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Journal articles on the topic 'Reflections'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Isaacson, Alan, Richard Kidd, Las Oglesby, and John Ponter. "Reflections on Reflection." British Journal of Theological Education 6, no. 2 (June 1994): 5–15. http://dx.doi.org/10.1080/1352741x.1994.11674020.

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2

Burnard, Philip. "Reflections on reflection." Nurse Education Today 25, no. 2 (February 2005): 85–86. http://dx.doi.org/10.1016/j.nedt.2004.11.001.

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3

Miller, Meg, and Mary Watts. "Reflection on reflections." Counselling Psychology Review 12, no. 1 (February 1997): 7–18. http://dx.doi.org/10.53841/bpscpr.1997.12.1.7.

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4

Von Wright, Johan. "Reflections on reflection." Learning and Instruction 2, no. 1 (March 1992): 59–68. http://dx.doi.org/10.1016/0959-4752(92)90005-7.

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5

Zeitler, H., and D. Camp. "Reflecting upon reflections." Teaching Mathematics and Computer Science 7, no. 1 (2009): 1–12. http://dx.doi.org/10.5485/tmcs.2009.0165.

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6

Singleton, Joanne. "Reflecting on Reflections." American Journal of Nursing 100, no. 12 (December 2000): 53–54. http://dx.doi.org/10.1097/00000446-200012000-00041.

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7

Ballard, Paul. "Reflections on Theological Reflection." Modern Believing 40, no. 3 (July 1999): 12–20. http://dx.doi.org/10.3828/mb.40.3.12.

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8

Mitchell, Gail J. "Reflections on Mitchell's Reflection." Nursing Science Quarterly 10, no. 2 (April 1997): 73–75. http://dx.doi.org/10.1177/089431849701000206.

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9

Randall, Robert L. "Reflections on a Reflection." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 1 (March 2017): 73. http://dx.doi.org/10.1177/1542305017693009.

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10

Copenhaver, John D. "Reflections on Academic Reflection." Buddhist-Christian Studies 33, no. 1 (2013): 41–52. http://dx.doi.org/10.1353/bcs.2013.0006.

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11

Messent, Philip. "Reflections on reflecting teams." Journal of Family Therapy 44, no. 2 (April 20, 2022): 191–92. http://dx.doi.org/10.1111/1467-6427.12400.

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12

Fargion, D., M. Gaug, and P. Oliva. "Reflecting on Čerenkov reflections." Journal of Physics: Conference Series 110, no. 6 (May 1, 2008): 062008. http://dx.doi.org/10.1088/1742-6596/110/6/062008.

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13

Zawatsky, Carole R. "Cultural Reflections and Self-Reflection." Journal of Museum Education 17, no. 2 (March 1992): 12–14. http://dx.doi.org/10.1080/10598650.1992.11510202.

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14

Whitehead, Lorne A., and Michele A. Mossman. "Reflections on Total Internal Reflection." Optics and Photonics News 20, no. 2 (February 1, 2009): 28. http://dx.doi.org/10.1364/opn.20.2.000028.

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15

Dragoset, Bill. "A historical reflection on reflections." Leading Edge 24, s1 (January 2005): s46—s70. http://dx.doi.org/10.1190/1.2112392.

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16

Martin, Paul J. "A Reflection Inspired by Reflections." Transplantation and Cellular Therapy 29, no. 12 (December 2023): 723–24. http://dx.doi.org/10.1016/j.jtct.2023.11.002.

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17

Жихарев, Л., and L. Zhikharev. "Reflection from Curved Mirrors in a Plane." Geometry & Graphics 7, no. 1 (April 8, 2019): 46–54. http://dx.doi.org/10.12737/article_5c9203adb22641.01479568.

