A study of the ground illumination footprint of meteor scatter communication
An examination is made of the ground illumination footprint of meteor trails and its effect on the simultaneous reception of meteor scatter transmissions by multiple receivers. A technique for calculating the ground illumination footprint of individual trails which provides added insight into the physical mechanisms is presented. The probability of adjacent station reception as a function of location on the ground is calculated by computing the ground illumination footprint of individual trails at different locations and orientations within the common volume and weighting each footprint by the number of trails at that location and orientation. Two different models for the spatial arrival pattern of meteor trails are considered: the first model assumes that trails arrive uniformly over the common volume, and the second calculates the number of arrivals from the spatial distribution of meteor orbits, antenna patterns, time of day, and season. The effect of antenna patterns on the ground illumination footprint of meteor scatter communication is examined. >
THE SPATIAL DISTRIBUTION OF SIGNAL SOURCES IN METEORIC FORWARD-SCATTERING
The spatial distribution of observable meteor trails is determined, with the aid of the 'cylindrical approximation' appropriate to forward-scattering observations. Contour charts of the distribution are presented, and found to compare favorably with those obtained from a more exact analysis, presented in a companion paper. Typical effects of the signal durations are also examined. The whole is compared with an earlier development by Eshleman and Manning (1954), which treats closely related aspects of meteoric forward-scattering.
Assessing student learning in higher education
Chapter 1. Introduction to the Text, Chapter 2. What is Assessment?, Chapter 3. Student Learning, Chapter 4. Methods and Strategies: An Overview, Chapter 5. Assessing Essays, Chapter 6. Multiple Choice Questions, Chapter 7. Assessing Practical Work, Chapter 8. Assessing Projects, Chapter 9. Assessing Problems, Chapter 10. Assessing Oral Communication, Chapter 11. Self and Peer Assessment, Chapter 12. Self Assessment: Related Approaches, Chapter 13. Using Computers in Assessment, Chapter 14. Changing Assessment, Chapter 15. Reliability, Validity and Examining, Chapter 16. Quality, Standards and Underlying Issues, Bibliography Notes and comments on activities Some further reading Appendix One: Examples of examination questions in Arts, Law and Social Sciences