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reflection</title> <meta name="description" content="Search results for: critical reflection"> <meta name="keywords" content="critical reflection"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="critical reflection"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6034</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: critical reflection</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6034</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6033</span> Critical Reflection in Teaching and Learning Mathematics towards Perspective Transformation: Practices in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Tobias%20Calizon%20Jr.">Arturo Tobias Calizon Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20transformation" title=" perspective transformation"> perspective transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20reflection" title=" process reflection"> process reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=convictional%20dimension" title=" convictional dimension"> convictional dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20mathematics" title=" teaching and learning mathematics"> teaching and learning mathematics</a> </p> <a href="https://publications.waset.org/abstracts/94566/critical-reflection-in-teaching-and-learning-mathematics-towards-perspective-transformation-practices-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6032</span> Examining Whether the Reflection Activities Help and Encourage Students’ Writing and Critical Thinking Skills Within the Law faculty, 3rd year students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Motlatjo%20Ntatamala">Motlatjo Ntatamala</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Ravyse"> Natasha Ravyse</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Laubsher"> Michael Laubsher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection%20activities" title="reflection activities">reflection activities</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title=" reflective thinking"> reflective thinking</a> </p> <a href="https://publications.waset.org/abstracts/170709/examining-whether-the-reflection-activities-help-and-encourage-students-writing-and-critical-thinking-skills-within-the-law-faculty-3rd-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6031</span> Enhancing Critical Reflective Practice in Fieldwork Education: An Exploratory Study of the Role of Social Work Agencies in the Welfare Context of Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yee-May%20Chan">Yee-May Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, it is observed that social work agencies have participated actively, and thus, have gradually been more influential in social work education in Hong Kong. The neo-liberal welfare ideologies and changing funding mode have transformed the landscape in social work practice and have also had a major influence on the fieldwork environment in Hong Kong. The aim of this research is to explore the educational role of social work agencies and examine in particular whether they are able to enhance or hinder critical reflective learning in fieldwork. In-depth interviews with 15 frontline social workers and managers in different social work agencies were conducted to collect their views and experience in helping social work students in fieldwork. The overall findings revealed that under the current social welfare context most social workers consider that the most important role of social work agencies in fieldwork is to help students prepare to fit-in the practice requirements and work within agencies’ boundary. The fit-for-purpose and down-to-earth view of fieldwork practice is seen as prevalent among most social workers. This narrow perception of agency’s role seems to be more favourable to competence-based approaches. In contrast, though critical reflection has been seen as important in addressing the changing needs of service users, the role of enhancing critical reflective learning has not been clearly expected or understood by most agency workers. The notion of critical reflection, if considered, has been narrowly perceived in fieldwork learning. The findings suggest that the importance of critical reflection is found to be subordinate to that of practice competence. The lack of critical reflection in the field is somehow embedded in the competence-based social work practice. In general, social work students’ critical reflection has not been adequately supported or enhanced in fieldwork agencies, nor critical reflective practice has been encouraged in fieldwork process. To address this situation, the role of social work agencies in fieldwork should be re-examined. To maximise critical reflective learning in the field, critical reflection as an avowed objective in fieldwork learning should be clearly stated. Concrete suggestions are made to help fieldwork agencies become more prepared to critical reflective learning. It is expected that the research can help social work communities to reflect upon the current realities of fieldwork context and to identify ways to strengthen agencies’ capacities to enhance critical reflective learning and practice of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence-based%20social%20work" title="competence-based social work">competence-based social work</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflective%20learning" title=" critical