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Reflection from a certain mirror is one of the main types of transformations in geometry. On a plane a mirror represents a straight line. When reflecting, we obtain an object, each point of which is symmetric with respect to this straight line. In this paper have been considered examples of reflection from a circle – a general case of a straight line, if the latter is defined through a circle of infinite radius. While analyzing a simple reflection and generalization of this process to the cases of such curvature of the mirror, an interesting phenomenon was found – an increase in the reflection dimension by one, that is, under reflection of a one-dimensional object from the circle, a two-dimensional curve is obtained. Thus, under reflection of a point from the circle was obtained the family of Pascal's snails. The main cases, related to reflection from a circular mirror the simplest two-dimensional objects – a segment and a circle at their various arrangement, were also considered. In these examples, the reflections are two-dimensional objects – areas of bizarre shape, bounded by sections of curves – Pascal snails. The most interesting is the reflection of two-dimensional objects on a plane, because the reflection is too informative to fit in the appropriate space. To represent the models of obtained reflections, it was proposed to move into three-dimensional space, and also developed a general algorithm allowing obtain the object reflection from the curved mirror in the space of any dimension. Threedimensional models of the reflections obtained by this algorithm have been presented. This paper reveals the prospects for further research related to transition to three-dimensional space and reflection of objects from a spherical surface (possibility to obtain four-dimensional and five-dimensional reflections), as well as studies of reflections from geometric curves in the plane, and more complex surfaces in space.

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18

Tirado, Carlos, Billy Gerdfeldter, Stina C. Kärnekull, and Mats E. Nilsson. "Comparing Echo-Detection and Echo-Localization in Sighted Individuals." Perception 50, no. 4 (March 5, 2021): 308–27. http://dx.doi.org/10.1177/03010066211000617.

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Echolocation is the ability to gather information from sound reflections. Most previous studies have focused on the ability to detect sound reflections, others on the ability to localize sound reflections, but no previous study has compared the two abilities in the same individuals. Our study compared echo-detection (reflecting object present or not?) and echo-localization (reflecting object to the left or right?) in 10 inexperienced sighted participants across 10 distances (1–4.25 m) to the reflecting object, using an automated system for studying human echolocation. There were substantial individual differences, particularly in the performance on the echo-localization task. However, most participants performed better on the detection than the localization task, in particular at the closest distances (1 and 1.7 m), illustrating that it sometimes may be hard to perceive whether an audible reflection came from the left or right.

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19

Shimizu, Taro. "Reflection Of Reflections: Building Diagnostic Expertise." International Journal of General Medicine Volume 12 (October 2019): 363–65. http://dx.doi.org/10.2147/ijgm.s227859.

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20

Baßeng, Geraldine, and Alexandra Budke. "Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons." Education Sciences 14, no. 3 (March 16, 2024): 316. http://dx.doi.org/10.3390/educsci14030316.

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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

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21

Costa, Sandro Lucas Reis, Fabiele Cristiane Dias Broietti, and Marinez Meneghello Passos. "THE LEVELS AND NATURE OF PRE-SERVICE CHEMISTRY TEACHERS' REFLECTIONS IN A PUBLIC UNIVERSITY IN SOUTHERN BRAZIL." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 147–66. http://dx.doi.org/10.33225/pec/20.78.147.

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The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers' reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service teachers' microteachings were conducted in a supervised internship discipline. Data were collected through an open questionnaire and with the autoscopies of their microteachings. The analytical procedures were performed according to Content Analysis, from which the results show that the pre-service teachers engaged in three distinct levels of reflection: technical descriptions, deliberate reflections and critical reflections when thinking about their own microteaching experiences. By analysing the nature of the reflections, six categories emerged; reflections on: class planning; their teaching; the objectives; personal aspects; the autoscopy; and the students. The research results showed a low incidence of critical reflections, presenting the possible difficulty pre-service teachers had in this level of reflection. The Reflective Intervention proved to be useful for promoting reflections of the three levels of reflection, especially level 2 reflections, which consists of deliberate reflections. The results and analyses of this study contribute to the research in reflective teacher education in science, specifically in regards to a greater understanding of the levels and nature of pre-service teachers' reflections and the use of reflective interventions as an approach to promote critical and deliberate reflections in science teacher education. Keywords: autoscopy, reflection level, reflection nature, science teacher education.

