Mauricio E. Pilleux, Ahmad Safari, Mehdi Allahverdi, Youren Chen, Yicheng Lu and Mohsen A. Jafari
Three‐dimensional photonic bandgap (PBG) structures using alumina (Al2O3) as the high permittivity material were modeled and then the structures were fabricated by Fused…
Abstract
Three‐dimensional photonic bandgap (PBG) structures using alumina (Al2O3) as the high permittivity material were modeled and then the structures were fabricated by Fused Deposition of Multi‐materials (FDMM) technology. A finite element method and a real‐time electromagnetic wave propagation software were used to simulate and design the layered PBG structures for applications in the microwave frequency range. The modeling predicted a 3‐D photonic bandgap in the 16.5–23.5 GHz range. FDMM provides a computer‐controlled process to generate 3‐D structures, allowing high fabrication flexibility and efficiency. Electromagnetic measurements displayed the presence of a bandgap between 17.1–23.3 GHz, showing a good agreement with the predicted values. These PBG structures are potential candidates for applications in advanced communication systems.
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Preventing and tackling bullying effectively are important agenda for schools to safeguard all children’s well-being, engagement and sense of belongingness. Children perceived to…
Abstract
Preventing and tackling bullying effectively are important agenda for schools to safeguard all children’s well-being, engagement and sense of belongingness. Children perceived to be different from their peers tend to have a higher risk of being bullied at school, in particular, children with disabilities. It can be challenging for teachers to stop bullying that targets children with disabilities. This chapter considers bullying as a barrier to ensuring inclusive and quality education for everyone. It draws on findings from an ethnographic study concerning the status of inclusion of children identified as having learning difficulties in mainstream schools in China, by listening to what children and teachers have to say (Wang, 2016). The study found that the child participants were subject to forms of bullying. They found it useful to gain support from others when bullying happened, and they showed empathy towards peers’ well-being. The teacher participants reflected on the dilemmas and challenges of dealing with bullying and were keen to share experiences about what they found helpful in addressing the issue. The chapter discusses how insights about bullying learned from children and teachers can be used to inform the enactment of inclusive pedagogy. It is concluded that an inclusive pedagogical response that recognizes every child’s voice is necessary for tackling bullying and co-creating an inclusive environment.