reflective learning"> critical reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork%20agencies" title=" fieldwork agencies"> fieldwork agencies</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberal%20welfare" title=" neo-liberal welfare"> neo-liberal welfare</a> </p> <a href="https://publications.waset.org/abstracts/62210/enhancing-critical-reflective-practice-in-fieldwork-education-an-exploratory-study-of-the-role-of-social-work-agencies-in-the-welfare-context-of-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6030</span> Implications of Humanizing Pedagogy on Learning Design in a Technology-Enhanced Language Learning Environment: Critical Reflections on Student Identity and Agency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhtar%20Raban">Mukhtar Raban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=humanizing%20pedagogy" title=" humanizing pedagogy"> humanizing pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20identity" title=" student identity"> student identity</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-enhanced%20language%20learning" title=" technology-enhanced language learning"> technology-enhanced language learning</a> </p> <a href="https://publications.waset.org/abstracts/108414/implications-of-humanizing-pedagogy-on-learning-design-in-a-technology-enhanced-language-learning-environment-critical-reflections-on-student-identity-and-agency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6029</span> The Evaluation of Shear Modulus (Go) Consistency State of Consolidation Cohesive Soils and Seismic Reflection Survey Using Degree of Soil Consolidation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Halim%20Abdul">Abdul Halim Abdul</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Ismail%20Wan%20Yusoff"> Wan Ismail Wan Yusoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The geological formation at Limau Manis Besar area, are consist of low grade metamorphic rock and undulating mountaineers, rugged terrain and the quite steeply 45 degree slope gradient. The objectives of this paper are present the methods and devices used in measurement of P-wave velocity to estimate the initial Shear Modulus (Go) in steady state and critical state soil consolidation. The relationship between SPT-N values and the Shear Modulus (Go) at very small strain is widely considered to be evaluated. Based on the seismic reflection survey, the constant (K) poroelastic theory, mean effectives stress and primer wave velocity (Vs) increase as the soil depth increase. The steady state and critical state, Degree of Soil Consolidation(U) concept is used to interpret the behavior of Shear Modulus (Go). The relationship between Consolidation Test and Seismic Reflection Survey is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geological%20setting" title="geological setting">geological setting</a>, <a href="https://publications.waset.org/abstracts/search?q=shear%20modulus" title=" shear modulus"> shear modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=poroelastic%20theory" title=" poroelastic theory"> poroelastic theory</a>, <a href="https://publications.waset.org/abstracts/search?q=steady%20state%20and%20none%20steady%20state%20degree%20of%20soil%20consolidation" title=" steady state and none steady state degree of soil consolidation"> steady state and none steady state degree of soil consolidation</a>, <a href="https://publications.waset.org/abstracts/search?q=consolidation%20test" title=" consolidation test"> consolidation test</a> </p> <a href="https://publications.waset.org/abstracts/11415/the-evaluation-of-shear-modulus-go-consistency-state-of-consolidation-cohesive-soils-and-seismic-reflection-survey-using-degree-of-soil-consolidation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6028</span> X-Ray Dynamical Diffraction Rocking Curves in Case of Third Order Nonlinear Renninger Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minas%20Balyan">Minas Balyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=third%20order%20nonlinearity" title="third order nonlinearity">third order nonlinearity</a>, <a href="https://publications.waset.org/abstracts/search?q=Bragg%20diffraction" title=" Bragg diffraction"> Bragg diffraction</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20Renninger%20effect" title=" nonlinear Renninger effect"> nonlinear Renninger effect</a>, <a href="https://publications.waset.org/abstracts/search?q=rocking%20curves" title=" rocking curves"> rocking curves</a> </p> <a href="https://publications.waset.org/abstracts/56984/x-ray-dynamical-diffraction-rocking-curves-in-case-of-third-order-nonlinear-renninger-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6027</span> Predictors of Rumination and Co-Rumination: The Role of Attachment Dimensions, Self-Compassion and Self-Esteem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asli%20Bugay%20S%C3%B6kmez">Asli Bugay Sökmez</a>, <a href="https://publications.waset.org/abstracts/search?q=Elif%20Manuoglu"> Elif Manuoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammet%20Coskun"> Muhammet Coskun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nebi%CC%87%20S%C3%BCmer"> Nebi̇ Sümer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rumination" title="rumination">rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=co-rumination" title=" co-rumination"> co-rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=self-compassion" title=" self-compassion"> self-compassion</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a> </p> <a