Reflection phase response of microstrip stacked ring elements

2002 ◽  
Vol 38 (8) ◽  
pp. 356 ◽  
Author(s):  
N. Misran ◽  
R. Cahill ◽  
V.F. Fusco
Keyword(s):  
Phase Response ◽  
Reflection Phase ◽  
Ring Elements

scholarly journals Beam‐switching of Fabry–Perot cavity antenna using asymmetric reflection phase response of bianisotropic metasurface

2019 ◽  
Vol 13 (6) ◽  
pp. 842-848 ◽  
Author(s):  
Kranti Kumar Katare ◽  
Sandhya Chandravanshi ◽  
Animesh Biswas ◽  
Mohammad Jaleel Akhtar
Keyword(s):  
Phase Response ◽  
Reflection Phase ◽  
Asymmetric Reflection ◽  
Fabry Perot ◽  
Beam Switching

Expression changes of DOR and other thyroid hormone effector genes in rat liver during acute-phase response

2010 ◽  
Vol 48 (01) ◽  
Author(s):  
IA Malik ◽  
N Naz ◽  
F Moriconi ◽  
F Moriconi ◽  
B Baumgartner ◽  
...  
Keyword(s):  
Thyroid Hormone ◽  
Rat Liver ◽  
Acute Phase ◽  
Acute Phase Response ◽  
Phase Response ◽  
Effector Genes

PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

2017 ◽  
Vol 15 (2) ◽  
pp. 130-146
Author(s):  
Suhartina Suhartina
Keyword(s):  
Action Research ◽  
Research Data ◽  
Direct Object ◽  
Average Score ◽  
Peer Editing ◽  
Implementation Evaluation ◽  
Reflection Phase ◽  
Writing Skill ◽  
Planning Implementation ◽  
Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

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