Relevant bibliographies by topics / Reflective ONU

Academic literature on the topic 'Reflective ONU'

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Published: 14 March 2023

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Journal articles on the topic "Reflective ONU"

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Lopez, Eduardo Tommy, J. A. Lazaro, C. Arellano, V. Polo, and J. Prat. "Optimization of Rayleigh-Limited WDM-PONs With Reflective ONU by MUX Positioning and Optimal ONU Gain." IEEE Photonics Technology Letters 22, no. 2 (January 2010): 97–99. http://dx.doi.org/10.1109/lpt.2009.2035326.

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Choudhury, P. K. "Adaptive OFDM for chirped reflective ONU based high speed passive optical networks." Journal of Optics 43, no. 3 (July 10, 2014): 239–46. http://dx.doi.org/10.1007/s12596-014-0200-2.

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Lazaro, Jose A., Carlos Bock, Victor Polo, Reynaldo I. Martinez, and Josep Prat. "Remotely amplified combined ring-tree dense access network architecture using reflective RSOA-based ONU." Journal of Optical Networking 6, no. 6 (2007): 801. http://dx.doi.org/10.1364/jon.6.000801.

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Yang, Jiang Nan, Li Qun Huang, and Xue Li Tang. "Simulation Research on 40Gbit/s Hybrid WDM/TDM PON System." Applied Mechanics and Materials 602-605 (August 2014): 3035–38. http://dx.doi.org/10.4028/www.scientific.net/amm.602-605.3035.

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Recently, wavelength division mulplexing (WDM) technology has been extensively studied, and various WDM-PON architectures have been proposed for next-generation passive optical network (PON). In this paper, we combine the TDM with WDM architecture to achieve high-speed, long-distance transmission. To reduce the cost of ONU, we achive the colorless ONU by placing a Reflective Semiconductor Optical Amplifier (RSOA) in the uplink transmission. We build the whole architecture to simulate the Hybrid WDM/TDM PON System in Optisystem and the experimental results prove that the architecture is feasible and reasonable.
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Straullu, Stefano, Paolo Savio, Giuseppe Franco, Roberto Gaudino, Valter Ferrero, Stephane Bernabe, Maryse Fournier, et al. "Demonstration of a Partially Integrated Silicon Photonics ONU in a Self-Coherent Reflective FDMA PON." Journal of Lightwave Technology 35, no. 7 (April 1, 2017): 1307–12. http://dx.doi.org/10.1109/jlt.2016.2647279.

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Santamaría-Cárdaba, Noelia, and Angel Carrasco-Campos. "Los diarios de aula: una herramienta critico-reflexiva para aprender cuestiones de género." Revista Fuentes 3, no. 23 (2021): 269–305. http://dx.doi.org/10.12795/revistafuentes.2021.11389.

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Este artículo analiza una experiencia didáctica en la que se emplean como herramienta didáctico-reflexiva los diarios de aula sobre una cuestión tan relevante en la actualidad como es el quinto Objetivo del Desarrollo Sostenible incluido en la Agenda 2030 promovida por la ONU: el género. Específicamente, este estudio trabaja la desigualdad de género para despertar conciencias crítico-reflexivas en el alumnado. La formación de una ciudadanía global concienciada con las desigualdades y que actúe a favor de la justicia social es imprescindible en la sociedad actual; al igual, que formar, desde los centros educativos, estudiantes que posean una adecuada alfabetización mediática que les haga valorar de forma crítica las noticias provenientes de los medios de comunicación. La investigación empleó un enfoque cualitativo mediante el análisis de los discursos del alumnado y de la maestra generados en los diarios de aula. Los resultados desvelan no solo que la experiencia didáctica resulta exitosa, sino que el empleo del diario en el aula resulta eficaz para formar una ciudadanía global que piense críticamente y comprenda la importancia de actuar contra las desigualdades. En conclusión, emplear como recurso didáctico el diario y las noticias publicadas en medios de comunicación son unas herramientas útiles y eficaces que los docentes pueden aplicar en el aula de forma exitosa, pues de este modo se promueve tanto la formación de ciudadanos globales críticos como la alfabetización mediática
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Simatupang, Joni Welman, and Puspa Devi Pukhrambam. "THEORETICAL ANALYSIS OF SINGLE-FIBER TRANSMISSION OVER WDM-PON SYSTEMS." Teknologi Indonesia 40, no. 2 (April 10, 2018): 87. http://dx.doi.org/10.14203/jti.v40i2.420.

