Behavioral and Economic Reasons for Homeowners’ Reticence to Install Alternative Solar Energy Systems

Institutional and Behavioral Economics,

The Hetu'u Global Network: Measuring the Distance to the Sun Using the June 5th/6th Transit of Venus

In the spirit of historic astronomical endeavors, we invited school groups across the globe to collaborate in a solar distance measurement using the rare June 5/6th transit of Venus. In total, we recruited 19 school groups spread over 6 continents and 10 countries to participate in our Hetu'u Global Network. Applying the methods of French astronomer Joseph-Nicolas Delisle, we used individual second and third Venus-Sun contact times to calculate the distance to the Sun. Ten of the sites in our network had amiable weather; 8 of which measured second contact and 5 of which measured third contact leading to consistent solar distance measurements of 152+/-30 million km and 163+/-30 million km respectively. The distance to the Sun at the time of the transit was 152.25 million km; therefore, our measurements are also consistent within 1sigma of the known value. The goal of our international school group network was to inspire the next generation of scientists using the excitement and accessibility of a rare astronomical event. In the process, we connected hundreds of participating students representing a diverse, multi-cultural group with differing political, economic, and racial backgrounds.Comment: 19 pages; 7 Figures; 1 Table; Accepted for publication in Astronomy Education Review (AER) For more information see http://www.das.uchile.cl/~drodrigu/easter/index_en.htm

CONSTITUTIONAL LAW—THE REAL ID ACT: VIOLATING MASSACHUSETTS RESIDENTS’ RIGHT TO TRAVEL AND THE TENTH AMENDMENT

The Real ID Act establishes minimum federal standards for the production and issuance of state-issued driver’s licenses. The Department of Homeland Security is implementing the Real ID Act through an enforcement schedule that sets out a timeline of where and when noncompliant state-issued driver’s licenses would be recognized for federal purposes in order to force states to comply. Under the enforcement schedule, Massachusetts residents faced having their driver’s licenses not federally accepted from April to October of 2014. Currently, Massachusetts has an extension until October 10, 2016 to comply with the Real ID Act, causing Massachusetts driver’s licenses to be temporarily acceptable for federal purposes. This has created an abundance of uncertainty amongst residents of Massachusetts about the future validity of their driver’s licenses. Unfortunately, this will only become more problematic for Massachusetts residents in the future as the enforcement schedule eventually expands to cover all federal facilities and federally regulated commercial aircrafts. The Real ID Act enforcement violates both the Privileges or Immunities Clause of the Fourteenth Amendment’s right to travel and the Tenth Amendment. Massachusetts’ option to comply with the Real ID Act risks the sanctions that affect its residents’ right to travel. Specifically, if Massachusetts does not comply, its residents will have to live with the uncertainty regarding Massachusetts driver’s licenses and whether or not they will be valid in the future for travel on commercial airlines. Thus, it is a choice that essentially leaves no choice

Studies of CO oxidation on Pt/SnO2 catalyst in a surrogate CO2 laser facility

Samples of 1% Pt/SnO2 catalyst were exposed to a stoichiometric gas mixture of 1% CO and 1.2% O2 in helium over a range of flowrates from 5 to 15 sccm and temperatures from 338 to 394 Kelvin. Reaction rate constants for the catalytic oxidation of carbon monoxide and their temperature dependence were determined and compared with previous literature values

Development of the Classroom Sensory Environment Assessment (C-SEA)

The Classroom Sensory Environment Assessment (C-SEA) allows teachers to examine the sensory aspects of classroom tasks and environments. The purpose is to assist in determining ways to modify tasks and environments to improve engagement and reduce problem behaviors in elementary school students with Autism Spectrum Disorder

Report to Congress on Waivers Granted Under the Elementary and Secondary Education Act

This is the third annual report to Congress on waivers granted by the U.S. Department of Education, mandated under section 14401(e)(4) of the Elementary and Secondary Education Act (ESEA). Three education laws passed in 1994 — the Goals 2000: Educate America Act, the School-to-Work Opportunities Act, and the reauthorized ESEA — allow the Secretary of Education to grant waivers of certain requirements of federal education programs in cases where a waiver will likely contribute to improved teaching and learning. States and school districts use the waiver authorities to adapt federal programs and use federal funds in ways that address their local needs. The waiver authorities provide additional flexibility to states and school districts in exchange for increased accountability for improving student achievement. The law requires that waiver applicants describe how a waiver would improve instruction and academic performance, and that the waivers conform to the underlying intent and purposes of the affected programs. This report contains five sections. Section I gives an overview of waivers requested and granted from the establishment of the waiver authorities in 1994 through September 30, 1999. Section II provides details about the focus of the waivers that have been granted. Section III examines the progress school districts and states have made under waivers that have been effective for at least two years, as reported by states to the U. S. Department of Education. Section IV reviews the federal and state roles in the administration of the waiver authorities, and Section V contains some conclusions about how waivers contribute to the broader effort to improve teaching and learning for all students

Report to Congress on Waivers Granted Under the Elementary and Secondary Education Act

This is the third annual report to Congress on waivers granted by the U.S. Department of Education, mandated under section 14401(e)(4) of the Elementary and Secondary Education Act (ESEA). Three education laws passed in 1994 — the Goals 2000: Educate America Act, the School-to-Work Opportunities Act, and the reauthorized ESEA — allow the Secretary of Education to grant waivers of certain requirements of federal education programs in cases where a waiver will likely contribute to improved teaching and learning. States and school districts use the waiver authorities to adapt federal programs and use federal funds in ways that address their local needs. The waiver authorities provide additional flexibility to states and school districts in exchange for increased accountability for improving student achievement. The law requires that waiver applicants describe how a waiver would improve instruction and academic performance, and that the waivers conform to the underlying intent and purposes of the affected programs. This report contains five sections. Section I gives an overview of waivers requested and granted from the establishment of the waiver authorities in 1994 through September 30, 1999. Section II provides details about the focus of the waivers that have been granted. Section III examines the progress school districts and states have made under waivers that have been effective for at least two years, as reported by states to the U. S. Department of Education. Section IV reviews the federal and state roles in the administration of the waiver authorities, and Section V contains some conclusions about how waivers contribute to the broader effort to improve teaching and learning for all students

Report to Congress on Waivers Granted Under the Elementary and Secondary Education Act

This is the third annual report to Congress on waivers granted by the U.S. Department of Education, mandated under section 14401(e)(4) of the Elementary and Secondary Education Act (ESEA). Three education laws passed in 1994 — the Goals 2000: Educate America Act, the School-to-Work Opportunities Act, and the reauthorized ESEA — allow the Secretary of Education to grant waivers of certain requirements of federal education programs in cases where a waiver will likely contribute to improved teaching and learning. States and school districts use the waiver authorities to adapt federal programs and use federal funds in ways that address their local needs. The waiver authorities provide additional flexibility to states and school districts in exchange for increased accountability for improving student achievement. The law requires that waiver applicants describe how a waiver would improve instruction and academic performance, and that the waivers conform to the underlying intent and purposes of the affected programs. This report contains five sections. Section I gives an overview of waivers requested and granted from the establishment of the waiver authorities in 1994 through September 30, 1999. Section II provides details about the focus of the waivers that have been granted. Section III examines the progress school districts and states have made under waivers that have been effective for at least two years, as reported by states to the U. S. Department of Education. Section IV reviews the federal and state roles in the administration of the waiver authorities, and Section V contains some conclusions about how waivers contribute to the broader effort to improve teaching and learning for all students