href="https://publications.waset.org/abstracts/112726/predictors-of-rumination-and-co-rumination-the-role-of-attachment-dimensions-self-compassion-and-self-esteem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6026</span> Absurdity as a Catalyst for Reflection: A Study of Tawfiq Al-Hakim’s The Fate of a Cockroach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adaoma%20Igwedibia">Adaoma Igwedibia</a>, <a href="https://publications.waset.org/abstracts/search?q=Obetta%20Emmanuela"> Obetta Emmanuela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absurdity" title="absurdity">absurdity</a>, <a href="https://publications.waset.org/abstracts/search?q=catalyst" title=" catalyst"> catalyst</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/171618/absurdity-as-a-catalyst-for-reflection-a-study-of-tawfiq-al-hakims-the-fate-of-a-cockroach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6025</span> An Exploratory Study on the Impact of Video-stimulated Reflection on Novice EFL Teachers’ Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahima%20Diallo">Ibrahima Diallo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=novice%20EFL%20teachers" title="novice EFL teachers">novice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=video-stimulated%20reflection" title=" video-stimulated reflection"> video-stimulated reflection</a> </p> <a href="https://publications.waset.org/abstracts/148708/an-exploratory-study-on-the-impact-of-video-stimulated-reflection-on-novice-efl-teachers-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6024</span> Analysis of Reflection of Elastic Waves in Three Dimensional Model Comprised with Viscoelastic Anisotropic Medium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amares%20Chattopadhyay">Amares Chattopadhyay</a>, <a href="https://publications.waset.org/abstracts/search?q=Akanksha%20Srivastava"> Akanksha Srivastava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amplitude%20ratios" title="amplitude ratios">amplitude ratios</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20dimensional" title=" three dimensional"> three dimensional</a>, <a href="https://publications.waset.org/abstracts/search?q=triclinic" title=" triclinic"> triclinic</a>, <a href="https://publications.waset.org/abstracts/search?q=viscoelastic" title=" viscoelastic"> viscoelastic</a> </p> <a href="https://publications.waset.org/abstracts/95419/analysis-of-reflection-of-elastic-waves-in-three-dimensional-model-comprised-with-viscoelastic-anisotropic-medium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6023</span> Intercultural Competencies as a Means to Rethink the Pedagogies of Diversity in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcelo%20Jose%20Cabarcas%20Ortega">Marcelo Jose Cabarcas Ortega</a>, <a href="https://publications.waset.org/abstracts/search?q=Lissette%20Herrera"> Lissette Herrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Lemus%20Stave"> Juan Carlos Lemus Stave</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work makes a rather theoretical reflection on a pedagogical response against the coloniality of knowledge and power. The purpose here is to reflect on the challenges and opportunities it opens up in the educational field. No doubt, ours derived in a more abstract than concrete reflection. The quest, nevertheless, to stimulate the interest in a non-violent, non-contemptuous education able to balance, improves and if necessary, transforms the relationships that have made it a space of privilege and exclusion. We all know the school has found itself in need of rethinking diversity while developing awareness of its own role in reproducing inequality. Intercultural education may provide an answer to that hurry when fostering critical awareness and dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decoloniality" title="decoloniality">decoloniality</a>, <a href="https://publications.waset.org/abstracts/search?q=coloniality%20of%20power" title=" coloniality of power"> coloniality of power</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=interculturality" title=" interculturality"> interculturality</a> </p> <a href="https://publications.waset.org/abstracts/136227/intercultural-competencies-as-a-means-to-rethink-the-pedagogies-of-diversity-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6022</span> Reflection Performance of Truncated Pyramidal and Truncated Wedge Microwave Absorber Using Sugarcane Bagasse (SCB) </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liyana%20Zahid">Liyana Zahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Fareq%20Abd%20Malek"> Mohd Fareq Abd Malek</a>, <a href="https://publications.waset.org/abstracts/search?q=Ee%20Meng%20Cheng"> Ee Meng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Wen%20Liu"> Wei Wen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeng%20Seng%20Lee"> Yeng Seng Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Nadeem%20Iqbal"> Muhammad Nadeem Iqbal</a>, <a href="https://publications.waset.org/abstracts/search?q=Fwen%20Hoon%20Wee"> Fwen Hoon Wee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microwave%20absorber" title="microwave absorber">microwave absorber</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20loss" title=" reflection loss"> reflection loss</a>, <a href="https://publications.waset.org/abstracts/search?q=sugarcane%20bagasse%20%28SCB%29" title=" sugarcane