Increased demand for energy, rising energy costs, and heightened environmental concerns are driving forces that continually press for the improvement and development of new technologies to promote energy savings and emissions reduction. Combined heating and power (CHP), combined cooling, heating, and power (CCHP), and organic Rankine cycles (ORC) are a few of the technologies that promise to reduce primary energy consumption (PEC), cost, and emissions. CHP systems generate electricity at or near the place of consumption using a prime mover, e.g. a combustion engine or a turbine, and utilize the accompanying exhaust heat that would otherwise be wasted to satisfy the building’s thermal demand. In the case of CCHP systems, exhaust heat also goes to satisfy a cooling load. An organic Rankine cycle (ORC) combined with a CHP or CCHP system can generate electricity from any surplus low-grade heat, thereby reducing the total primary energy, cost, and emissions. This research first presents a review of the economical, energetic, and environmental benefits of CHP and CHP-ORC systems for a small office in various climates. Operating the systems 24 hours a day is compared to operating the system during typical office hours and benefits of the CHP system in terms of the EnergyStar and LEED programs are presented. Another objective of this dissertation is to study the critical role of the prime mover on the performance of CHP, CCHP, CHP-ORC, and CCHP-ORC systems under different pricing structures. Three different size natural gas engines are simulated for a small office under different operational strategies such as: follow the facility's electric demand, follow the facility's thermal demand, and follow a constant load. Simple optimizations were carried out to improve the system's performance. Using real prices for electricity and fuel to compute operational costs was compared to using the building's average prices without a CCHP system. Finally, a CCHP system using a load-share turbine for a large office building was examined while considering the source of carbon dioxide emissions, carbon offsetting through purchasing carbon credits, and available capital costs.

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The forests play a big role in the work for climate change mitigation. Carbon credits can be used as a tool to encourage forest projects to increase the uptake of CO₂ from the atmosphere. This study aimed to analyze and explain the conditions for the production of and trade with carbon credits from Latvian forests and abandoned or fallow agricultural land, and what consequences it could lead to. The results, which were compiled from interviews and a literature study, show that a national system for carbon credits most likely will be implemented in Latvia in a few years. There are a few ongoing carbon credit projects in Latvian forests, and there is a big interest in the area. Many consequences have to be considered when it comes to forestry and carbon credit systems, but the potential in Latvia is big.

The study analyzed variation among low income housing tax credit (LIHTC) allocation policies as outlined in state qualified action plans (QAP) and their impacts on the siting patterns of LIHTC properties in proximity to high performing schools. The study was performed nationwide across 37 states and controlled for factors relevant to the development location decision using census-based population characteristics and LIHTC property attributes. The purpose was to determine the effectiveness of LIHTC QAP allocation policies in motivating developers to site their developments near high-performing schools. QAPs typically use points when awarding tax credits competitively, and this study focused on points awarded for (1) access to high quality schools, (2) access to any schools, and (3) location in areas with attributes expected to correlate strongly with high quality schools. Multi-level linear modeling estimated that points for access to any schools had a significant and positive effect on location in a high performing school's catchment area, but other allocation policy variables had no significant effects. The findings inform readers about the ability of current allocation policy to influence developer actions, and discussion centers on policy recommendations and the need for further research. / Master of Urban and Regional Planning

Current interest in cover cropping is focused on enhancing ecosystem services beyond soil conservation. Cover crop (CC) species function uniquely in their effects on ecosystem services when grown in monoculture or mixtures. This research integrated field experiments and a literature synthesis to evaluate the role of cover crops in improving nitrogen (N) management and simultaneously providing multiple ecosystem services. Legume CC fertilized with poultry litter (PL) could replace 101 to 117 kg N ha-1 of fertilizer in corn (Zea mays L.) production. Rye (Secale cereale L.) CC fertilized with PL had a negligible effect on corn production. Biculture fertilizer equivalence ranged between -12 to +75 kg N ha-1. Fertilizer equivalence of legume-containing treatments increased across time. Without CC, fall-applied PL failed to supply N to corn. Ecosystem services of CC and PL illustrate complex species functions. Bicultures produced more total biomass than monocultures in year 1 but less than rye in year 2. Bicultures were as effective in suppressing weeds as rye, produced corn yield similar to legume, and by the second year had similar amounts of available soil N as the legume. Poultry litter effects and interspecific effects cover crop species biomass differed. Rye yield increased, while legume yield decreased slightly in biculture. Poultry litter increased legume N content and a decrease in legume C:N, while rye N content and C:N were unaffected. The synthesis corroborates that mixed and biculture cover crops yield more than the individual component species. Overyielding was transgressive in 60% of cases studied. Mixture effects varied by species: rye and brassica yield increased, while legume decreased in mixtures. The effect of mixed CC on crop yields varied by crop species and management practices, though generally crops increased 8 to 18% overall. This work can be applied to the design of complex CC and PL systems that optimize individual species functions to enhance ecosystem services. / Ph. D.

