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The through-the-wall human being detection and localization in the complex environments by using the radar system has many possible applications such as for law enforcement, and search and rescue missions in disaster-stricken areas. This paper discusses the experimental study of ultra-wideband impulse radar for obscured human respiration detection through spectrum analysis. We investigate the effect of the range of human-wall and radar-wall to the peak factor value of human respiration sign power spectrum. This result will be useful as a reference for analyzing the possibility of the sign to be detected by the radar with respect to the distance from both sides. According to the experimental results, longer both distance increases gradually the peak factor value. However, the peak became narrower. Besides, at a very short distance between areas and walls, the peak factor became very small because of the strong reflection of both objects. Therefore, an adaptive threshold technique and background suppression are needed in order to maintain the detection performance against any possible conditions., Comment: 2 pages, 3 figures, 1 table, presented at International Student Conference on Advanced Science and Technology (ICAST) 2019 Kumamoto, Japan

We present a measurement of the transverse single-spin asymmetry for $\pi^0$ and $\eta$ mesons in $p^\uparrow$$+$$p$ collisions in the pseudorapidity range $|\eta|<0.35$ and at a center-of-mass energy of 200 GeV with the PHENIX detector at the Relativistic Heavy Ion Collider. In comparison with previous measurements in this kinematic region, these results have a factor of 3 smaller uncertainties. As hadrons, $\pi^0$ and $\eta$ mesons are sensitive to both initial- and final-state nonperturbative effects for a mix of parton flavors. Comparisons of the differences in their transverse single-spin asymmetries have the potential to disentangle the possible effects of strangeness, isospin, or mass. These results can constrain the twist-3 trigluon collinear correlation function as well as the gluon Sivers function., Comment: 314 authors from 66 institutions, 10 pages, 5 figures, 2 tables, 2015 data. v2 is version accepted for publication in Phys. Rev. D. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.html

In 2015, the PHENIX collaboration has measured very forward ($\eta>6.8$) single-spin asymmetries of inclusive neutrons in transversely polarized proton-proton and proton-nucleus collisions at a center of mass energy of 200 GeV. A previous publication from this data set concentrated on the nuclear dependence of such asymmetries. In this measurement the explicit transverse-momentum dependence of inclusive neutron single spin asymmetries for proton-proton collisions is extracted using a bootstrapping-unfolding technique on the transverse momenta. This explicit transverse-momentum dependence will help improve the understanding of the mechanisms that create these asymmetries., Comment: 314 authors from 66 institutions, 8 pages, 3 figures, 1 table, 2015 data. v2 is version accepted for publication in Physical Review D. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.html

In this paper, we consider a one-dimensional diffusion process with jumps driven by a Hawkes process. We are interested in the estimations of the volatility function and of the jump function from discrete high-frequency observations in a long time horizon which remained an open question until now. First, we propose to estimate the volatility coefficient. For that, we introduce a truncation function in our estimation procedure that allows us to take into account the jumps of the process and estimate the volatility function on a linear subspace of L2(A) where A is a compact interval of R. We obtain a bound for the empirical risk of the volatility estimator, ensuring its consistency, and then we study an adaptive estimator w.r.t. the regularity. Then, we define an estimator of a sum between the volatility and the jump coefficient modified with the conditional expectation of the intensity of the jumps. We also establish a bound for the empirical risk for the non-adaptive estimators of this sum, the convergence rate up to the regularity of the true function, and an oracle inequality for the final adaptive estimator.Finally, we give a methodology to recover the jump function in some applications. We conduct a simulation study to measure our estimators' accuracy in practice and discuss the possibility of recovering the jump function from our estimation procedure.

The occurrence of extreme (rogue) waves in the ocean is for the most part still shrouded in mystery, as the rare nature of these events makes them difficult to analyze with traditional methods. Modern data mining and machine learning methods provide a promising way out, but they typically rely on the availability of massive amounts of well-cleaned data. To facilitate the application of such data-hungry methods to surface ocean waves, we developed FOWD, a freely available wave dataset and processing framework. FOWD describes the conversion of raw observations into a catalogue that maps characteristic sea state parameters to observed wave quantities. Specifically, we employ a running window approach that respects the non-stationary nature of the oceans, and extensive quality control to reduce bias in the resulting dataset. We also supply a reference Python implementation of the FOWD processing toolkit, which we use to process the entire CDIP buoy data catalogue containing over 4 billion waves. In a first experiment, we find that, when the full elevation time series is available, surface elevation kurtosis and maximum wave height are the strongest univariate predictors for rogue wave activity. When just a spectrum is given, crest-trough correlation, spectral bandwidth, and mean period fill this role.

