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phase</title> <meta name="description" content="Search results for: reflection phase"> <meta name="keywords" content="reflection phase"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reflection phase"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5167</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reflection phase</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5167</span> Mathematical Model for Progressive Phase Distribution of Ku-band Reflectarray Antennas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20Ismail">M. Y. Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Inam"> M. Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20F.%20M.%20Zain"> A. F. M. Zain</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Misran"> N. Misran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Progressive phase distribution is an important consideration in reflect array antenna design which is required to form a planar wave in front of the reflect array aperture. This paper presents a detailed mathematical model in order to determine the required reflection phase values from individual element of a reflect array designed in Ku-band frequency range. The proposed technique of obtaining reflection phase can be applied for any geometrical design of elements and is independent of number of array elements. Moreover the model also deals with the solution of reflect array antenna design with both centre and off-set feed configurations. The theoretical modeling has also been implemented for reflect arrays constructed on 0.508 mm thickness of different dielectric substrates. The results show an increase in the slope of the phase curve from 4.61°/mm to 22.35°/mm by varying the material properties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title="mathematical modeling">mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=progressive%20phase%20distribution" title=" progressive phase distribution"> progressive phase distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=reflect%20array%20antenna" title=" reflect array antenna"> reflect array antenna</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20phase" title=" reflection phase"> reflection phase</a> </p> <a href="https://publications.waset.org/abstracts/1426/mathematical-model-for-progressive-phase-distribution-of-ku-band-reflectarray-antennas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5166</span> Reflection Phase Tuning of Graphene Plasmons by Substrate Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaojie%20Jiang">Xiaojie Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Cai"> Wei Cai</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinxiao%20Xiang"> Yinxiao Xiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Zhang"> Ni Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mengxin%20Ren"> Mengxin Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinzheng%20Zhang"> Xinzheng Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingjun%20Xu"> Jingjun Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reflection phase of graphene plasmons (GPs) at an abrupt interface is very important, which determines the plasmon resonance of graphene structures of deep sub-wavelength scales. However, at an abrupt graphene edge, the reflection phase is always a constant, ΦR ≈ π/4. In this work, we show that the reflection phase of GPs can be efficiently changed through substrate design. Reflection phase of graphene plasmons (GPs) at an abrupt interface is very important, which determines the plasmon resonance of graphene structures of deep sub-wavelength scales. However, at an abrupt graphene edge, the reflection phase is always a constant, ΦR ≈ π/4. In this work, we show that the reflection phase of GPs can be efficiently changed through substrate design. Specifically, the reflection phase is no longer π/4 at the interface formed by placing a graphene sheet on different substrates. Moreover, tailorable reflection phase of GPs up to 2π variation can be further achieved by scattering GPs at a junction consisting of two such dielectric interfaces with various gap width acting as a Fabry-Perot cavity. Besides, the evolution of plasmon mode in graphene ribbons based on the interface reflection phase tuning is predicted, which is expected to be observed in near-field experiments with scattering-type scanning near-field optical microscopy (s-SNOM). Our work provides another way for in-plane plasmon control, which should find applications for integrated plasmon devices design using graphene.Specifically, the reflection phase is no longer π/4 at the interface formed by placing a graphene sheet on different substrates. Moreover, tailorable reflection phase of GPs up to 2π variation can be further achieved by scattering GPs at a junction consisting of two such dielectric interfaces with various gap width acting as a Fabry-Perot cavity. Besides, the evolution of plasmon mode in graphene ribbons based on the interface reflection phase tuning is predicted, which is expected to be observed in near-field experiments with scattering-type scanning near-field optical microscopy (s-SNOM). Our work provides a new way for in-plane plasmon control, which should find applications for integrated plasmon devices design using graphene. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphene%20plasmons" title="graphene plasmons">graphene plasmons</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20phase%20tuning" title=" reflection phase tuning"> reflection phase tuning</a>, <a href="https://publications.waset.org/abstracts/search?q=plasmon%20mode%20tuning" title=" plasmon mode tuning"> plasmon mode tuning</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabry-Perot%20cavity" title=" Fabry-Perot cavity"> Fabry-Perot cavity</a> </p> <a href="https://publications.waset.org/abstracts/105255/reflection-phase-tuning-of-graphene-plasmons-by-substrate-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5165</span> Characterization of Printed Reflectarray Elements on Variable Substrate Thicknesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20Ismail">M. Y. Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Arslan%20Kiyani"> Arslan Kiyani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Narrow bandwidth and high loss performance limits the use of reflectarray antennas in some applications. This article reports on the feasibility of employing strategic reflectarray resonant elements to characterize the reflectivity performance of reflectarrays in X-band frequency range. Strategic reflectarray resonant elements incorporating variable substrate thicknesses ranging from 0.016λ to 0.052λ have been analyzed in terms of reflection loss and reflection phase performance. The effect of substrate thickness has been validated by using waveguide scattering parameter technique. It has been demonstrated that as the substrate thickness is increased from 0.508mm to 1.57mm the measured reflection loss of dipole element decreased from 5.66dB to 3.70dB with increment in 10% bandwidth of 39MHz to 64MHz. Similarly the measured reflection loss of triangular loop element is decreased from 20.25dB to 7.02dB with an increment in 10% bandwidth of 12MHz to 23MHz. The results also show a significant decrease in the slope of reflection phase curve as well. A Figure of Merit (FoM) has also been defined for the comparison of static phase range of resonant elements under consideration. Moreover, a novel numerical model based on analytical equations has been established incorporating the material properties of dielectric substrate and electrical properties of different reflectarray resonant elements to obtain the progressive phase distribution for each individual reflectarray resonant element. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numerical%20model" title="numerical model">numerical model</a>, <a href="https://publications.waset.org/abstracts/search?q=reflectarray%20resonant%20elements" title=" reflectarray resonant elements"> reflectarray resonant elements</a>, <a href="https://publications.waset.org/abstracts/search?q=scattering%20parameter%20measurements" title=" scattering parameter measurements"> scattering parameter measurements</a>, <a href="https://publications.waset.org/abstracts/search?q=variable%20substrate%20thickness" title=" variable substrate thickness"> variable substrate thickness</a> </p> <a href="https://publications.waset.org/abstracts/5509/characterization-of-printed-reflectarray-elements-on-variable-substrate-thicknesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5164</span> Analysis of Reflection of Elastic Waves in Three Dimensional Model Comprised with Viscoelastic Anisotropic Medium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amares%20Chattopadhyay">Amares Chattopadhyay</a>, <a href="https://publications.waset.org/abstracts/search?q=Akanksha%20Srivastava"> Akanksha Srivastava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A unified approach to study the reflection of a plane wave in three-dimensional model comprised of the triclinic viscoelastic medium. The phase velocities of reflected qP, qSV and qSH wave have been calculated for the concerned medium by using the eigenvalue approach. The generalized method has been implemented to compute the complex form of amplitude ratios. Further, we discussed the nature of reflection coefficients of qP, qSV and qSH wave. The viscoelastic parameter, polar angle and azimuthal angle are found to be strongly influenced by amplitude ratios. The research article is particularly focused to study the effect of viscoelasticity associated with highly anisotropic media which exhibits the notable information about the reflection coefficients of qP, qSV, and qSH wave. The outcomes may further useful to the better exploration of all types of hydrocarbon reservoir and advancement in the field of reflection seismology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amplitude%20ratios" title="amplitude ratios">amplitude ratios</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20dimensional" title=" three dimensional"> three dimensional</a>, <a href="https://publications.waset.org/abstracts/search?q=triclinic" title=" triclinic"> triclinic</a>, <a href="https://publications.waset.org/abstracts/search?q=viscoelastic" title=" viscoelastic"> viscoelastic</a> </p> <a href="https://publications.waset.org/abstracts/95419/analysis-of-reflection-of-elastic-waves-in-three-dimensional-model-comprised-with-viscoelastic-anisotropic-medium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5163</span> Research on the Optical Properties and Polymerization Environment of Broadband Reflective Films in the Visible Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Miao">Z. Miao</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Chu"> Y. Chu</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Zhang"> Y. Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The unique cholesteric phase liquid crystals obtained by mixing nematic liquid crystals with chiral dopants have gained valuable applications in the display field for their selective reflection and circular dichroism properties. The periodic arrangement of the helical structure of cholesteric liquid crystals makes it possible to produce Bragg reflection of circularly polarized light irradiated perpendicularly to the liquid crystals and, therefore, to acquire semi- or fully reflective surfaces or films. If the polymer-liquid crystal composites are combined with polymeric monomers, commercialized reflective broadband films can be fabricated. In this study, the polymer-liquid crystal composites reflecting visible light region (wavelength centered at 550 nm) were studied to analyze the effects of AC electric field at different voltages and frequencies on the optical texture of the composites, as well as the effects of polymerization temperature and ultraviolet (UV) intensity on the polymerization reaction and reflection bandwidth. The optimal sample was finally obtained at 100Hz, 120V, 30℃, 1.00 mW/cm², which provides a research suggestion to solve the influencing factors of visible light reflection bandwidths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cholesteric%20liquid%20crystal" title="cholesteric liquid crystal">cholesteric liquid crystal</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20bandwidths" title=" reflection bandwidths"> reflection bandwidths</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20dielectric%20anisotropy" title=" negative dielectric anisotropy"> negative dielectric anisotropy</a>, <a href="https://publications.waset.org/abstracts/search?q=planar%20texture" title=" planar texture"> planar texture</a> </p> <a href="https://publications.waset.org/abstracts/157429/research-on-the-optical-properties-and-polymerization-environment-of-broadband-reflective-films-in-the-visible-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157429.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5162</span> Absurdity as a Catalyst for Reflection: A Study of Tawfiq Al-Hakim’s The Fate of a Cockroach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adaoma%20Igwedibia">Adaoma Igwedibia</a>, <a href="https://publications.waset.org/abstracts/search?q=Obetta%20Emmanuela"> Obetta Emmanuela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of absurdity as a catalyst for reflection has gained attention in various domains, including philosophy, literature, and psychology. Absurdity, characterised by its inherent contradiction and irrationality, has been considered a potent tool for stimulating reflection and generating meaningful insights. However, despite its conceptual appeal, a comprehensive understanding of the effectiveness and potential limitations of absurdity in this context remains insufficiently explored. This paper aims to address this gap in knowledge by critically examining the role of absurdity in stimulating reflection and uncovering its precise mechanisms for generating meaningful insights. By reviewing relevant literature and theories, we seek to shed light on the factors that influence the effectiveness of absurdity as a catalyst for reflection and explore its potential limitations. Furthermore, this study intends to provide practical implications for the utilisation of absurdity in various fields, such as education, creativity, and personal development. Through a thorough investigation of existing research and the identification of areas for further exploration, this paper aims to contribute to a more comprehensive understanding of the role of absurdity in stimulating reflection and generating meaningful insights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absurdity" title="absurdity">absurdity</a>, <a href="https://publications.waset.org/abstracts/search?q=catalyst" title=" catalyst"> catalyst</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/171618/absurdity-as-a-catalyst-for-reflection-a-study-of-tawfiq-al-hakims-the-fate-of-a-cockroach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5161</span> An Exploratory Study on the Impact of Video-stimulated Reflection on Novice EFL Teachers’ Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahima%20Diallo">Ibrahima Diallo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The literature on teacher education foregrounds reflection as an important aspect of professional practice. Reflection for a teacher consists in critically analysing and evaluating retrospectively a lesson to see what worked, what did not work, and how to improve it for the future. Now, many teacher education programmes worldwide consider the ability to reflect as one of the hallmarks of an effective educator. However, in some context like Senegal, reflection has not been given due consideration in teacher education programmes. In contexts where it has been in the education landscape for some time now, reflection is mostly depicted as an individual written activity and many teacher trainees have become disenchanted by the repeated enactments of this task that is solely intended to satisfy course requirements. This has resulted in whitewashing weaknesses or even ‘faking’ reflection. Besides, the “one-size-fits-all” approach of reflection could not flourish because how reflection impacts on practice is still unproven. Therefore, reflective practice needs to be contextualised and made more thought-provoking through dialogue and by using classroom data. There is also a need to highlight change brought in teachers’ practice through reflection. So, this study introduces reflection in a new context and aims to show evidenced change in novice EFL teachers’ practice through dialogic data-led reflection. The purpose of this study is also to contribute to the scarce literature on reflection in sub-Saharan Africa by bringing new perspectives on contextualised teacher-led reflection. Eight novice EFL teachers participated in this qualitative longitudinal study, and data