Search results for: reflection activities

Authors: S. J. Yune, K. H. Park

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The purpose of this study was to understand the experiences of medical students in volunteer activities and to draw implications for medical education. For this purpose, the questionnaire and the reflection essay on the volunteer experience of 54 students in the first year and 57 students in the second year were analyzed and analyzed. As a result, the participation of the students in the volunteer activities was the highest in the first semester and once a month in the second grade. Activities were mostly through volunteer organizations. The essence of the volunteering activities experience revealed through reflection essays was 'I want to avoid with fear' and 'I feel far away' in the recognition before volunteering activities. In terms of knowledge after participating in volunteer activities, 'breaking eggs and getting to know the world' and 'intellectual growth through social experience' appeared. In terms of attitude, it revealed 'deep reflection on me and others', 'understanding of service life'. And in terms of behavior, 'Begin preparing for a life of service' appeared. The results of this study revealed that volunteering activities provide students with opportunities for growth and development. In order to obtain more meaningful results, consciousness education related to social service should be done in advance.

Keywords: volunteering activity, pre-medical school student, reflection essay, qualitative analysis

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Authors: Motlatjo Ntatamala, Natasha Ravyse, Michael Laubsher

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As much as students are being assessed through reflective activities, it is important to examine and check if those very same activities really assist in influencing and shaping both their writing and critical thinking skills. The skills which students will acquire from the reflective activities will not only be beneficial for the present or immediate moment, but they will also carry them over to their 4th year of writing a mini dissertation and in future for those who would want to explore their post-graduate studies. Thus, the only way to source the reliable and raw feedback on whether students think the reflective activities help them think about their writing and critical thinking skills is to get a direct students’ perspective by analysing their submitted reflective activities. Writing a research proposal implies that critical thinking is a talent that will grow in a holistic manner, as evidenced by previous studies. However, no research has been conducted to investigate the impact of critical thinking on legal writing skills in the South African setting. This study seeks to examine the effectiveness of the reflective activities in 3rd years’ students’ writing and towards their critical thinking. The proposed paper aims to examine the effectiveness of the reflection activities as an encouragement and motivation to their both writing and thinking skills. The paper will make use of students’ activities as a means of data collection and the activities will thus be analysed.

Keywords: reflection activities, writing skills, critical thinking skills, reflective thinking

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Authors: Arturo Tobias Calizon Jr.

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The study investigated the practices in critical reflection being employed in teaching and learning mathematics in public and private schools for students to achieve perspective transformation in psychological, convictional and behavioral dimensions. There were 1,969 senior high school and college student-respondents selected at random from 33 schools. Process reflection is most commonly practiced in both public and private schools. Convictional dimension of perspective transformation is most frequently achieved. There is no significant difference in practices of process reflection between senior high school and college students. However, there is a significant difference in perspective transformation in behavioral dimension achieved by students from public and private schools. Also, there are significant differences in psychological, convictional and behavioral dimensions of perspective transformation achieved by senior high school and college students. There is a high and significant relationship between critical reflection practices and perspective transformation of students. The researcher concludes that there are teaching strategies that facilitate critical thinking, and there are learning activities that alter perspective of students about mathematics as an abstract field. The researcher further concludes that consistent use of appropriate teaching and learning activities could bring about perspective transformation in students with success.

Keywords: critical reflection, perspective transformation, process reflection, convictional dimension, teaching and learning mathematics

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Authors: Thanawit Tongmai, Chatchawan Saewor

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Learning management is very important for students’ development. To promote students’ potential, the teacher should design appropriate learning activity that brings their students potential out. Problem based learning has been using worldwide and it has presented numerous of success. This research aims to study third year students’ attitude and their achievement in scientific research course. To find the results, mix method was used to design research conduction. The researcher used PBL and reflection activity in the class. The students had to choose a topic, reviewed information, designed experimental, wrote academic report and presented their research by themselves. The researcher was only a facilitator. Reflection activity was used to progressing and consulting their research. The data was collected along with research conduction by questionnaire and test, including attitude, opinion and their achievement. The result of this study showed that 74.71% from all of students (n = 87) benefited from PBL and reflection activity, while 25.19% were just satisfied. 100% of students had a positive reflection toward PBL activity and they believed that PBL was the best pedagogy method for scientific research course. The achievements of these students were higher than the previous study (P < 0.05). The student’s learning achievement, A, B+ and B, was 48.28, 28.74 and 22.98% respectively. Therefore, it can conclude that PBL activity is appropriate for scientific research course and it can also promote student’s achievement.