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22

Kiss, Virág. "Reflections on drawings in art pedagogy and art therapy." Visual Inquiry 2, no. 1 (March 1, 2013): 55–68. http://dx.doi.org/10.1386/vi.2.1.55_1.

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Drawing is a highly subjective means of self-expression in which personal content is revealed. In art education and art therapy, reflection on drawings influences the motivations of students and clients. I have collected evaluative and non-evaluative forms of reflection from the fields of both art pedagogy and art therapy. Most kinds of formative and summative evaluations are reflections, but there are non-evaluative means of assessment, and therefore, I prefer the term 'reflection' over 'evaluation'. As an art teacher working on the border of two fields, I have found it best to respond to students' drawings mainly in non-evaluative ways, or by giving positive feedback, in order to get them involved in art activities. As a researcher with insight into both the educational and therapeutic realms, I have collected a variety of reflections and systematized them. My intention is to share my collection and to offer methodological alternatives for reflecting on the drawings of students/clients.

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23

Hubral, Peter, Martin Tygel, and Holger Zien. "Three‐dimensional true‐amplitude zero‐offset migration." GEOPHYSICS 56, no. 1 (January 1991): 18–26. http://dx.doi.org/10.1190/1.1442954.

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The primary zero‐offset reflection of a point source from a smooth reflector within a laterally inhomogeneous velocity earth model is (within the framework of ray theory) defined by parameters pertaining to the normal‐incidence ray. The geometrical‐spreading factor—usually computed along the ray by dynamic‐ray tracing in a forward‐modeling approach—can, in this case, be recovered from traveltime measurements at the surface. As a consequence, zero‐offset reflections can be time migrated such that the geometrical‐spreading factor for the normal‐incidence ray is removed. This leads to a so‐called “true‐amplitude time migration.” In this work, true‐amplitude time‐migrated reflections are obtained by nothing more than a simple diffraction stack essentially followed by a time derivative of the diffraction‐stack traces. For small transmission losses of primary zero‐offset reflections through intermediate‐layer boundaries, the true‐amplitude time‐migrated reflection provides a direct measure of the reflection coefficient at the reflecting lower end of the normal‐incidence ray. The time‐migrated field can be easily transformed into a depth‐migrated field with the help of image rays.

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24

Hametner, Bernhard, Hannah Kastinger, and Siegfried Wassertheurer. "Simulating re-reflections of arterial pressure waves at the aortic valve using difference equations." Proceedings of the Institution of Mechanical Engineers, Part H: Journal of Engineering in Medicine 234, no. 11 (July 20, 2020): 1243–52. http://dx.doi.org/10.1177/0954411920942704.

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Re-reflections of arterial pressure waves at the aortic valve and their influence on aortic wave shape are only poorly understood so far. Therefore, the aim of this work is to establish a model enabling the simulation of re-reflection and to test its properties. A mathematical difference equation model is used for the simulations. In this model, the aortic blood pressure is split into its forward and backward components which are calculated separately. The respective equations include reflection percentages representing reflections throughout the arterial system and a reflection coefficient at the aortic valve. While the distal reflections are fixed, different scenarios for the reflection coefficient at the valve are simulated. The results show that the model is capable to provide physiological pressure curves only if re-reflections are assumed to be present during the whole cardiac cycle. The sensitivity analysis on the reflection coefficient at the aortic valve shows various effects of re-reflections on the modelled blood pressure curve. Higher levels of the reflection coefficient lead to higher systolic and diastolic pressure values. The augmentation index is notably influenced by the systolic level of the reflection coefficient. This difference equation model gives an adequate possibility to simulate aortic pressure incorporating re-reflections at the site of the aortic valve. Since a strong dependence of the aortic pressure wave on the choice of the reflection coefficient have been found, this indicates that re-reflections should be incorporated into models of wave transmission. Furthermore, re-reflections may also be considered in methods of arterial pulse wave analysis.