bagasse (SCB)"> sugarcane bagasse (SCB)</a>, <a href="https://publications.waset.org/abstracts/search?q=X-Band" title=" X-Band"> X-Band</a> </p> <a href="https://publications.waset.org/abstracts/1457/reflection-performance-of-truncated-pyramidal-and-truncated-wedge-microwave-absorber-using-sugarcane-bagasse-scb" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6021</span> Changing MBA Identities: Using Critical Reflection inside and out in Finding a New Narrative</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keith%20Schofield">Keith Schofield</a>, <a href="https://publications.waset.org/abstracts/search?q=Leigh%20Morland"> Leigh Morland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Storytelling is an established means of leadership and management development and is also considered a form of leadership of self and others in its own right. This study focuses on the utility of storytelling in the development of management narratives in an MBA programme; sources include programme participants as well as international recruiters, whose voices are often only heard in terms of economic contribution and globalisation. For many MBA candidates, the return to study requires the development of a new identity which complements their professional identity; each candidate has their own journey and expectations, the use of story can enable candidates to explore their aspirations and assumptions and give voice to previously unspoken ideas. For international recruitment, the story of market development and change must be captured if MBAs are to remain fit for purpose. If used effectively, story acts as a form of critical reflection that can inform the learning journeys of individuals, emerging identities as well as the ongoing design and development of programmes. The landscape of management education is shifting; the MBA begins to attract a different kind of candidate, some are younger than before, others are seeking validation for their existing work practices, yet more are entrepreneurial and wish to capitalise on an institutional experience to further their career. There is a shift in context, creating uncertainty and ambiguity for programme managers and recruiters, thus requiring institutions to create a new MBA narrative. This study utilises Lego SeriousPlay as the means to engaging programme participants and international agents in telling the story of their MBA. We asked MBA participants to tell the story of their leadership and management aspirations and compare these to stories of their development journeys, allowing for critical reflection of their respective development gaps. We asked international recruiters, who act as university agents and promote courses in the student’s country of origin, to explore their mental models of MBA candidates and their learning agenda. The purpose of this process was to explore the agent’s perception of the MBA programme and to articulate the student journey from a recruitment perspective. The paper’s unique contribution is in combining these stories in order to explore the assumptions that determine programme design. Data drawn from reflective statements together with images of Lego ‘builds’ created the opportunity for reflection between the mental models of these groups. Findings will inform the design of the MBA journey and experience; we review the extent to which the changing identities of learners are congruent with programme design. Data from international recruiters also determines the extent to which marketing and recruitment strategies identify with would be candidates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=programme%20management" title=" programme management"> programme management</a>, <a href="https://publications.waset.org/abstracts/search?q=recruitment" title=" recruitment"> recruitment</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling" title=" storytelling"> storytelling</a> </p> <a href="https://publications.waset.org/abstracts/60111/changing-mba-identities-using-critical-reflection-inside-and-out-in-finding-a-new-narrative" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">226</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6020</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6019</span> Modeling Reflection and Transmission of Elastodiffussive Wave Sata Semiconductor Interface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Sharma">Amit Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20N.%20Sharma"> J. N. Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quasilongitudinal" title="quasilongitudinal">quasilongitudinal</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20and%20transmission" title=" reflection and transmission"> reflection and transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=semiconductors" title=" semiconductors"> semiconductors</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustics" title=" acoustics"> acoustics</a> </p> <a href="https://publications.waset.org/abstracts/3008/modeling-reflection-and-transmission-of-elastodiffussive-wave-sata-semiconductor-interface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6018</span> Application of the Seismic Reflection Survey to an Active Fault Imaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nomin-Erdene%20Erdenetsogt">Nomin-Erdene Erdenetsogt</a>, <a href="https://publications.waset.org/abstracts/search?q=Tseedulam%20Khuut"> Tseedulam