Resolving the Ripples (and a Mine): High-Resolution Multibeam Survey of Martha\u27s Vineyard ONR Mine Burial Program Field Area

In an effort to better understand the coastal processes responsible for the burial and exposure of small objects on the seafloor, the Office of Naval Research is sponsoring the Mine Burial Program. Among the field areas chosen for this program is the site of the Martha\u27s Vineyard Coastal Observatory (MVCO), a permanent instrumented node in 12 m of water about 500 m off the southern shore of Martha?s Vineyard. In support of the ONR program, several site surveys of the MVCO area have been conducted (see Goff et al); here we report the result of the most recent of these surveys, a very high-resolution multibeam survey aimed at establishing a detailed base map for the region and providing a baseline from which subsequent surveys can measure seafloor change In late July we conducted a five day survey of an approximately 3 x 5 km area surrounding the MVCO node using a Reson 8125 focused multibeam sonar aboard the SAIC survey vessel Ocean Explorer. The 8125 is a newly developed multibeam sonar that operates at 455 kHz and uses dynamic focusing to compensate for the curvature of the wavefront in the near-field. By using a relatively long array, the system can achieve very high spatial resolution (0.5 degree beam width) and with the dynamic focusing, can operate in the near field. The real constraint on resolution using this system is the ability to position the soundings and thus three kinematic DGPS base stations were established on Martha?s Vineyard and three kinematic receivers were used on the survey vessel. The kinematic GPS positioning is also critical to the ability to do repeat surveys with an accuracy high enough to resolve small (less than 10 cm) seafloor changes. Also to aid in our ability to accurately position repeat surveys, divers jetted sonar reflectors into the seafloor to act as fiducials. A super high-resolution (4 m overlap) survey was conducted in a small area surrounding the MVCO node and mine burial sites, a slightly lower resolution survey (12 to 25 m overlap) in a box approximately 1 x 1 km surrounding the ?target box? and a lower resolution survey (25 to 40 m line overlap) in a 3 x 5 km region surrounding the 1 x 1 km box. The Reson 8125 produced approximately 1 gigabyte of data per hour. The bathymetric resolution we were able to achieve was beyond our expectations. The node site and all diver-emplaced reflectors were clearly identified Most amazingly, we are able to resolve fields of individual ripples that are less than 2 cm height. Of particular relevance to the mine burial program was our ability to resolve an instrumented mine that had been deployed earlier by NRL. This mine is buried in a scour depression and is only a few centimeters proud above the base of the depression

New Technology for Shallow Water Hydrographic Surveys

The United States Office of Coast Survey is developing technology for shallow water hydrographic surveys in order to increase the efficiency with which hydrographic data are acquired and to improve the likelihood that all potential dangers to navigation are detected in the course of a hydrographic survey. Three areas of technology hold the greatest promise for meeting those goals: Airborne Lidar Hydrography (ALH), Shallow Water Multibeam Sonars (SWMB), and digital side scan sonar, especially the Coast Survey’s new High Speed, High Resolution Side Scan Sonar (HSHRSSS). The Coast Survey expects that all its ALH surveys will be outsourced to private sector contractors, and that its SWMB and side scan sonar surveys will be accomplished by both NOAA survey vessels and by private sector contractors. This diversity of sources for survey data influences the strategy for managing these new technologies

Back Channel Diplomacy and the Sino-German relationship, 1939-1945

This dissertation employs a combination of diplomatic and intelligence history to challenge established narratives about the relations between Nationalist China and the Third Reich during WWII. This approach allows for the exploration of how Chiang Kai-shek’s wartime diplomacy influenced Chinese foreign policy in regards to the Axis Powers. Archival documents reveal that in the fight for China’s survival pragmatism, rather than ideology, was the most important force behind Chiang Kai-shek’s foreign policy strategy. As earlier research has shown, Republican Chinese foreign policy had many pragmatic traits, and in this project it becomes evident that diplomatic communication was maintained by Chiang Kai-shek with as many countries as possible. This foreign policy approach was influenced by the experience of having unreliable allies throughout the 1920s and 1930s. This approach resulted in the maintenance of communication with Germany, even beyond the crucial official break in diplomatic relations between the two countries in July 1941. This project explores how clandestine back channels emerged as the preferred tool for fostering Sino-German relations, and how these back channels continued from 1942 until 1945 in Switzerland. Special envoys with intelligence links, appointed by Chiang Kai-shek, conversed with representatives of the German party intelligence service, the RSHA, and with the German Resistance movement of 20 July 1944. These back channels reflected Chiang Kai-shek’s pragmatic foreign policy, and these connections subsequently contributed to the difficulties that arose between the Western Allies and China at the end of the war

School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI

Einfluss von individueller Anatomie, Genetik und Anpassung eines Cochlea Implantats auf das Hörergebnis von Patienten mit Innenohrschwerhörigkeit

In dieser Studie sollte die Frage behandelt werden, ob die Länge der Cochlea über die Bestimmung des A-Werts zuverlässig abgeschätzt werden kann. Darüber hinaus wurden die im Rahmen der Arbeit bestimmten anatomischen Parameter mit audiologischen Ergebnissen nach Cochlea Implantat Versorgung korreliert. Es wurden 532 Cochleae von 266 Patienten anhand von CT- und MRT-Bildern des Felsenbeins untersucht und die anatomischen Daten wurden mit genetischen und audiologischen Daten korreliert. Es wurden der A-Wert (Range: 7,36 mm – 9,86 mm; MW ± SD: 8,75 mm ± 0,42 mm), der B-Wert (Range: 4,85 mm – 7,35 mm. MW ± SD: 6,19 mm ± 0,41 mm), die Gesamtlänge der knöchernen lateralen Wand der Cochlea (CDL-LW; Range: 25,0 mm – 42,9 mm; MW ± SD: 35,15 mm ± 2,48 mm) und die Länge der ersten beiden Windungen entlang der lateralen Wand der Cochlea (2TL; Range: 23,5 mm – 36,1 mm; MW ± SD: 30,84 mm ± 1,83 mm), sowie die Anzahl der Windungen gemessen. Berechnungen der Cochlealänge nach Escudé et al., Alexiades et al. und Schurzig et al. legten nahe, dass sich mithilfe der basalen Durchmesser A und B die Gesamtlänge der Cochlea gut abschätzen lässt. Insbesondere der A-Wert ist gut als prädiktiver Parameter geeignet (Alexiades et al., 2015; Escude et al., 2006; Schurzig et al., 2018). Die Verlässlichkeit der gemessenen Werte stellte sich intrapersonell als sehr gut heraus, Abweichungen der Methodik führen jedoch zu Unterschieden der Messergebnisse, weshalb die Vergleichbarkeit mit anderen Studien nur bedingt gegeben ist. Bei den untersuchten Patienten kamen insgesamt 13 verschiedene Elektrodenträger von vier verschiedenen Herstellern (MED-EL, Cochlear, Advanced Bionics, Neurelec) zum Einsatz. Die relative Abdeckung der Cochlealänge durch die Länge des Elektrodenträgers war uneinheitlich (Range: 46,91 % - 112,00 %, MW ± SD: 76,31 % ± 12,66 %). Der Mittelwert für die Abdeckung der Länge der Cochlea steht in Übereinstimmung mit aktuellen Empfehlungen. Die hohe Variabilität der Abdeckung steht in Zusammenhang mit der im Erhebungszeitraum vor Durchführung dieser Studie fehlenden Kenntnis der Länge der Cochlea. Auch die genetischen Hintergründe der Schwerhörigkeit wurden, soweit bekannt, erfasst. Dabei wurden 46 verschiedene als ursächlich eingestufte Gene gefunden. Die fünf häufigsten waren hierbei GJB2, SLC26A4, MYO7A, MYO15A und LOXHD1. Die Ergebnisse im Freiburger Sprachtest (Einsilber, 65 dB Sprachpegel) wurden einzeln für jedes mit einem CI versorgte Ohr erfasst und wiesen eine große Heterogenität auf (Spannweite: 0 % - 95 %, MW: 33,81 % ± 27,92 %). Es konnte weder ein Zusammenhang des Ergebnisses der Cochlea Implantat Versorgung mit der Anatomie noch mit der Genetik oder der Abdeckung der Cochlea erkannt werden. Dies weist darauf hin, dass der Hörerfolg mit einem CI von vielen Faktoren abhängt, die komplex zusammenhängen. Lediglich eine sehr hohe Abdeckung, also eine sehr tiefe Insertion des Elektrodenträgers, ging mit schlechteren Sprachverständnis-Ergebnissen einher. Dies beruht vermutlich auf Mechanismen wie der Verletzung von Strukturen im Innenohr oder dem Abknicken des Elektrodenträgers, welche mit zunehmender Insertionstiefe wahrscheinlicher werden (Adunka et al., 2005). Zusammenfassend lässt sich sagen, dass die Bestimmung des A-Werts geeignet ist, die Länge der Cochlea abzuschätzen und damit die Länge der Cochlea Implantat Elektrode individuell auszuwählen. Eine zu tiefe Insertion des Elektrodenträgers sollte vermieden werden, um unterdurchschnittliche Hörergebnisse nach der Implantation zu vermeiden. Um die Einflussfaktoren auf den Hörerfolg mit einem CI besser zu verstehen sind weitere Untersuchungen nötig