Keywords: reflection, attitude, learning, achievement, PBL

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Authors: Early Sol A. Gadong, Lourdes C. Zamora, Jonny B. Pornel, Aurora Fe C. Bautista

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Various research has shown that writing allows students to engage in metacognition and provides them with a venue to communicate their disposition towards what they are learning. However, few studies have explored students’ feelings about the incorporation of such writing activities in their mathematics classes. Through reflection sheets, group discussions, and interviews, this mixed-methods study explored students’ perceptions and insights on supplementary writing activities in their Elementary Algebra class. Findings revealed that while students generally have a positive regard for writing activities, they have conflicting views about how writing activities can help them in their learning. A big majority contend that writing activities can enhance the learning of mathematical content and attitudes towards mathematics if they allow students to explore and synthesize what they have learned and reflected on their emotional disposition towards mathematics. Also, gender does not appear to play a significant role in students’ reactions to writing activities.

Keywords: writing in math, metacognition, affective factors in learning, elementary algebra classroom

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Authors: Adaoma Igwedibia, Obetta Emmanuela

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The use of absurdity as a catalyst for reflection has gained attention in various domains, including philosophy, literature, and psychology. Absurdity, characterised by its inherent contradiction and irrationality, has been considered a potent tool for stimulating reflection and generating meaningful insights. However, despite its conceptual appeal, a comprehensive understanding of the effectiveness and potential limitations of absurdity in this context remains insufficiently explored. This paper aims to address this gap in knowledge by critically examining the role of absurdity in stimulating reflection and uncovering its precise mechanisms for generating meaningful insights. By reviewing relevant literature and theories, we seek to shed light on the factors that influence the effectiveness of absurdity as a catalyst for reflection and explore its potential limitations. Furthermore, this study intends to provide practical implications for the utilisation of absurdity in various fields, such as education, creativity, and personal development. Through a thorough investigation of existing research and the identification of areas for further exploration, this paper aims to contribute to a more comprehensive understanding of the role of absurdity in stimulating reflection and generating meaningful insights.

Keywords: absurdity, catalyst, reflection, effectiveness

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Authors: Ibrahima Diallo

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The literature on teacher education foregrounds reflection as an important aspect of professional practice. Reflection for a teacher consists in critically analysing and evaluating retrospectively a lesson to see what worked, what did not work, and how to improve it for the future. Now, many teacher education programmes worldwide consider the ability to reflect as one of the hallmarks of an effective educator. However, in some context like Senegal, reflection has not been given due consideration in teacher education programmes. In contexts where it has been in the education landscape for some time now, reflection is mostly depicted as an individual written activity and many teacher trainees have become disenchanted by the repeated enactments of this task that is solely intended to satisfy course requirements. This has resulted in whitewashing weaknesses or even ‘faking’ reflection. Besides, the “one-size-fits-all” approach of reflection could not flourish because how reflection impacts on practice is still unproven. Therefore, reflective practice needs to be contextualised and made more thought-provoking through dialogue and by using classroom data. There is also a need to highlight change brought in teachers’ practice through reflection. So, this study introduces reflection in a new context and aims to show evidenced change in novice EFL teachers’ practice through dialogic data-led reflection. The purpose of this study is also to contribute to the scarce literature on reflection in sub-Saharan Africa by bringing new perspectives on contextualised teacher-led reflection. Eight novice EFL teachers participated in this qualitative longitudinal study, and data have been gathered online through post-lesson reflection recordings and lesson videos for a period of four months. Then, the data have been thematically analysed using NVivo to systematically organize and manage the large amount of data. The analysis followed the six steps approach to thematic analysis. Major themes related to teachers’ classroom practice and their conception of reflection emerged from the analysis of the data. The results showed that post-lesson reflection with a peer can help novice EFL teachers gained more awareness on their classroom practice. Dialogic reflection also helped them evaluate their lessons and seek for improvement. The analysis of the data also gave insight on teachers’ conception of reflection in an EFL context. It was found that teachers were more engaged in reflection when using their lesson video recordings. Change in teaching behaviour as a result of reflection was evidenced by the analysis of the lesson video recordings. This study has shown that video-stimulated reflection is practical form of professional development that can be embedded in teachers’ professional life.