Khuut</a>, <a href="https://publications.waset.org/abstracts/search?q=Batsaikhan%20Tserenpil"> Batsaikhan Tserenpil</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayarsaikhan%20Enkhee"> Bayarsaikhan Enkhee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mogod%20fault" title="Mogod fault">Mogod fault</a>, <a href="https://publications.waset.org/abstracts/search?q=geophysics" title=" geophysics"> geophysics</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20processing" title=" seismic processing"> seismic processing</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20reflection%20survey" title=" seismic reflection survey"> seismic reflection survey</a> </p> <a href="https://publications.waset.org/abstracts/121026/application-of-the-seismic-reflection-survey-to-an-active-fault-imaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6017</span> Indecisiveness in 'The Road Not Taken' by Robert Frost: An Expressive Critical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurt%20S.%20Candilas">Kurt S. Candilas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This expressive critical study is an effort to bring in light new interpretation of Robert Frost poem 'The Road Not Taken' as a reflection of his indecisiveness in life. Specifically, it aims at examining Frost’s inner being, emphasizing his own self and experiences in the poem or text. The study employs the qualitative research design which made use of discourse analysis using the critical theory of expressivism as the main guide. In acquiring the data of the study, the art of historiography is used such as autobiographical and/or biographical notes, sources documents, and web information. In executing the methods involved in this study, it is observed that the poem shows a naturalist implicatures, expressing Frost’s strong feelings and emotions being devoid of free will and a narrow bit of confusions and ambiguities with his indecisions in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=The%20Road%20Not%20Taken" title="The Road Not Taken">The Road Not Taken</a>, <a href="https://publications.waset.org/abstracts/search?q=expressivism" title=" expressivism"> expressivism</a>, <a href="https://publications.waset.org/abstracts/search?q=indecisiveness" title=" indecisiveness"> indecisiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalist%20implicatures" title=" naturalist implicatures"> naturalist implicatures</a> </p> <a href="https://publications.waset.org/abstracts/77125/indecisiveness-in-the-road-not-taken-by-robert-frost-an-expressive-critical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6016</span> Critical Dialogue: Anti-Racism Teacher Education in Predominantly White Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claire%20M.%20Hollocou">Claire M. Hollocou</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20Johnson"> Denise Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As racism permeates the foundation of America's educational system, educators hold a level of responsibility to address racism and the power of white privilege in the classroom by implementing anti-racist practices. This study aims to discuss the practices of anti-racist education across two predominantly affluent white schools. It offers our perspectives as white and black female teachers committed to implementing and reflecting on our antiracist work. Through communities of practice and the critical dialogue framework, we will provide an environment for one another to share our experiences implementing anti-racist education. We will spend a couple of months engaging in dialogue together to support our praxis. With critical reflection, we will look for themes that emerge through the conversations as well as develop a protocol for building an antiracist community of practice. This study is a work in progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-racism" title="anti-racism">anti-racism</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20dialogue" title=" critical dialogue"> critical dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=race%20and%20racism" title=" race and racism"> race and racism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/131994/critical-dialogue-anti-racism-teacher-education-in-predominantly-white-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6015</span> Utilizing Reflection as a Tool for Experiential Learning through a Simulated Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadira%20Zaidi">Nadira Zaidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20and%20negative%20impact" title=" positive and negative impact"> positive and negative impact</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated" title=" simulated"> simulated</a> </p> <a href="https://publications.waset.org/abstracts/98234/utilizing-reflection-as-a-tool-for-experiential-learning-through-a-simulated-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6014</span> Developing and Enacting a Model for Institutional Implementation of the Humanizing Pedagogy: Case Study of Nelson Mandela University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhtar%20Raban">Mukhtar Raban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of Nelson Mandela University’s journey of repositioning its learning and teaching agenda, the university adopted and foregrounded a humanizing pedagogy-aligning with institutional goals of critically transforming the academic project. The university