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Polarization provides useful quantitative information about scattering surfaces. In hyperspectral remote sensing of natural surfaces composed of granular materials, there are relatively few studies of polarization. Most earlier remote sensing studies of polarization have been based on multi-spectral data, and the majority focused on the negative branch of polarization, which typically appears at phase angles less than 20 degrees, using models with limited accuracy. Models of the positive branch have also shown limitations, particularly at longer phase angles. We review these earlier studies by Hapke and Shkuratov and present the results of our laboratory study using hyperspectral polarization imagery of particulate surfaces. Although the linear polarization ratio is typically a nonlinear function of phase angle, our results show that in an approximately linear region of the polarization curve, there is a correlation between the slope of the linear polarization ratio and the average grain size. [ABSTRACT FROM AUTHOR]

The Simulation at Point1 (Sim@P1) project was established in 2013 to take advantage of the Trigger and Data Acquisition High Level Trigger (HLT) farm of the ATLAS experiment at the LHC. The HLT farm is a significant compute resource, which is critical to ATLAS during data taking. This large compute resource is used to generate and process simulation data for the experiment when ATLAS is not recording data. The Sim@P1 system uses virtual machines, deployed by OpenStack, in order to isolate the resources from the ATLAS technical and control network. During the upcoming long shutdown in 2019 (LS2), the HLT farm including the Sim@P1 infrastructure will be upgraded. A previous paper on the project emphasized the need for “simple, reliable, and efficient tools” to quickly switch between data acquisition operation and offline processing. In this contribution we assess various options for updating and simplifying the provisional tools. Cloudscheduler is a tool for provisioning cloud resources for batch computing that has been managing cloud resources in HEP offline computing since 2012. We present the argument for choosing Cloudscheduler, and describe technical details regarding optimal utilization of the Sim@P1 re-sources.

This paper considers the value of a specific non-punitive approach to dealing with bullying. It is based upon an exploratory project undertaken in a Year 3 class in a primary school which has not been identified by name. The project involved working with pupils involved in bullying using the stages and principles of the Support Group Method (SGM) and collecting data for analysis through interviews, observations and field notes. The paper concludes with professional implications and an endorsement of support-based approaches to managing bullying.

This paper is based upon detailed research over a two-year period into primary school teachers' attitudes and approaches to bullying. All the teaching staff in a single school contributed to the research and they were thoughtful and reflective in their engagement with the research. The project focuses on the key issue of how teachers define bullying and begins with a consideration of factors that might influence their definition before moving on to develop a framework of key concepts that inform definitions and the problems that emerge from that framework. Teachers' own understanding and the differing forms of definition that developed are discussed. What emerges is a picture of a shared vocabulary and a strong personal understanding about what is meant by 'bullying', but little consensus is evident. It leads to a conclusion that endorses the importance of shared understanding amongst the professionals within an institution, and those who work alongside them, that are often called upon to resolve bullying issues.

Science teachers continually search for effective ways to help students make sense of science concepts and principles. For students to learn to think more like scientists, science teachers must decrease the number of lectures and "follow-the-recipe" laboratory experiments and increase the use of activities that incorporate student inquiry. Students need guidance regarding how to think through the inquiry process; however, such scaffolding is often missing from secondary school laboratory programs. The Model-Observe-Reflect-Explain (MORE) Thinking Frame is an instructional tool that provides the structure necessary for students to engage in high-level inquiry. The MORE Thinking Frame was developed and first implemented at the University of California, Berkeley, to guide college students' thinking in the general chemistry laboratory. In the last three years, it has been adapted to help secondary school students learn to think more like scientists as they investigate chemistry. The design of the laboratory curriculum and instruction includes support for guided discovery, promotion of metacognition or thinking about one's own thinking, and exploration of concepts through authentic scientific inquiry. (Contains 1 figure.)