Keywords: novice EFL teachers, practice, professional development, video-stimulated reflection

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Authors: Yingjin Cui, Xue Bai, Serena Reese

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Student engagement and student interest during class instruction are important conditions for active learning. Engagement, which has an important relationship with learning motivation, influences students' levels of persistence in overcoming challenges. Lack of student engagement and absence from face-to-face lectures and tutorials, in turn, can lead to poor academic performance. However, keeping students motivated and engaged in the learning process in different instructional modes poses a significant challenge; students can easily become discouraged from attending lectures and tutorials across both online and face-to-face settings. Many factors impact students’ engagement in the learning process. If you want to keep students focused on learning, you have to invite them into the process of helping themselves by providing an active learning environment. Active learning is an excellent technique for enhancing student engagement and participation in the learning process because it provides means to motivate the student to engage themselves in the learning process through reflection, analyzing, applying, and synthesizing the material they learn during class. In this study, we discussed how to create an active learning class (both face-to-face and synchronous online) through engagement activities, including reflection, collaboration, screen messages, open poll, tournament, and transferring editing roles. These activities will provide an uncommon interactive learning environment that can result in improved learning outcomes. To evaluate the effectiveness of those engagement activities in the learning process, an experimental group and a control group will be explored in the study.

Keywords: active learning, academic performance, engagement activities, learning motivation

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Authors: Amares Chattopadhyay, Akanksha Srivastava

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A unified approach to study the reflection of a plane wave in three-dimensional model comprised of the triclinic viscoelastic medium. The phase velocities of reflected qP, qSV and qSH wave have been calculated for the concerned medium by using the eigenvalue approach. The generalized method has been implemented to compute the complex form of amplitude ratios. Further, we discussed the nature of reflection coefficients of qP, qSV and qSH wave. The viscoelastic parameter, polar angle and azimuthal angle are found to be strongly influenced by amplitude ratios. The research article is particularly focused to study the effect of viscoelasticity associated with highly anisotropic media which exhibits the notable information about the reflection coefficients of qP, qSV, and qSH wave. The outcomes may further useful to the better exploration of all types of hydrocarbon reservoir and advancement in the field of reflection seismology.

Keywords: amplitude ratios, three dimensional, triclinic, viscoelastic

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Authors: Liyana Zahid, Mohd Fareq Abd Malek, Ee Meng Cheng, Wei Wen Liu, Yeng Seng Lee, Muhammad Nadeem Iqbal, Fwen Hoon Wee

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One of the parameters that affect the performance of microwave absorbers is the shape of the absorbers. This paper shows the performance (reflection loss) of truncated pyramidal and truncated wedge microwave absorbers in the range frequency between 8.2 to 12.4 GHz (X-Band) in simulation. The material used is sugarcane bagasse (SCB) which is one of the new materials that used to fabricate the microwave absorber. The complex permittivity was measured using Agilent dielectric probe technique. The designs were simulated using CST Microwave Studio Software. The reflection losses between these two shapes were compared.

Keywords: microwave absorber, reflection loss, sugarcane bagasse (SCB), X-Band

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Authors: Amit Sharma, J. N. Sharma

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This paper deals with the study of reflection and transmission characteristics of acoustic waves at the interface of a semiconductor halfspace and elastic solid. The amplitude ratios (reflection and transmission coefficients) of reflected and transmitted waves to that of incident wave varying with the incident angles have been examined for the case of quasi-longitudinal wave. The special cases of normal and grazing incidence have also been derived with the help of Gauss elimination method. The mathematical model consisting of governing partial differential equations of motion and charge carriers diffusion of n-type semiconductors and elastic solid has been solved both analytically and numerically in the study. The numerical computations of reflection and transmission coefficients has been carried out by using MATLAB programming software for silicon (Si) semiconductor and copper elastic solid. The computer simulated results have been plotted graphically for Si semiconductors. The study may be useful in semiconductors, geology, and seismology in addition to surface acoustic wave (SAW) devices.

