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A new patch antenna with metamaterial cover 总被引:6,自引:0,他引:6
INTRODUCTION Investigation of metamaterials is currently one of the most active frontiers in engineering and physics. Metamaterials are also called backward-wave mate- rials, double-negative materials, or left-handed mate- rials. Left-handed materials were proposed by Vese- lago (1968). The applications of metamaterials are widely spread in many fields (Pendry, 2000; Grbic and Eleftheriades, 2003; Foteinopoulou et al., 2003), such as imaging apparatus, planar light wave circuits, optica… 相似文献
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Robert A. Ellis 《Education and Information Technologies》2016,21(5):1095-1112
University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception of the ICT-mediated environment. Interviews and questionnaires completed by students revealed that the extent of engaged learning was related to the quality of the approach to groupwork reported by the students, the quality of their approach to the analysis of the images and their perceptions of key aspects of the online environment which provided the images. The findings have implications for the design and approach to teaching best suited for students involved in groupwork and the use of ICT resources provided to promote engaged experiences of learning. 相似文献
996.
Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献
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Application of neural network in the study of combustion rate of natural gas/diesel dual fuel engine
In order to predict and improve the performance of natural gas/diesel dual fuel engine (DFE), a combustion rate model based
on forward neural network was built to study the combustion process of the DFE. The effect of the operating parameters on
combustion rate was also studied by means of this model. The study showed that the predicted results were good agreement with
the experimental data. It was proved that the developed combustion rate model could be used to successfully predict and optimize
the combustion process of dual fuel engine.
Project supported by National Lab. for Automotive Engine and Safety, Tsinghua University, China 相似文献
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Juan S. Muñoz Rosario Ordoñez Jasis Patricia A. Young Peter McLaren 《The Urban Review》2004,36(3):169-187
Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication. 相似文献
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Anne-Sophie Hayek Claudia Toma Sofia Guidotti Dominique Oberlé Fabrizio Butera 《European Journal of Psychology of Education - EJPE》2017,32(1):97-112
At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils’ differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance. 相似文献