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Artículos de revistas sobre el tema "Reflection"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de mayo de 2024

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1

Peltier, James W., Amanda Hay y William Drago. "The Reflective Learning Continuum: Reflecting on Reflection". Journal of Marketing Education 27, n.º 3 (diciembre de 2005): 250–63. http://dx.doi.org/10.1177/0273475305279657.

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2

Isaacson, Alan, Richard Kidd, Las Oglesby y John Ponter. "Reflections on Reflection". British Journal of Theological Education 6, n.º 2 (junio de 1994): 5–15. http://dx.doi.org/10.1080/1352741x.1994.11674020.

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3

Burnard, Philip. "Reflections on reflection". Nurse Education Today 25, n.º 2 (febrero de 2005): 85–86. http://dx.doi.org/10.1016/j.nedt.2004.11.001.

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4

Miller, Meg y Mary Watts. "Reflection on reflections". Counselling Psychology Review 12, n.º 1 (febrero de 1997): 7–18. http://dx.doi.org/10.53841/bpscpr.1997.12.1.7.

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5

Von Wright, Johan. "Reflections on reflection". Learning and Instruction 2, n.º 1 (marzo de 1992): 59–68. http://dx.doi.org/10.1016/0959-4752(92)90005-7.

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6

Hickson, Helen. "Critical reflection: reflecting on learning to be reflective". Reflective Practice 12, n.º 6 (diciembre de 2011): 829–39. http://dx.doi.org/10.1080/14623943.2011.616687.

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7

Baßeng, Geraldine y Alexandra Budke. "Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons". Education Sciences 14, n.º 3 (16 de marzo de 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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8

Green, Barrie. "Reflecting upon reflection". British Journal of Mental Health Nursing 10, n.º 2 (2 de mayo de 2021): 1–2. http://dx.doi.org/10.12968/bjmh.2021.0015.

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9

Shemtob, Lara. "Reflecting on Reflection". Academic Medicine 91, n.º 9 (septiembre de 2016): 1190–91. http://dx.doi.org/10.1097/acm.0000000000001303.

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10

Haber, Jordana. "Reflecting on Reflection". Academic Emergency Medicine 20, n.º 1 (enero de 2013): 114. http://dx.doi.org/10.1111/acem.12047.

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11

Read, James. "Reflecting on reflection". Clinical Teacher 13, n.º 5 (11 de junio de 2015): 376–77. http://dx.doi.org/10.1111/tct.12388.

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12

Absalom, Matthew y Diane De Saint Léger. "Reflecting on reflection". Arts and Humanities in Higher Education 10, n.º 2 (abril de 2011): 189–211. http://dx.doi.org/10.1177/1474022210389141.

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13

Ballard, Paul. "Reflections on Theological Reflection". Modern Believing 40, n.º 3 (julio de 1999): 12–20. http://dx.doi.org/10.3828/mb.40.3.12.

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14

Mitchell, Gail J. "Reflections on Mitchell's Reflection". Nursing Science Quarterly 10, n.º 2 (abril de 1997): 73–75. http://dx.doi.org/10.1177/089431849701000206.

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15

Randall, Robert L. "Reflections on a Reflection". Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, n.º 1 (marzo de 2017): 73. http://dx.doi.org/10.1177/1542305017693009.

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16

Copenhaver, John D. "Reflections on Academic Reflection". Buddhist-Christian Studies 33, n.º 1 (2013): 41–52. http://dx.doi.org/10.1353/bcs.2013.0006.

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17

Paudyal, Sushil, William Walker, Kao Sean, Jeffrey Wiegert, Kathrin Dunlap y Jonan Donaldson. "386 Reflection on Reflections: How Students Experience Reflection Assignments?" Journal of Animal Science 100, Supplement_3 (21 de septiembre de 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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18

Жихарев, Л. y L. Zhikharev. "Reflection from Curved Mirrors in a Plane". Geometry & Graphics 7, n.º 1 (8 de abril de 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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19

Catt, Lisa y Vanessa Ackland Tilbrook. "Reflecting on reflection: Tips and tricks to develop reflective skills". Women and Birth 30 (octubre de 2017): 34. http://dx.doi.org/10.1016/j.wombi.2017.08.088.

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20

Thompson, Judith y Stephen Pattison. "Reflecting on Reflection: Problems and Prospects for Theological Reflection". Contact 146, n.º 1 (enero de 2005): 8–15. http://dx.doi.org/10.1080/13520806.2005.11759004.