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In this paper, a rigorous theoretical analysis on optical beat interferometric (OBI) noises caused by the Rayleigh backscattering (RB) and Fresnel reflection (FR) effects on the performance of a single-fiber single-wavelength WDM-PON (wavelength division multiplexing-passive optical network) transmission system has been presented. Two categories of PON are evaluated: a conventional and a long-reach WDM-PON system. The conventional WDM-PON took place in an access network for a typical transmission distance of 20 km without any optical amplification at the remote node (RN). In this case, the gain of the optimal reflective optical network unit (ONU) will depend on the relative RB power and also the FRs magnitudes and locations along the optical fiber channel/transmission link. However, in the cases of the long-reach WDM-PON deployed at a transmission distance of 100 km or further, the optical amplifiers are indispensable to enhance the optical power budget and to prevent the effect of fiber nonlinearities that may occur at high power injection levels. Although the presence of an optical amplifier (OA) in a long-reach WDM-PON will actually give some additional gain to the whole system, as a result it also produces the worse RB and FR effects to the system itself. A crosstalk to signal (C/S) ratio is used as a key performance indicator of whether the transmission system is in good working order or not. Therefore, this study may provide insight and relevant information in terms of transmission optimization for WDM-PON systems and developments in the future. To educate on the current technologies and developments surrounding conventional and long-reach WDM-PON, a brief overview is provided in the background part of the introduction.
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Kimberley, Anna. "Reflexivity as a Vital Skill for Future Researchers and Professionals." Electronic Journal of Business Research Methods 19, no. 1 (March 24, 2021): 14–26. http://dx.doi.org/10.34190/ejbrm.19.1.2124.

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The emergence of a reflective paradigm in higher education in the last two decades, has been emphasised as a necessary skill both for future business professionals and researchers. The development of these skills should therefore be included in business school curricula. The ability to critically reflect has been identified as a crucial part of employability. This calls for developing pedagogical approaches that will stimulate students’ critical thinking skills, encourage self-review as well as convey practice realities. This paper presents an application of such pedagogical methods applied in a set of course activities aimed specifically at developing reflexivity and self-efficacy of undergraduate business students, within the context of a university of applied sciences. It also demonstrates that the pedagogical solutions applied not only resulted in the desired learning outcomes, but also produced additional benefits to the students. A pedagogical approach was created and incorporated into one semester International Business Communication course taught to undergraduate international business students. It aimed at developing critical thinking skills, and reflexivity. It was incorporated in three activities: (1) introducing the students to the concept of reflexivity (reflecting on reflection), (2) writing reflectively about own cultural identity (reflection in action), (3) story writing and storytelling (reflecting on action). The methodological approach used was qualitative interpretation, and the method applied was narrative analysis of the data generated by reflective narratives created by the students. The findings showed that reflexivity was identified as a new concept, both necessary and helpful in self-development. Reflecting on one’s own cultural identity created different types of awareness, which contributed to developing deeper knowledge about one’s own cultural identity. Reflecting on story writing and storytelling showed the following learning benefits: discovering creative potential, as well as developing confidence in dealing with new, unexpected, and challenging situations. Moreover, the following additional learning benefits were identified: enhanced openness towards the immediate environment, improved understanding of otherness, and the applicability of the above skills for business professionals and researchers.
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Fowler, John. "Reflection and mental health nursing. Part one: is reflection important?" British Journal of Mental Health Nursing 8, no. 2 (May 2, 2019): 68–69. http://dx.doi.org/10.12968/bjmh.2019.0004.