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25

Paudyal, Sushil, William Walker, Kao Sean, Jeffrey Wiegert, Kathrin Dunlap, and Jonan Donaldson. "386 Reflection on Reflections: How Students Experience Reflection Assignments?" Journal of Animal Science 100, Supplement_3 (September 21, 2022): 189–90. http://dx.doi.org/10.1093/jas/skac247.348.

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Abstract Reflection exercises provide students with opportunities for deep learning. The objective was to evaluate students' experiences during multiple reflection assignments to identify strengths and weaknesses of the activity and identify evidence-based strategies for improvement. A total of 21 students reflected every week during a semester long group project in an Animal Science Capstone course. The final reflection assignment included evaluation of the previous weekly reflection assignments. For this study, the final reflection assignments were collected and a qualitative thematic analysis was conducted with strengths, weaknesses, learning theories involved, and student wishes as major theme categories. The reflections were coded in MAXQDA. Network maps were created with Girvan-Newman cluster analyses in the UCINET and NetDraw software. We identified 9 clusters(Q=0.741) from correlations of the codes at p < 0.01(Fig.1). Node sizes indicated betweeness centrality values. In the cluster with the highest correlations, students thought they were able to track progress, develop critical thinking, and develop self-awareness but expressed that distinct prompts with less frequent submissions would be more effective. Students reported reflection activities were helpful to maintain focus on the project but indicated that support for self-evaluation and a structured format would help them. To be more consistent, students focused on reporting weekly activities rather than reflecting on them. Although students briefly acknowledged theoretical aspects of learning including; knowledge construction, schema building, and perspective taking, students struggled with lack of reflection skills and not being able to perform metacognition. Overall, students enjoyed the process, took the assignment as stress relief and self-care, appreciated peer support, and attributed self-realization, change in beliefs and assumptions to reflection assignments. Some students failed to make connections, and considered lack of relevance and scaffolding which, could be addressed using structured goal setting, as well as constantly recalling and recapping the activities.

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26

Green, Barrie. "Reflecting upon reflection." British Journal of Mental Health Nursing 10, no. 2 (May 2, 2021): 1–2. http://dx.doi.org/10.12968/bjmh.2021.0015.

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27

Dam, Ynte K. van, and Joke F. WEBBINK. "Reflecting on Reflections on COVID-19." Central European Review of Economics and Management 4, no. 2 (June 3, 2020): 7–19. http://dx.doi.org/10.29015/cerem.876.

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Aim: This paper is an invited reaction to Platje, Harvey & Rayman-Bacchus, March 2020, ‘COVID-19 – reflections on the surprise of both an expected and an unexpected event’ in CEREM 4(1). In the tradition of critical science this paper starts from a discussion of the assumptions underlying the paper it reacts upon. Findings: The original text is a laudable attempt to initiate a discussion on unpredictable future threats that remains constricted in semantic confusions, misperceptions, misinterpretations, and logical fallacies implying preconceived conclusions. As a logical consequence of a socio-economic system that systematically disregards human wellbeing and welfare – and exploits human weaknesses – in its endless pursuit of short term profit, the current pandemic and its subsequent crisis was expected and predictable, but wilfully ignored. And, unless this crisis will be used to rebuild the socio-economic system for sustainable development, so will be the next one.

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28

Romero Archila, Yuranny Marcela. "Editorial Enletawa Journal 11.1." Enletawa Journal 11, no. 1 (February 3, 2019): 9–10. http://dx.doi.org/10.19053/2011835x.8899.

