title: Distinguishability of battery equivalent-circuit models containing CPEs: Updating the work of Berthier, Diard, & Michel

authors: Poihipi, Eden Kathleen

subjects: Constant Phase Elements

abstract: This manuscript revisits the assertion of Berthier et al. that competing fractional-element equivalent-circuit models of battery cells are indistinguishable in the presence of noise. Starting with Westerhoff’s general equivalent-circuit model (ECM) of 2016 and an idealized impedance spectrum of a lithium battery, a contemporary set of possible ECMs are chosen. Their distinguishability is investigated. Using the extended frequency range recommended by Mauracher & Karden in 1997 or Hasan & Scott in 2019, an approach is presented that permits selection of the appropriate model, even in the presence of noise. For the given frequency range, models with up to five elements or eight real parameters are studied. Fitting to measured data with straightforward numerical methods and choosing the most primitive appropriate sub-circuit is shown to reproduce the data. Typically a three-element, five-parameter ECM is shown to model real, measured data with precision comparable to individual sample error.

text: Distinguishability of battery equivalent-circuit models containing CPEs: Updating the work of Berthier, Diard, & Michel This manuscript revisits the assertion of Berthier et al. that competing fractional-element equivalent-circuit models of battery cells are indistinguishable in the presence of noise. Starting with Westerhoff’s general equivalent-circuit model (ECM) of 2016 and an idealized impedance spectrum of a lithium battery, a contemporary set of possible ECMs are chosen. Their distinguishability is investigated. Using the extended frequency range recommended by Mauracher & Karden in 1997 or Hasan & Scott in 2019, an approach is presented that permits selection of the appropriate model, even in the presence of noise. For the given frequency range, models with up to five elements or eight real parameters are studied. Fitting to measured data with straightforward numerical methods and choosing the most primitive appropriate sub-circuit is shown to reproduce the data. Typically a three-element, five-parameter ECM is shown to model real, measured data with precision comparable to individual sample error.

year: 2022

title: Building literacy communities of practice across subject disciplines in secondary schools

authors: Wright, Noeline

subjects: literacy

abstract: This paper examines the relationship between communities of practice and literacy as a pedagogical focus in secondary schools in New Zealand in the light of Corson's arguments about critical conditions for effective language policy development in schools. It is also positioned within the current international emphasis (at least in English-speaking countries) on improving students' literacy in order to increase academic achievement. Part of this focus stems from an unbalanced relationship between learning mainly content (what) and learning processes (how and why) through content in secondary school classrooms. If teachers' work is centred on equipping students with the learning and thinking tools that allow them to navigate, make sense of and critically examine subject content, then literacy as a pedagogical focus can be seen as supporting that shift. However, shifting secondary teachers to a focus on learning and thinking processes can be difficult, because it implicates their pedagogical values, practices and pedagogical content knowledge (PCK). How schools in New Zealand have developed this focus and made efforts to sustain it are examined through the concept of communities of practice.

text: Building literacy communities of practice across subject disciplines in secondary schools This paper examines the relationship between communities of practice and literacy as a pedagogical focus in secondary schools in New Zealand in the light of Corson's arguments about critical conditions for effective language policy development in schools. It is also positioned within the current international emphasis (at least in English-speaking countries) on improving students' literacy in order to increase academic achievement. Part of this focus stems from an unbalanced relationship between learning mainly content (what) and learning processes (how and why) through content in secondary school classrooms. If teachers' work is centred on equipping students with the learning and thinking tools that allow them to navigate, make sense of and critically examine subject content, then literacy as a pedagogical focus can be seen as supporting that shift. However, shifting secondary teachers to a focus on learning and thinking processes can be difficult, because it implicates their pedagogical values, practices and pedagogical content knowledge (PCK). How schools in New Zealand have developed this focus and made efforts to sustain it are examined through the concept of communities of practice.

year: 2007

title: Rejoinder

authors: Kelly, Martin

abstract: Our paper (Kelly et al., 1999) set out to have points recognized as ‘needing to be addressed’ on the agendas of institutions currently providing accounting education. We believe that many institutions are continuing to fail to respond to recognized problems. We are grateful to the Commentators for recognizing our purpose. They note that our paper:
1. raises some important issues which need to be urgently addressed (Commentator 1);
2. illuminates why it is dif  cult to implement change even when there is a consensus to do so (Commentator 2);
3. provides a very important theme which has been neglected by many accounting educators (Commentator 3).

text: Rejoinder Our paper (Kelly et al., 1999) set out to have points recognized as ‘needing to be addressed’ on the agendas of institutions currently providing accounting education. We believe that many institutions are continuing to fail to respond to recognized problems. We are grateful to the Commentators for recognizing our purpose. They note that our paper:
1. raises some important issues which need to be urgently addressed (Commentator 1);
2. illuminates why it is dif  cult to implement change even when there is a consensus to do so (Commentator 2);
3. provides a very important theme which has been neglected by many accounting educators (Commentator 3).

year: 2000