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In this new series, John Fowler, a noted nursing author, will explore the use of reflection in mental health nursing. Over the next eight issues, John will be examining some of the techniques that mental health nurses can use to aid their own reflection and how reflection can be applied to clinical practice and management. The series will cover portfolios, reflective learning, reflective evidence, the use of feedback and reflection in all aspects of life.
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Musio, Alessio. "Differentemente. Per un’etica dell’accomodamento ragionevole / Differently. For a reasonable accommodation ethics." Medicina e Morale 67, no. 6 (January 25, 2019): 641–52. http://dx.doi.org/10.4081/mem.2018.560.

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Nel testo della Convenzione Onu sui Diritti delle persone con disabilità (2007) l’espressione “accomodamento ragionevole” è decisiva. Se lo scopo è quello di promuovere «il pieno e uguale godimento di tutti i diritti umani e di tutte le libertà fondamentali da parte delle persone con disabilità» (così l’art. 1), la categoria di “accomodamento ragionevole” emerge sin da subito come il mezzo riflessivo di tale finalità. Scopo del presente saggio è riflettere sul significato etico dell’accomodamento ragionevole, alla luce di una riflessione sul rapporto tra uguaglianza e differenza umane. L’uguaglianza come equità, infatti, non ha nulla a che vedere con l’egualitarismo. L’ideale morale dell’uguaglianza richiede, al contrario, un’etica che sappia valutare il tema delle differenze, andando oltre il tema della sola diversità di genere (maschile/femminile), per pensare direttamente i temi della disabilità. Ne deriva la possibilità di rispondere a quell’indifferenza che nell’epoca delle tecno-scienze tende a diventare, da semplice fatto, una vera e propria cultura antitetica alle logiche della giustizia sociale e dell’amore. ---------- “Reasonable accommodation” is a fundamental term for The United Nations Convention on the Rights of Persons with Disabilities (2007). If the aim is to promote “the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities” (Article 1), the category of “reasonable accommodation” emerges immediately as the reflective means of this purpose. The aim of the present article is to reflect on the ethical meaning of reasonable accommodation, in the light of a reflection around the relationship between equality and human difference. In fact, equality as fairness, has nothing to do with egalitarianism. The moral ideal of equality requires, on the contrary, an ethic able to evaluate the topic of differences, going beyond the theme of gender diversity (male/female), in order to think directly about the issues of disability. The result is the possibility of responding to the indifference that in the age of techno-sciences tends to become, from a simple fact, a true antithetical culture to the logic of social justice and love.
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Dissertations / Theses on the topic "Reflective ONU"

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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Attard, Karl. "Reflecting on reflection : a case-study of one teacher's early-career professional learning." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34494.

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This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his own development. It is interesting to note that reflective practice was the glue that kept the research process together, while also being the main focus of inquiry. A range of data analysis procedures were undertaken including reflective analysis, narrative analysis, and grounded theory analysis.
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Imel, Telena S., Philip B. McManus, Maryanne Palmer, and Christine Panarese. "Engaging Teachers in the Reflective Process: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3834.

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Thesis advisor: Lauri Johnson
This qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teacher and leader views regarding specific leadership actions (or inactions) that supported and facilitated teacher engagement in the examination of their practice and whether teachers viewed those actions as impacting their ability to reflect. Results indicated that school leaders implemented anticipatory and ongoing actions to create necessary preconditions, which fostered teacher reflection. Data revealed a district belief that reflective dialogue in pairs (teacher to teacher or teacher to administrator) or in groups (faculty meetings, grade level or departmental meeting) was important to educator growth. Administrators' actions, which engaged teachers in a reflective process, were perceived to be those associated with being an instructional leader. Recommendations include helping district leaders understand the role and design of collaborative reflection as well as the role of the principal in order to plan and implement effective professional learning, which develops reflective practitioners
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.
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Singh, Pushpinder 1972-2006. "EM-ONE : an architecture for reflective commonsense thinking." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33926.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.
Includes bibliographical references (leaves 147-152).
This thesis describes EM-ONE, an architecture for commonsense thinking capable of reflective reasoning about situations involving physical, social, and mental dimensions. EM-ONE uses as its knowledge base a library of commonsense narratives, each describing the physical, social, and mental activity that occurs during an interaction between several actors. EM-ONE reasons with these narratives by applying "mental critics," procedures that debug problems that exist in the outside world or within EM- ONE itself. Mental critics draw upon commonsense narratives to suggest courses of action, methods for deliberating about the circumstances and consequences of those actions, and--when things go wrong-ways to reflect upon and debug the activity of previously invoked mental critics. Mental critics are arranged into six layers, the reactive, deliberative, reflective, self-reflective, self-conscious, and self-ideals layers. The selection of mental critics within these six layers is itself guided by a separate collection of meta-level critics that recognize what overall problem-type presently confronts the system. EM-ONE was developed and tested within an artificial life domain where simulated robotic actors face concrete physical and social problems.
(cont.) A detailed scenario is presented where EM-ONE enables two such actors to work together to build a table by engaging reactive, deliberative, and reflective processes operating across the physical, social, and mental realms.
by Push Singh.
Ph.D.
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Uppman, Hannes. "The Reflection Principle for One-dimensional Quasiminimizers." Thesis, Linköping University, Department of Mathematics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19162.

