Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

The goal of this thesis is to examine dualueling concepts using two different types of primary fuel, methane and propane; as well as two different pilot fuels, ultra-low sulfur diesel (ULSD) and biodiesel (B100). Experiments were performed using a 1.9 liter, turbocharged, 4 cylinder diesel engine at 1800 rev/min with ULSD and B100 being injected as a pilot fuel directly into the combustion chamber, at different brake mean effective pressures (BMEP), and percent energy substitutions of propane and methane. Brake thermal efficiency (BTE) and emissions (NOx, THC, CO, CO2, O2 and smoke) were also measured and analyzed. Maximum PES was limited by misfire at 2.5 bar, 5.0 bar, 7.5 bar, BMEP for all cases and knock at 10 bar BMEP for both B100-propane and ULSD-propane. In general dual fueling was shown to be beneficial for lowering NOx, CO2, and smoke emissions along with, in some cases, showing improvements in BTE.

Dual relationships in the family therapy field are currently under debate. Within this debate extreme viewpoints and opinions, on what is the best way to navigate dual relationships, are being voiced. These views range from avoiding non-sexual dual relationships at all costs to glorifying the possibilities of such a relationship. To obtain a snap shot of faculty and student experiences a web survey was sent to fifteen masters and ten doctoral COAMFTE-accredited programs. Participants were 76 students and 30 faculty members, a total of 106 respondents. The web survey revealed that the majority of respondents had positive and successful dual relationships. Faculty and students indicated several strategies to keep relationships positive and to prevent unsuccessful dual relationships. These strategies included: boundaries, respect, communication, and awareness. Additionally, the web survey revealed that students and faculty did have training on dual relationships but the majority was limited to a general exposure in an ethics class. Furthermore, the faculty and students seemed to reflect diverse opinions on how to handle dual relationships, which is also present in the MFT field. The participants' perception of how dual relationships are viewed in the MFT field ranged from avoiding dual relationships to extolling the benefits of being in a dual relationship. To further explore how to create a successful dual relationship between faculty and students, in-depth telephone interviews with a sub-sample from the web survey were conducted. Five dyads, consisting of faculty and their respective students, were used. These interviews explored contextual issues related to positive non-sexual relationships between faculty and student dyads. An overarching theme revealed in the interviews was the amount of activity present for both students and faculty to create the successful dual relationships. Additionally, two major themes emerged, characteristics of success and strategies for success. Characteristics which seemed to facilitate the relationship were: student characteristics, faculty characteristics, nurturance, trust, awareness, being a person, decreased hierarchy/equality, and mutual respect. Strategies revealed in these relationships included: checking, open communication, viable boundaries, navigating boundaries, assessing risk, decreasing hierarchy, and advice. Also, implications for family therapy programs are presented, as are implications for future research. / Ph. D.

The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.

The current streamline formulation is limited to single-porosity systems and is then not suitable for application to naturally fractured reservoirs. Describing the fluid transport in naturally fractured reservoirs has been recognized as a main challenge for simulation engineers due to the complicated physics involved. In this work, we generalized the streamline-based simulation to describe the fluid transport in naturally fractured reservoirs. We implemented three types of transfer function: the conventional transfer function (CTF), the diffusion transfer function (DTF), and the empirical transfer function (ETF). We showed that these transfer functions can be implemented easily in the current single-porosity streamline codes. These transfer functions have been added as a source term to the transport equation that describes the saturation evolution along the streamlines. We solved this equation numerically for all types of transfer functions. The numerical solution of the continuity equation with DTF and ETF requires discretizing a convolution term. We derived an analytical solution to the saturation equation with ETF in terms of streamline TOF to validate the numerical solution. We obtain an excellent match between the numerical and the analytical solution. The final stage of our study was to validate our work by comparing our dual-porosity streamline simulator (DPSS) to the commercial dual-porosity simulator, ECLIPSE. The dual-porosity ECLIPSE uses the CTF to describe the interaction between the matrix-blocks and the fracture system. The dual-porosity streamline simulator with CTF showed an excellent match with the dual-porosity ECLIPSE. On the other hand, dual-porosity streamline simulation with DTF and ETF showed a lower recovery than the recovery obtained from the dual-porosity ECLIPSE and the DPSS with CTF. This difference in oil recovery is not due to our formulation, but is related to the theoretical basis on which CTF, DTF, and ETF were derived in the literature. It was beyond the scope of this study to investigate the relative accuracy of each transfer function. We demonstrate that the DPSS is computationally efficient and ideal for large-scale field application. Also, we showed that the DPSS minimizes numerical smearing and grid orientation effects compared to the dual-porosity ECLIPSE.

The purpose of the study was to assess the sustainability of dual credit programs from 2013-2016 across U.S. public community and junior colleges and the effect of 2 funding variables associated with these course offerings. The literature postulated that dual credit programs have continued to grow in demand since their origin with no indication of decreasing in the near future. The researcher chose 2 funding mechanisms to associate with dual credit enrollment: governance structure of the state and the state funding model as it pertains to dual credit enrollment. Tuition revenue totals were extracted from the Integrated Postsecondary Education Data System for each fall semester from 2013-2016. This data set included 48 states in the U.S. The only non-reporting states were Alaska, Delaware, and The District of Columbia. This study uses a quantitative approach to determine if state governance structure and state funding model had an impact on tuition revenue. The statistics computed included an Independent Samples T-test. In summary, the analysis did support the research hypothesis in that there was statistically significant differences based on the governance structure of the state for the years of 2013 and 2014, but not years 2015 and 2016. The analysis did not support the research hypothesis in that there were no statistically significant differences based on the state funding model in tuition revenue derived from enrollment. Limitations in the current study that may have influenced the outcome of the analysis and recommendations for further studies are discussed.

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

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