Keywords: quasilongitudinal, reflection and transmission, semiconductors, acoustics

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Authors: Nomin-Erdene Erdenetsogt, Tseedulam Khuut, Batsaikhan Tserenpil, Bayarsaikhan Enkhee

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As the framework of 60 years of development of Astronomical and Geophysical science in modern Mongolia, various geophysical methods (electrical tomography, ground-penetrating radar, and high-resolution reflection seismic profiles) were used to image an active fault in-depth range between few decimeters to few tens meters. An active fault was fractured by an earthquake magnitude 7.6 during 1967. After geophysical investigations, trench excavations were done at the sites to expose the fault surfaces. The complex geophysical survey in the Mogod fault, Bulgan region of central Mongolia shows an interpretable reflection arrivals range of < 5 m to 50 m with the potential for increased resolution. Reflection profiles were used to help interpret the significance of neotectonic surface deformation at earthquake active fault. The interpreted profiles show a range of shallow fault structures and provide subsurface evidence with support of paleoseismologic trenching photos, electrical surveys.

Keywords: Mogod fault, geophysics, seismic processing, seismic reflection survey

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Authors: Nadira Zaidi

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The aim of this study is to gain direct feedback of interviewees in a simulated interview process. Reflection based on qualitative data analysis has been utilized through the Gibbs Reflective Cycle, with 30 students as respondents at the Undergraduate level. The respondents reflected on the positive and negative aspects of this active learning process in order to increase their performance in actual job interviews. Results indicate that students engaged in the process successfully imbibed the feedback that they received from the interviewers and also identified the areas that needed improvement.

Keywords: experiential learning, positive and negative impact, reflection, simulated

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Authors: Yuan Li, Yitao Han, Zhao Zhu

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In this paper, the effect of blasting loads on steel-concrete composite bridges has been investigated considering the slope reflection effect. Reasonable values of girder size, plate thickness, stiffening rib, and other design parameters were selected according to design specifications. Modified RHT (Riedel-Hiermaier-Thoma) was used as constitutive relation in analyses. In order to simulate the slope reflection effect, the slope of the bridge was precisely built in the model. Different blasting conditions, including top, middle, and bottom explosions, were simulated. The multi-Euler domain method based on fully coupled Lagrange and Euler models was adopted for the structural analysis of the explosion process using commercial software AUTODYN. The obtained results showed that explosion overpressure was increased by 3006, 879, and 449kPa, corresponding to explosions occurring at the top, middle, and bottom of the slope, respectively. At the same time, due to energy accumulation and transmission dissipation caused by slope reflection, the corresponding yield lengths of steel beams were increased by 8, 0, and 5m, respectively.

Keywords: steel-concrete composite bridge, explosion damage, slope reflection, blasting loads, RHT

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Authors: Meredith Jones, Susan Catapano, Carol McNulty

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Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession.

Keywords: applied learning experiences, critical reflection, cultural sensitivity, preservice teachers, teacher education

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Authors: Xiaojie Jiang, Wei Cai, Yinxiao Xiang, Ni Zhang, Mengxin Ren, Xinzheng Zhang, Jingjun Xu

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Reflection phase of graphene plasmons (GPs) at an abrupt interface is very important, which determines the plasmon resonance of graphene structures of deep sub-wavelength scales. However, at an abrupt graphene edge, the reflection phase is always a constant, ΦR ≈ π/4. In this work, we show that the reflection phase of GPs can be efficiently changed through substrate design. Reflection phase of graphene plasmons (GPs) at an abrupt interface is very important, which determines the plasmon resonance of graphene structures of deep sub-wavelength scales. However, at an abrupt graphene edge, the reflection phase is always a constant, ΦR ≈ π/4. In this work, we show that the reflection phase of GPs can be efficiently changed through substrate design. Specifically, the reflection phase is no longer π/4 at the interface formed by placing a graphene sheet on different substrates. Moreover, tailorable reflection phase of GPs up to 2π variation can be further achieved by scattering GPs at a junction consisting of two such dielectric interfaces with various gap width acting as a Fabry-Perot cavity. Besides, the evolution of plasmon mode in graphene ribbons based on the interface reflection phase tuning is predicted, which is expected to be observed in near-field experiments with scattering-type scanning near-field optical microscopy (s-SNOM). Our work provides another way for in-plane plasmon control, which should find applications for integrated plasmon devices design using graphene.Specifically, the reflection phase is no longer π/4 at the interface formed by placing a graphene sheet on different substrates. Moreover, tailorable reflection phase of GPs up to 2π variation can be further achieved by scattering GPs at a junction consisting of two such dielectric interfaces with various gap width acting as a Fabry-Perot cavity. Besides, the evolution of plasmon mode in graphene ribbons based on the interface reflection phase tuning is predicted, which is expected to be observed in near-field experiments with scattering-type scanning near-field optical microscopy (s-SNOM). Our work provides a new way for in-plane plasmon control, which should find applications for integrated plasmon devices design using graphene.

