Diffusive-Reflective Metasurface With Dual Independent Reflection Bands for RCS Reduction

Binchao Zhang ◽  
Cheng Jin ◽  
Liyuan Yin ◽  
Qihao Lv ◽  
Pengyu Zhang ◽  
Andrzej Ciążela

One of the constitutive assumptions for Marx and Engels’ thought was to criticise the Enlightenment’s ideaof revolution in school education. This education, which was an elite right in their time, did not become anobject of independent reflection. The workers’ movement identified it with self-education. Intelligence withschooling. The development of schooling pushed towards the transfer of political struggle to the school.Educational policy in countries ruled by authoritarian parties appealing to Marxism and in countries wheremovements appealing to Marxism had an impact on education became a new problem. The current profoundcrisis of these phenomena makes us ask questions about the logic of their development and the reasons forthe current breakdown.

2018 ◽  
Vol 17 (03) ◽  
pp. 262-268 ◽  
Adrienne Beck ◽  
Ann H. Cottingham ◽  
Patrick V. Stutz ◽  
Rachel Gruber ◽  
Jennifer K. Bernat ◽  

AbstractObjectiveDignity therapy (DT) is designed to address psychological and existential challenges that terminally ill individuals face. DT guides patients in developing a written legacy project in which they record and share important memories and messages with those they will leave behind. DT has been demonstrated to ease existential concerns for adults with advanced-stage cancer; however, lack of institutional resources limits wide implementation of DT in clinical practice. This study explores qualitative outcomes of an abbreviated, less resource-intensive version of DT among participants with advanced-stage cancer and their legacy project recipients.MethodQualitative methods were used to analyze postintervention interviews with 11 participants and their legacy recipients as well as the created legacy projects. Direct content analysis was used to assess feedback from the interviews about benefits, barriers, and recommendations regarding abbreviated DT. The legacy projects were coded for expression of core values.ResultFindings suggest that abbreviated DT effectively promotes (1) self-expression, (2) connection with loved ones, (3) sense of purpose, and (4) continuity of self. Participants observed that leading the development of their legacy projects promoted independent reflection, autonomy, and opportunities for family interaction when reviewing and discussing the projects. Consistent with traditional DT, participants expressed “family” as the most common core value in their legacy projects. Expression of “autonomy” was also a notable finding.Significance of resultsAbbreviated DT reduces resource barriers to conducting traditional DT while promoting similar benefits for participants and recipients, making it a promising adaptation warranting further research. The importance that patients place on family and autonomy should be honored as much as possible by those caring for adults with advanced-stage cancer.

2019 ◽  
Vol 9 (2) ◽  
R. Della Nuridah Kartika Sari Amirulloh ◽  
Nenden Sri Lengkanawati ◽  
Sri Setyarini

This paper serves as a preliminary study of the dialogic supervision as a breakthrough to improve the performance of pre-service English teachers in a Program Latihan Profesi/Professional Training Program (PLP). In detail, this research is aimed at: (1) investigating the pattern of ongoing PLP supervising, (2) identifying if there is an indication of dialogical supervision and (3) identifying the difficulties the pre-service teachers faced during their supervision. The Research and Development was designed for three years. The subjects of this research are pre-service teachers, supervisory teacher and supervisory lecturer.  The data were collected through three instruments, such as observation, interview with pre-service teachers, interview with both supervisory teachers and lecturers, and questionnaires distributed to the pre-service teachers. The first-year findings show that the current supervision pattern tends to be conventional as seen from several aspects: face-to-face technique, formal situation, instructional language, supervisory lecturer and the teacher still dominate in the supervision discussion, non-problem based supervision topic, and the low frequency of meetings. On the other hand, some points are identified within the pattern of dialogical supervision, i.e., collegial language, independent reflection, friendly, flexibility of time and place.  Besides, there are some problems faced by the supervisory lecturers and teachers, among other time limitation, less contextual supervision material, poor coordination, ineffective feedback. Therefore, the solutions include supervision planning coordinated by all three parties and made into a schedule, optimum use of social media, supervision material selection is based on the needs of the pre-service teachers.