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In this paper the reflection-extension of one-dimensional quasiminimizers is studied.A brief introduction to quasiminimizers, focused on the one-dimensional ones, is given.The main result of the study concerns the size of the quasiminimizing constant of theextended function relative to the unextended one. Previous work by O. Martio gives anupper bound for this relation. This bound is lowered, and the new bound is proven to besharp.Sharp quasiminimizer constants are calculated for a few simple functions and theirreflection-extensions.


I det här arbetet studeras reflektionsutvidgningen av endimensionella kvasiminimerare.En kortfattad introduktion till kvasiminimerare, fokuserad på de endimensionella, ges.Huvudresultatet av arbetet rör storleken av kvasiminimerarkonstanten för den utvidgade funktionen i förhållande till den outvidgade. Tidigare arbete av O. Martio ger en övre gräns för detta förhållande. Den  gränsen sänks, och den nya gränsen visas vara skarp.Skarpa kvasiminimerarkonstanter ges för ett par enkla funktioner och för deras reflektionsutvidgningar.

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Bodden, Lisa. "Developing a Creative Classroom through Drama Work: One Teacher's Reflective Journey." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193264.

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In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.
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Mueller, Julia. "The impact of video as a self-reflective tool for improvement of teacher feedback practices." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2241.

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Teacher reflection on instructional practices can improve performance and positively influence student achievement. This qualitative quasi-ethnographic study investigated the impact of self-tracking video technology as a reflective tool for improvement of teacher feedback in a specialist primary classroom. Video provided observational data which was analysed using a checklist and researcher and reviewer annotations. The study concluded that the teacher used non-specific feedback strategies more than specific-feedback to respond to behavioural, engagement and learning issues. Thus, context was identified as an important determinant of effectiveness in feedback. The video technology features enhanced the teacher’s reflection and strengthened the collaborative reflective processes.
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Griffiths, Mark Henry. "Fostering the Development of Expressive Performance Skills: A Gestural Approach within the Reflective, One-to-One Piano Studio." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/369427.