Keywords: graphene plasmons, reflection phase tuning, plasmon mode tuning, Fabry-Perot cavity

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Authors: Khanh D.Do, Loi V.Nguyen, Thanh N.Nguyen, Thang M.Nguyen, Vu T.Tran

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Along with the development of Secondary surveillance radar (SSR) in air traffic surveillance systems, the Multipath phenomena has always been a noticeable problem. This following article discusses the geometrical aspect and power aspect of the Multipath interference caused by reflection in SSR and proposes a method to deal with these unwanted multipath targets (ghosts) by false-target position predicting and adaptive target suppressing. A field-experiment example is mentioned at the end of the article to demonstrate the efficiency of this measure.

Keywords: multipath, secondary surveillance radar, digital signal processing, reflection

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Authors: Minas Balyan

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In the third-order nonlinear Takagi’s equations for monochromatic waves and in the third-order nonlinear time-dependent dynamical diffraction equations for X-ray pulses for forbidden reflections the Fourier-coefficients of the linear and the third order nonlinear susceptibilities are zero. The dynamical diffraction in the nonlinear case is related to the presence in the nonlinear equations the terms proportional to the zero order and the second order nonzero Fourier coefficients of the third order nonlinear susceptibility. Thus in the third order nonlinear Bragg diffraction case a nonlinear analogue of the well known Renninger effect takes place. In this work, the ‘third order nonlinear Renninger effect’ is considered theoretically and numerically. If the reflection exactly is forbidden the diffracted wave’s amplitude is zero both in Laue and Bragg cases since the boundary conditions and dynamical diffraction equations are compatible with zero solution. But in real crystals due to some percent of dislocations and other localized defects, the atoms are displaced with respect to their equilibrium positions. Thus in real crystals susceptibilities of forbidden reflection are by some order small than for usual not forbidden reflections but are not exactly equal to zero. The numerical calculations for susceptibilities two order less than for not forbidden reflection show that in Bragg geometry case the nonlinear reflection curve’s behavior is the same as for not forbidden reflection, but for forbidden reflection the rocking curves’ width, center and boundaries are two order sensitive on the input intensity value. This gives an opportunity to investigate third order nonlinear X-ray dynamical diffraction for not intense beams – 0.001 in the units of critical intensity.

Keywords: third order nonlinearity, Bragg diffraction, nonlinear Renninger effect, rocking curves

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Authors: Mukhtar Raban

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Nelson Mandela University subscribes to a humanizing pedagogy (HP), as housed under broader critical pedagogy, that underpins and informs learning and teaching activities at the institution. The investigation sought to explore the implications of humanizing and critical pedagogical considerations for a technology-enhanced language learning (TELL) environment in a university course. The paper inquires into the design of a learning resource in an online learning environment of an English communication module, that applied HP principles. With an objective of creating agentive spaces for foregrounding identity, student voice, critical self-reflection, and recognition of others’ humanity; a flexible and open 'My Presence' feature was added to the TELL environment that allowed students and lecturers to share elements of their backgrounds in a ‘mutually vulnerable’ manner as a way of establishing digital identity and a more ‘human’ presence in the online language learning encounter, serving as a catalyst for the recognition of the ‘other’. Following a qualitative research design, the study adopted an auto-ethnographic approach, complementing the critical inquiry nature embedded into the activity’s practices. The study’s findings provide critical reflections and deductions on the possibilities of leveraging digital human expression within a humanizing pedagogical framework to advance the realization of HP-adoption in language learning and teaching encounters. It was found that the consideration of humanizing pedagogical principles in the design of online learning was more effective when the critical outcomes were explicated to students and lecturers prior to the completion of the activities. The integration of humanizing pedagogy also led to a contextual advancement of ‘affective’ language learning. Upon critical reflection and analysis, student identity and agency can flourish in a technology-enhanced learning environment when humanizing, and critical pedagogy influences the learning design.

