Education Insights


This project directly supports the third goal navigate to this web-site of this challenge: reducing the freshwater use intensity associated with existing and new thermoelectric power generation. The project will be supported by FE’s Water Management programme, which addresses the needs of the energy-water nexus through analyses and technology development. The project will help ensure that the nation has a fleet of fossil-fired power plants that provide stable power generation with operational flexibility, high efficiency, low emissions and even lower water demand. The technology utilised in this project will minimise operational complexity and cost under cycling operating conditions; thereby enhancing the tolerance of fossil power generation in reduced water availability scenarios (for example, droughts). In particular, the project includes a thermal energy storage unit that will help reduce peak cooling loads to maintain plant output, efficiency and environmental performance during hot conditions – the most challenging times for cooling. DOE’s National Energy Technology Laboratory will manage the project, focused on one FOA area of interest: Coal Power Plant Cooling Technology; Subtopic 2B: Advanced Dry Cooling. The University of Cincinnati, Ohio, USA, will perform the project, titled ‘Advanced Dry-Cooling with Integrated Enhanced Air-Cooled Condenser and Daytime Load-Shifting Thermal Energy Storage for Improved Power-Plant Efficiency’. The team will carry out an engineering analysis and optimise the design of a pilot-scale, 10 – 100 MJ thermal energy storage unit linked to an air-cooled condenser and air-cooled heat exchanger dry-cooling system. The technology will be field-tested in 1:275-scale dry-cooling modules at the Electric Power Research Institute’s Water Research and Conservation Centre at Southern Company’s Plant McDonough in Atlanta, Georgia, USA. The team will design and optimise the air pre-cooler based on extended analysis and experimental data for a lab/pilot-scale unit. The university also plans to redesign the air-cooled condenser with novel enhanced fin surfaces.

[Finance] [Cars]

"Developmental education diverts student money and time away from college-level courses, lengthens time to degree, and often discourages meaningful progress towards completion," she said. Passing rates for English composition and intermediate algebra were at 47.9 percent and 20.8 percent, respectively, in 2013 before the reforms took place when looking at all the students who entered a cohort in a given year. One year after the reforms took effect, passing rates for English composition and intermediate algebra jumped by 4.4 and 3.4 percentage points. The passing rate for college-level math courses increased by 1.8 percentage points in the first year after the reform but then jumped 5.4 percentage points above the 2013 rate of 16.7 percent in the second year after the reform. ​"The magnitude of these effects were large for a statewide effort," especially one without significant funding, Mokher said, adding later that, "there was some concern that these students would be underprepared and would perform worse. But the pass rates in those courses were actually similar." ​People expected students to fail, but the passing rates didn't change much on a course-by-course basis, and they increased when looking at whole cohorts because so many more students were taking college-level courses, Park-Gaghan said. The reform also helped to close the equity gap among students of different races, he said. Hispanic and Black students increased their enrollment in college-level courses at faster rates than their white peers. For example, in English composition, white students saw an increase of 7.5 percentage points (from about 67 percent) in their enrollment rate after developmental reforms were passed.