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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.<br>"September 2012." Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 113-118).<br>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.<br>by Sajid Sadi.<br>Ph.D.
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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.
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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted
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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.<br>Master of Architecture
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Venz, Pamela Ann. "Reflection." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303312760.
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Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.
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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.
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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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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.
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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.
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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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Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.
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Galvez, Maria Elena. "The improvement on preservice teachers reflection through content-specific reflective teaching /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541731165.
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Butke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).
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Toole, Toby Houston. "The Ways of Reflection: Heidegger, Science, Reflection, and Critical Interdisciplinarity." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271906/.
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This thesis argues that there is a philosophical attempt directed at combating the fragmentation of the sciences that starts with Heidegger and continues today through Trish Glazebrook's interpretations of the former's concept of "reflection," and Carl Mitcham and Robert Frodeman's concept of "critical interdisciplinarity" (CID). This is important as the sciences are both more implicated in our lives and more fragmented than ever. While scientific knowledge is pursued for its own sake, the pertinent facts, meaning, and application of the science is ignored. By linking Heidegger's views on the fragmentation of the sciences to Glazebrook's interpretations of reflection and Mitcham and Frodeman's CID, I show that CID is a concrete realization of Heidegger's reflection.
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Fluri, Beat. "Reflection for Eiffel." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2004. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=190.
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Fujii, Yuki. "Contemplation and reflection." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/fujii/FujiiY0810.pdf.
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Yokohama-Tokyo is the biggest city in Japan. It has been developed faster than people expected. People's regular lives are based on the city transportation schedules. An egalitarian system dominates Japanese people's behavior and thought starting before birth. Because Japanese society revolves around a strict education structure, its environment becomes really stressful and competitive for everyone. Buildings are too tall for people to realize scale of themselves and the city. This urban environment has been affect people to lose their perception of their sense and of the world. Architectural layering can and does influence humans. My project will use specific architectural layering devices, such as colors, texture, light, physical structure to create an environment which will stimulate person's mind and imagination. This unique environment will stimulate a person's sense and the world and will rejuvenate the individual as he or she reflects what life could be beyond ordinary life. Architecture is not only about how to create an essential space for reasons, but also about what happens to the world after architecture influences people with the environment.
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Hubel, Paul Matthew. "Colour reflection holography." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257949.
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McCarney, Joseph Michael. "Reflection from interfaces." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318860.
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Smith, Ann Georgina. "Learning about reflection." Thesis, Northumbria University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410368.
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This longitudinal study investigated the ways in which participants reflected about their practice as they progressed through a three year programme as students in adult nurSing and in the first years following graduation. The method was qualitative, with data gained from written critical incidents based on practice experiences, classroom discussions and interviews. A mixed methodology was used, combining the constant comparative method outlined in Grounded Theory and Narrative Analysis. The aim was to unravel the complexities of reflection; what participants reflected about, how and why, as they progressed through important stages of professional development. Analysis of content data revealed the range of issues perceived as most important for practice and the multifaceted skills, knowledge and attitudes required to deal with them. Strong themes emerging from the data related to the complexity of learning what it means to be a professional and, in consequence, what they learn about themselves. Categories exemplifying the use of forms of knowledge and influencing processes such as cognition, memory and language were also uncovered. These categories showed the diversity and complexity of reflecti ve skills and the common use participants made of 'storytelling' . Because of this, a decision was made to reveal the function reflection served through undertaking narrative analysis using Gee's model of analysis. 'Horizons of meanings' were identified leading to the conclusion that reflection was a means of: exploring possible self images; constructing and conveying a personal value system; understanding the meaning of the professional context and fitting the learning jigsaw together. The research process is delineated as a journey of discovery requiring the adoption of theoretical pluralism to discover meaning and a logical reconstruction of reflection. A reconsideration of reflection as an integrative model of personal progress has been advocated and implications this has for nursing practice, management and education outlined.