have been gathered online through post-lesson reflection recordings and lesson videos for a period of four months. Then, the data have been thematically analysed using NVivo to systematically organize and manage the large amount of data. The analysis followed the six steps approach to thematic analysis. Major themes related to teachers’ classroom practice and their conception of reflection emerged from the analysis of the data. The results showed that post-lesson reflection with a peer can help novice EFL teachers gained more awareness on their classroom practice. Dialogic reflection also helped them evaluate their lessons and seek for improvement. The analysis of the data also gave insight on teachers’ conception of reflection in an EFL context. It was found that teachers were more engaged in reflection when using their lesson video recordings. Change in teaching behaviour as a result of reflection was evidenced by the analysis of the lesson video recordings. This study has shown that video-stimulated reflection is practical form of professional development that can be embedded in teachers’ professional life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=novice%20EFL%20teachers" title="novice EFL teachers">novice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=video-stimulated%20reflection" title=" video-stimulated reflection"> video-stimulated reflection</a> </p> <a href="https://publications.waset.org/abstracts/148708/an-exploratory-study-on-the-impact-of-video-stimulated-reflection-on-novice-efl-teachers-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5160</span> Reflection Performance of Truncated Pyramidal and Truncated Wedge Microwave Absorber Using Sugarcane Bagasse (SCB) </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liyana%20Zahid">Liyana Zahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Fareq%20Abd%20Malek"> Mohd Fareq Abd Malek</a>, <a href="https://publications.waset.org/abstracts/search?q=Ee%20Meng%20Cheng"> Ee Meng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Wen%20Liu"> Wei Wen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeng%20Seng%20Lee"> Yeng Seng Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Nadeem%20Iqbal"> Muhammad Nadeem Iqbal</a>, <a href="https://publications.waset.org/abstracts/search?q=Fwen%20Hoon%20Wee"> Fwen Hoon Wee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the parameters that affect the performance of microwave absorbers is the shape of the absorbers. This paper shows the performance (reflection loss) of truncated pyramidal and truncated wedge microwave absorbers in the range frequency between 8.2 to 12.4 GHz (X-Band) in simulation. The material used is sugarcane bagasse (SCB) which is one of the new materials that used to fabricate the microwave absorber. The complex permittivity was measured using Agilent dielectric probe technique. The designs were simulated using CST Microwave Studio Software. The reflection losses between these two shapes were compared. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microwave%20absorber" title="microwave absorber">microwave absorber</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20loss" title=" reflection loss"> reflection loss</a>, <a href="https://publications.waset.org/abstracts/search?q=sugarcane%20bagasse%20%28SCB%29" title=" sugarcane bagasse (SCB)"> sugarcane bagasse (SCB)</a>, <a href="https://publications.waset.org/abstracts/search?q=X-Band" title=" X-Band"> X-Band</a> </p> <a href="https://publications.waset.org/abstracts/1457/reflection-performance-of-truncated-pyramidal-and-truncated-wedge-microwave-absorber-using-sugarcane-bagasse-scb" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5159</span> Immiscible Polymer Blends with Controlled Nanoparticle Location for Excellent Microwave Absorption: A Compartmentalized Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sourav%20Biswas">Sourav Biswas</a>, <a href="https://publications.waset.org/abstracts/search?q=Goutam%20Prasanna%20Kar"> Goutam Prasanna Kar</a>, <a href="https://publications.waset.org/abstracts/search?q=Suryasarathi%20Bose"> Suryasarathi Bose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to obtain better materials, control in the precise location of nanoparticles is indispensable. It was shown here that ordered arrangement of nanoparticles, possessing different characteristics (electrical/magnetic dipoles), in the blend structure can result in excellent microwave absorption. This is manifested from a high reflection loss of ca. -67 dB for the best blend structure designed here. To attenuate electromagnetic radiations, the key parameters i.e. high electrical conductivity and large dielectric/magnetic loss are targeted here using a conducting inclusion [multiwall carbon nanotubes, MWNTs]; ferroelectric nanostructured material with associated relaxations in the GHz frequency [barium titanate, BT]; and a loss ferromagnetic nanoparticles [nickel ferrite, NF]. In this study, bi-continuous structures were designed using 50/50 (by wt) blends of polycarbonate (PC) and polyvinylidene fluoride (PVDF). The MWNTs was modified using an electron acceptor molecule; a derivative of perylenediimide, which facilitates π-π stacking with the nanotubes and stimulates efficient charge transport in the blends. The nanoscopic materials have specific affinity towards the PVDF phase. Hence, by introducing surface-active groups, ordered arrangement can be tailored. To accomplish this, both BT and NF was first hydroxylated followed by introducing amine-terminal groups on the surface. The latter facilitated in nucleophilic substitution reaction with PC and resulted in their precise location. In this study, we have shown for the first time that by compartmentalized approach, superior EM attenuation can be achieved. For instance, when the nanoparticles were localized exclusively in the PVDF phase or in both the phases, the minimum reflection loss was ca. -18 dB (for MWNT/BT mixture) and -29 dB (for MWNT/NF mixture), and the shielding was primarily through reflection. Interestingly, by adopting the compartmentalized approach where in, the lossy materials were in the PC phase and the conducting inclusion (MWNT) in PVDF, an outstanding reflection loss of ca. -57 dB (for BT and MWNT combination) and -67 dB (for NF and MWNT combination) was noted and the shielding was primarily through absorption. Thus, the approach demonstrates that nanoscopic structuring in the blends can be achieved under macroscopic processing conditions and this strategy can further be explored to design microwave absorbers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barium%20titanate" title="barium titanate">barium titanate</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI%20shielding" title=" EMI shielding"> EMI shielding</a>, <a href="https://publications.waset.org/abstracts/search?q=MWNTs" title=" MWNTs"> MWNTs</a>, <a href="https://publications.waset.org/abstracts/search?q=nickel%20ferrite" title=" nickel ferrite"> nickel ferrite</a> </p> <a href="https://publications.waset.org/abstracts/36169/immiscible-polymer-blends-with-controlled-nanoparticle-location-for-excellent-microwave-absorption-a-compartmentalized-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">447</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5158</span> Modeling Reflection and Transmission of Elastodiffussive Wave Sata Semiconductor Interface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Sharma">Amit Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20N.%20Sharma"> J. N. Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the study of reflection and transmission characteristics of acoustic waves at the interface of a semiconductor halfspace and elastic solid. The amplitude ratios (reflection and transmission coefficients) of reflected and transmitted waves to that of incident wave varying with the incident angles have been examined for the case of quasi-longitudinal wave. The special cases of normal and grazing incidence have also been derived with the help of Gauss elimination method. The mathematical model consisting of governing partial differential equations of motion and charge carriers diffusion of n-type semiconductors and elastic solid has been solved both analytically and numerically in the study. The numerical computations of reflection and transmission coefficients has been carried out by using MATLAB programming software for silicon (Si) semiconductor and copper elastic solid. The computer simulated results have been plotted graphically for Si semiconductors. The study may be useful in semiconductors, geology, and seismology in addition to surface acoustic wave (SAW) devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quasilongitudinal" title="quasilongitudinal">quasilongitudinal</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20and%20transmission" title=" reflection and transmission"> reflection and transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=semiconductors" title=" semiconductors"> semiconductors</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustics" title=" acoustics"> acoustics</a> </p> <a href="https://publications.waset.org/abstracts/3008/modeling-reflection-and-transmission-of-elastodiffussive-wave-sata-semiconductor-interface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5157</span> Application of the Seismic Reflection Survey to an Active Fault Imaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nomin-Erdene%20Erdenetsogt">Nomin-Erdene Erdenetsogt</a>, <a href="https://publications.waset.org/abstracts/search?q=Tseedulam%20Khuut"> Tseedulam Khuut</a>, <a href="https://publications.waset.org/abstracts/search?q=Batsaikhan%20Tserenpil"> Batsaikhan Tserenpil</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayarsaikhan%20Enkhee"> Bayarsaikhan Enkhee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the framework of 60 years of development of Astronomical and Geophysical science in modern Mongolia, various geophysical methods (electrical tomography, ground-penetrating radar, and high-resolution reflection seismic profiles) were used to image an active fault in-depth range between few decimeters to few tens meters. An active fault was fractured by an earthquake magnitude 7.6 during 1967. After geophysical investigations, trench excavations were done at the sites to expose the fault surfaces. The complex geophysical survey in the Mogod fault, Bulgan region of central Mongolia shows an interpretable reflection arrivals range of < 5 m to 50 m with the potential for increased resolution. Reflection profiles were used to help interpret the significance of neotectonic surface deformation at earthquake active fault. The interpreted profiles show a range of shallow fault structures and provide subsurface evidence with support of paleoseismologic trenching photos, electrical surveys. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mogod%20fault" title="Mogod fault">Mogod fault</a>, <a href="https://publications.waset.org/abstracts/search?q=geophysics" title=" geophysics"> geophysics</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20processing" title=" seismic processing"> seismic processing</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20reflection%20survey" title=" seismic reflection survey"> seismic reflection survey</a> </p> <a href="https://publications.waset.org/abstracts/121026/application-of-the-seismic-reflection-survey-to-an-active-fault-imaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5156</span> Quality Improvement Template for Undergraduate Nursing Education Curriculum Review and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Stephens">Jennifer Stephens</a>, <a href="https://publications.waset.org/abstracts/search?q=Nichole%20Parker"> Nichole Parker</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristin%20Petrovic"> Kristin Petrovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To gain a better understanding of how students enrolled in a Bachelor of Nursing (BN) program are educated, faculty members in the BN program at Athabasca University (AU) in Alberta, Canada, developed a 3-phase comprehensive curriculum review project. Phase one of this review centered around hiring an external curriculum expert to examine and analyze the current curriculum and to propose recommendations focused on identifying gaps as well as building on strengths towards meeting changing health care trends. Phase two incorporated extensive institutional document analysis as well as qualitative and quantitative data collection in reciprocated critical reflection and has yielded insights into valuable processes, challenges, and solutions inherent to the complexities of undertaking curriculum review and analysis. Results of our phase one and two analysis generated a quality improvement (QI) template that could benefit other nursing education programs engaged in curriculum review and analysis. The key processes, lessons, and insights, as well as future project phase three plans, will be presented for iterative discussion and role modelling for other institutions undergoing, or planning, content-based curriculum review and evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20faculty%20practice" title=" nursing faculty practice"> nursing faculty practice</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/154252/quality-improvement-template-for-undergraduate-nursing-education-curriculum-review-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5155</span> Utilizing Reflection as a Tool for Experiential Learning through a Simulated Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadira%20Zaidi">Nadira Zaidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to gain direct feedback of interviewees in a simulated interview process. Reflection based on qualitative data analysis has been utilized through the Gibbs Reflective Cycle, with 30 students as respondents at the Undergraduate level. The respondents reflected on the positive and negative aspects of this active learning process in order to increase their performance in actual job interviews. Results indicate that students engaged in the process successfully imbibed the feedback that they received from the interviewers and also identified the areas that needed improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20and%20negative%20impact" title=" positive and negative impact"> positive and negative impact</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated" title=" simulated"> simulated</a> </p> <a href="https://publications.waset.org/abstracts/98234/utilizing-reflection-as-a-tool-for-experiential-learning-through-a-simulated-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5154</span> Investigation of Steel-Concrete Composite Bridges under Blasting Loads Based on Slope Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan%20Li">Yuan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Yitao%20Han"> Yitao Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Zhu"> Zhao Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the effect of blasting loads on steel-concrete composite bridges has been investigated considering the slope reflection effect. Reasonable values of girder size, plate thickness, stiffening rib, and other design parameters were selected according to design specifications. Modified RHT (Riedel-Hiermaier-Thoma) was used as constitutive relation in analyses. In order to simulate the slope reflection effect, the slope of the bridge was precisely built in the model. Different blasting conditions, including top, middle, and bottom explosions, were simulated. The multi-Euler domain method based on fully coupled Lagrange and Euler models was adopted for the structural analysis of the explosion process using commercial software AUTODYN. The obtained results showed that explosion overpressure was increased by 3006, 879, and 449kPa, corresponding to explosions occurring at the top, middle, and bottom of the slope, respectively. At the same time, due to energy accumulation and transmission dissipation caused by slope reflection, the corresponding yield lengths of steel beams were increased by 8, 0, and 5m, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=steel-concrete%20composite%20bridge" title="steel-concrete composite bridge">steel-concrete composite bridge</a>, <a href="https://publications.waset.org/abstracts/search?q=explosion%20damage" title=" explosion damage"> explosion damage</a>, <a href="https://publications.waset.org/abstracts/search?q=slope%20reflection" title=" slope reflection"> slope reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=blasting%20loads" title=" blasting loads"> blasting loads</a>, <a href="https://publications.waset.org/abstracts/search?q=RHT" title=" RHT"> RHT</a> </p> <a href="https://publications.waset.org/abstracts/150132/investigation-of-steel-concrete-composite-bridges-under-blasting-loads-based-on-slope-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5153</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5152</span> Effect