The Te-d1 mode reflection coefficient of a ground-plane mounted parallel-plate waveguide illuminating a reflecting sheet

Symmetric parallel plate waveguide reflection coefficient analyze

Aperture reflection coefficient of a parallel- plate waveguide by wedge diffraction analysis

Aperture reflection coefficient of parallel plate waveguide by wedge diffraction analysi

The influence of conducting flaps on the reflection coefficient of a parallel-plate waveguide illuminating a conducting sheet

Conducting flap effects on reflection coefficient of parallel-plate waveguide illuminating conducting shee

Radiation pattern of a ground-plane mounted parallel-plate waveguide analyzed by a surface integration technique

Surface integration analysis of radiation pattern of parallel plate waveguid

A new approach for shaping of dual-reflector antennas

The shaping of 2-D dual-reflector antenna systems to generate a prescribed distribution with uniform phase at the aperture of the second reflector is examined. This method is based on the geometrical nature of Cassegrain and Gregorian dual-reflector antennas. The method of syntheses satisfies the principles of geometrical optics which are the foundations of dual-reflector designs. Instead of setting up differential equations or heuristically designing the subreflector, a set of algebraic equations is formulated and solved numerically to obtain the desired surfaces. The caustics of the reflected rays from the subreflector can be obtained and examined. Several examples of 2-D dual-reflector shaping are shown to validate the study. Geometrical optics and physical optics are used to calculate the scattered fields from the reflectors

'We don't learn democracy, we live it!' : consulting the pupil voice in Scottish schools

As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion around examining the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This paper examines, through case study research carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children's rights. The first two relate to firstly the impact of pupil councils in primary schools and secondly the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The paper concludes by calling for both more initiatives of this type and more evaluation of their worth

Children's rights in student voice projects:where does the power lie?

This paper aims to develop understandings around the factors which facilitate and those which constrain implementation of Article 12 of the United Nations Convention on the Rights of the Child (1989; UN General Assembly Resolution 44/25) in student voice projects. Article 12 is concerned with children being given the right to express their views freely, and for their views to be given due weight in matters affecting them. The paper considers empirical evidence from student voice projects in two schools in the south of England. Through examining the complex, micro-processes of school practices which came into play during the projects, it is argued that the power imbalance in student–teacher relationships plays a significant role in terms of inhibiting and enabling the implementation of Article 12. The paper draws on the work of Freire, Giroux and Foucault to help develop an understanding of the power differentials within student–teacher relationships

Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education

Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity. In this paper the authors argue that in extreme contexts education can lead change further by developing young people as significant actors in their own lives and in the lives of the community by bringing bring about change in attitudes in the community, as well as practices in schools. A qualitative study was undertaken in eight primary schools of the use of student knowledge and voice to change attitudes, impact upon socio cultural beliefs, adult-child dialogue and drive changes in practice in AIDS education. Drawing on a contextual framework that includes a socio-cultural approach to education, Basil Bernstein’s well established theories of everyday and school knowledge and Catherine Campbell’s notion of AIDS competent communities, it shows how this initiative variably unfolded in six sub-Saharan countries (Botswana, Ghana, Kenya, South Africa, Swaziland and Tanzania, – although only the latter three are discussed in detail) and analyses the potential of schools to operate for the benefit of children in difficult circumstances, especially with regard to poverty, gender, sexual violence and health. Participation, dialogue and agency were the key factors

Dancing Between Two Worlds: Training Experiences of Dual Credentialed Counselors

Several challenges exist in the implementation of integrated care given that SUD/Addiction treatment has historically been segregated from the broader health care system (Office of the Surgeon General, 2016). One expression of the gap that persists is that for counselors who want to administer SUD/Addiction and mental health counseling, or co-occurring services, in Washington State they are required to satisfy state requirements for two separate credentials. The purpose of this study was to conduct an in-depth exploration into the training experiences of Dual Credentialed Counselors (DCCs) in Washington State where two separate credentials are required to administer co-occurring counseling. In this Interpretive Phenomenological Analysis, six participants agreed to share their training experiences. Two semi-structured interviews were conducted with each participant. Research study findings illuminated themes that reflected how participants made sense of their training experience given the segregation, features, and conditions that were part of the ecosystem within which they trained, and elucidated how they navigated the divisions that persist between SUD/Addiction and mental health counseling. Ultimately, the study revealed that there are several opportunities to develop training resources. The dearth of supervision models which specifically address the nuances and complexity of administering co-occurring counseling is a conspicuous gap to fill. Further research studies focused on the development of resources and supervision models, which address the training needs of DCCs, could contribute to the implementation of integrated care. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)

Application of wedge diffraction to antenna theory

Geometrical optics techniques for diffraction available for antenna analysi