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Bhalla, Gaurav Ph D. Massachusetts Institute of Technology. "Osmotic reflection coefficient." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/51614.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering, 2009.<br>Includes bibliographical references (leaves 149-152).<br>The presence of a discriminating barrier separating two solutions differing in concentration generates a net volume flux called osmotic flow. The simple case is of the ideal semi-permeable membrane which completely excludes the solute. The flow through such a membrane is directly proportional to the thermodynamic pressure drop less the osmotic pressure drop. For membranes which partially exclude the solute the osmotic contribution to flow is less than that of the semi-permeable membrane, and the reduction is given by the osmotic reflection coefficient [sigma]o,. This work was motivated by understanding the mechanistic aspects of osmotic flow through such membranes, in order to predict [sigma]o. One of the main goals of the research was to develop computational models to predict [sigma]o for charged porous membranes and charged fibrous membranes. The effects of molecular shape on [sigma]o for rigid macromolecules in porous membranes were analyzed using a hydrodynamic model. In this type of model, employed first by Anderson and Malone, steric exclusion of the solute from the periphery of the pore induces a concentration-dependent drop in pressure near the pore wall, which in turn causes the osmotic flow (Anderson and Malone 1974). Results were obtained for prolate spheroids (axial ratio, [gamma] > 1) and oblate spheroids ([gamma] < 1) in cylindrical and slit pores. Two methods, one of which is novel, were used to compute the transverse pressure variation. Although conceptually different, they yielded very similar results; the merits of each are discussed. For a given value of a/R, where a is the prolate minor semiaxis or oblate major semiaxis and R is the pore radius, [sigma]o, increased monotonically with increasing [gamma]. When expressed as a function of aSEIR, where asE is the Stokes-Einstein radius, the effects of molecular shape were less pronounced, but still significant. The trends for slits were qualitatively similar to those for cylindrical pores. When [sigma]o was plotted as a function of the equilibrium partition coefficient, the results for all axial ratios fell on a single curve for a given pore shape, although the curve for cylindrical pores differed from that for slits. For spheres ([gamma]= 1) in either pore shape, [sigma]o was found to be only slightly smaller than the reflection coefficient for filtration (of). That suggests that [sigma]o can be used to estimate of for spheroids, where results are currently lacking. A computational model was developed to predict the effects of solute and pore charge on [sigma]o, of spherical macromolecules in cylindrical pores. Results were obtained for articles and pores of like charge and fixed surface charge densities, using a theory that combined low Reynolds number hydrodynamics with a continuum, point-charge description of the electrical double layers. In this formulation steric and/or electrostatic exclusion of macromolecules from the vicinity of the pore wall creates radial variations in osmotic pressure. These, in turn, lead to the axial pressure gradient that drives the osmotic flow. Due to the stronger exclusion that results from repulsive electrostatic nteractions, ao, with charge effects always exceeded that for an uncharged system with the same solute and pore size. The effects of charge stemmed almost entirely from particle positions within a pore being energetically unfavorable. It was found that the required potential energy could be computed with sufficient accuracy using the linearized Poisson-Boltzmann equation, high charge densities notwithstanding. In principle, another factor that might influence o in charged pores is the electrical body force due to the streaming potential. However, the streaming potential was shown to have little effect on [sigma]o, even when it markedly reduced the apparent hydraulic permeability. A model based on continuum hydrodynamics and electrostatics was developed to predict the combined effects of molecular charge and size on the o, of a macromolecule in a fibrous membrane, such as a biological hydrogel. The macromolecule was represented as a sphere with a constant surface charge density, and the membrane was assumed to consist of an array of parallel fibers of like charge, also with a constant surface charge density. The flow was assumed to be parallel to the fiber axes. The effects of charge were incorporated into the model by computing the electrostatic free energy for a sphere interacting with an array of fibers. It was shown that this energy could be approximated using a pairwise additivity assumption. Results for [sigma]o, were obtained for two types of negatively charged fibers, one with properties like those of glycosaminoglycan chains, and<br>(cont.) the other for thicker fibers having a range of charge densities. Using physiologically reasonable fiber spacings and charge densities, [sigma]o, for BSA in either type of fiber array was shown to be much larger than (often double) that for an uncharged system. Given the close correspondence between [sigma]o and the [sigma]f; the results suggest that the negative charge of structures such as the endothelial surface glycocalyx is important in minimizing albumin loss from the circulation.<br>by Gaurav Bhalla.<br>Ph.D.