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This study reflects on my professional practice in the one-to-one piano teaching studio through the analysis of four case studies at a pre-tertiary music school attached to a major Australian university. Each research participant’s weekly lessons were recorded over a calendar year (30–40 lessons per student). Recordings of the 130–140 lessons were viewed retrospectively, with synopses, observations and reflections diarised. A reflective journal of lessons with the initial six case studies was kept throughout the 12-month period of data collection, and two rounds of semi-structured interviews were conducted with the research participants and their parents. Two additional cases provided pilot material. The research hopes to identify strategies that fostered the development of the research participants’ expressive performance skills. It also describes the kind of learning environment(s) that may encourage expressive sensibility in pianists of late elementary and early intermediate levels. Specifically, this research seeks confirmation that the working knowledge of tone production, articulation and phrasing through the adoption of expressive gesture can help young students learn to intrinsically link how they move at the piano with how they sound. The aim was that research participants would learn, with support and guidance, to expressively characterise their pieces, but still have the ability to build their own transferable knowledge base that could be applied to multi-genred repertoire in the future. The thematic analysis of my Reflective Journal, the lesson synopses and 12 semi-structured research interviews all provide rich and complex representations of the central research question: In what ways could expressive gesture be used to foster the expressive performance skills of late elementary and early intermediate level pre-tertiary pianists? The data indicates that this may not be appropriate as a single teaching approach with every individual; rather, it will need modification, especially where motor skill, kinaesthetic awareness, technique, practice habits and learning how to learn may be of greater priority. More widely, the study also demonstrates the need to think beyond a one-size-fits-all approach in one-to-one studio teaching, a context that has historically been quick to defend pedagogical lineage, thereby leading to a sometimes exclusive adoption of the teach-as-taught approach within a master–apprentice framework. Although generalisations are problematic, this project serves as a reminder that while the long-standing pedagogies of expressive gesture and physical movement are useful in improving a student’s sense of expressive playing, there is a need for increased awareness of the unique profile that each student presents. To seek pedagogy that is individualised in its very broadest sense is one of the greatest potential assets of the one-to-one context. The research provides a window into what is happening in the lives of the students, demonstrates how they grow with the research aims in their own way and time, and articulates their’s and their parent’s perception of the effectiveness of expressive gesture and ‘whole body’ playing. The project bridges theory and practice, providing adjunct methods for expressive performance instruction that may be of use to other piano pedagogues. The process provided an opportunity for me to reflect on my teaching in a real and sustained way. It has helped to continue the process of my teaching transformation, and provides a detailed look into the one-to-one environment, a context that is not well represented in the research literature. From my own perspective, the research journey has afforded an opportunity to be reminded of what it is like to be in the role of the less experienced learner, and has influenced the type of pedagogy that I employ in my everyday practice.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Arts, Education and Law
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Thakur, Manoj P. "VCSEL- based, access networks for DMT/OFDM transmission, utilising reflective ONUs and low-power drive techniques." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511007.

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Books on the topic "Reflective ONU"

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Reflection: Book one. Place of publication not identified]: Xlibris, 2015.

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As one with authority: Reflective leadership in ministry. Louisville, Ky: Westminster/John Knox Press, 1991.

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One-dimensional electromagnetic reflection problem. Helsinki: Suomalainen Tiedeakatemia, 1986.

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Feldschuh, Traude, and Hermann J. Hendrich. Mirror one. Wien: Arteimago, 2019.

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Moon, Jennifer A. Reflection and employability. York: Learning and Teaching Support Network, 2004.

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Lee, Myung W. Finite-difference migration by optimized one-way equations. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1985.

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Lee, Myung W. Finite-difference migration by optimized one-way equations. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1985.

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Lee, Myung W. Finite-difference migration by optimized one-way equations. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1985.

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Y, Suh Sang, and Geological Survey (U.S.), eds. Finite-difference migration by optimized one-way equations. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1985.

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Lee, Myung W. Finite-difference migration by optimized one-way equations. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1985.

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Book chapters on the topic "Reflective ONU"

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Fossa, Pablo, and Cristóbal Pacheco. "Reflective and Pre-reflective Inner Speech." In New Perspectives on Inner Speech, 9–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06847-8_2.

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Gitsaki, Christina, and Wafa S. Zoghbor. "Reflective Practice." In English as a Medium of Instruction on the Arabian Peninsula, 219–32. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003183594-17.

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Rechnitzer, Tanja. "Specifying the Method of Reflective Equilibrium: A Methodological Framework." In Applying Reflective Equilibrium, 39–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_3.

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AbstractThis chapter discusses how we can obtain an applicable method of reflective equilibrium based on the theoretical foundations described in the previous chapter. It describes a methodological framework which identifies the tasks one has to complete in order to apply reflective equilibrium, the methodological decisions one has to make in order to be able to address these tasks, and the challenges one faces when making these methodological decisions.
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Büscher, Christian. "Students’ reflective concepts." In Mathematical Literacy on Statistical Measures, 155–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23069-2_8.

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Rechnitzer, Tanja. "Case Study, Phase I: Developing a Candidate System." In Applying Reflective Equilibrium, 123–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_6.

