper products are used: kraftliner/sack kraft paper, multi-ply paper and paperboard, corrugating medium, and corrugated paper. The attached linkage chart shows the flow of commodities from the raw materials to paper-based packaging (see Figure 1). The production process from raw materials to finished cartons and boxes is as follows: ➲ Pulp and waste paper preparation – involves sorting, handling and feeding of fiber and old carton/paper into the stock line. ➲ Stock preparation- involves pulping, steaming, screening, refining and blending of different grades of raw materials. ➲ Filler and additives preparation – involves the storing, diluting and feeding of rosin, alum and dye to the pulp stock in the machine chest. ➲ Board forming – involves the final screening, pressing (removal of water), drying and surface sizing of the board. ➲ Finishing – involves the winding, and slitting of rolls to the desired trim size and roll diameter before storing in the warehouse. The objective of this study is to provide a competition analysis of the paper industry which serves as input to the paper-based packaging industry, using an analytical framework specifically developed for this purpose, and to make recommendations, if necessary, on how to make the industry competitive or improve its competitiveness. It is hypothesized that to improve the input sectors of the Philippine export industry will translate into competitiveness or better competitiveness of Philippine exports. The packaging industry is critical to the export sector since high-quality and sophisticated packaging is a requirement for success in the global market.
    [Show full text]