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Research and reflection are key concepts in education. Regarding reflection, Korthagen (2001, p. 53) states that “reflection is the instrument by which experiences are translated into dynamic knowledge” when we reflect or read others’ reflections, we are constantly transforming knowledge. The current issue of ENLETAWA JOURNAL contains different research reports and reflections that will encourage the readers to start or continue different research studies and reflections.

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29

Menart, J. A., HaeOk Skarda Lee, and Tae-Kuk Kim. "Discrete Ordinates Solutions of Nongray Radiative Transfer With Diffusely Reflecting Walls." Journal of Heat Transfer 115, no. 1 (February 1, 1993): 184–93. http://dx.doi.org/10.1115/1.2910647.

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Nongray gas radiation in a plane parallel slab bounded by gray, diffusely reflecting walls is studied using the discrete ordinates method. The spectral equation of transfer is averaged over a narrow wavenumber interval preserving the spectral correlation effect. The governing equations are derived by considering the history of multiple reflections between two reflecting walls. A closure approximation is applied so that only a finite number of reflections have to be explicitly included. The closure solutions express the physics of the problem to a very high degree and show relatively little error. Numerical solutions are obtained by applying a statistical narrow-band model for gas properties and a discrete ordinates code. The net radiative wall heat fluxes and the radiative source distributions are obtained for different temperature profiles. A zeroth-degree formulation, where no wall reflection is handled explicitly, is sufficient to predict the radiative transfer accurately for most cases considered, when compared with increasingly accurate solutions based on explicitly tracing a larger number of wall reflections without any closure approximation applied.

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30

Neumann, Peter M. "Reflections on Reflection in a Spherical Mirror." American Mathematical Monthly 105, no. 6 (June 1998): 523. http://dx.doi.org/10.2307/2589403.

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31

Edwards, Don. "Facilitating reflection in theological education: some reflections." Studies in Continuing Education 17, no. 1-2 (January 1995): 46–57. http://dx.doi.org/10.1080/0158037950170105.

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32

Rendleman, C. A., and F. K. Levin. "Reflection maxima for reflections from single interfaces." GEOPHYSICS 53, no. 2 (February 1988): 271–75. http://dx.doi.org/10.1190/1.1442462.

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At a workshop on refraction and wide‐angle reflections, Hilterman (1985) pointed out that, in contrast to the plane‐wave case, when there is a point source, a P-wave reflected from a plane interface attains its maximum amplitude at an offset greater than that corresponding to the critical angle (Figure 1). The same conclusion had been drawn earlier by Červený (1967). However, neither Červený’s results, which were based on very complicated mathematical expressions derived by Brekhovskikh (1960), nor Hilterman’s computer‐generated data shed light on the physics implied by the shifted maximum.

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33

Evans, Jonathan St B. T. "Reflections on reasoning and reasoning about reflection." Trends in Cognitive Sciences 11, no. 10 (October 2007): 412. http://dx.doi.org/10.1016/j.tics.2007.07.004.

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34

Warner, Mike. "Absolute reflection coefficients from deep Seismic reflections." Tectonophysics 173, no. 1-4 (February 1990): 15–23. http://dx.doi.org/10.1016/0040-1951(90)90199-i.

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35

Neumann, Peter M. "Reflections on Reflection in a Spherical Mirror." American Mathematical Monthly 105, no. 6 (June 1998): 523–28. http://dx.doi.org/10.1080/00029890.1998.12004920.

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36

Green, Mitchell S., and Christopher R. Hitchcock. "Reflections on reflection: Van Fraassen on belief." Synthese 98, no. 2 (February 1994): 297–324. http://dx.doi.org/10.1007/bf01063945.

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37

Walton, Steve. "Reflections on Reflections." Evangelical Quarterly 93, no. 2 (June 16, 2022): 141–48. http://dx.doi.org/10.1163/27725472-09302004.