The teaching profession requires continuous learning, and in 2014, a new model of professional learning was introduced in California by the Instructional Leadership Corps (ILC), a group of expert teachers who organize local professional development to spark iterative changes in practice. In the four years following its launch, the ILC connected with more than 100,000 educators through an approach that supports school-based learning and develops teacher leaders as well as instructional leadership among administrators. It has begun to transform California's statewide capacity to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). These new standards are moving instruction away from a transmission curriculum that often featured scripted lessons and multiple choice tests toward higher-order critical thinking skills acquired through student engagement in inquiry and problem-solving--a shift that requires major transformations in how teachers teach and students learn. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts in which teacher leaders are appointed but not integrated into the work of the schools, they wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors studied the work of ILC teams at four very different sites: (1) Madera Unified School District; (2) East Side Alliance; (3) Consejo Valley Unified School District; and (4) North Orange County.

Gridley Unified School District serves just over 2,000 students across five schools in a small rural town in the upper Sacramento Valley. The median annual household income in Gridley is just over 60% of the state average. Gridley Unified is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's mathematics and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within Gridley Unified that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes key factors that helped support student success in Gridley Unified.

U.S. education has experienced many waves of reform in responding to rapid changes in knowledge, technologies, and the economy. It is now widely accepted that, to succeed in the future, all young people must have the opportunity to develop critical thinking, problem-solving, collaboration, and communication competencies--often referred to as "deeper learning" skills. These opportunities can no longer be the purview of the privileged few. At the same time, disparities in students' learning opportunities present a persistent problem. Substantial opportunity and achievement gaps remain between students of color and their White counterparts and between the growing number of students living in poverty and their affluent peers. The adoption of the Common Core State Standards (CCSS), and other high-quality state and district standards across the nation, attests to the widespread agreement that all children should develop these essential skills. These new standards typically shift teaching from activities such as memorization and computation to the analytic and inquiry skills that undergird deeper learning. Fortunately, many schools and districts are rising to this challenge. This study examines a set of seven "positive outlier" districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California. [Written with Taylor Allbright, Desiree Carver-Thomas, Eupha Jeanne Daramola, Jane L. David, Laura E. Hernández, Kate E. Kennedy, Julie A. Marsh, Crystal A. Moore, Anne Podolsky, Patrick M. Shields, and Joan E. Talbert. Additional funding from the Sandler Family Foundation. For the research brief, see ED610876.]

Clovis Unified School District (USD) serves about 43,000 students in a city just northeast of Fresno. The district is diverse, serving sizeable groups of Latino/a and Hmong students, and 40% of students are eligible for free or reduced-price lunch. The district's proportion of English learners is below the state average, but students are linguistically diverse, coming from families who speak Spanish, Hmong, Punjabi, or Arabic at home. Clovis USD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study complements the research series by describing the critical practices and policies within Clovis USD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes the key factors that helped support student success in Clovis USD.

This brief summarizes lessons from "positive outlier" districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on new assessments of academic standards in English language arts and mathematics, after accounting for students' socioeconomic status. Drawing on case studies of seven of these districts, this brief describes common elements related to their districts' high performance: a shared vision that prioritizes learning for every child; instructionally engaged leaders; a strong and stable educator workforce; collaborative professional learning; a developmental approach to instructional change; curriculum and assessment focused on deeper learning; use of evidence to inform teaching and learning; systemic supports for students' academic, social, and emotional needs; and engagement of families and communities. [Additional funding from the Sandler Family Foundation. For the full report, see ED610874.]

Neo-segregation is the voluntary racial segregation of students, aided by college institutions, into racially exclusive housing and common spaces, orientation and commencement ceremonies, student associations, scholarships, and classes. This study of racial segregation at Yale University is part of a larger project examining neo-segregation in American higher education in the period 1964-2019. During those fifty-five years, many American colleges and universities that initially sought to achieve racial integration found themselves inadvertently on a path to a new form of racial segregation.

The Instructional Leadership Corps (ILC) is an innovative professional learning project in which teacher leaders in California collaborate to lead sustainable professional development to support implementation of new student standards within their districts. Over more than 4 years, the ILC has served over 100,000 teachers. The responses of these educators to ILC conferences and trainings have been overwhelmingly positive. This brief describes how the ILC has changed the professional development landscape in four communities, offering lessons about how teacher-led learning can motivate shifts in practice, enhance teachers' professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change. [For the full report, see ED603444.]

The Instructional Leadership Corps (ILC) is a California collaborative teacher professional learning project in which expert teachers organize local professional development to spark iterative changes in practice. Launched in 2014, ILC is a joint effort of the California Teachers Association (CTA), the National Board Resource Center (NBRC), and the Stanford Center for Opportunity Policy in Education (SCOPE). The ILC changes the paradigm for teacher learning from one dependent on outside consultants, who often conduct one-shot workshops before they leave for the next district, to one that engages local professionals who have been trained and supported to lead ongoing learning within their own districts--and, in many cases, to carry that learning to other schools and districts in their region. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts where teacher leaders are appointed but not integrated into the work of the schools, we wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors interviewed ILC leaders; participating teachers; and school, district, and county administrators. They observed professional learning workshops, statewide conferences, and conferences organized by ILC teams. They also observed classrooms of teachers who participated in workshops led by ILC leaders. [For the research brief, see ED603446.]