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AbstractIn this chapter, the actual application of reflective equilibrium in the form of the process of adjustments begins. The case study is divided into three different phases in order to allow me to focus on different aspects of applying RE. The present chapter describes phase 1, which focuses on how a new candidate system, i.e., a new principle, can be developed.
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Rechnitzer, Tanja. "Case Study, Phase II: Focus on the Process of Adjustments." In Applying Reflective Equilibrium, 153–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_7.

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AbstractThis chapter describes the second phase of a case study in which reflective equilibrium is applied with the goal of justifying a precautionary principle. It focuses on how the RE criteria can be used to comparatively assess different candidate systems, i.e., theory choice, and to adjust commitments and system with respect to each other.
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Rechnitzer, Tanja. "Results and Discussion: Justifying a Precautionary Principle as a Case Study for Reflective Equilibrium." In Applying Reflective Equilibrium, 227–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_9.

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AbstractThis chapter summarizes the main points of the book and asks what we can learn for reflective equilibrium (RE) and its use as a method in philosophy. It highlights that (1) reflective equilibrium could be specified as an applicable method which puts real constraints on justification; and (2) applying reflective equilibrium as a method did contribute to the desiderata for justifying a precautionary principle. Taking a step back from the case study, the chapter argues that while RE can be specified as a method, it might often be more fruitful to adopt it as a methodology.
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Rechnitzer, Tanja. "Introduction." In Applying Reflective Equilibrium, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04333-8_1.

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AbstractReflective equilibrium (RE) is widely regarded as an important philosophical method—yet despite this high regard, we find strikingly few cases in which it is actually and explicitly applied. This chapter introduces the main ideas of reflective equilibrium, gives an overview about how it has been applied so far, and identifies desiderata for a case study on the applicability of reflective equilibrium as a method. I argue that the justification of a precautionary principle (PP) provides ideal content for such a case study: PPs are intended as principles that guide decisions concerning threats of uncertain, but potentially serious or even catastrophic harm. While the basic idea of PPs—“better safe than sorry”—is intuitively plausible, it is contested how it should be spelled out as a normative principle. It thus provides an ideal case to test whether RE can indeed be used to provide clarification and justification of philosophical principles and theories.
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Langeland, Eva, Liv Hanson Ausland, Hrafnhildur Gunnarsdottir, Susanna H. Arveklev, and Hege Forbech Vinje. "Promoting Salutogenic Capacity in Health Professionals." In The Handbook of Salutogenesis, 611–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_55.

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AbstractFrom a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-the-job training of healthcare professionals working in childcare services.The chapter discusses the concept of “self-tuning,” referring to habitual self-sensitivity, reflection, and mobilising of resources, which can play a central role in all types of training. This chapter emphasises that trainers should strive to “live the talk,” developing their personal salutogenic capacity – in other words, do what you teach and be what you teach.
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Draheim, Dirk. "Reflective Constraint Writing." In Transactions on Large-Scale Data- and Knowledge-Centered Systems XXIV, 1–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49214-7_1.

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Conference papers on the topic "Reflective ONU"

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Liu, Lei, Min Zhang, Lian Lu, Mingtao Liu, and Peida Ye. "A flexible Scheme of Reflective ONU Based on RSOA-Assisted Michelson Interferometer." In Asia Communications and Photonics Conference and Exhibition. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/acp.2009.wl57.

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Arellano, Cristina, Victor Polo, and Josep Prat. "Effect of the Multiplexer Position in Rayleigh-Limited WDM-PONs with Amplified-Reflective ONU." In 2007 9th International Conference on Transparent Optical Networks. IEEE, 2007. http://dx.doi.org/10.1109/icton.2007.4296347.

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Abrate, Silvio, Roberto Gaudino, Benoit Charbonnier, Sylvie Menezo, Enrico Temporiti, Guang-Hua Duan, Peter O'Brian, and G. Giuliani. "Power consumption estimation for the silicon-photonics reflective ONU conceived within the FABULOUS European project." In 2015 17th International Conference on Transparent Optical Networks (ICTON). IEEE, 2015. http://dx.doi.org/10.1109/icton.2015.7193715.

