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Chapter 2 analyses the dialectic of “determinations of reflection” in the logic of essence. It shows that the relation of “opposition” is more fundamental than the relation of “diversity,” and that, therefore, individuals are constituted through the relation of opposition that obtains between them. Turning to Marx, I argue that the relation between capital and labour is necessarily oppositional in character. Thus, the seeming diversity in labour arrangements in different economic settings in capitalism functions only as an illusion that masks the deeper relations of opposition and domination. Finally, I discuss Catharine MacKinnon’s conception of gender formation, according to which the very categories of male and female are constituted by the relation of opposition and domination that obtains between them.
This paper explores the relationships among positive and negative work reflection during leisure time, psychological capital, and radical and incremental creativity. We collected data from 500 dyads of employees and their direct supervisors, and employed the structural equation model to test our research hypotheses. The results reveal that positive work reflection during leisure time is positively related to radical and incremental creativity, while negative work reflection during leisure time is negatively related to the two types of creativity. Our findings also suggest that psychological capital mediates the effects of positive and negative work reflection during leisure time on radical and incremental creativity.
In Chapter 1: Start Here, you begin your journey to create an online course. The chapter includes the workbook orientation, a description of our Change-adept Course Creation Process, the workbook roadmap, and an introduction to the role of self-reflection in the workbook.
In Chapter 9: Feedback, you will choose the focus and timing of your formative and summative feedback. You will determine how peer feedback will be incorporated into your course and how learners will use the feedback. You will create or revise a feedback tool to use in your learning activity, which you will finalize in this chapter.
Modern products are often developed in local distributed teams involving various engineering domains. As a result, product development processes are characterized by a high degree of complexity and individuality. However, the project context is often not integrated into the project planning, which can lead to uncertainties in the processes. In addition, reflection does not take place adequately in process execution. Therefore, this paper presents a concept for agile process design that enables reducing uncertainties based on context-specific reflections and adapting the processes.
This work features challenges of using integrated reflections in undergraduate Industrial Design and Engineering. Reflection activities can be challenging for the students and hard to implement in design and engineering classes. This report has two goals. The first is to introduce a process for more successful engagement for the students in problem solving and design. The second is to show that the process has validity and usefulness for Industrial Design students who are in a College of Design.
In Chapter 7: Learning Activities, you will begin creating a learning activity, which is the vehicle through which course topics are learned, skills are strengthened, and milestones are achieved, leading learners to the course destination. Learning activities involve self-reflection, dialogue, and application within the context of a realistic, relevant, and meaningful experience. In this chapter, you will explore experiential and collaborative strategies for developing learning activities.
In Chapter 2: Prepare Yourself, you will prepare yourself for your journey by exploring self-reflective practice and the role of mindfulness. Self-reflection and mindfulness are important skills that are integral to learning. You are given the opportunity to engage in self-reflection throughout the workbook. In this chapter, you will also consider the impact of instructor presence on your adult learners.
Reflection is understood as an integral part of designing and design processes. Despite the high relevance and an ongoing discussion about agile engineering, we found that reflection is rarley established in industrial practice. There is a need for an approach structuring the wide range of levels, stakeholders, objects and timing of reflections. The introduced RECAP framework is an important step towards a guideline (heuristic) for reflection in engineering projects. Based on the four dimensions objectives, stakeholders, objects, and processes it supports structured planning of reflection.
Sketching and prototyping are parts of a ‘reflective conversation with materials of a design situation’ (Schön, 1992). To support this conversation, we developed a reflective tool -the Reflection Canvas- that facilitates reflection activities through sketching and prototyping on the one hand and verbalisation on the other. We introduced the reflective tool to design students. Based on observation and answers from a questionnaire data reveal that guided reflection structured the process in a helpful way. It also turned out students had difficulties to switch from visualisation to verbalisation.
The professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.
We introduce two general classes of reflected autoregressive processes, INGAR+ and GAR+. Here, INGAR+ can be seen as the counterpart of INAR(1) with general thinning and reflection being imposed to keep the process non-negative; GAR+ relates to AR(1) in an analogous manner. The two processes INGAR+ and GAR+ are shown to be connected via a duality relation. We proceed by presenting a detailed analysis of the time-dependent and stationary behavior of the INGAR+ process, and then exploit the duality relation to obtain the time-dependent and stationary behavior of the GAR+ process.
Seismic-reflection surveys of the Isle Royale sub-basin, central Lake Superior, reveal two large end moraines and associated glacial sediments deposited during the last cycle of the Laurentide Ice Sheet in the basin. The Isle Royale moraines directly overlie bedrock and are cored with dense, acoustically massive till intercalated down-ice with acoustically stratified outwash. Till and outwash are overlain by glacial varves, a lower red unit and an upper gray unit.
The maximum extent of late Younger Dryas-age readvance into the western Lake Superior basin is uncertain, but it was probably controlled by both ice dynamics and climate. Our data indicate that during retreat from the maximum, the ice paused just long enough to construct the outer of the two moraines, >100 m high, and then retreated to the inner moraine, during which time most of the lower glacial-lacustrine sequence (red varves) was deposited. Retreat from the inner moraine coincided with a marked flux of icebergs at the calving margin and a change to gray varves. Rapid retreat may be related to both an influx of meltwater from Glacial Lake Agassiz about 10,500 cal yr BP and retreat of the calving margin down an adverse slope into the Isle Royale sub-basin.
The final chapter concludes the text by considering how the mindful strategies outlined throughout the book can help you put your best foot forward as you begin teaching. The book's key concepts and themes are discussed, and the importance of mindfulness in building and sustaining a successful teaching career is emphasised.
In chapter 4, the authors provide an overview of studies about teacher reflection. They then describe a study on the weblog-mediated reflective practices of EFL teachers and the themes these teachers reflected on, before suggesting implications of reflection for teachers’ effective teaching practice and providing recommendations for teachers’ engagement in continued reflection.
Chapter 5 defines the concept of autonomy and discusses autonomy as an inherent feature of good teachers. The author then describes small-scale qualitative data collected from language teachers to investigate the relationship between autonomy and good language teaching, before concluding with the role of autonomy in effective language teaching and the potential benefit in engaging in action research as a means of promoting autonomy.
Chapter 2 outlines the issue of teacher cognition, particularly teachers’ beliefs, in their classroom practice. The authors argue that good language teachers are cognizant of their beliefs and align their teaching with these beliefs, and they also report on two cases of experienced teachers’ reflection on their beliefs.
Ethical decision-making during humanitarian medical response is a topic of great moral as well as practical importance. The context of humanitarian disasters, often characterized by acute time-pressure, lack of resources, the unfamiliarity of circumstances, is stressful for medical professionals. The overall aim of this article is pragmatic, to introduce briefly the importance and context for preparing medical disaster response personnel for ethical decision-making and then to provide a discussion case and explain the particular value-reflection methodology. The focus of methodology is on providing space for the emotional and stressful aspects of ethics training for disasters.