established the Humanizing Pedagogy Praxis and Research Niche (HPPRN) as a centralized hub for coordinating institutional work exploring and advancing humanizing pedagogies and tasked the unit with developing and enacting a model for humanizing pedagogy exploration. This investigation endeavored to report on the development and enactment of a model that sought to institutionalize a humanizing pedagogy at a South African university. Having followed a qualitative approach, the investigation presents the case study of Nelson Mandela University’s HPPRN and the model it subsequently established and enacted for the advancement towards a more common institutional understanding, interpretation and application of the humanizing pedagogy. The study adopted an interpretive lens for analysis, complementing the qualitative approach of the investigation. The primary challenge that confronted the HPPRN was the development of a ‘living model’ that had to complement existing institutional initiatives while accommodating a renewed spirit of critical reflection, innovation and research of continued and new humanizing pedagogical exploration and applications. The study found that the explicit consideration of tenets of humanizing and critical pedagogies in underpinning and framing the HPPRN Model contributed to the sense of ‘lived’ humanizing pedagogy experiences during enactment. The multi-leveled inclusion of critical reflection in the development and enactment stages was found to further the processes of praxis employed at the university, which is integral to the advancement of humanizing and critical pedagogies. The development and implementation of a model that seeks to institutionalize the humanizing pedagogy at a university rely not only on sound theoretical conceptualization but also on the ‘richness of becoming more human’ explicitly expressed and encountered in praxes and application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanizing%20pedagogy" title="humanizing pedagogy">humanizing pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20implementation" title=" institutional implementation"> institutional implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a> </p> <a href="https://publications.waset.org/abstracts/108430/developing-and-enacting-a-model-for-institutional-implementation-of-the-humanizing-pedagogy-case-study-of-nelson-mandela-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6013</span> Investigation of Steel-Concrete Composite Bridges under Blasting Loads Based on Slope Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan%20Li">Yuan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Yitao%20Han"> Yitao Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Zhu"> Zhao Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=steel-concrete%20composite%20bridge" title="steel-concrete composite bridge">steel-concrete composite bridge</a>, <a href="https://publications.waset.org/abstracts/search?q=explosion%20damage" title=" explosion damage"> explosion damage</a>, <a href="https://publications.waset.org/abstracts/search?q=slope%20reflection" title=" slope reflection"> slope reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=blasting%20loads" title=" blasting loads"> blasting loads</a>, <a href="https://publications.waset.org/abstracts/search?q=RHT" title=" RHT"> RHT</a> </p> <a href="https://publications.waset.org/abstracts/150132/investigation-of-steel-concrete-composite-bridges-under-blasting-loads-based-on-slope-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6012</span> Video Club as a Pedagogical Tool to Shift Teachers’ Image of the Child</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allison%20Tucker">Allison Tucker</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolyn%20Clarke"> Carolyn Clarke</a>, <a href="https://publications.waset.org/abstracts/search?q=Erin%20Keith"> Erin Keith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: In education, the determination to uncover privileged practices requires critical reflection to be placed at the center of both pre-service and in-service teacher education. Confronting deficit thinking about children’s abilities and shifting to holding an image of the child as capable and competent is necessary for teachers to engage in responsive pedagogy that meets children where they are in their learning and builds on strengths. This paper explores the ways in which early elementary teachers' perceptions of the assets of children might shift through the pedagogical use of video clubs. Video club is a pedagogical practice whereby teachers record and view short videos with the intended purpose of deepening their practices. The use of video club as a learning tool has been an extensively documented practice. In this study, a video club is used to watch short recordings of playing children to identify the assets of their students. Methodology: The study on which this paper is based asks the question: What are the ways in which teachers’ image of the child and teaching practices evolve through the use of video club focused on the strengths of children demonstrated during play? Using critical reflection, it aims to identify and describe participants’ experiences of examining their personally held image of the child through the pedagogical tool video club, and how that image influences their practices, specifically in implementing play pedagogy. Teachers enrolled in a graduate-level play pedagogy course