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Walker, Jessica E. "Unexpected Reflection Collection." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253634229.
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Roberts, Sam. "Reflection and potentialism." Thesis, Birkbeck (University of London), 2016. http://bbktheses.da.ulcc.ac.uk/171/.
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It was widely thought that the paradoxes of Russell, Cantor, and Burali-Forti had been solved by the iterative conception of set. According to this conception, the sets occur in a well-ordered transfinite series of stages. On standard articulations – for example, those in Boolos (1971, 1989) – the sets are implicitly taken to constitute a plurality. Although sets may fail to exist at certain stages, they all exist simpliciter. But if they do constitute a plurality, what could stop them from forming a set? Without a satisfactory answer to this question, the paradoxes threaten to reemerge. In response, it has been argued that we should think of the sets as an inherently potential totality: whatever things there are, there could have been a set of them. In other words, any plurality could have formed a set. Call this potentialism. Actualism, in contrast, is the view that there could not have been more sets than there are: whatever sets there could have been, there are. This thesis explores a particular consideration in favour of actualism; namely, that certain desirable second-order resources are available to the acutalist but not the potentialist. In the first part of chapter 1 I introduce the debate between potentialism and actualism and argue that some prominent considerations in favour of potentialism are inconclusive. In the second part I argue that potentialism is incompatible with the potentialist version of the second-order comprehension schema and point out that this schema appears to be required by strong set-theoretic reflection principles. In chapters 2 and 3 I explore the possibilities for reflection principles which are compatible with potentialism. In particular, in chapter 2 I consider a recent suggestion by Geoffrey Hellman for a modal structural reflection principle, and in chapter 3 I consider some influential proposals by William Reinhardt for modal reflection principles.
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Holmes, Peter F. "Counselor self-reflection /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953866.
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Taylor, Teresa Brooks. "Perspectives on Reflection." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3637.
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Tindall, Dana A. "Nursing Instructor Perceptions in the Assessment of Student Voice-Journals." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458299260.
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Wicks, Cayce M. "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1918.
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The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.
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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.
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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996).
The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses.
Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection.
The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts.
The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners.<br>Ph. D.
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Northing, Janet Frances. "A theological reflection on education, and an educational reflection on theology." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17392/.
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This research explores the impact of the resurrection in St. John’s Gospel, through focusing on the theme of ‘hope’. Consideration is given as to how this might inspire a theological vision of ‘hope’ in an educational context, in particular that of Church of England primary schools. The method for this research involves Biblical analysis of the resurrection appearances as recorded in the Gospel of St. John. The methodology uses Bevans’ (2012) praxis model of contextual theology combined with Kennard’s Thiselton-Ricouer hermeneutic (2013). The theoretical perspective is informed by Thiselton’s ‘two horizons’ (1980; 1992) and N.T. Wright’s ‘five act’ hermeneutic (1992; 2013). The epistemology involves both critical realism and ontological realism. More recently the Church of England has published its Vision for Education (Church of England Education Office, 2016b). This initial articulation of a Christian vision, underpinned by both theological and educational thinking, is a useful starting place for further theological reflection. In articulating a theology of education based on ‘hope’ using the Bible as its inspiration, this research seeks to contribute a fresh perspective on the purpose and practice of Christian education. Findings show that when the resurrection of Jesus Christ is viewed as a new beginning rather than a positive conclusion for Jesus and his followers then resurrection offers ‘hope’ of transformation. The very task of education can be seen similarly, as an act of ‘hope’, transforming lives and opening up new horizons. A theology of education inspired by ‘hope’ recognises the complexity of the human condition. It looks to the future in a way that encompasses the present and past, with God as companion offering purpose and expectancy.
