Evaluation of existing and new methods of tracking glacier terminus change

ACKNOWLEDGEMENTS The authors thank two anonymous reviewers for constructive comments that helped to improve the manuscript. This research was financially supported by J.M.L.’s PhD funding from UK Natural Environment Research Council grant No. NE/I528742/1.Peer reviewedPublisher PD

The Family Medical Leave Act: Calculating the Hours of Service for the Reinstated Employee

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Hankins v. Lyght: The RFRA Defense to Federal Discrimination Claims

Does the Religious Freedom Restoration Act ( RFRA ) bar employment discrimination lawsuits against churches? Last year a divided panel of the Second Circuit answered yes to that question in Hankins v. Lyght, but the Seventh Circuit disagreed; its opinion in Tomic v. Catholic Diocese of Peoria called Hankins unsound

Empirical Object Detection Performance of Lidar and Multibeam Sonar Systems in Long Island Sound

A comparison of object detection capability of side scan sonar, multibeam sonar, and Lidar was conducted by NOAA in Long Island Sound. The seafloor is characterised by thousands of glacial erratics-boulders varying in size from cobbles to 10m on a side. The water turbidity varies from Secchi depth of 3.5m to 6m. A set of 93 features was selected from the side scan data and was compared with data from the multibeam sonar and the Lidar. The percentages of targets detected by the different systems were compared as a function of target size, target height, and water depth.NOAA efectuô una comparaciôn de la capacidad de detecciôn de objetos del sonar de barrido lateral, el sonar multihaz y el Lidar, en el Pasaje de Long Island. El fondo marino estâ caracterizado por millares de bloques de hielo errâticos, cuyo tamano varia desde cantos rodados de 10m por lado. La turbidez del agua varia de 3.5 a 6m de la profundidad de Secchi. Se seleccionô una colecciôn de 93 objetos de los datos de barrido lateral y se comparé con datos del sonar multihaz y el Lidar. Los porcentajes de los blancos detectados por los diferentes sistemas fueron comparados en funciôn del tamano y la altura del bianco y la profundidad del agua.La NOAA, à Long Island Sound, a effectué une comparaison entre les capacités de détection des objets à l ’aide du sonar à balayage latéral, du sonar multifaisceaux et du Lidar. Le fond marin est caractérisé par des milliers de galets irréguliers dont la taille varie et peut atteindre 10 m d'un côté. La turbidité de l'eau diffère, selon la profondeur de non visibilité du disque de Secchi, de 3.5m à 6m. Un ensemble de 93 éléments a été sélectionné à partir des données du sonar à balayage latéral et a été comparé avec les données du sonar multifaisceaux et du Lidar. Les pourcentages de cibles détectées par les différents systèmes ont été comparés à l ’aide des critères suivants:taille, hauteur et profondeur de la cible

Principal Professional Learning: Exploring Personal and Contextual Barriers and Facilitators of Change

Principals are regularly expected to navigate and lead in contexts of complex change. While professional learning is often seen as a key lever for change, there is minimal research regarding principal professional learning in change contexts and even fewer studies making explicit connections between professional learning and change. This qualitative multi-case study of four principals actively engaged in a district designed and facilitated yearlong professional learning program explores the experiences of principals within the program and identifies critical connection points between professional learning and change. Through a series of semi-structured interviews and document analyses, findings emerged indicating that principals had both unique and common experiences within the program. While not every principal found the professional learning program to be transformational, all four principals identified unique changes in knowledge, beliefs, and practice in relation to the learning priorities and discussed individualized barriers and facilitators to change. Across the four cases, common experiences were identified regarding each of the key players of change: innovation/learning priority, learning environment, change facilitator, and learning environment. Five critical connection points between professional learning and change were identified: collective leadership, coherence, collaboration, differentiation, and praxis. In light of these critical connection points, the Organizational Learning Core emerged as a framework to illustrate the complexity and coherence of the learning priorities within the change context. Three themes were identified regarding the Organizational Learning Core. The first theme is that the Organizational Learning Core is central to personal and organizational change. This theme explores the parallel nature of instruction and learning at the classroom, school and 13 district levels. The second theme is that the Organizational Learning Core provides a framework for authentic, multidimensional coherence. This theme discusses the nature of vertical and horizontal coherence that is authentically established by those within the organization. The third theme is that differentiation within the Organizational Learning Core maintains coherence while supporting the unique needs of learning agents. This theme discusses the need for coherence, while also providing differentiated learning opportunities in response to the unique learning needs of each learning agent. These findings contribute to the fields of both professional learning and change, and serve to connect them, by illuminating evidence that professional learning for principals is a necessary component of organizational change