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21

Zawatsky, Carole R. "Cultural Reflections and Self-Reflection". Journal of Museum Education 17, n.º 2 (marzo de 1992): 12–14. http://dx.doi.org/10.1080/10598650.1992.11510202.

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22

Whitehead, Lorne A. y Michele A. Mossman. "Reflections on Total Internal Reflection". Optics and Photonics News 20, n.º 2 (1 de febrero de 2009): 28. http://dx.doi.org/10.1364/opn.20.2.000028.

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23

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

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24

Martin, Paul J. "A Reflection Inspired by Reflections". Transplantation and Cellular Therapy 29, n.º 12 (diciembre de 2023): 723–24. http://dx.doi.org/10.1016/j.jtct.2023.11.002.

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25

Robinson, Enders A. "Seismic time‐invariant convolutional model". GEOPHYSICS 50, n.º 12 (diciembre de 1985): 2742–51. http://dx.doi.org/10.1190/1.1441894.

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A layered‐earth seismic model is subdivided into two subsystems. The upper subsystem can have any sequence of reflection coefficients but the lower subsystem has a sequence of reflection coefficients which are small in magnitude and have the characteristics of random white noise. It is shown that if an arbitrary wavelet is the input to the lower lithologic section, the same wavelet convolved with the white sequence of reflection coefficients will be the reflected output. That is, a white sedimentary system passes a wavelet in reflection as a linear time‐invariant filter with impulse response given by the reflection coefficients. Thus, the small white lithologic section acts as an ideal reflecting window, producing perfect primary reflections with no multiple reflections and no transmission losses. The upper subsystem produces a minimum‐delay multiple‐reflection waveform. The seismic wavelet is the convolution of the source wavelet, the absorption effect, this multiple‐reflection waveform, and the instrument effect. Therefore, the seismic trace within the time gate corresponding to the lower subsystem is given by the convolution of the seismic wavelet with the white reflection coefficients of the lower subsystem. The linear time‐invariant seismic model used in predictive deconvolution has been derived. Furthermore, it is shown that any layered subsystem which has small reflection coefficients acts as a linear time‐invariant filter. This explains why time‐invariant deconvolution filters can be used within various time gates on a seismic trace which at first appearance might look like a continually time‐varying phenomenon.

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26

Cobb, Paul, Ada Boufi, Kay McClain y Joy Whitenack. "Reflective Discourse and Collective Reflection". Journal for Research in Mathematics Education 28, n.º 3 (mayo de 1997): 258. http://dx.doi.org/10.2307/749781.

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27

Cobb, Paul, Ada Boufi, Kay McClain y Joy Whitenack. "Reflective Discourse and Collective Reflection". Journal for Research in Mathematics Education 28, n.º 3 (mayo de 1997): 258–77. http://dx.doi.org/10.5951/jresematheduc.28.3.0258.

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The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, in which mathematical activity is objectified and becomes an explicit topic of conversation. We differentiate between students' development of particular mathematical concepts and their development of a general orientation to mathematical activity. Specific issues addressed include both the teacher's role and the role of symbolization in supporting reflective shifts in the discourse. We subsequently contrast our analysis of reflective discourse with Vygotskian accounts of learning that also stress the importance of social interaction and semiotic mediation. We then relate the discussion to characterizations of classroom discourse derived from Lakatos' philosophical analysis.

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28

Wearn, Andy. "Reflecting on ‘reflection’ and ‘reflex’". Medical Education 45, n.º 4 (15 de marzo de 2011): 431. http://dx.doi.org/10.1111/j.1365-2923.2010.03922.x.

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29

Leigh, Jennifer y Richard Bailey. "Reflection, reflective practice and embodied reflective practice". Body, Movement and Dance in Psychotherapy 8, n.º 3 (agosto de 2013): 160–71. http://dx.doi.org/10.1080/17432979.2013.797498.

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30

Martincová, Jana, Lucie Trubáková y Sabrina Fröhlichová. "Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants". European Journal of Educational Research 10, n.º 4 (15 de octubre de 2021): 1793–806. http://dx.doi.org/10.12973/eu-jer.10.4.1793.

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<p style="text-align: justify;">The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.</p>

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31

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

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32

Edwards, Sharon. "Reflecting differently. New dimensions: reflection-before-action and reflection-beyond-action". International Practice Development Journal 7, n.º 1 (17 de mayo de 2017): 1–14. http://dx.doi.org/10.19043/ipdj.71.002.

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33

Rice, Mary y Stefinee Pinnegar. "Reflection under construction: Using theHandbook of Reflection and Reflective Inquiryin practice". Reflective Practice 13, n.º 6 (diciembre de 2012): 821–27. http://dx.doi.org/10.1080/14623943.2012.697890.

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34

Vaz, Débora Rodrigues y Cláudia Prado. "Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument". Revista da Escola de Enfermagem da USP 48, n.º 6 (diciembre de 2014): 1103–10. http://dx.doi.org/10.1590/s0080-623420140000700019.

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Objective Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. Method This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. Results Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). Conclusion The students had the opportunity to experience the pedagogical practice and presented reflections at metacritical level, reflecting on their performance, the construction of their teaching identity, and about the importance of reflecting on the practice with the objective of transforming it and transforming themselves.

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35

Kneisel, Evi. "Team reflections, team mental models and team performance over time". Team Performance Management: An International Journal 26, n.º 1/2 (28 de febrero de 2020): 143–68. http://dx.doi.org/10.1108/tpm-09-2018-0061.

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Purpose Although previous research proved positive impacts of team reflection on team outcomes, especially team performance and innovation, there are only a few insights in to which factors (mediators) account for these positive effects and over what period these effects unfold (temporal effects). To close this gap, this paper aims to investigate the direct effects of team reflection on team performance over time, as well as indirect effects because of the development of similar and accurate team mental models to explain this relationship. Design/methodology/approach Within a longitudinal experimental study on 22 student project teams working on a complex problem-solving task, the effects of repeated team reflection interventions on the development of team performance and team mental models over six measuring times were analysed. Findings Results show that team reflections caused significant increases in team performance and team mental models over time. Results also provide evidence that team mental models’ quality mediates the effects of team reflections on team performance. Research limitations/implications The results are interesting for both research fields, team reflection and team mental models, as the findings indicate the merits of recurrent reflection for improving team mental models’ quality. Practical implications For organisational practice, the question of how reflection processes can be deliberately triggered in teams and effectively integrated into the daily routine should be considered. Originality/value The findings accentuate the role of team reflections for improving team performance team mental models over time. By continuous reflecting teams increase awareness and insights into effective team processes and strategies (i.e. shared and accurate team mental models), which lead to better performance.

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36

Kiss, Virág. "Reflections on drawings in art pedagogy and art therapy". Visual Inquiry 2, n.º 1 (1 de marzo de 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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37

Akbari, Ramin. "Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education". System 35, n.º 2 (junio de 2007): 192–207. http://dx.doi.org/10.1016/j.system.2006.12.008.

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38

Tyson-Carr, John, Giulia Rampone, Elena Karakashevska, Yiovanna Derpsch, Marco Bertamini y Alexis D. J. Makin. "Overlapping Neural Responses to Reflectional Symmetry and Glass Patterns Revealed by an ERP Priming Paradigm". Symmetry 14, n.º 7 (27 de junio de 2022): 1329. http://dx.doi.org/10.3390/sym14071329.

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The extrastriate visual cortex is activated by visual regularity and generates an ERP known as the sustained posterior negativity (SPN). Spatial filter models offer a biologically plausible account of regularity detection based on the spectral properties of an image. These models are specific to reflection and therefore imply that reflectional symmetry and Glass patterns are coded by different neural populations. We utilised the SPN priming effect to probe representational overlap between reflection and Glass patterns. For each trial, participants were presented with a rapid succession of three patterns. In the Repeated condition, three reflections or three Glass patterns were presented. In the Changing condition, patterns alternated between reflection and Glass patterns. An increase in SPN amplitude (priming) was observed in both the Repeated and Changing conditions. Results indicate a greater representational overlap in the brain between reflection and Glass patterns than predicted by spatial filter models.

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39

Hwang, Hye Jeang y Du Yeol Moon. "The Development of Lesson Reflection through the Lesson Reflection Sharing Case in the Secondary School Mathematics Class". Korean School Mathematics Society 24, n.º 4 (31 de diciembre de 2021): 369–90. http://dx.doi.org/10.30807/ksms.2021.24.4.003.

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It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher's teaching expertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.

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40

Parsa, Betsabeh, Sue Murphy, Donna Drynan y Tal Jarus. "A Reflection On: Reflection on Professionalism: Retrospective Review on Health Professional Student Reflections". International Journal of Practice-based Learning in Health and Social Care 11, n.º 2 (15 de enero de 2024): 97–114. http://dx.doi.org/10.18552/ijpblhsc.v11i2.1044.

