Emerson School District

We present a full-dimensional potential energy surface for acetylacetone (AcAc) using full and fragmented permutationally invariant polynomial approaches. Previously reported MP2/aVTZ energies and gradients are augmented by additional calculations at this level of theory for the fits. Numerous stationary points are reported as are the usual metrics to assess the precision of the fit. The electronic barrier height for the H-atom transfer is roughly 2.2 kcal mol-1. Diffusion Monte Carlo (DMC) calculations are used to calculate the ground state wavefunction and zero-point energy of acetylacetone. These together with fixed-node DMC calculations for the first excited-state provide the predicted tunneling splitting due to the barrier to H-transfer separating two equivalent wells. Simpler 1d calculations of this splitting are also reported for varying barrier heights including the CCSD(T) barrier height of 3.2 kcal mol-1. Based on those results the DMC splitting of 160 cm-1 with a statistical uncertainty of roughly 21 cm-1, calculated using the MP2-based PES, is estimated to decrease to 100 cm-1 for a barrier of 3.2 kcal mol-1. The fragmented surface is shown to be fast to evaluate.

This paper proposes an isolated multilevel DC-DC converter topology and modulation scheme to interface the high voltage (HV) battery pack and propulsion inverter in electric vehicles. The proposed topology is based on two switched capacitor networks in a half-bridge configuration. This converter provides bi-directional power flow and outputs multilevel DC voltage at the propulsion inverter side terminal. The multilevel voltage provides a significant reduction in the size of the LC filter and reduces the ripple content in the output voltage. In addition to the reduction in filter size, the proposed converter achieves higher efficiency due to the soft switching of full-bridge side devices connected to the battery bank. The converter modulation strategy and detailed operation during regenerative mode have been presented in this paper. The converter performance is validated through a simulation study and experimental evaluation in a laboratory prototype.

Abstract School leaders in the United States today are expected to implement an ever-increasing flow of policies enacted by educational authorities at the federal, state, and district levels. These policies are developed under the assumption that their implementation with fidelity will ameliorate the challenges policymakers perceive to exist in schools. However, as noted by Cohen et al. (Am J Educ 113(4):515–548, 2007), “The relations between policy and practice embody a dilemma. Policies aim to solve problems, yet the key problem solvers are those who have the problem” (p. 515). Thus, in order to realize the benefits of educational authorities’ influences on schools, it is necessary to understand better how this dilemma between policy and practice can be resolved. The purpose of this chapter is to describe and analyze the development and implementation of an education policy initiated by state-level educational authorities in one U.S. state. In particular, the aim of this study is to understand how the lack of interaction between education authorities and practitioners around the development and implementation of the policy resulted in conflict. We conclude the chapter with an example of a policy recently developed and implemented with more cooperation and offer recommendations for successful policy implementation.KeywordsEducational authoritiesPolicy and practice dilemmaRead to Succeed ActSouth Carolina

Particularly within Language Arts, the curriculum has historically been based around the classics of Literature, which are heavily dominated by wealthy white men. Finding suitable materials to teach from, whilst still providing the background knowledge of the traditional canon, is a challenge to effective teaching about diversity. I am aware that I come from a culture of whiteness, and this makes me wary of my own biases when teaching about cultural diversity. When approaching this topic I have drawn upon a variety of resources, and this paper will use a mixture of academic research, teaching materials, and self study to describe how I have used visible thinking routines to teach about racial diversity within my school.