of Problem Based Learning (PBL) Activities to Thai Undergraduate Student Teachers Attitude and Their Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanawit%20Tongmai">Thanawit Tongmai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chatchawan%20Saewor"> Chatchawan Saewor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning management is very important for students’ development. To promote students’ potential, the teacher should design appropriate learning activity that brings their students potential out. Problem based learning has been using worldwide and it has presented numerous of success. This research aims to study third year students’ attitude and their achievement in scientific research course. To find the results, mix method was used to design research conduction. The researcher used PBL and reflection activity in the class. The students had to choose a topic, reviewed information, designed experimental, wrote academic report and presented their research by themselves. The researcher was only a facilitator. Reflection activity was used to progressing and consulting their research. The data was collected along with research conduction by questionnaire and test, including attitude, opinion and their achievement. The result of this study showed that 74.71% from all of students (n = 87) benefited from PBL and reflection activity, while 25.19% were just satisfied. 100% of students had a positive reflection toward PBL activity and they believed that PBL was the best pedagogy method for scientific research course. The achievements of these students were higher than the previous study (P < 0.05). The student’s learning achievement, A, B+ and B, was 48.28, 28.74 and 22.98% respectively. Therefore, it can conclude that PBL activity is appropriate for scientific research course and it can also promote student’s achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a> </p> <a href="https://publications.waset.org/abstracts/42542/effect-of-problem-based-learning-pbl-activities-to-thai-undergraduate-student-teachers-attitude-and-their-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5151</span> Critical Reflection in Teaching and Learning Mathematics towards Perspective Transformation: Practices in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Tobias%20Calizon%20Jr.">Arturo Tobias Calizon Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the practices in critical reflection being employed in teaching and learning mathematics in public and private schools for students to achieve perspective transformation in psychological, convictional and behavioral dimensions. There were 1,969 senior high school and college student-respondents selected at random from 33 schools. Process reflection is most commonly practiced in both public and private schools. Convictional dimension of perspective transformation is most frequently achieved. There is no significant difference in practices of process reflection between senior high school and college students. However, there is a significant difference in perspective transformation in behavioral dimension achieved by students from public and private schools. Also, there are significant differences in psychological, convictional and behavioral dimensions of perspective transformation achieved by senior high school and college students. There is a high and significant relationship between critical reflection practices and perspective transformation of students. The researcher concludes that there are teaching strategies that facilitate critical thinking, and there are learning activities that alter perspective of students about mathematics as an abstract field. The researcher further concludes that consistent use of appropriate teaching and learning activities could bring about perspective transformation in students with success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20transformation" title=" perspective transformation"> perspective transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20reflection" title=" process reflection"> process reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=convictional%20dimension" title=" convictional dimension"> convictional dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20mathematics" title=" teaching and learning mathematics"> teaching and learning mathematics</a> </p> <a href="https://publications.waset.org/abstracts/94566/critical-reflection-in-teaching-and-learning-mathematics-towards-perspective-transformation-practices-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5150</span> A Method for Processing Unwanted Target Caused by Reflection in Secondary Surveillance Radar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khanh%20D.Do">Khanh D.Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Loi%20V.Nguyen"> Loi V.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20N.Nguyen"> Thanh N.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thang%20M.Nguyen"> Thang M.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20T.Tran"> Vu T.Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Along with the development of Secondary surveillance radar (SSR) in air traffic surveillance systems, the Multipath phenomena has always been a noticeable problem. This following article discusses the geometrical aspect and power aspect of the Multipath interference caused by reflection in SSR and proposes a method to deal with these unwanted multipath targets (ghosts) by false-target position predicting and adaptive target suppressing. A field-experiment example is mentioned at the end of the article to demonstrate the efficiency of this measure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multipath" title="multipath">multipath</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20surveillance%20radar" title=" secondary surveillance radar"> secondary surveillance radar</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20signal%20processing" title=" digital signal processing"> digital signal processing</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/154203/a-method-for-processing-unwanted-target-caused-by-reflection-in-secondary-surveillance-radar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5149</span> X-Ray Dynamical Diffraction Rocking Curves in Case of Third Order Nonlinear Renninger Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minas%20Balyan">Minas Balyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the third-order nonlinear Takagi’s equations for monochromatic waves and in the third-order nonlinear time-dependent dynamical diffraction equations for X-ray pulses for forbidden reflections the Fourier-coefficients of the linear and the third order nonlinear susceptibilities are zero. The dynamical diffraction in the nonlinear case is related to the presence in the nonlinear equations the terms proportional to the zero order and the second order nonzero Fourier coefficients of the third order nonlinear susceptibility. Thus in the third order nonlinear Bragg diffraction case a nonlinear analogue of the well known Renninger effect takes place. In this work, the ‘third order nonlinear Renninger effect’ is considered theoretically and numerically. If the reflection exactly is forbidden the diffracted wave’s amplitude is zero both in Laue and Bragg cases since the boundary conditions and dynamical diffraction equations are compatible with zero solution. But in real crystals due to some percent of dislocations and other localized defects, the atoms are displaced with respect to their equilibrium positions. Thus in real crystals susceptibilities of forbidden reflection are by some order small than for usual not forbidden reflections but are not exactly equal to zero. The numerical calculations for susceptibilities two order less than for not forbidden reflection show that in Bragg geometry case the nonlinear reflection curve’s behavior is the same as for not forbidden reflection, but for forbidden reflection the rocking curves’ width, center and boundaries are two order sensitive on the input intensity value. This gives an opportunity to investigate third order nonlinear X-ray dynamical diffraction for not intense beams – 0.001 in the units of critical intensity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=third%20order%20nonlinearity" title="third order nonlinearity">third order nonlinearity</a>, <a href="https://publications.waset.org/abstracts/search?q=Bragg%20diffraction" title=" Bragg