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Chu, G. Y., V. Polo, A. Lerín, I. N. Cano, and J. Prat. "Optimizing Reflective Semiconductor Optical Amplifier as Phase Modulator for Low Cost Colorless ONU with 3×3 Homodyne Detection." In Asia Communications and Photonics Conference. Washington, D.C.: OSA, 2014. http://dx.doi.org/10.1364/acpc.2014.af2b.5.

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Straullu, S., J. Chang, G. Bosco, V. Ferrero, S. Abrate, F. Forghieri, and R. Gaudino. "TWDM-PON-compatible 10 Gbps burst-mode coherent reflective ONU achieving 31 dB ODN loss using DFB lasers." In 2014 European Conference on Optical Communication (ECOC). IEEE, 2014. http://dx.doi.org/10.1109/ecoc.2014.6963950.

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Shum, Simon Buckingham, Ágnes Sándor, Rosalie Goldsmith, Xiaolong Wang, Randall Bass, and Mindy McWilliams. "Reflecting on reflective writing analytics." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883955.

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Fleck, Rowanne, and Geraldine Fitzpatrick. "Reflecting on reflection." In the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1952222.1952269.

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Nguyen, Khanh B., Tai D. Nguyen, Alfred K. Wong, Andrew R. Neureuther, and David T. Attwood. "Study of Defects in Multilayer Reflective Coatings for Soft X-ray Projection Lithography Mask." In Soft X-Ray Projection Lithography. Washington, D.C.: Optica Publishing Group, 1993. http://dx.doi.org/10.1364/sxray.1993.ma.7.

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In a soft x-ray/EUV projection lithography system, multilayer reflective coatings consisting of 30-50 bilayers of alternating high-Z/1ow-Z materials would be used on all reflecting surfaces - collection optics, masks, and imaging optics. A reflection mask would likely be a multilayer coating with a top layer of patterned absorber [1, 2]. Since the mask is to be faithfully reproduced on the wafer, any mask defects and imperfections would also be reproduced.
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Tennant, D. M., A. A. MacDowell, P. P. Mulgrew, J. Z. Pastalan, W. K. Waskiewicz, D. L. Windt, and O. R. Wood. "Mask Technologies for Soft X-ray Projection Lithography at 13nm." In Soft X-Ray Projection Lithography. Washington, D.C.: Optica Publishing Group, 1992. http://dx.doi.org/10.1364/sxray.1992.wd1.

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Imaging systems using soft X-ray reflective optics can be configured with either a transmission [1] or reflection mask [2] to print onto resist coated wafers. Transmission masks are well suited for high contrast and high resolution imaging. However, thin membranes are needed for such masks which can be fragile and sensitive to heating effects. Ultimately it is therefore desirable to take advantage of the robust nature of a thick reflecting mask. Practical reflective masks intended for use at λ=13 nm require Mo/Si multilayer reflective coatings with minimum features sizes from 2.0 to 0.1 μm in order to demonstrate a 0.1 μm printing capability with systems designed mask to wafer reduction from 20X to 1X, respectively. In this work we compared a variety of technologies for patterning transmissive and reflective masks containing features on this size scale. Transmissive masks which are reported consist of patterned absorbers on silicon membranes with features as small as 0.1 μm. Reflective masks patterned using various methods including; absorbing layers formed on top of multilayer reflectors; reflective coating removal by reactive ion etching (RIE); and ion damage of multilayer regions by ion implantation are also reviewed [2]. With a view to the future,we have begun to assess these reflective masks in a number of areas. Of principal interest are the reflectance contrast; resolution; process complexity; and repairability.
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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.
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Reports on the topic "Reflective ONU"

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Rejuvenate, Rejuvenate. Responding and Reflecting on Child Rights. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/rejuvenate.2021.001.