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Constantinou, Helen. "Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/80502.
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This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research was to better understand reflective practice in teacher education. Dewey (1933), Schön (1983, 1987) and van Manen’s (1977) theories on reflective practice guided this study. A symbolic interaction theoretical and methodological framework (Denzin, 1978; Prus, 1996) was applied. The data were collected from teacher interviews, reflection journals and classroom observations. Five specific themes emerged from the data and were categorised within the symbolic interaction social processes of (1) acquiring perspectives, (2) achieving individuality, (3) experiencing relationships, (4) situating the act, and (5) the act of reflection (Prus, 1996). In addition, eleven sub-themes were derived from the data which illuminated how the teachers interpreted and practised reflection. The sub-themes included: (1) defining reflection, (2) questioning as reflection, (3) opportunities for reflection, (4) defining reflection from self / significant others, (5) looking back on action, (6) reflection is based on personal beliefs and educational theory, (7) encountering peers / cooperating teachers, (8) self-reflections, (9) verbal reflections, (10) written reflections, and (11) content of reflection. The findings revealed that teachers possessed a general understanding of reflection and practised technical and interpretive levels of reflection in different contexts. Engaging in reflective practice activities encouraged the teachers to question their own beliefs and theories. The study provided evidence showing that reflection is a key element of teacher development. Reflective thinking is a vehicle that can help teachers to progress from a level where they are mainly guided by intuition to a level where their actions are guided by reflection and self-inquiry. The study has implications for the ways in which teachers learn about reflection, and I do hope that teacher educators will find it useful.
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Mouton, Christopher Andre Hornung H. G. Hornung H. G. "Transition between regular reflection and Mach reflection in the dual-solution domain /." Diss., Pasadena, Calif. : California Institute of Technology, 2007. http://resolver.caltech.edu/CaltechETD:etd-01052007-125557.
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Attard, Karl. "Reflecting on reflection : a case-study of one teacher's early-career professional learning." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34494.
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This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his own development. It is interesting to note that reflective practice was the glue that kept the research process together, while also being the main focus of inquiry. A range of data analysis procedures were undertaken including reflective analysis, narrative analysis, and grounded theory analysis.
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Levy, Shlomo. "Inversion of reflection seismograms." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25815.
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A method for the estimation of impedance or pseudo-velocity sections from the information contained in CMP stacked sections, the corresponding stacking velocities and sonic and density logs (when available) is presented. The method relies on a linear programming approach for the reconstruction of full-band reflectivities, and utilizes linearized relations between the multiple free reflectivity functions and average or point-wise impedance or velocity values. The reconstruction procedure requires the solution of an underdetermined set of equations and hence a minimum structure condition is imposed on the desired solution. This condition guaranties the uniqueness of the obtained solution in the sense that it is the solution that features the least amount of impedance variations as a function of travel-time (or depth). Since the presented inversion yields minimum structure solutions, it is argued that features which appear on the obtained result are strictly demanded by the data and are not artifacts of the inversion scheme.
A number of physical assumptions are required by the presented inversion. These are summarized below in point form:
(1) The earth reflectivity function is non-white and can be reasonably represented by a sparse spike train. (2) The observed CMP stacked section is a reasonable representation of the multiple-free normal-ray section with reasonably correct relative amplitude relations.
(3) The residual wavelet on the stacked section is to a good approximation a zero-phase wavelet with a relatively flat spectrum.
(4) The estimated stacking velocities can be inverted to yield an acceptable representation of the averages of the true earth velocity model.
Since in a realistic environment some of the above assumptions may be violated, all the corresponding relations in the presented inversion scheme include appropriate uncertainty terms. That is, all the information components considered in the inversion are satisfied only to within some prespecified error bounds.
A number of possibilities for speeding up the inversion scheme are described. It is shown that utilizing the expected trace-to-trace coherency of seismic reflection data yields considerable reduction in computational efforts.
