Influence of Flexible and Textile Substrates on Frequency-Selective Surfaces (FSS)

Frequency-selective surfaces (FSS) are two-dimensional geometric structures made of conductive materials that selectively transmit or reflect electromagnetic waves. In this paper, flexible FSS made on textile and film substrates is presented and compared to show the effect of the texture associated with the type of substrate on the shielding properties. Three geometries of patterns of squares in the border, inversion of squares in the border, and circles with a border were used, and the patterns were made by the silver paste screen printing technique. Microscopic analysis (SEM and optical) was performed to determine the degree of substrate coverage and the actual geometry of the pattern. The resistance per square of the obtained patterns was about 50 mΩ/□. The shielding properties of FSS were simulated in Comsol Multiphysics 6.2 software and then measured by the antenna method. Selective textile filters were obtained, depending on the pattern used, with one or two modals with a transmission attenuation of about 15 dB. The paper analyzes the effect of the substrate and the screen printing technique used on the shielding properties of the flexible FSS

Productive Remembering of Childhood: Child–Adult Memory-Work with the School Literary Canon

This essay, co-written by adult and child researchers, marks an important shift in the field of children’s literature studies because it promotes an academic practice in which children are actively involved in decision-making. In our polyphonic account of the collaboration, we draw on the ideas of productive remembering, re-memorying, and child-led research to advance a new pedagogical approach to the current, adult-centered literary school canon in Poland, which was compiled in 2017 by a panel of politically appointed experts. We exemplify our proposal by discussing “Staś and Nel in the 21st Century”: Do Long-established School Readings Connect Generations?”, a participatory research project conducted at a primary school in Wrocław, Poland, in spring 2018. As we argue, selected texts from the canon may catalyze memories of childhood from older readers that can be shared with younger readers to develop their own connections with these texts. Such an exchange may open new individual and collective remembering spaces linking intragenerational perspectives with intergenerational meanings and resulting in a school canon that promotes both national cohesion and openness to other cultures. Seen thus, our approach can be adopted in school and other settings to engage children and adults as co-creators of particular memory-work methods. In broader terms, it can promote a critical and action-oriented understanding of the heritage of childhood in Poland and elsewhere