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI

Brain Injury Is Treatable

Children with traumatic brain injury (TBI) are under-identified and under-served by healthcare and educational professionals. Factors such as lack of understanding regarding long-term needs following TBI, limited awareness and training in emerging evidence-based practices and inefficient care coordination (Haarbauer-Krupa et al., 2017) impede effective clinical management. Despite these considerable challenges, childhood brain injury is treatable. Families, schools, and healthcare systems are integral to that treatment. Where a child lives and learns can also greatly influence long-term outcomes. Children from home environments with supportive caregivers have more positive outcomes (Wade et al., 2016). Closer proximity to medical care and providers who streamline postacute care, rehabilitation, and community services also positively affect recovery (Buzza et al., 2011). Schools with educators who are trained to understand the unique needs of students with TBI are better situated to ensure that needed services and accommodations are received upon a child’s return to school (Davies, 2016)

Traumatic Brain Injury and Teacher Training: A Gap in Educator Preparation

This study examines the level of training provided on traumatic brain injury (TBI) in teacher training programs. Research has shown teachers lack knowledge about the consequences of TBI and about the related services students with TBI might require. Participants included faculty members in teacher training programs in the United States. The current study revealed very little formal training on TBI is provided in teacher training programs. If provided, TBI training was more likely to be found in special education classes than in general education settings

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI

Electronic Chart of the Future: The Hampton Roads Project

ECDIS is evolving from a two-dimensional static display of chart-related data to a decision support system capable of providing real-time or forecast information. While there may not be consensus on how this will occur, it is clear that to do this, ENC data and the shipboard display environment must incorporate both depth and time in an intuitively understandable way. Currently, we have the ability to conduct high-density hydrographic surveys capable of producing ENCs with decimeter contour intervals or depth areas. Yet, our existing systems and specifications do not provide for a full utilization of this capability. Ideally, a mariner should be able to benefit from detailed hydrographic data, coupled with both forecast and real-time water levels, and presented in a variety of perspectives. With this information mariners will be able to plan and carry out transits with the benefit of precisely determined and easily perceived underkeel, overhead, and lateral clearances. This paper describes a Hampton Roads Demonstration Project to investigate the challenges and opportunities of developing the “Electronic Chart of the Future.” In particular, a three-phase demonstration project is being planned: 1. Compile test datasets from existing and new hydrographic surveys using advanced data processing and compilation procedures developed at the University of New Hampshire’s Center for Coastal and Ocean Mapping/Joint Hydrographic Center (CCOM/JHC); 2. Investigate innovative approaches being developed at the CCOM/JHC to produce an interactive time- and tide-aware navigation display, and to evaluate such a display on commercial and/or government vessels; 3. Integrate real-time/forecast water depth information and port information services transmitted via an AIS communications broadcast