Finally, a number of steps required for a successful completion of the inversion are described. In particular, the problems of preinversion data scaling and the correction of the residual wavelet's phase are discussed in some detail.<br>Science, Faculty of<br>Earth, Ocean and Atmospheric Sciences, Department of<br>Graduate
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Taguchi, Kazue. "LLUM: Light and Reflection." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1527.
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Poksiński, Michał. "Total internal reflection ellipsometry /." Linköping : Univ, 2005. http://www.bibl.liu.se/liupubl/disp/disp2005/tek966s.pdf.
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Li, Zhi Xin. "Neutron reflection from interfaces." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320621.
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Purcell, Isabella Pauline. "Specular reflection from interfaces." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386624.
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Marcu, Gabriela. "Designing for Collaborative Reflection." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/400.
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A rise in chronic conditions has put a strain on our healthcare system. Treatment for chronic conditions spans time, agencies, and providers, making coordination a complex problem. Information systems such as electronic health records should be helping with the challenge of coordination, but research shows that often they do not. This thesis aims to alleviate this problem by examining the design of health information technology with an emphasis on social and organizational processes. The focus of this thesis is on the implications of continuous care over time: the shift from a single provider to team-based services, the emergence of patients and families as primary caregivers in the home, and the diffusion of data-driven decision making. I investigated these trends to understand the role of data in coordinating long-term care, and inform the design of information systems. I studied behavioral and mental health services for children, which are coordinated across clinical, home, and special education settings. I found coordination that was unstructured, unpredictable, and adaptive. I developed a conceptual framework, collaborative reflection, to describe my observations and distinguish my findings from the processes of time-critical and protocol-based care. I also found ways in which coordination was not data-driven, due to a lack of support and tools. Collaborative reflection thus illustrates how long-term coordination works when it is data-driven, informing a discussion of what is needed for coordination to be data-driven. Based on the process of collaborative reflection, and using participatory design, I developed Lilypad—a tablet-based information system for data-driven coordination. I conducted a five-month deployment study of Lilypad in the field, to examine its social impact. This study validated designing for collaborative reflection to improve the use of data in coordination. The contributions of this thesis are: a description of unstructured and informal workflow that drives long-term coordination in health services; the theoretical construct of collaborative reflection to inform the design of systems that improve coordination; a field deployment validation, demonstrating how designing for collaborative reflection improves coordination and avoids common unintended consequences of health information technology.
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Rambaran, Roma Nalini. "Anti-peptide reflection-selection." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426824.
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Kwok, Kwan Yuk Sandy. "Self-assembled reflection gratings." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608163.
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McLeod, John Angus. "Arithmetic hyperbolic reflection groups." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7743/.
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This thesis uses Vinberg’s algorithm to study arithmetic hyperbolic reflection groups which are contained in the groups of units of quadratic forms. We study two families of quadratic forms: the diagonal forms −dx_0^2 + x_1^2 + ... + x_n^2 ; and the forms whose automorphism groups contain the Bianchi groups. In the first instance we classify over Q the pairs (d,n) for which such a group can be found, and in some cases we can compute the volumes of the fundamental polytopes. In the second instance we use a combination of the geometric and number theoretic information to classify the reflective Bianchi groups by first classifying the reflective extended Bianchi groups, namely the maximal discrete extension of the Bianchi groups in PSL(2,C). Finally we identify some quadratic forms in the first instance and completely classify those in the second which have a quasi-reflective structure.
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Gunter, Mickey E. "Refractometry by total reflection." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77798.
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Refractometry is a means to measure the refractive indices of liquids, gases, and dielectric solids, either isotropic or anisotropic, by observation of light refraction or reflection with a microscope, refractometer or other more specialized equipment. For anisotropic solids, refractometry by total reflection (RTR) is by far the simplest, most rapid, and precise method to determine the refractive indices, provided a polished surface of sufficient size exists. Its precision exceeds that for routine oil immersion techniques but compares less favorably to that for minimum deviation methods. However, minimum deviation requires large crystals and, moreover, specifically oriented prisms, one for each principal refractive index to be measured and, for triclinic crystals, one for each wavelength of measurement.
The phenomenon of polarized light reflection from randomly oriented anisotropic materials has been modeled because, only after a complete understanding of these phenomena could the R TR method be automated. The mathematics and physics required for this stem from theories and equations presented in the literature of ellipsometry, polarized light, and physical optics. These were then modified, rewritten, and unified to suit the requirements of R TR.
RTR, first used by Wollaston ( l 802a, l 802b ), was later perfected for the measurement of the refractive indices and orientation of biaxial minerals in thin section (Viola l 899a, l 899b, 1902; Comu 1901, 1902). RTR with the Abbe-Pulfrich refractometer yielded refractive indices to a precision of ±0.0002, or better. Later, Smith (1905a, 1905b) introduced a simpler refractometer, now known as the jeweler's refractometer, which had a precision of ±0.001 to ±0.002. This refractometer is still in use by gemologists. During this century familiarity with the early work has declined; thus several recent papers display a lack of knowledge of aspects of R TR which were already documented in the early 1900s.
A new automated refractometer, designed by Bloss, has precision of ±0.0002 and will be able to measure the refractive indices and orientation of a biaxial mineral in a petrographic thin section. Even for triclinic crystals, a single polished surface arbitrarily oriented will suffice for measurement of all three principal refractive indices, whatever the wavelength supplied. The design and testing of this refractometer has taken approximately three years. Two prototypes have been built and tested. Results from the second prototype are presented.<br>Ph. D.
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Lu, Dan. "Sensation, dilemma and reflection." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329150047.
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Knibbe, Jarrod Mark. "Designing for embodied reflection." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702214.
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Our understanding of the world comes from our engaged interaction with it. Through embodied interaction we reveal our knowledge and skill; our knowing-in-action. This skill is tacit and typically non-vocalisable. This perspective of Embodied Interaction has long influenced HCI. Through reflection, however, we surface and interrogate this knowledge, changing our actions on-the-go. This reflection is intuitive and dynamic. This reflection is embodied. The existing literature on reflection in HCI has tended to consider a reflection that is separated from the action, emphasising a thoughtful and conceptual consideration. This thesis breaks from this tradition through its embodied perspective; considering purposeful reflection-on-action (after the activity) in physical tasks. Through a consideration of physical tasks, comes an emphasis on tacit knowledge. Yet reflection-on-action does not benefit from any of the tacit richness of the activity under consideration. This body of work explores tools and techniques to bring embodied and tacit knowledge to reflection-on-action, facilitating richer reflective practices. In combination with the already embodied reflection-in-action (during the activity), this thesis explores Designing for Embodied Reflection. Through an aim to support and enhance existing reflective practices, this thesis examines: the specifics of reflection in-the-world; technologies as a tool to assist reflective practice; the tensions of streamlining these tools into existing practice; and the facilitated novel opportunities for reflection. This thesis contributes a novel embodied perspective on reflection to HCI, highlighting the link between reflection and embodied interaction in the social science literature, providing a novel definition and feature set of reflection and using these to conduct an exploration of reflection in-the-wild, in domains emphasising different scales of physicality and reflective· rhythms. These works highlight: the burden of reflection; planning-for-reflection; the materiality of reflection; the opportunities in reflective coaching; the ambiguities of reflection-in-action and reflection-on-action; the interplay of social and individual reflection in real-world settings; and the complex relationship between the features of reflection. From this, a series of design considerations for embodied reflection and an updated definition of reflection are presented.
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Anthony, Jared Judd. "Reflection and electronic portfolios." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/j_anthony_120508.pdf.
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Anderson, Brian Benjamin. "Grating light reflection spectroscopy /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8600.
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Garcia, Ronald. "Static computation and reflection." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337266.
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Thesis (Ph.D.)--Indiana University, Dept. of Computer Science, 2008.<br>Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: B, page: 7611. Adviser: Andrew Lumsdaine.
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Irabor, Kenneth Otabor. "Reflection full waveform inversion." Thesis, Imperial College London, 2016. http://hdl.handle.net/10044/1/60594.