diffraction"> Bragg diffraction</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20Renninger%20effect" title=" nonlinear Renninger effect"> nonlinear Renninger effect</a>, <a href="https://publications.waset.org/abstracts/search?q=rocking%20curves" title=" rocking curves"> rocking curves</a> </p> <a href="https://publications.waset.org/abstracts/56984/x-ray-dynamical-diffraction-rocking-curves-in-case-of-third-order-nonlinear-renninger-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5148</span> Cross-Cultural Competence Development through 'Learning by Reflection': A Case Study of Chinese International Students Learning through Taking Part-Time Jobs in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xin%20Zhao">Xin Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project aims to expand the notion of narrative learning and address the importance of learning by reflection in our learning and teaching context at a British university. Drawing on the key concepts such as development ZPD, transition and reflection-in and –on-action, this project analyses the learning experiences of a small sample of Chinese postgraduate students in a British University, who use part-time job experience to develop cross-cultural communication skills. The project adopts a mixed methods approach. Questionnaires and focus group interviews are used to examine the way in which students adapt (or not adapt) to the culture of learning in a British university and develop a renewed sense of self in transitions from one culture to the other. The project also looks at how the students appropriate opportunities for learning not just from classrooms but outside classrooms from everyday encounters. The project aims to address the implication of learning by reflection as development in transition. Time in and for learning, or duration, is taken for granted in theorising narrative learning. The project shall explore this very issue of time in relation to learning by reflection in considering time in/of/for learning as duration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20competence" title="cross-cultural competence">cross-cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20by%20refection" title=" learning by refection"> learning by refection</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20student%20transition" title=" international student transition"> international student transition</a>, <a href="https://publications.waset.org/abstracts/search?q=part-time%20work%20experience" title=" part-time work experience"> part-time work experience</a> </p> <a href="https://publications.waset.org/abstracts/93405/cross-cultural-competence-development-through-learning-by-reflection-a-case-study-of-chinese-international-students-learning-through-taking-part-time-jobs-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5147</span> Phase Shifter with Frequency Adaptive Control Circuit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hussein%20Shaman">Hussein Shaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduces an innovative design for an RF phase shifter that can maintain a consistent phase shift across a broad spectrum of frequencies. The proposed design integrates an adaptive control system into a reflective-type phase shifter, typically showing frequency-related variations. Adjusting the DC voltage according to the frequency ensures a more reliable phase shift across the frequency span of operation. In contrast, conventional frequency-dependent reflective-type phase shifters may exhibit significant fluctuations in phase shifts exceeding 60 degrees in the same bandwidth. The proposed phase shifter is configured to deliver a 90-degree operation with an expected deviation of around 15 degrees. The fabrication of the phase shifter and adaptive control circuit has been verified through experimentation, with the measured outcomes aligning with the simulation results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=phase%20shifter" title="phase shifter">phase shifter</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20control" title=" adaptive control"> adaptive control</a>, <a href="https://publications.waset.org/abstracts/search?q=varactors" title=" varactors"> varactors</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20circuits." title=" electronic circuits."> electronic circuits.</a> </p> <a href="https://publications.waset.org/abstracts/182584/phase-shifter-with-frequency-adaptive-control-circuit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5146</span> Self-Awareness on Social Work Courses: A Study of Students Perceptions of Teaching Methods in an English University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Amas">Deborah Amas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global accreditation standards require Higher Education Institutions to ensure social work students develop self-awareness by reflecting on their personal values and critically evaluating how these influence their thinking for professional practice. The knowledge base indicates there are benefits and vulnerabilities for students when they self-reflect and more needs to be understood about the learning environments that nurture self-awareness. The connection between teaching methods and self-awareness is of interest in this paper which reports findings from an on-line survey with students on BA and MA qualifying social work programs in an English university (n=120). Students were asked about the importance of self-awareness and their experiences of teaching methods for self-reflection. Generally, students thought that self-awareness is of high importance in their education. Students also shared stories that illuminated deeper feelings about the potential risks associated with self-disclosure. The findings indicate that students appreciate safe opportunities for self-reflection, but can be wary of associated assessments or feeling judged. The research supports arguments to qualitatively improve facilitation of self-awareness through the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a> </p> <a href="https://publications.waset.org/abstracts/68839/self-awareness-on-social-work-courses-a-study-of-students-perceptions-of-teaching-methods-in-an-english-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5145</span> THz Phase Extraction Algorithms for a THz Modulating Interferometric Doppler Radar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaolin%20Allen%20Liao">Shaolin Allen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Hual-Te%20Chien"> Hual-Te Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various THz phase extraction algorithms have been developed for a novel THz Modulating Interferometric Doppler Radar (THz-MIDR) developed recently by the author. The THz-MIDR differs from the well-known FTIR technique in that it introduces a continuously modulating reference branch, compared to the time-consuming discrete FTIR stepping reference branch. Such change allows real-time tracking of a moving object and capturing of its Doppler signature. The working principle of the THz-MIDR is similar to the FTIR technique: the incoming THz emission from the scene is split by a beam splitter/combiner; one of the beams is continuously modulated by a vibrating mirror or phase modulator and the other split beam is reflected by a reflection mirror; finally both the modulated reference beam and reflected beam are combined by the same beam splitter/combiner and detected by a THz intensity detector (for example, a pyroelectric detector). In order to extract THz phase from the single intensity measurement signal, we have derived rigorous mathematical formulas for 3 Frequency Banded (FB) signals: 1) DC Low-Frequency Banded (LFB) signal; 2) Fundamental Frequency Banded (FFB) signal; and 3) Harmonic Frequency Banded (HFB) signal. The THz phase extraction algorithms are then developed based combinations of 2 or all of these 3 FB signals with efficient algorithms such as Levenberg-Marquardt nonlinear fitting algorithm. Numerical simulation has also been performed in Matlab with simulated THz-MIDR interferometric signal of various Signal to Noise Ratio (SNR) to verify the algorithms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm" title="algorithm">algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=modulation" title=" modulation"> modulation</a>, <a href="https://publications.waset.org/abstracts/search?q=THz%20phase" title=" THz phase"> THz phase</a>, <a