Study to determine dielectric properties of sandstone, shale, coal, and slate

Triplicate dielectric constant and loss tangent measurements on samples of sandstone, shale, coal, and slate were performed. Each of the three necessary configurations of the coal material was sampled to obtain measurements, with each sample machined parallel to the coal layering orientation. The coal samples were machined perpendicular to the coal layering and measured. They were conditioned at 100% humidity and at room temperature and remeasured; then conditioned in an elevated environment, and remeasured for dielectric properties. The coal data appear to remain relatively constant over the microwave frequency region. At the Ghz frequencies, the relative dielectric constant of coal is slightly higher for the E-field parallel to the layers than for the perpendicular case

Complex permittivity measurements of lunar samples at microwave and millimeter wavelengths

The relative dielectric constant and loss tangent of lunar sample 14163,164 (fine dust) were determined as a function of density at 9.375, 24, 35, and 60 GHz. In addition, such measurements have also been performed on lunar sample 14310,74 (solid rock) at 9.375 GHz. The loss tangent was found to be frequency independent at these test frequencies and had a value of 0.015 for the lunar dust sample

Student Attitudes Towards English Grammar

The literature on English grammar is mostly on its history, standardization, educational implementations, how ideologies shape its frequency of usage, and how it is perceived by students learning English as a second language. This study seeks to address a gap in the literature that reviews the attitudes of college students towards English grammar as their first language and how these attitudes correlate with any past experience with English grammar up to this point. To gain a better understanding of student’s attitudes towards English grammar, an online mixed-methods survey was distributed to graduate and undergraduate students in all departments of the University of Mississippi in which the participants were asked to respond to the survey in two parts. Respondents were first asked to rate their level of agreement to a set of statements on a Likert scale, and then given the option to answer two open-ended questions. The results showed that overall, students had more positive attitudes to grammar than might have been hypothesized based on the literature review. These results indicate that though a small number of students find grammar to be a possible means of discrimination, for the majority of students there is a positive orientation towards grammar as a means of communication in specific settings where it is most useful, as well as a deprivation of the teaching of grammatical principles in the United States that college students generally do not appreciate. From this study, it can be concluded that the explicit teaching of grammar is valued and appreciated for various reasons, despite contradictory views and other previous research studies

Adiabatic Gravitational Perturbation During Reheating

We study the possibilities of parametric amplification of the gravitational perturbation during reheating in single-field inflation models. Our result shows that there is no additional growth of the super-horizon modes beyond the usual predictions.Comment: Refs added; New version to appear in PR

De Bogie Man

https://digitalcommons.library.umaine.edu/mmb-vp/5773/thumbnail.jp

S-band omnidirectional antenna for the SERT-C satellite

The program to design an S-band omnidirectional antenna system for the SERT-C spacecraft is discussed. The program involved the tasks of antenna analyses by computer techniques, scale model radiation pattern measurements of a number of antenna systems, full-scale RF measurements, and the recommended design, including detailed drawings. A number of antenna elements were considered: the cavity-backed spiral, quadrifilar helix, and crossed-dipoles were chosen for in-depth studies. The final design consisted of a two-element array of cavity-backed spirals mounted on opposite sides of spacecraft and fed in-phase through a hybrid junction. This antenna system meets the coverage requirement of having a gain of at least minus 10 dBi over 50 percent of a 4 pi steradian sphere with the solar panels in operation. This coverage level is increased if the ground station has the capability to change polarization

Functional brain network architecture supporting the learning of social networks in humans

Most humans have the good fortune to live their lives embedded in richly structured social groups. Yet, it remains unclear how humans acquire knowledge about these social structures to successfully navigate social relationships. Here we address this knowledge gap with an interdisciplinary neuroimaging study drawing on recent advances in network science and statistical learning. Specifically, we collected BOLD MRI data while participants learned the community structure of both social and non-social networks, in order to examine whether the learning of these two types of networks was differentially associated with functional brain network topology. From the behavioral data in both tasks, we found that learners were sensitive to the community structure of the networks, as evidenced by a slower reaction time on trials transitioning between clusters than on trials transitioning within a cluster. From the neuroimaging data collected during the social network learning task, we observed that the functional connectivity of the hippocampus and temporoparietal junction was significantly greater when transitioning between clusters than when transitioning within a cluster. Furthermore, temporoparietal regions of the default mode were more strongly connected to hippocampus, somatomotor, and visual regions during the social task than during the non-social task. Collectively, our results identify neurophysiological underpinnings of social versus non-social network learning, extending our knowledge about the impact of social context on learning processes. More broadly, this work offers an empirical approach to study the learning of social network structures, which could be fruitfully extended to other participant populations, various graph architectures, and a diversity of social contexts in future studies

Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings

The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child’s abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children’s skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs