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Готові списки джерел за темами / Reflection

Добірка наукової літератури з теми "Reflection"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 25 травня 2024

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Статті в журналах з теми "Reflection":

1

Peltier, James W., Amanda Hay, and William Drago. "The Reflective Learning Continuum: Reflecting on Reflection." Journal of Marketing Education 27, no. 3 (December 2005): 250–63. http://dx.doi.org/10.1177/0273475305279657.

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2

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

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3

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

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4

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

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5

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

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6

Hickson, Helen. "Critical reflection: reflecting on learning to be reflective." Reflective Practice 12, no. 6 (December 2011): 829–39. http://dx.doi.org/10.1080/14623943.2011.616687.

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7

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

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

8

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

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9

Shemtob, Lara. "Reflecting on Reflection." Academic Medicine 91, no. 9 (September 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, no. 1 (January 2013): 114. http://dx.doi.org/10.1111/acem.12047.

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Дисертації з теми "Reflection":

1

Sadi, Sajid H. (Sajid Hassan). "ReflectOns : mental prostheses for self-reflection." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/79306.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, February 2013.
"September 2012." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 113-118).
Since the time of the first philosophers, logic and observed human behavior have stood somewhat in contradiction. More recently, scientist have started to delve into decision making to understand why the way we act differs from rational choice, and indeed from our own desires. We believe that it is possible to use just-in-time feedback drawn from machine-observable behavior to help align behavior with personal goals. This dissertation presents mental prosthetics, a model for distributed, embodied, design-embedded, just-in-time interfaces that augment the human judgment process. Drawing information from the activity of the user around them, mental prostheses analyze behavioral patterns in a way orthogonal to human cognition. Unlike persuasive interfaces, mental prostheses attempt to align choices with personal goals by cueing the user with just-in-time information. Lastly, these devices provide calm yet understandable feedback to draw the user's attention at the correct time to the information available to them. This dissertation provides several prototypes and design explorations as a means of sampling the various approaches to data collection, synthesis, and feedback. Focusing on self-reflection, these sample designs form a subclass of mental prostheses that we term reflectOns. We show through the studies carried out in the course of this dissertation that these systems are effective in changing behavior to be better aligned with user goals. Lastly, this dissertation provides a set of design guidelines that assist in the creation of new mental prostheses. While we discuss a variety of scenarios in this work, it is only the beginning of the exploration. The design guidelines provide insight into both the critical aspects of the design of such systems, as well as possible input and feedback methodologies. These guidelines, together with the reflectOns themselves, provide a basis for future work in this area.
by Sajid Sadi.
Ph.D.

2

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

3

Patel, Dhara Yogendra. "Reflection." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32832.

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â Reflectionâ is an experiment with what I call â symbolic architectureâ i.e. design where the features of the building have a profound meaning or a strong recall to some familiar aspect in our lives. It is a meditation center designed to rejuvenate visitors by providing an ideal environment to practice and teach meditation. The design is inspired by concepts of Hindu philosophy and each element of the building, the light, the materials, the water and the structure is likened to an element of the spiritual being that helps a meditator achieve a connection between the body and the soul.
Master of Architecture

4

Venz, Pamela Ann. "Reflection." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303312760.

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5

Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.

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6

Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects and recommends focusing reflection on the underlying experience of creative production. This thesis proposes that this and other issues, such as the emphasis on problem solving, and particularly, a reliance on a conversational metaphor, is likewise problematic for visual art practice. This thesis therefore moves to examine what is distinct about the application of reflective methods in visual art practice, in relation to design and research in the arts, through a series of text-based and documentary case studies. Analysis of the case studies suggest that there is an emphasis on embodiment essential to visual art processes, which is experiential in nature rather than problem-solving. A thorough examination of recent theories of embodied mind, which provide empirical evidence from a broad range of knowledge fields for the pervasive role of embodiment in shaping human experience, is presented. The primary research method is a review of two existing sets of theories and a synthesis of aspects of them in an original context, a process offered as an original contribution to knowledge. The context in question is the assessment of the applicability of the resulting synthesis to visual art practice, a domain for which neither theory was written. Knowing-in-action (Schön, 1983) describes the tacit knowing implicit in skillful performance when practice is going well, reflection-inaction (Schön, 1983) takes over, and describes the processes cycled through, only when problems are encountered in practice. Through an analysis of theories of embodied mind, and the documentary cases studies, the conclusion is drawn that in addition to these descriptions there is a rich layer of non-verbal embodied experience shaping action, conceptual meaning and verbal articulations of practice. This thesis therefore suggests modifications to theories of reflective practice in the visual arts, by incorporating theories of embodied mind in the development of additional reflective methods to supplement Schön’s theories (1983). Two methods are proposed as worthy of further study. The first researches Mark Johnson’s (1987) theory of metaphorical projection, which is presented as a means of mapping aspects of visual arts practitioners' verbal articulations of practice, back onto source domains in their embodied experiences of practice. The second explores a recommendation from within theories of embodied mind (Varela, Thompson and Rosch, 1993: 27) that mindfulness training could help develop a mindful, open-ended reflection. Taken together, this thesis proposes that an Embodied Reflective Practice could be developed to the benefit of visual art practitioners.

7

Ransome, William Felix. "Moral reflection /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18405.pdf.

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8

Beaman, Heather. "Reflection-Refraction." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1888.

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I find my inspiration by looking at the world around me. I take snapshots, compose photographs, and collect physical objects from my surroundings. I interpret these materials by layering printmaking, mixed media, and alternative photographic processes. I use the simplification of the human form when developing the composition. As my work takes shape, I present a universal person placed in a situational narrative. Layering the human figure with my travels and experiences creates a pause or an intimate moment that the viewer shares with the art work.

9

Wu, Yuk Yee. "The Reflection." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500400/.

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The Reflection is a piece of chamber music that describes the human nature through the use of different "meanings" in music. By using various leitmotifs and different compositional techniques, the music becomes a helpful tool to reflect meanings. On the other hand, this piece uses one special idea, which is that the whole piece can be explained in terms of visual arts. Each primary motive represents a "primary color" that reflects various "moods" or "emotions." Through using combinations and mixtures of color, different "sceneries" are formed. Furthermore, The Reflection has three basic aspects: the function of transmitting messages through music; the exploration of different functions of fifth; and the emphasis of meaning, sound effect and timbre.

10

Woronchak, Meganne. "The Value of Reflective Journaling with Advanced Piano Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34461.

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Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students could be enhanced by the addition of journals to assist with their piano practice, specifically when learning new repertoire. Using the model by Plack and colleagues (2005) for developing and assessing reflection in reflective journal entries, we examined the journal entries of 18 advanced piano students to explore the development of reflection over a period of four weeks. Results suggest that reflectively trained piano students develop more critical reflection compared to a control group. Reflectively trained students perceive the same benefits to journaling as their counterparts in other disciplines. The most frequently referenced reflective elements include listing practice strategies and expressing feelings about the learning process. The reflective training model used in this study can be implemented by piano teachers and piano students.

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Книги з теми "Reflection":

1

Mohamed, Misrah, and Radzuwan Ab Rashid. Reconceptualising Reflection in Reflective Practice. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003374190.

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2

Wilson, R. N. Reflecting telescope optics. 2nd ed. Berlin: Springer, 2004.

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3

Merritt, Dennis. Reflection. Stow, Mass: Amziod, 1992.

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4

Wilson, R. N. Reflecting teles[c]ope optics. 2nd ed. Berlin: Springer, 2000.

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5

Wilson, R. N. Reflecting telescope optics. Berlin: Springer Verlag, 1996.

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6

Wilson, R. N. Reflecting telescope optics. 2nd ed. Berlin: Springer, 2007.

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7

Lyons, Nona, ed. Handbook of Reflection and Reflective Inquiry. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-85744-2.

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8

Gravelle, Gary T. Reflection. Orangeville, Ont: New Life Press, 2003.

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9

Sabbah-ud-Din. Reflection. Gilgit: Hanisara, 2004.

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10

Cotter, Bernadette. Reflection. Belfast: Project Arts Centre, 1995.

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Частини книг з теми "Reflection":

1

Wang, Ye, James Ko, and Peng Wang. "The Effects of a Short Self-Access Online Training for Practicum Preparation on the Depths of Reflection of Preservice Teachers." In Effective Teaching Around the World, 575–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_25.

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AbstractEnhancing preservice teachers’ critical reflections on their newly acquired knowledge and experience is crucial for promoting their teaching skills and performance. However, it is a challenging task to teach reflections and increase their depths of reflection. Previous research has succeeded to help preservice teachers reflect in a full-term taught course. However, little empirical research demonstrated the effects of a short self-access online training program on the depths of reflection of preservice teachers. Framed in Ryan and Ryan’s (High Educ Res Dev 32(2):244–257, 2013) reflection depth model, this study adopted a quasi-experimental research design to examine the depths of reflection after attending a short online training of four 30-min sessions varied in training session order and session content. Data of 555 reflective statements were identified subsequently in 120 reflective logs of 30 preservice teachers in a teacher education university in northern China. The results showed a significant difference between the experimental and control groups, indicating that a short self-access online training program has beneficial effects on preservice teachers’ reflections during practicum preparation. While the depths of the reflective statements identified were relatively shallow, the frequency of the reflective statements did not decrease with their depths. Additionally, topics in the online training sessions significantly affected the depths of preservice teachers’ reflections, while the training sequence did not. This study is conducive to designing the relevant online training programmes to promote the depths of reflection of preservice teachers in teacher education programmes.

2

Pendrey, Annie. "Reflection and Reflective Practice." In Reflection and Reflective Spaces in the Early Years, 1–23. London: Routledge, 2023. http://dx.doi.org/10.4324/b23021-1.

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3

Enfield, Jacob. "Reflections | Vector Projection and Reflection." In Mathematics of Game Development, 223–43. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781032701431-11.

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4

Solimini, Domenico. "Reflection." In Remote Sensing and Digital Image Processing, 165–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25633-7_6.

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5

Craig, Iain. "Reflection." In The Interpretation of Object-Oriented Programming Languages, 183–201. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0199-4_8.

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6

Jackson, Darrell R., and Michael D. Richardson. "Reflection." In High-Frequency Seafloor Acoustics, 309–20. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-36945-7_11.

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7

Feasey, Don. "Reflection." In Therapy, 166–81. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80211-7_12.

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8

Matthaei, Emilio. "Reflection." In The Nature of Executive Work, 179–92. Wiesbaden: Gabler, 2010. http://dx.doi.org/10.1007/978-3-8349-8626-9_5.

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9

Craig, Iain. "Reflection." In The Interpretation of Object-Oriented Programming Languages, 183–201. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-3389-6_8.

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10

Sharan, Kishori. "Reflection." In Java Language Features, 97–142. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3348-1_3.

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Тези доповідей конференцій з теми "Reflection":

1

Coplien, James O. "Reflections on reflection." In the 3rd annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2384716.2384721.

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2

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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3

Ziek, Paul, Kate Fink, and Louis Guarneri. "EXPERIENTIAL LEARNING: REFLECTION VS REFLECTIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0435.

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4

Knoesen, Andre, Charles E. Eldering, and Stephen T. Kowel. "Polymeric reflection interference modulators." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/oam.1990.thll5.

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Reflection interference modulators consisting of a highly reflective metal mirror, an electro-optic layer, and a partially reflecting, lossy mirror are analyzed. Analysis of the reflection characteristics of the devices as a function of the angle of incidence predicts that reflectance changes from R = 0.8 to R 0.01 can be achieved in less than a 4° angle of incidence interval for both perpendicular and parallel input polarizations. This resonance can be used to implement a reflection-mode electro-optic modulator. The feasibility of such devices is experimentally demonstrated by using a guest-host poled-polymer system consisting of poly(methylmethacrylate) films doped with an azo dye, 4-[N-ethyl-N-(2-hydroxyethyl)]amino-4′-nitroazobenzene. The devices are characterized by measuring the reflectance and the electrically induced change in reflectance as a function of the angle of incidence and input polarization.

5

Magnusson, R., S. Tibuleac, Z. Liu, D. Shin, P. P. Young, and S. S. Wang. "Thin-film filters with diffractive and waveguiding layers." In Diffractive Optics and Micro-Optics. Washington, D.C.: Optica Publishing Group, 1996. http://dx.doi.org/10.1364/domo.1996.dwa.1.

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By merging traditional thin-film optics with diffractive and waveguide optics, it has been shown theoretically that optical reflection filters can be designed with 100% efficiency, symmetrical lineshapes, near-zero nonoscillatory sidebands over extended wavelength regions, narrow (or wide) controllable linewidths, and other favorable attributes [1]. Thus, single- and multilayer reflective filters with near ideal features have been theoretically demonstrated by utilizing anti-reflection design to suppress reflections adjacent to the resonance peak [2]. In addition, a transmission bandpass filter can be designed using guided-mode resonance effects with a highly reflecting dielectric multilayer stack [3]. This new transmission filter produces broad-range low-transmission sidebands with nearly 100% transmission efficiency at the passband. Numerous applications have been identified including laser resonator frequency-selective polarizing mirrors, laser cavity tuning elements, mirrors and phase-locking elements for vertical-cavity surface emitting laser arrays, and sensor elements [4]. Experimental results verifying the theoretically predicted high resonance efficiencies for reflection filters have been reported in the optical spectral region [5,6], in the millimeter wave region [7], and in the microwave region [8].

6

Levterova-Gadjalova, Dora, and Krasimira Ivanova. "Teachers‘ Reflection on Personalized Learning." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.

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Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete unity between consciousness and responsibility for the learning process and behavior. A focused study was conducted with three groups of teacher-respondents. The groups are structured accordingly: the first group of 15 primary teachers, the second group of 15 high school teachers, and the third group of 15 resource teachers. The reflective activity of the three groups of teacher-respondents at different levels of reflection towards personalized learning is investigated: intellectual reflection in learning, personal reflection, reflection as dialogue, reflection in problem situations, and undoubtedly praxeological reflection in the two variants of manifestation: professional and technological reflection. The results demonstrate higher levels of reflection as dialogue and praxeological reflection in primary and resource teachers compared to primary teachers, and higher levels of reflection in problem situations and intellectual reflection in primary teachers compared to primary teachers. It turns out that the reflection of the teacher-respondents on personalized learning is strongly influenced by the cultural and existential reflection in the three groups of respondents. With all the teacher-respondents, the critical reflection towards personalized learning is very vividly demonstrated, which finds expression in the presentation of one‘s own pedagogical experience and one‘s own pedagogical intuition. There is a dynamic from a-reflection to reflection to personalized learning with the A-effectiveness of both respondents and students.

7

Wakkary, Ron. "Session details: Reflecting Upon Design Reflection." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3251801.

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8

Chen Pan, Yen, and Hsi-Jen Chen. "Effects of reflective writing for students in the design project." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004347.

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In the field of design, experts employ flexible design methods and resources to solve problems, which would be the learning goal that learners might be able to accomplish step by step by reflection. Efficient learning requires more than just accumulating knowledge. It necessitates proper organization, internalization, and reflection. In this study, we integrated the adjusted empathy maps as reflection tools into the "Archaeology and Design" course to assess the students‘ reflective states in the design process. This course involves a design project centered around indigenous culture, guided by the four stages of the Double Diamond design model (2003). The research focused on the students' thinking process and their reflective abilities. With the aims mentioned above, this study used qualitative data based on the empathy maps on students' reflections on the design process and their own reflection status on the four design stages from the Double Diamond design model (2003). We instructed students to journal down the circumstances they encountered and the feelings they experienced. They had to do the reflection by answering the questions on the empathy map at every stage of the design process. Aside from that, we also did the reflection questionnaires having been designed by Kember et al.(2000) and Sobral( 2001), which could demonstrate the change before and after the 4 stages of reflection. For the analysis, the reflective texts were analyzed based on the model created by Terry Borton (1970), which consisted of three key questions: what, so what, and now what. And, the results of the questionnaires would be analyzed with Wilcoxon signed rank test by using SPSS 19.After the analysis, we not only observed an increase in the amount of reflective content, but also identified three main points that appeared in the texts of the reflective writings. These points included the integration of information, fostering more creative thinking, and developing a heightened awareness of student designers themselves and their peers. Based on these ascertainments, we concluded that through this form of reflective writing, students are able to retrospect the past and contemplate their next steps. By engaging in reflective practices, students not only enhance their design and reflective abilities, but also develop a deeper understanding of themselves and others throughout the design project, which are significant in the process of becoming an expert. Additionally, the study aims to promote design reflection and extend the impact of this research by sharing its results.

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Shen, Y. R. "Reflection on nonlinear reflection." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1992. http://dx.doi.org/10.1364/oam.1992.waa2.

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The status of surface and interface studies by optical second harmonic and sum-frequency reflections will be reviewed. Selective examples will be used to illustrate the unique capabilities of the techniques.

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El Baba, Youssef, Andreas Walther, and Emanuel A. P. Habets. "Reflector localization based on multiple reflection points." In 2016 24th European Signal Processing Conference (EUSIPCO). IEEE, 2016. http://dx.doi.org/10.1109/eusipco.2016.7760490.

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Звіти організацій з теми "Reflection":

1

Geissler, Claudia. Architectural Reflection. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1664.

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Normington, E. J., and S. E. Pullan. Reflection Seismic Software. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1986. http://dx.doi.org/10.4095/130060.

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3

Riso, V. LLNL Internship Reflection. Office of Scientific and Technical Information (OSTI), August 2014. http://dx.doi.org/10.2172/1150046.

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Snitchler, Lowell L. Douglas MacArthur Upon Reflection. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada397235.

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Lehman, S., and S. Norton. Radial Reflection Diffraction Tomography. Office of Scientific and Technical Information (OSTI), October 2003. http://dx.doi.org/10.2172/15009729.

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Dowling, Margaret. URSI ORISE Final Reflection. Office of Scientific and Technical Information (OSTI), July 2023. http://dx.doi.org/10.2172/1991690.

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Bowers, C., Y. Lee, A. Sharma, and R. White. IS-IS Flood Reflection. Edited by T. Przygienda. RFC Editor, April 2023. http://dx.doi.org/10.17487/rfc9377.

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Lehman, S. K., and S. J. Norton. Radial Reflection Diffraction Tomography Notes. Office of Scientific and Technical Information (OSTI), June 2002. http://dx.doi.org/10.2172/15013570.

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9

Pullan, S. E., J. A. Hunter, and K. G. Neave. Shallow Shear Wave Reflection Tests. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1991. http://dx.doi.org/10.4095/132587.

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Fernow, R. C. Acceleration using total internal reflection. Office of Scientific and Technical Information (OSTI), June 1991. http://dx.doi.org/10.2172/5402693.

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