Carbonaceous mesophase development takes place during commercial delayed coking of FCC decant oil to produce needle coke. The graphitizabiiity of the needle coke product depends strongly on the extent of mesophase development that indicates the microstructural ordering of large polynuclear aromatic species produced by carbonization. Laboratory carbonization of commercial FCC decant oil samples, their distillation fractions, hydrotreated feedstocks, and the charge to the coker (coker feed) showed significant variations in mesophase development under similar reaction conditions.Differences in molecular composition and initial carbonization reactivity of different samples were related to the observed differences in mesophase development. It was shown that rapid semi-coke formation in the gas oil fractions of the decant oil sample produced poor mesophase development. In contrast, hydrotreated gas oil fractions with a lower coking reactivity in the initial stages of carbonization produced semicokes that display a much higher degree of mesophase development. Also the coker feed samples, that consist of the high-boiling fraction of the decant oils with hydrotreated gas oils and the recycle from the delayed coker, produced a higher degree of mesophase development than that obtained from the coresponding decant oil samples carbonized alone. Blending hydrotreated streams into vacuum fractions of decant oils slows down the initial rate of semi-coke formation and improves the mesophase development, but decreases the semicoke yield. In general, the abundance of pyrene and alkylated pyrenes in the feedstocks was observed to promote the desired mesophase development during carbonization. High concentrations of n-alkanes were found to be detrimental to mesophase development because of increased rates of carbonization.
Dual enrollment courses allow students to earn college credit while they are still enrolled in high school. This arrangement is proving popular with schools, students, and parents, as once the students get into college, they tend to earn a higher first-year grade-point average and show a higher completion rate than do students who have not participated in dual enrollment. This education leadership portfolio (ELP) represents an evaluation of the methods by which Delaware Technical Community College prepares high school teachers to teach these courses. ☐ Embedded in the Delaware Tech approach to preparing high school teachers is a mentoring program, in which the high school teachers are assigned a mentor who is a full-time instructor at Delaware Tech. The research to support this ELP came from interviews with dual enrollment teachers in the Energy Pathways Program at Delaware Tech. At the outset of AY2016-17, I asked all dual enrollment teachers to complete a survey on their training and their relationship with their mentor. I also conducted document analysis on current Delaware Tech policies regarding dual enrollment and mentorship. My examination focused on how relationships are built between the mentor and dual enrollment teacher and how to continue that relationship through a professional learning community. ☐ My improvement goal was to strengthen resources available to mentors in the future and ensure consistency in training of dual enrollment teachers. Recommendations are posted on a website for all mentors to use. Resources created include a syllabus of topics to cover during training with dual enrollment teachers. Syllabus includes topics to go over with teacher that tend to be challenges, such as the gradebook function in the course management software. Additionally, the resources page also include some recommended reading for mentors to understand more about the mentor-mentee relationship.
'/%3e%3cuse xlink:href='%23a' transform='rotate(23.036 .093 25.536)'/%3e%3cuse xlink:href='%23a' transform='rotate(45.87 1.273 16.18)'/%3e%3cuse xlink:href='%23a' transform='rotate(69.945 .996 12.078)'/%3e%3cuse xlink:href='%23a' transform='rotate(20.66 -19.689 31.932)'/%3e%3c/svg%3e)
