Louisiana\u27s Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year

In the midst of a national focus on improving student achievement, gifted educators within Louisiana were required to implement some or all aspects of a curriculum with a prescribed content structure. The study measured the perceptions of educators and administrators as they analyzed curricular expectations, program options, method of implementation for the Comprehensive Curriculum, a provided common curriculum, and strengths and weaknesses of the identified curriculum. Findings indicated that implementation of the Comprehensive Curriculum had a significant impact on gifted instruction delivered through Advanced Placement/Acceleration program models, and it created a slight shift toward use of enrichment models at the elementary and middle school levels. Findings also suggested factors that either increase or decrease curricular reform efforts at the school and district level of implementation. A measurement of the scope and nature of existing views provided a call for analysis of alternative curriculum models and showed the necessity for a curricular focus on differentiation toward identified needs of gifted learners

Space materials handbook. Supplement 1 to the second edition - Space materials experience Technical report, Oct. 1964 - Sep. 1965

Spacecraft structures and systems materials handboo

A Control Barrier Perspective on Episodic Learning via Projection-to-State Safety

In this letter we seek to quantify the ability of learning to improve safety guarantees endowed by Control Barrier Functions (CBFs). In particular, we investigate how model uncertainty in the time derivative of a CBF can be reduced via learning, and how this leads to stronger statements on the safe behavior of a system. To this end, we build upon the idea of Input-to-State Safety (ISSf) to define Projection-to-State Safety (PSSf), which characterizes degradation in safety in terms of a projected disturbance. This enables the direct quantification of both how learning can improve safety guarantees, and how bounds on learning error translate to bounds on degradation in safety. We demonstrate that a practical episodic learning approach can use PSSf to reduce uncertainty and improve safety guarantees in simulation and experimentally

A Control Barrier Perspective on Episodic Learning via Projection-to-State Safety

In this paper we seek to quantify the ability of learning to improve safety guarantees endowed by Control Barrier Functions (CBFs). In particular, we investigate how model uncertainty in the time derivative of a CBF can be reduced via learning, and how this leads to stronger statements on the safe behavior of a system. To this end, we build upon the idea of Input-to-State Safety (ISSf) to define Projection-to-State Safety (PSSf), which characterizes degradation in safety in terms of a projected disturbance. This enables the direct quantification of both how learning can improve safety guarantees, and how bounds on learning error translate to bounds on degradation in safety. We demonstrate that a practical episodic learning approach can use PSSf to reduce uncertainty and improve safety guarantees in simulation and experimentally.Comment: 6 pages, 2 figures, submitted to L-CSS + CDC 202