Logarithmic circuit with wide dynamic range

A circuit deriving an output voltage that is proportional to the logarithm of a dc input voltage susceptible to wide variations in amplitude includes a constant current source which forward biases a diode so that the diode operates in the exponential portion of its voltage versus current characteristic, above its saturation current. The constant current source includes first and second, cascaded feedback, dc operational amplifiers connected in negative feedback circuit. An input terminal of the first amplifier is responsive to the input voltage. A circuit shunting the first amplifier output terminal includes a resistor in series with the diode. The voltage across the resistor is sensed at the input of the second dc operational feedback amplifier. The current flowing through the resistor is proportional to the input voltage over the wide range of variations in amplitude of the input voltage

Openness to Diversity and Challenge: Assessment of Undergraduate Attitudes and Experiences in the College of Agriculture at Kansas State University.

This research used survey data to measure baseline levels of (1) openness to diversity and (2) diversity experience for students enrolled in the College of Agriculture at Kansas State University in Fall semester, 2004. The study also used regression analysis to identify and quantify the determinants of student openness to diversity and challenge and the level of experience with diversity. Regression results found that the determinants of openness to diversity and challenge included: experience with diversity, gender, size of hometown, enrolled credit hours, desire to obtain an advanced degree, outside work experience, and major field of study. Student experience with diversity was defined as a measure of the degree to which students have interacted with individuals who are different from themselves in race, ethnicity, philosophy of life, politics, religious beliefs, race, or a different country. The level of experience with diversity was found to be statistically associated with participation in courses and workshops in diversity, ethnicity, urban background, parent education levels, and desire to obtain an advanced degree, and major field of study. The major implication of the statistical results is that there is an opportunity to influence student openness to diversity and challenge, since: (1) experience with diversity was shown to be a highly statistically significant determinant of openness to diversity and challenge, and (2) the levels of diversity experience in the College of Agriculture were low. Therefore, enhanced programming for diversity appreciation and understanding as part of the university experience is likely to provide higher measurable levels of openness to diversity and challenge among students and graduates of the College. The identification of student characteristics associated with openness to diversity allows students, faculty, and administrators information useful for addressing the planning, implementation, and consequences of institutional diversity programming.Teaching/Communication/Extension/Profession,

Workers\u27 Compensation in Ohio: Scope of Employment and the Intentional Tort

The purpose of this comment is to discuss the issues and developments in the intentional tort area. Although analogies are drawn from developments in other jurisdictions, the primary focus will be on Ohio decisions. As will be demonstrated, Ohio courts are now being faced with the following question: Is an employer protected from common law damages no matter how his employee is injured, or should he be punished by a common law action when he intentionally injures his employee? Within this query are many others: What is an intentional injury? Can the employee recover workman\u27s compensation and common law damages when intentionally injured? If the worker can only elect one remedy, when does a binding election occur? Various Ohio courts of common pleas have been forced to answer these questions, and the results have been inconsistent. This paper will explore the various approaches taken by the courts and will suggest a legislative solution designed to restore consistency and some degree of certainty to the area

The influence of polarization on millimeter wave propagation through rain

The influence of polarization on millimeter wave propagation is investigated from both an experimental and a theoretical viewpoint. First, previous theoretical and experimental work relating to the attenuation and depolarization of millimeter waves by rainfall is discussed. Considerable detail is included in the literature review. Next, a theoretical model is developed to predict the cross polarization level during rainfall from the path average rain rate and the scattered field from a single raindrop. Finally, data from the VPI and SU depolarization experiment are presented as verification of the new model, and a comparison is made with other theories and experiments. Aspects of the new model are: (1) spherical rather than plane waves are assumed, (2) the average drop diameter is used rather than a drop size distribution, and (3) it is simple enough so that the effect which changing one or more parameters has on the crosspolarization level is easily seen

Lantana: Current Management Status and Future Prospects

Crop Production/Industries,

Polarization effects in millimeter wave propagation through rain: A review of present theory and a discussion of current experiments

An attempt was made to calculate the depolarization effects of rain on linearly or elliptically polarized millimeter waves. Results are given in graphs and tables

The influence of polarization on millimeter wave propagation through rain

The measurement and analysis of the depolarization and attenuation that occur when millimeter wave radio signals propagate through rain are described. Progress was made in three major areas: the processing of recorded 1972 data, acquisition and processing of a large amount of 1973 data, and the development of a new theoretical model to predict rain cross polarization and attenuation. Each of these topics is described in detail along with radio frequency system design for cross polarization measurements

The two stories of the habitus/structure relation and the riddle of reflexivity: A meta‐theoretical reappraisal

This article argues that two key puzzles arising from the theories of Bourdieu are inter-related. One is the question of how Bourdieu analyses the relationship between structure and habitus, and the other is the place of reflexivity in Bourdieu's work. We contend that it is only by carefully analysing Bourdieu's theoretical structure to grasp the relationship between these elements that one can understand whether or not his work offers useful resources for analysing the relation between routine action and self-reflection. This paper argues that there are two narrations of the structure/habitus relation in Bourdieu's work, and that the concept of self-reflective subjectivity is a residual element of the first narration and does not appear in the second. We then contend that this residual and under-developed concept of self-reflective subjectivity should not be confused with Bourdieu's analysis of epistemic reflexivity. These moves allow us to contribute to ongoing debates about the relation between routine action and self-reflection by arguing that the concept of the “reflexive habitus” – which some have argued is characteristic of social agents in high/late modernity – is both conceptually confused and is not a logical extension of Bourdieu's theories. In this way we try to clear the ground for more productive ways of thinking about routine action and self-reflection

Teacher and School Characteristics: Predictors of Student Achievement in Georgia Public Schools

Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers’ education level, teachers’ average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students exceeding standards in both reading and mathematics. However, Title I school status also resulted in a higher percentage of students meeting standards on both the CRCT reading and mathematics. Class size seemed to have very little relationship to the overall achievement of fifth-grade students. Teacher quality revealed mixed, though generally positive results when correlated with student achievement. Even though Title I designation is indicative of positive outcomes for CRCT scores, these positive outcomes do not hold for every predictor