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Abstract This essay responds to those of Darrell Bock, Craig Blomberg and Mark Strauss looking back on Howard Marshall’s Luke Historian and Theologian after over 50 years. It first highlights the impact of Marshall’s work on the growth in confidence among evangelicals in engaging in NT scholarship, the development of evangelical biblical theology, and (within that) a focus on the message of Luke-Acts. It then sketches four areas for future scholarship which Marshall’s work opens up: further work on the message of Acts; reflection on the place of Judaism and the Jewish people in Acts; fuller engagement with Luke’s theological contribution post-Conzelmann; and a broader and deeper understanding of salvation through a Lukan lens.

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38

Stoltenberg, Cal D. "Reflections on Reflections." Counseling Psychologist 33, no. 5 (September 2005): 683–91. http://dx.doi.org/10.1177/0011000005278145.

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The Major Contribution in the September issue of The Counseling Psychologist provides several points to consider as the field defines the profession and training models for the 21st century. Calls for returning, in part, to our roots in career and vocational issues as well as our presence in the schools and recommendations for increased focus on children and adolescents should enable the retention of, and perhaps the increase in, our relevance in colleges of education. This reaction adds to this list a continued focus on personal adjustment and crucial attention to marriage and family issues, areas that can augment our institutional fit. Interpretations of survey data on outcomes of training models and racial-ethnic representation in our programs are offered. Little evidence exists to indicate advantages in moving counseling psychology away from its exclusive adherence to a scientist-professional training model. Our contributions to broad educational goals can positively impact our movement toward diverse and representative program faculty.

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39

Watkins, C. Edward, and Vicki L. Campbell. "Reflections about Reflections." Counseling Psychologist 18, no. 4 (October 1990): 688–90. http://dx.doi.org/10.1177/0011000090184011.

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40

Murphy, John E. "Reflections on Reflections." American Journal of Health-System Pharmacy 42, no. 12 (December 1, 1985): 2662–64. http://dx.doi.org/10.1093/ajhp/42.12.2662a.

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41

Graeber, David. "Reflections on reflections." HAU: Journal of Ethnographic Theory 6, no. 2 (September 2016): 5–9. http://dx.doi.org/10.14318/hau6.2.003.

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42

Lovell, B. "Reflections on reflections." BMJ 350, may07 21 (May 7, 2015): h1713. http://dx.doi.org/10.1136/bmj.h1713.

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43

Fitch, A. "Reflections on reflections." Astronomy & Geophysics 40, no. 4 (August 1, 1999): 4.24. http://dx.doi.org/10.1093/astrog/40.4.4.24.

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44

Lucky, Robert. "On reflections [Reflections]." IEEE Spectrum 51, no. 9 (September 2014): 28. http://dx.doi.org/10.1109/mspec.2014.6882982.

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45

Beker, Jerome. "Reflections upon Reflections." Child & Youth Services 14, no. 2 (May 21, 1990): xi—xii. http://dx.doi.org/10.1300/j024v14n02_a.

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46

Rosenblit, Barbara Ellison. "Reflections on Reflections." Middle School Journal 25, no. 2 (November 1993): 2. http://dx.doi.org/10.1080/00940771.1993.11495195.

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47

Donahue, Michael J. "Reflections on 'Reflections'." International Journal for the Psychology of Religion 4, no. 3 (July 1994): 151–56. http://dx.doi.org/10.1207/s15327582ijpr0403_3.

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48

Sapiro, Virginia. "Reflections on Reflections:." Women & Politics 7, no. 4 (December 1987): 21–27. http://dx.doi.org/10.1300/j014v07n04_04.

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49

Marzillier, John. "Reflections on reflections." Clinical Psychology Forum 1, no. 167 (November 2006): 3. http://dx.doi.org/10.53841/bpscpf.2006.1.167.3.

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50

Liljedahl, Peter. "Reflections on Reflections." International Journal of Computers for Mathematical Learning 9, no. 3 (September 2004): 359–69. http://dx.doi.org/10.1007/s10758-004-4274-9.

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