Keywords: critical reflection, humanizing pedagogy, student identity, technology-enhanced language learning

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Authors: Xin Zhao

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The project aims to expand the notion of narrative learning and address the importance of learning by reflection in our learning and teaching context at a British university. Drawing on the key concepts such as development ZPD, transition and reflection-in and –on-action, this project analyses the learning experiences of a small sample of Chinese postgraduate students in a British University, who use part-time job experience to develop cross-cultural communication skills. The project adopts a mixed methods approach. Questionnaires and focus group interviews are used to examine the way in which students adapt (or not adapt) to the culture of learning in a British university and develop a renewed sense of self in transitions from one culture to the other. The project also looks at how the students appropriate opportunities for learning not just from classrooms but outside classrooms from everyday encounters. The project aims to address the implication of learning by reflection as development in transition. Time in and for learning, or duration, is taken for granted in theorising narrative learning. The project shall explore this very issue of time in relation to learning by reflection in considering time in/of/for learning as duration.

Keywords: cross-cultural competence, learning by refection, international student transition, part-time work experience

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Authors: Deborah Amas

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Global accreditation standards require Higher Education Institutions to ensure social work students develop self-awareness by reflecting on their personal values and critically evaluating how these influence their thinking for professional practice. The knowledge base indicates there are benefits and vulnerabilities for students when they self-reflect and more needs to be understood about the learning environments that nurture self-awareness. The connection between teaching methods and self-awareness is of interest in this paper which reports findings from an on-line survey with students on BA and MA qualifying social work programs in an English university (n=120). Students were asked about the importance of self-awareness and their experiences of teaching methods for self-reflection. Generally, students thought that self-awareness is of high importance in their education. Students also shared stories that illuminated deeper feelings about the potential risks associated with self-disclosure. The findings indicate that students appreciate safe opportunities for self-reflection, but can be wary of associated assessments or feeling judged. The research supports arguments to qualitatively improve facilitation of self-awareness through the curriculum.

Keywords: reflection, self-awareness, self-reflection, social work education

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Authors: Z. Miao, Y. Chu, Y. Zhang

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The unique cholesteric phase liquid crystals obtained by mixing nematic liquid crystals with chiral dopants have gained valuable applications in the display field for their selective reflection and circular dichroism properties. The periodic arrangement of the helical structure of cholesteric liquid crystals makes it possible to produce Bragg reflection of circularly polarized light irradiated perpendicularly to the liquid crystals and, therefore, to acquire semi- or fully reflective surfaces or films. If the polymer-liquid crystal composites are combined with polymeric monomers, commercialized reflective broadband films can be fabricated. In this study, the polymer-liquid crystal composites reflecting visible light region (wavelength centered at 550 nm) were studied to analyze the effects of AC electric field at different voltages and frequencies on the optical texture of the composites, as well as the effects of polymerization temperature and ultraviolet (UV) intensity on the polymerization reaction and reflection bandwidth. The optimal sample was finally obtained at 100Hz, 120V, 30℃, 1.00 mW/cm², which provides a research suggestion to solve the influencing factors of visible light reflection bandwidths.

Keywords: cholesteric liquid crystal, reflection bandwidths, negative dielectric anisotropy, planar texture

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Authors: Asli Bugay Sökmez, Elif Manuoglu, Muhammet Coskun, Nebi̇ Sümer