href="https://publications.waset.org/abstracts/search?q=THz%20interferometry%20doppler%20radar" title=" THz interferometry doppler radar"> THz interferometry doppler radar</a> </p> <a href="https://publications.waset.org/abstracts/48964/thz-phase-extraction-algorithms-for-a-thz-modulating-interferometric-doppler-radar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5144</span> Predictors of Rumination and Co-Rumination: The Role of Attachment Dimensions, Self-Compassion and Self-Esteem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asli%20Bugay%20S%C3%B6kmez">Asli Bugay Sökmez</a>, <a href="https://publications.waset.org/abstracts/search?q=Elif%20Manuoglu"> Elif Manuoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammet%20Coskun"> Muhammet Coskun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nebi%CC%87%20S%C3%BCmer"> Nebi̇ Sümer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decades of research have searched out the relationships between self-esteem, self-compassion, attachment, and rumination. Yet, unique mediated and moderated predictor power of these correlates of rumination has not been discovered yet. Moreover, no study examined whether these critical correlates of rumination specifically predict sub-dimensions of rumination that are reflection and brooding. Despite the broad range of study regarding predictors of rumination, a huge gap exists for the possible predictors of co-rumination. To address these issues, the present study mainly investigates the predictor roles of self-esteem, self-compassion, and attachment on dimensions of rumination (brooding and reflection) and co-rumination, especially the mediating and moderating roles of these predictor variables. 510 undergraduate and graduate students from different departments of a major state university in Turkey participated in the current study. The mean age of the participants was 21.8 (SD = 2.29) and 57.3% of them were female. Overall analyses revealed that self-compassion and attachment anxiety was negatively correlated with both co-rumination and brooding. Surprisingly, while attachment anxiety significantly and positively predicted reflection, attachment avoidance predicted reflection negatively. Moreover, anxiety, avoidance and self-compassion all were found to be significant predictor variables of co-rumination. Finally, as expected, a moderating effect of self-compassion revealed in predicting reflection and showed as a mediator in predicting brooding and co-rumination. All findings were discussed in light of the related literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rumination" title="rumination">rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=co-rumination" title=" co-rumination"> co-rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=self-compassion" title=" self-compassion"> self-compassion</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a> </p> <a href="https://publications.waset.org/abstracts/112726/predictors-of-rumination-and-co-rumination-the-role-of-attachment-dimensions-self-compassion-and-self-esteem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5143</span> Frobenius Manifolds Pairing and Invariant Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Al-Maamari">Zainab Al-Maamari</a>, <a href="https://publications.waset.org/abstracts/search?q=Yassir%20Dinar"> Yassir Dinar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The orbit space of an irreducible representation of a finite group is a variety with the ring of invariant polynomials as a coordinate ring. The invariant ring is a polynomial ring if and only if the representation is a reflection representation. Boris Dubrovin shows that the orbits spaces of irreducible real reflection representations acquire the structure of polynomial Frobenius manifolds. Dubrovin's method was also used to construct different examples of Frobenius manifolds on certain reflection representations. By successfully applying Dubrovin’s method on non-polynomial invariant rings of linear representations of dicyclic groups, it gives some results that magnify the relation between invariant theory and Frobenius manifolds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=invariant%20ring" title="invariant ring">invariant ring</a>, <a href="https://publications.waset.org/abstracts/search?q=Frobenius%20manifold" title=" Frobenius manifold"> Frobenius manifold</a>, <a href="https://publications.waset.org/abstracts/search?q=inversion" title=" inversion"> inversion</a>, <a href="https://publications.waset.org/abstracts/search?q=representation%20theory" title=" representation theory"> representation theory</a> </p> <a href="https://publications.waset.org/abstracts/143099/frobenius-manifolds-pairing-and-invariant-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5142</span> A Study on the Different Components of a Typical Back-Scattered Chipless RFID Tag Reflection </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Babaeian">Fatemeh Babaeian</a>, <a href="https://publications.waset.org/abstracts/search?q=Nemai%20Chandra%20Karmakar"> Nemai Chandra Karmakar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chipless RFID system is a wireless system for tracking and identification which use passive tags for encoding data. The advantage of using chipless RFID tag is having a planar tag which is printable on different low-cost materials like paper and plastic. The printed tag can be attached to different items in the labelling level. Since the price of chipless RFID tag can be as low as a fraction of a cent, this technology has the potential to compete with the conventional optical barcode labels. However, due to the passive structure of the tag, data processing of the reflection signal is a crucial challenge. The captured reflected signal from a tag attached to an item consists of different components which are the reflection from the reader antenna, the reflection from the item, the tag structural mode RCS component and the antenna mode RCS of the tag. All these components are summed up in both time and frequency domains. The effect of reflection from the item and the structural mode RCS component can distort/saturate the frequency domain signal and cause difficulties in extracting the desired component which is the antenna mode RCS. Therefore, it is required to study the reflection of the tag in both time and frequency domains to have a better understanding of the nature of the captured chipless RFID signal. The other benefits of this study can be to find an optimised encoding technique in tag design level and to find the best processing algorithm the chipless RFID signal in decoding level. In this paper, the reflection from a typical backscattered chipless RFID tag with six resonances is analysed, and different components of the signal are separated in both time and frequency domains. Moreover, the time domain signal corresponding to each resonator of the tag is studied. The data for this processing was captured from simulation in CST Microwave Studio 2017. The outcome of this study is understanding different components of a measured signal in a chipless RFID system and a discovering a research gap which is a need to find an optimum detection algorithm for tag ID extraction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antenna%20mode%20RCS" title="antenna mode RCS">antenna mode RCS</a>, <a href="https://publications.waset.org/abstracts/search?q=chipless%20RFID%20tag" title=" chipless RFID tag"> chipless RFID tag</a>, <a href="https://publications.waset.org/abstracts/search?q=resonance" title=" resonance"> resonance</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20mode%20RCS" title=" structural mode RCS"> structural mode RCS</a> </p> <a href="https://publications.waset.org/abstracts/103734/a-study-on-the-different-components-of-a-typical-back-scattered-chipless-rfid-tag-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5141</span> Acoustic Room Impulse Response Computation with Image Sources and Frequency Dependent Boundary Reflection Coefficients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pratik%20Gandhi">Pratik Gandhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kavitha%20Chandra"> Kavitha Chandra</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20Thompson"> Charles Thompson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A computational model of the acoustic room impulse response between transmitters and receivers located in an enclosed cavity under the influence of frequency-dependent