Veterans who served our country, return with a wealth of experience that transfer into military credit for prior service. These transfer credits in institutions of higher education apply towards education degree attainment. With colleges and universities implementing individual policies for acceptance of credits, veterans experience a loss of credits leading to a duplication of required classes to achieve degrees. To understand inconsistent practices, both federal and institutions of higher education polices are examined. Framed by institutionalization theory, this research sheds light on the public policy process and administration of credit at the organization over time. The study provides findings for how the largest public college and higher education institution in the state of California awards academic credit for military education. Evidence suggests that public higher education institutions adapt based on effective leaders who define and defend the organization's institutional values and mission. This study provides findings on institutional adaptations to create policies and practices that public administrators use to apply transfer military credit into postsecondary academic credit. The focus is on postsecondary credit transferred, or articulated, by entering military first-year students using the GI Bill. The study asks how have major institutions of higher education formalized institutional policies and practices on awarding academic credit for military education? / Doctor of Philosophy / This study provides findings on institutional adaptations to create policies and practices that public administrators use to apply transfer military credit into postsecondary academic credit. The focus is on postsecondary credit transferred, or articulated, by entering military first-year students using the GI Bill. The study asks how have major institutions of higher education formalized institutional policies and practices on awarding academic credit for military education?

The purpose of this study was to investigate why small, private, four-year liberal arts colleges implement off-campus credit programs. The focus of the research was to determine the factors responsible for offering off-campus programs in some institutions, while in others, no attempts were made to offer similar programs. Survey research was the primary method used in the study. Twenty-five colleges which were members of the Southern Association of Colleges and Schools (SACS) and which had off-campus programs were paired with an equal number of non-participating colleges based on size, tuition costs and affiliation. Data were gathered from NCES and SACS reports, current college catalogs and from self-designed questionnaires. A response rate above 90 percent was recorded for the mailed questionnaires. The Chi-Square test of relationship, T-test, and ANOVA techniques were used to analyze the data. All analyses were evaluated at the .05 level of significance. Data analysis for participating colleges suggested: (1) Off-campus programs were relatively new, with a majority (87 percent) having been established over the past ten years; (2) Small, private, liberal-arts colleges were adapting their missions to allow them to serve a new clientele. (3) The primary leadership within the colleges for the initiation and continuation of off-campus programs were the presidents, deans and the governing boards. A declining enrollment was indicated as a primary reason for going off campus; and (4) The groups being served most often off campus were managers, public school teachers, ministers, accountants, law enforcement personnel, and those seeking a Baccalaureate degree. The analysis of the data between the participating and non-participating colleges showed: (1) The participating colleges experienced more growth than the non-participating group. This modest growth could be traced to off-campus enrollments; (2) Both groups of colleges had a similar curriculum, but a statistically significant difference existed for the degree in education. The participating colleges had a larger number of institutions with a degree in education; (3) The participating colleges' mission statements evidenced a more serious commitment to serving the broader community through educational opportunities than did the non-participating group; (4) A statistically significant difference existed between the two groups regarding the sources of revenue, Federal appropriations, grants and contracts and total revenues. The non-participating group received more revenues from these non-tuition sources; (5) A statistically significant difference existed for the expenditure categories of academic support, library support, and operations and maintenance; and (6) No statistical difference was found between the groups for faculty or transportation characteristics or in the number of competitors for off-campus credit programs. / Ed. D. / incomplete_metadata

The purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional community college transfer students. The findings were significant and found that dually enrolled students had higher community college GPAs, higher associate's and bachelor's degree completion rates, and shorter time periods to associate's degree completion. The social experiences were examined through the use of a survey from 93 students who participated in the intensive dual enrollment program. / Repeated measures of analysis of variance (ANOVA) were used to examine the students' experiences while participating in the dual enrollment program compared to their regular high school and compared to the university. The analysis revealed that the dually enrolled students had significantly higher ratings of overall satisfaction with the dual enrollment program and better quality ratings for relationships with students, faculty, and administration while participating in the dual enrollment program, compared to their experiences while at the high school and university. Qualitative analysis of open-ended survey questions revealed that the dually enrolled students typically missed their friends and extracurricular activities of their regular high school, but many positive aspects of the dual enrollment experience made up for "missing out" on a traditional high school experience. Initially, students opted to participate in dual enrollment in order to get a free head start on college. / Many survey respondents indicated that the small size of the program was crucial to their success by providing a close-knit family environment. Recommendations are provided for policymakers to support dual enrollment programs and for high school, community college, and university advisors to provide guidance to address the unique concerns of dual enrollment students. / Laura A. Heath. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

論文提要內容：鑑於信用狀在國際貿易中已經成為付款與融資的工具，而且我國與美 國的貿易往來亦大部分採用信用狀為付款方式，因此對於兩國適用的信用狀規定，實 有加以了解的必要。 國際間對於信用狀多以遵守信用狀統一慣例（UNIFORM CUSTOMS AND PRACTICE FOR D OCUMENTARY CREDITS，１９８３REVISION ，以下簡稱ＵＣＰ為主，我國為採用該慣例國家之一； 至於美國關於信用狀的規定，所適用者除ＵＣＰ外，尚包括美國統一商法典第五篇（ UNIFORM COMMERCIAL CODE：ARTICLE５，以下簡稱ＵＣＣ第五篇）。所以，當我國與 美國從事貿易時，若以信用狀為付款方式，將可能同時面臨ＵＣＰ與ＵＣＣ第五篇的 規定，因而為了使交易能順利進行，貿易業者對於上述兩種規定須有深刻的認識。 本文共計六章：第一章為緒論；第二章探討信用狀在ＵＣＰ與ＵＣＣ第五篇的地位； 第三章討論ＵＣＰ有規定但ＵＣＣ第五篇沒有規定的事項；第四章乃研究ＵＣＣ第五 篇有規定但ＵＣＰ沒有規定的事項；第五章則分析ＵＣＰ及ＵＣＣ第五篇二者皆未規 定的事項；第六章為本篇論文的結論與建議。

A number of studies show that school facilities in the United States are deteriorating and that a substantial outlay of financial capital is required to bring school facilities to good overall condition. The current economic environment, marked by slow growth, high unemployment, and low tax revenues has highlighted widespread issues with the financial condition and fiscal sustainability of local governments. While studies show that the success of the educational process is related to the condition of school facilities, providing a safe and effective educational environment for students and teachers is a great challenge for local governments. Alternative sources of funding for the rehabilitation of old schools, which would reduce the need for long-term debt financing, are worth exploring. Federal and state historic rehabilitation tax incentive programs have proven to be successful in bringing private capital, economic activity, and jobs to distressed areas around the country, while being largely fiscally self sustaining. Current legislation, however, does not make the federal tax credit program easily accessible to public schools, and a significant court decision has the potential to undermine the viability of the entire Virginia program. This study examined the financial costs and benefits of historic tax credit financing for school construction in Virginia, investigated administrative issues related to the private-public nature of the program, and finally analyzed the relevant public policy issues. The study followed a case study methodology of two schools in Virginia which utilized historic tax credit financing, and four schools which utilized traditional financing for renovation. This study will expand the body of knowledge of modern education financing and enrich the existing literature by introducing a financing alternative that includes a private-public partnership. The study will also be of great value to policymakers, public administrators, the investor community, and the public at large as they evaluate financing alternatives for school construction.