Geophysics ◽  
1985 ◽  
Vol 50 (7) ◽  
pp. 1049-1060 ◽  
K. A. Berteussen ◽  
O. J. Alstad

We describe a procedure for modeling the primary and multiple reflected seabed pulses as a function of distance. The assumption is made that the registered pulse can be constructed as a sum of elementary pulses, that is, the time and relative size of the arrivals are calculated for each source‐receiver position. This is done using both angle‐dependent and angle‐independent reflection coefficients at the seabottom. For each receiver channel on the cable, the predicted seismogram is calculated as the sum of the registrations in each hydrophone included in that channel. It is demonstrated first how the shape of the seabottom reflections changes with the sea depth and source‐receiver distance because of geometry effects, and because of the extended sources and receivers applied in marine seismic exploration. Next, We show that angle‐dependent reflection coefficients do introduce additional and sometimes quite drastic variations in the shape of the different pulses. Finally, we demonstrate that the predicted pulses can be matched quite well to observed data from the North Sea. This gives a possibility to estimate the geophysical characteristics of the seabed.

Geophysics ◽  
2020 ◽  
Vol 85 (6) ◽  
pp. T301-T314
Jingkang Yang ◽  
Jianhua Geng ◽  
Luanxiao Zhao

The conventional convolutional model (CCM) is widely applied to generate synthetic seismic data for numerous applications including amplitude variation with offset forward modeling, seismic well tie, and inversion. This approach assumes frequency-independent reflection coefficients and time-invariant seismic wavelets in laterally homogeneous elastic media. We have extended CCM to heterogeneous poroelastic media in which reflection coefficients are frequency dependent and the seismic wave is attenuated as it propagates. First, we decompose the seismic wavelet into monofrequency components through the Fourier transform. Then, to account for the attenuation effects at the reflection interfaces, we multiply the frequency-dependent reflection coefficients series with an attenuation function of frequency-variant quality factor [Formula: see text]. Finally, we convolve this product results with a monofrequency wavelet and sum all of the frequencies together to obtain the synthetic seismograms. The advantage of the proposed frequency-decomposed nonstationary convolutional model is that it takes into account the effects of attenuation on the wave reflections and propagation in attenuative media. In addition, it uses the frequency-dependent [Formula: see text] instead of the constant [Formula: see text] that is used by the traditional nonstationary convolutional model. The technique has been applied to amplitude-versus-angle-and-frequency forward waveform modeling in attenuative media, and it shows good agreement between synthetic and real data on seismic well ties.

2020 ◽  
Vol 458 ◽  
pp. 124883
Xinyu Mao ◽  
Chaoming Li ◽  
Keqiang Qiu ◽  
Lijiang Zeng ◽  
Lifeng Li ◽  

Balázs Trencsényi ◽  
Michal Kopeček ◽  
Luka Lisjak Gabrijelčič ◽  
Maria Falina ◽  
Mónika Baár ◽  

By 1948, a full-fledged Stalinist dictatorship was introduced all over the region. Socialist realism became an official aesthetic ideology; in historiography, in most cases it was the national Romantic vision that was extolled as “progressive,” but there were also attempts to claim the progressive character of a strong central state power. Independent reflection on Stalinism was only possible either in exile or in the private sphere. After Stalin’s death, however, criticism started to appear, digging more and more into hitherto banned cultural, economic, and historical topics. In 1956 the dramatic events in Hungary and Poland triggered a wave of reflections on the limits of resistance. Yugoslavia, breaking with the Soviet bloc in 1948, followed a different trajectory; however, this did not lead to a lack of repressions towards dissidents, such as Milovan Đilas, whose theory of the “new class” was to have an enormous impact in the region and beyond.

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