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Decades of research have searched out the relationships between self-esteem, self-compassion, attachment, and rumination. Yet, unique mediated and moderated predictor power of these correlates of rumination has not been discovered yet. Moreover, no study examined whether these critical correlates of rumination specifically predict sub-dimensions of rumination that are reflection and brooding. Despite the broad range of study regarding predictors of rumination, a huge gap exists for the possible predictors of co-rumination. To address these issues, the present study mainly investigates the predictor roles of self-esteem, self-compassion, and attachment on dimensions of rumination (brooding and reflection) and co-rumination, especially the mediating and moderating roles of these predictor variables. 510 undergraduate and graduate students from different departments of a major state university in Turkey participated in the current study. The mean age of the participants was 21.8 (SD = 2.29) and 57.3% of them were female. Overall analyses revealed that self-compassion and attachment anxiety was negatively correlated with both co-rumination and brooding. Surprisingly, while attachment anxiety significantly and positively predicted reflection, attachment avoidance predicted reflection negatively. Moreover, anxiety, avoidance and self-compassion all were found to be significant predictor variables of co-rumination. Finally, as expected, a moderating effect of self-compassion revealed in predicting reflection and showed as a mediator in predicting brooding and co-rumination. All findings were discussed in light of the related literature.

Keywords: rumination, co-rumination, attachment, self-compassion, self-esteem

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Authors: Zainab Al-Maamari, Yassir Dinar

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The orbit space of an irreducible representation of a finite group is a variety with the ring of invariant polynomials as a coordinate ring. The invariant ring is a polynomial ring if and only if the representation is a reflection representation. Boris Dubrovin shows that the orbits spaces of irreducible real reflection representations acquire the structure of polynomial Frobenius manifolds. Dubrovin's method was also used to construct different examples of Frobenius manifolds on certain reflection representations. By successfully applying Dubrovin’s method on non-polynomial invariant rings of linear representations of dicyclic groups, it gives some results that magnify the relation between invariant theory and Frobenius manifolds.

Keywords: invariant ring, Frobenius manifold, inversion, representation theory

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Authors: Fatemeh Babaeian, Nemai Chandra Karmakar

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Chipless RFID system is a wireless system for tracking and identification which use passive tags for encoding data. The advantage of using chipless RFID tag is having a planar tag which is printable on different low-cost materials like paper and plastic. The printed tag can be attached to different items in the labelling level. Since the price of chipless RFID tag can be as low as a fraction of a cent, this technology has the potential to compete with the conventional optical barcode labels. However, due to the passive structure of the tag, data processing of the reflection signal is a crucial challenge. The captured reflected signal from a tag attached to an item consists of different components which are the reflection from the reader antenna, the reflection from the item, the tag structural mode RCS component and the antenna mode RCS of the tag. All these components are summed up in both time and frequency domains. The effect of reflection from the item and the structural mode RCS component can distort/saturate the frequency domain signal and cause difficulties in extracting the desired component which is the antenna mode RCS. Therefore, it is required to study the reflection of the tag in both time and frequency domains to have a better understanding of the nature of the captured chipless RFID signal. The other benefits of this study can be to find an optimised encoding technique in tag design level and to find the best processing algorithm the chipless RFID signal in decoding level. In this paper, the reflection from a typical backscattered chipless RFID tag with six resonances is analysed, and different components of the signal are separated in both time and frequency domains. Moreover, the time domain signal corresponding to each resonator of the tag is studied. The data for this processing was captured from simulation in CST Microwave Studio 2017. The outcome of this study is understanding different components of a measured signal in a chipless RFID system and a discovering a research gap which is a need to find an optimum detection algorithm for tag ID extraction.

Keywords: antenna mode RCS, chipless RFID tag, resonance, structural mode RCS

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Authors: Pratik Gandhi, Kavitha Chandra, Charles Thompson

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A computational model of the acoustic room impulse response between transmitters and receivers located in an enclosed cavity under the influence of frequency-dependent reflection coefficients of the walls is presented. The characteristic features of the impulse responses that differentiate these results from frequency-independent reflecting surfaces are discussed. The image-source model is derived from the first principle solution to Green's function of the acoustic wave equation. The post-processing of the computed impulse response with a band-pass filter to better represents the response of a loud-speaker is demonstrated.