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The series of Rejuvenate dialogues are intended to foster debate across a community of practice working on child and youth rights. Our first dialogue examined the principles that can help support child and youth-centred research and community development. During the dialogue, we highlighted two key REJUVENATE principles: the importance of relationships, and the energy that young people can contribute to building new visions of the future. We met online on 14th September 2021. Presenters and participants joined from around the world, reflecting the diversity and breadth of experience in the field. We invited reflection on what the REJUVENATE principles get right, where they need to expand, and what they could improve on.
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Valente Rosa, Maria João. Demographic ageing: the rigidity of conventional metrics and the need for their revision. IPR-NOVA, January 2022. http://dx.doi.org/10.23906/wp63/2022.

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This article aims to discuss the scope and value of the conventional metrics used to assess and compare levels of ageing between different populations. The age brackets for classifying if the population is ageing or aged are typically based on chronological age and are very close to the stages of the economic tripartite life cycle: the school/education phase; the labour market participation phase; the retirement phase. Those conventional metrics produce distortions in capturing the levels of demographic ageing. If the change in the age structure is rooted in social development, not in a social crisis, having more people in older ages should be related to that. Living longer, on average, does not only mean living more years but also a change in people's social profile, which the usual metrics for measuring ageing do not capture. Because of the central place that demographic ageing occupies in the framework of social, political and scientific reflection on the present and future of societies, Demographic Science should contribute with new metrics reflecting the real social improvements in populations age structures. This reflection supports the need to undertake a critical analysis of the way demographic ageing has usually been presented; stresses the need to advance ageing metrics that match societies' development by considering the life expectancy; and presents a new indicator for measurement demographic ageing that compares what we observe with what we can expect from the age structure at any given mortality level.
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Omenetto, Fiorenzo, and David L. Kaplan. Dynamic Camouflage Materials Based on Silk-Reflectin Chimeras. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada567581.

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Bwerinofa, Iyleen Judy, Jacob Mahenehene, Makiwa Manaka, Bulisiwe Mulotshwa, Felix Murimbarimba, Moses Mutoko, Vincent Sarayi, and Ian Scoones. Living Through a Pandemic: Competing Covid-19 Narratives in Rural Zimbabwe. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/ids.2022.058.

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Through a real time analysis of the Covid-19 pandemic across rural Zimbabwe, this Working Paper explores the competing narratives that framed responses and their politics. Based on 20 moments of reflection over two years, together with ongoing document and media analysis and an intensive period of qualitative interviewing, a complex, dynamic story of the pandemic ‘drama’ emerges, which contrasts with snapshot perspectives. Across the period, a science-led public health narrative intersects with a security and control narrative promoted by the state and is countered by a citizens’ narrative that emphasises autonomy, independence, and local innovation. The politics of this contestation over narratives about appropriate pandemic responses are examined over three periods – reflecting different waves of infection – and in relation to two conjunctures – an early, strict lockdown and the rollout of vaccines. Different narratives gain ascendancy and overlap at different times, but a local citizen-led narrative emerges strongly in the context of heavy-handed lockdowns, inadequate state capacity, and struggles around rural livelihoods. The pandemic has reshaped relationships between the state and citizens in important ways, with self-reliance rooted in local resilience central to local pandemic responses.
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Hermanns, Anno, Mu-San Chen, Walter Dressick, Jeffrey Calvert, and Catherine O'Ferrall. Channel Constrained Metalization Patterning of Reflective Backplane Electrodes for Liquid Crystal-on-Silicon Displays. Fort Belvoir, VA: Defense Technical Information Center, January 1997. http://dx.doi.org/10.21236/ada361352.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Lee, Khee-Gan, Steven V. Fuerst, Graziella Brandwardi-Raymond, Kinwah Wu, and Oliver Crowley. Relativistic Effects on Reflection X-ray Spectra of AGN. Office of Scientific and Technical Information (OSTI), January 2007. http://dx.doi.org/10.2172/896924.

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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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Reia-Baptista, V., A. Burn, M. Reid, and M. Cannon. Screening Literacy: Reflecting on Models of Film Education in Europe. Revista Latina de Comunicación Social, RLCS, June 2014. http://dx.doi.org/10.4185/rlcs-2014-1015en.

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Wu, Kesheng, E. Bethel, Ming Gu, David Leinweber, and Oliver Ruebel. Testing Vpin on Big Data Response to Reflecting on the Vpin Dispute. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1165210.

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