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The Full Waveform Inversion (FWI) gradient is composed of a low wavenumber tomographic component and a high wavenumber migration component. A successful application of FWI requires that the low wavenumber parts of the model be recovered before the high wavenumbers. This process becomes difficult in datasets dominated by pre-critical angle reflection energies. Reflection waveform inversion (RWI) has been proposed as an alternative to help bootstrap the FWI method for reflection data. In this thesis, I have made a novel contribution to RWI using Finite Di fference Explicit Wavefi eld Decomposition (FDEWD). This method improves the wavefi eld decomposition process by cleanly decomposing the wavefi elds into four components using fi nite diff erence method and Fourier transform. Four component wavefi elds travelling left, right, up and down are simultaneously derived in this method compared to just opposite directions possible with most other methods. FDEWD also lacks the evanescent energy present in traditional Fourier based separation. The extra layer of separation introduced by FDEWD ensures that the tomographic component of the gradient is formed by energies propagating within and close to the first Fresnel zone, hence yielding a cleaner tomographic update. The FDEWD method developed here was then used in an RWI context to successfully invert a synthetic dataset and a blind dataset. The scheme involved a migration update step with an exaggerated step length and a tomographic update step with true step length computation. The results obtained shows that the new method produces superior results compared to the method based on direct separation of the total wavefi elds. FDEWD also allows for transmission FWI to be performed without the need to mute the data in any way. We have implemented the scheme here in a 2-D constant density acoustic wave equation. It is, however, possible to extend this method to 3-D, anisotropic and elastic problems.
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Reichmann, Carla Lynn. "Reflection as social practice." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79836.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-18T07:58:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T20:59:21Z : No. of bitstreams: 1
180540.pdf: 11220672 bytes, checksum: 6bcafc11c09685aca67106b0f2cbe6df (MD5)<br>Na perspectiva crítica do discurso, a linguagem é considerada como uma forma de prática social, interligada a outros aspectos sociais (Fairclough, 1995); neste contexto se insere o ensino de língua estrangeira, uma prática sociohistórica complexa e dinâmica. Partindo das premissas que textos podem reforçar e/ou transformar crenças e práticas (Kress, 1989), e que a voz do professor-pesquisador é crucial na pesquisa em sala-de-aula, inclusive favorecendo a formação continuada do próprio professor (Freeman, 1996; Freire, 1997), este trabalho discute um diário dialogado realizado por uma professora de inglês e a própria professora-pesquisadora, num período de quinze meses. Visando esclarecer as representações e relações sociais construídas conjuntamente, esta pesquisa se baseia numa microanálise das interações escritas apoiada na lingüística sistêmica, especificamente nas estruturas de Modo e Transitividade (Halliday, 1985, 1994). Os resultados da análise revelam que três aspectos semelhantes despontam no discurso das duas professoras: (i) em termos de relações sociais, há um crescimento longitudinal de modulação, sugerindo que mais obrigações e inclinações são registradas no diário; (ii) também em termos de relações sociais, há um aumento no uso de we/let's como sujeitos gramaticais, fortalecendo o posicionamento do professor como sujeito, e constituindo relações de poder mais simétricas; (iii) em termos de representações, há um aumento considerável de processos materiais, sugerindo que aumentam as ações na esfera do fazer. Este fazer docente, além de se apoiar num grande número de processos mentais:cognitivos e relacionais registrados inicialmente, com o tempo, passa a incluir mais processos materiais, inclusive os criativos, sugerindo um fazer reflexivo. Através do trabalho sistemático via diário dialogado, da sua produção e interpretação, verifica-se que as representações e relações sociais constituem e são constituídas pela linguagem. Neste sentido, ressalta-se a importância de práticas discursivas críticas em projetos de educação continuada. Futuras pesquisas sobre diálogos entre educadores podem ampliar as conclusões aqui apresentadas.
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Reed, Delanna. "Reflection in the Mirror." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1286.
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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.
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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.