Keywords: acoustic room impulse response, frequency dependent reflection coefficients, Green's function, image model

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Authors: Anatoly B. Rinkevich, Eugeny A. Kuznetsov, Yuri I. Ryabkov

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Transmission of electromagnetic waves through a plate of metamaterial based on permalloy flakes and reflection from the plate is investigated. The metamaterial is prepared of permalloy flakes sized from few to 50μ placed into epoxy-amine matrix. Two series of metamaterial samples are under study with the volume portion of permalloy particles 15% and 30%. There is no direct electrical contact between permalloy particles. Microwave measurements have been carried out at frequencies of 12 to 30 GHz in magnetic fields up to 12 kOe. Sharp decrease of transmitted wave is observed under ferromagnetic resonance condition caused by absorption. Under magnetic antiresonance condition, in opposite, maximum of reflection coefficient is observed at frequencies exceeding 30 GHz. For example, for metamaterial sample with the volume portion of permalloy of 30%, the variation of reflection coefficient in magnetic field reaches 300%. These high variations are of interest to develop magnetic field driven microwave devices. Magnetic field variations of refractive index are also estimated.

Keywords: ferromagnetic resonance, magnetic antiresonance, microwave metamaterials, permalloy flakes, transmission and reflection coefficients

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Authors: Yadab Giri

Abstract:

Confidence is considered a power of a good speaker, and it also can be taken as a tool for speaking. The paper entitled ‘Developing Speaking Confidence of Students through Communicative Activities’ has been written with the purpose of developing the speaking confidence of the students of the Seventh grade of our context in mind. The research is designed under the interpretive paradigm of action research. During my research, thirteen students from class seven were chosen for the study. It was seen a lot of improvement in their confidence while communicating with other speakers by the end of the eighth week. Though there is a positive result of the invention, some students still did not develop the level of confidence that they could have developed to get a satisfactory response. Therefore, the outcome of my action research is positive because students are eager and interested in speaking daily in the initiation of their English class, and they have improved in their speaking.

Keywords: confidence, speaking skills, action research, reflection with feedback and observation, finally endeavour

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Authors: Mayuko Matsuoka

Abstract:

This presentation reports the relationships among EFL(English as a Foreign Language) students’ story comprehension in reading a story written in English and Japanese and empathic reactions. The main focus is put on their self-reflection on past study experiences, one of the empathic reactions after reading a story. One hundred fifty-five first-year university students in Japan read three SRL-themed stories written in English (their foreign language) and those written in Japanese (their mother tongue). The levels of the stories are equivalent, at CEFR(Common European Framework of Reference for Languages) B2 level. The result of categorical correlation analysis shows significant moderate correlations among three empathic reactions in a group reading English versions: having similar emotions as a protagonist, reflecting on their past study experiences, and getting lessons from a story. In addition, the result of logistic regression analysis for the data in a group reading English versions shows the chance of getting lessons from a story significantly approximately doubles if participants’ scores of a comprehension test increases by one, while it approximately triples if participants’ self-reflection occurs. These results do not appear in a group reading Japanese versions. The findings imply that self-reflection may support their comprehension of the English texts and leads to the participants’ getting lessons about SRL.

Keywords: comprehension, lesson, self-reflection, SRL

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Authors: M. Y. Ismail, Arslan Kiyani

Abstract:

Narrow bandwidth and high loss performance limits the use of reflectarray antennas in some applications. This article reports on the feasibility of employing strategic reflectarray resonant elements to characterize the reflectivity performance of reflectarrays in X-band frequency range. Strategic reflectarray resonant elements incorporating variable substrate thicknesses ranging from 0.016λ to 0.052λ have been analyzed in terms of reflection loss and reflection phase performance. The effect of substrate thickness has been validated by using waveguide scattering parameter technique. It has been demonstrated that as the substrate thickness is increased from 0.508mm to 1.57mm the measured reflection loss of dipole element decreased from 5.66dB to 3.70dB with increment in 10% bandwidth of 39MHz to 64MHz. Similarly the measured reflection loss of triangular loop element is decreased from 20.25dB to 7.02dB with an increment in 10% bandwidth of 12MHz to 23MHz. The results also show a significant decrease in the slope of reflection phase curve as well. A Figure of Merit (FoM) has also been defined for the comparison of static phase range of resonant elements under consideration. Moreover, a novel numerical model based on analytical equations has been established incorporating the material properties of dielectric substrate and electrical properties of different reflectarray resonant elements to obtain the progressive phase distribution for each individual reflectarray resonant element.

Keywords: numerical model, reflectarray resonant elements, scattering parameter measurements, variable substrate thickness

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