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41

Hubral, Peter, Martin Tygel y Holger Zien. "Three‐dimensional true‐amplitude zero‐offset migration". GEOPHYSICS 56, n.º 1 (enero de 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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42

Hays, Richard y Simon Gay. "Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice?" Medical Education 45, n.º 2 (5 de enero de 2011): 116–18. http://dx.doi.org/10.1111/j.1365-2923.2010.03813.x.

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43

Hametner, Bernhard, Hannah Kastinger y 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, n.º 11 (20 de julio de 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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44

Cao, S., B. L. N. Kennett y B. R. Goleby. "A 3D isochronal modelling technique and its applications". Exploration Geophysics 20, n.º 2 (1989): 205. http://dx.doi.org/10.1071/eg989205.

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Reflection seismic datasets are obtained in both the exploration of oil and mineral resources and the probing of the deep crust and the upper mantle. To interpret the datasets, considerable effort has been spent on the understanding of seismic wave propagation phenomena by simulating seismic wave propagations in some a priori physical models. A rather simple and efficient modelling technique has been developed to study elastic wave reflections with full inclusion of diffractions.This modelling technique employs an integral representation of reflections from a surface or a scatterer. High frequency asymptotic approximations are used for the propagation between the seismic source or receiver and a surface or a scatterer. At a scatterer, first order scattering is assumed. At a surface, reflection and transmission effects are estimated using the assumption of a locally plane interface and plane incident wave. With these approximations, the reflected seismograms are calculated by convolving the time derivative of a source function with a model weight function for a particular source-receiver pair. The weight function at a particular time is evaluated by a line integral along a contour of equal total travel time from source to receiver via the scattering surface (an isochron). The kernel of this integral at a reflecting point is the local reflection coefficient which which represents the effects of the amplitude of material parameter contrasts at the reflecting point, the angles between the incoming and outgoing waves and the local surface normal and the local speed of advance of the isochron on the surface, and the geometrical spreading factors from the source and receiver to the reflecting point.This modelling technique is used to investigate the validity of some of the interpretations of a deep crustal reflection profile collected in central Australia. The modelling results confirm that even with a relatively short (4 km) field spread it would be possible to pick up the reflected energy from faults with dips of about 40�. The largest fault, the Redbank Zone, has significant displacement of the crust-mantle boundary and within the fault zone, it is conceivable to have considerable variability in physical properties.The deep seismic section shows this boundary as a thick (0.5s) band of complex reflections and diffractions at the reflection time appropriate to the crust-mantle transition. Two possible structures for the crust-mantle boundary were investigated, one where the crustal faults have displaced this interface and created a 'block-faulted' geometry and the other where the crustal faults are listric near the boundary and appear to sole out on the crust-mantle interface, giving rise to an undulation of the Moho. The modelling results (Figure 1) for an undulating boundary show a band of reflections which strongly resemble the observed seismic reflection data.

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Fowler, John. "Reflection. Part 3: reflective practice and reflective teaching". Dental Nursing 11, n.º 5 (2 de mayo de 2015): 294–95. http://dx.doi.org/10.12968/denn.2015.11.5.294.

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Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context". Languages 7, n.º 1 (29 de enero de 2022): 26. http://dx.doi.org/10.3390/languages7010026.

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This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.

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Pudo, Dorota. "ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH". Neofilolog 2, n.º 42/2 (4 de septiembre de 2019): 227–39. http://dx.doi.org/10.14746/n.2014.42.2.8.

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This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase in this group. Age is proved to increase language-focused reflectivity in the subjects, whereas the specific learning context might, for reasons of strong personal motivation, be an asset in encouraging learner reflections on their own learning strategies. These conclusions are nonetheless to be treated with caution, for some specific inhibitors to reflection might appear in this group as well, and further research is needed to confirm this possibility.

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Ilgen, Jonathan S., Judith L. Bowen y Kevin W. Eva. "Reflecting Upon Reflection in Diagnostic Reasoning". Academic Medicine 89, n.º 9 (septiembre de 2014): 1195–96. http://dx.doi.org/10.1097/acm.0000000000000415.

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Norman, Geoffrey, Sandra Monteiro y Jonathan Sherbino. "Reflecting Upon Reflection in Diagnostic Reasoning". Academic Medicine 89, n.º 9 (septiembre de 2014): 1195. http://dx.doi.org/10.1097/acm.0000000000000416.

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Gura, Pat. "Reflecting on Practice/On Practising Reflection". Early Years 14, n.º 1 (septiembre de 1993): 5–14. http://dx.doi.org/10.1080/0957514930140102.

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