reflection coefficients of the walls is presented. The characteristic features of the impulse responses that differentiate these results from frequency-independent reflecting surfaces are discussed. The image-source model is derived from the first principle solution to Green's function of the acoustic wave equation. The post-processing of the computed impulse response with a band-pass filter to better represents the response of a loud-speaker is demonstrated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20room%20impulse%20response" title="acoustic room impulse response">acoustic room impulse response</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20dependent%20reflection%20coefficients" title=" frequency dependent reflection coefficients"> frequency dependent reflection coefficients</a>, <a href="https://publications.waset.org/abstracts/search?q=Green%27s%20function" title=" Green's function"> Green's function</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20model" title=" image model"> image model</a> </p> <a href="https://publications.waset.org/abstracts/152987/acoustic-room-impulse-response-computation-with-image-sources-and-frequency-dependent-boundary-reflection-coefficients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5140</span> Microwave Transmission through Metamaterial Based on Permalloy Flakes under Magnetic Resonance and Antiresonance Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anatoly%20B.%20Rinkevich">Anatoly B. Rinkevich</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugeny%20A.%20Kuznetsov"> Eugeny A. Kuznetsov</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuri%20I.%20Ryabkov"> Yuri I. Ryabkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Transmission of electromagnetic waves through a plate of metamaterial based on permalloy flakes and reflection from the plate is investigated. The metamaterial is prepared of permalloy flakes sized from few to 50μ placed into epoxy-amine matrix. Two series of metamaterial samples are under study with the volume portion of permalloy particles 15% and 30%. There is no direct electrical contact between permalloy particles. Microwave measurements have been carried out at frequencies of 12 to 30 GHz in magnetic fields up to 12 kOe. Sharp decrease of transmitted wave is observed under ferromagnetic resonance condition caused by absorption. Under magnetic antiresonance condition, in opposite, maximum of reflection coefficient is observed at frequencies exceeding 30 GHz. For example, for metamaterial sample with the volume portion of permalloy of 30%, the variation of reflection coefficient in magnetic field reaches 300%. These high variations are of interest to develop magnetic field driven microwave devices. Magnetic field variations of refractive index are also estimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ferromagnetic%20resonance" title="ferromagnetic resonance">ferromagnetic resonance</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20antiresonance" title=" magnetic antiresonance"> magnetic antiresonance</a>, <a href="https://publications.waset.org/abstracts/search?q=microwave%20metamaterials" title=" microwave metamaterials"> microwave metamaterials</a>, <a href="https://publications.waset.org/abstracts/search?q=permalloy%20flakes" title=" permalloy flakes"> permalloy flakes</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20and%20reflection%20coefficients" title=" transmission and reflection coefficients"> transmission and reflection coefficients</a> </p> <a href="https://publications.waset.org/abstracts/102593/microwave-transmission-through-metamaterial-based-on-permalloy-flakes-under-magnetic-resonance-and-antiresonance-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5139</span> Story Readers’ Self-Reflection on Their past Study Experiences: In Comparison of the Languages Used in a Self-Regulated Learning -Themed Story</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mayuko%20Matsuoka">Mayuko Matsuoka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation reports the relationships among EFL(English as a Foreign Language) students’ story comprehension in reading a story written in English and Japanese and empathic reactions. The main focus is put on their self-reflection on past study experiences, one of the empathic reactions after reading a story. One hundred fifty-five first-year university students in Japan read three SRL-themed stories written in English (their foreign language) and those written in Japanese (their mother tongue). The levels of the stories are equivalent, at CEFR(Common European Framework of Reference for Languages) B2 level. The result of categorical correlation analysis shows significant moderate correlations among three empathic reactions in a group reading English versions: having similar emotions as a protagonist, reflecting on their past study experiences, and getting lessons from a story. In addition, the result of logistic regression analysis for the data in a group reading English versions shows the chance of getting lessons from a story significantly approximately doubles if participants’ scores of a comprehension test increases by one, while it approximately triples if participants’ self-reflection occurs. These results do not appear in a group reading Japanese versions. The findings imply that self-reflection may support their comprehension of the English texts and leads to the participants’ getting lessons about SRL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension" title="comprehension">comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson" title=" lesson"> lesson</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a> </p> <a href="https://publications.waset.org/abstracts/139688/story-readers-self-reflection-on-their-past-study-experiences-in-comparison-of-the-languages-used-in-a-self-regulated-learning-themed-story" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5138</span> Phenomenological Analysis on the Experience of Volunteer Activities in Pre-Medical School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20H.%20Park"> K. H. Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to understand the experiences of medical students in volunteer activities and to draw implications for medical education. For this purpose, the questionnaire and the reflection essay on the volunteer experience of 54 students in the first year and 57 students in the second year were analyzed and analyzed. As a result, the participation of the students in the volunteer activities was the highest in the first semester and once a month in the second grade. Activities were mostly through volunteer organizations. The essence of the volunteering activities experience revealed through reflection essays was 'I want to avoid with fear' and 'I feel far away' in the recognition before volunteering activities. In terms of knowledge after participating in volunteer activities, 'breaking eggs and getting to know the world' and 'intellectual growth through social experience' appeared. In terms of attitude, it revealed 'deep reflection on me and others', 'understanding of service life'. And in terms of behavior, 'Begin preparing for a life of service' appeared. The results of this study revealed that volunteering activities provide students with opportunities for growth and development. In order to obtain more meaningful results, consciousness education related to social service should be done in advance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=volunteering%20activity" title="volunteering activity">volunteering activity</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-medical%20school%20student" title=" pre-medical school student"> pre-medical school student</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20essay" title=" reflection essay"> reflection essay</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20analysis" title=" qualitative analysis"> qualitative analysis</a> </p> <a href="https://publications.waset.org/abstracts/88137/phenomenological-analysis-on-the-experience-of-volunteer-activities-in-pre-medical-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflection%20phase&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflection%20phase&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflection%20phase&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflection%20phase&page=5">5</a></li> <li class="page-item"><a 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