record and watch videos of their own students as a means to notice and reflect on the learning that happens during play. Using a co-constructed viewing protocol, teachers identify student strengths and consider their pedagogical responses. Video club provides a framework for teachers to critically reflect in action, return to the video to rewatch the children or themselves and discuss their noticings with colleagues. Critical reflection occurs when there is focused attention on identifying the ways in which actions perpetuate or challenge issues of inherent power in education. When the image of the child held by the teacher is from a deficit position and is influenced by hegemonic dimensions of practice, critical reflection is essential in naming and addressing power imbalances, biases, and practices that are harmful to children and become barriers to their thriving. The data is comprised of teacher reflections, analyzed using phenomenology. Phenomenology seeks to understand and appreciate how individuals make sense of their experiences. Teacher reflections are individually read, and researchers determine pools of meaning. Categories are identified by each researcher, after which commonalities are named through a recursive process of returning to the data until no more themes emerge or saturation is reached. Findings: The final analysis and interpretation of the data are forthcoming. However, emergent analysis of the data collected using teacher reflections reveals the ways in which the use of video club grew teachers’ awareness of their image of the child. It shows video club as a promising pedagogical tool when used with in-service teachers to prompt opportunities for play and to challenge deficit thinking about children and their abilities to thrive in learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asset-based%20teaching" title="asset-based teaching">asset-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20of%20the%20child" title=" image of the child"> image of the child</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20club" title=" video club"> video club</a> </p> <a href="https://publications.waset.org/abstracts/170716/video-club-as-a-pedagogical-tool-to-shift-teachers-image-of-the-child" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6011</span> Effect of Problem Based Learning (PBL) Activities to Thai Undergraduate Student Teachers Attitude and Their Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanawit%20Tongmai">Thanawit Tongmai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chatchawan%20Saewor"> Chatchawan Saewor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a> </p> <a href="https://publications.waset.org/abstracts/42542/effect-of-problem-based-learning-pbl-activities-to-thai-undergraduate-student-teachers-attitude-and-their-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6010</span> Developing Creative and Critically Reflective Digital Learning Communities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20S.%20Barber">W. S. Barber</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20L.%20King"> S. L. King </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a qualitative case study analysis of the development of a fully online learning community of graduate students through arts-based community building activities. With increasing numbers and types of online learning spaces, it is incumbent upon educators to continue to push the edge of what best practices look like in digital learning environments. In digital learning spaces, instructors can no longer be seen as purveyors of content knowledge to be examined at the end of a set course by a final test or exam. The rapid and fluid dissemination of information via Web 3.0 demands that we reshape our approach to teaching and learning, from one that is content-focused to one that is process-driven. Rather than having instructors as formal leaders, today’s digital learning environments require us to share expertise, as it is the collective experiences and knowledge of all students together with the instructors that help to create a very different kind of learning community. This paper focuses on innovations pursued in a 36 hour 12 week graduate course in higher education entitled “Critical and Reflective Practice”. The authors chronicle their journey to developing a fully online learning community (FOLC) by emphasizing the elements of social, cognitive, emotional and digital spaces that form a moving interplay through the community. In this way, students embrace anywhere anytime learning and often take the learning, as well as the relationships they build and skills they acquire, beyond the digital class into real world situations. We argue that in order to increase student online engagement, pedagogical approaches need to stem from two primary elements, both creativity and critical reflection, that are essential pillars upon which instructors can co-design learning environments with students. The theoretical framework for the paper is based on the interaction and interdependence of Creativity, Intuition, Critical Reflection, Social Constructivism and FOLCs. By leveraging students’ embedded familiarity with a wide variety of technologies, this case study of a graduate level course on critical reflection in education, examines how relationships, quality of work produced, and student engagement can improve by using creative and imaginative pedagogical strategies. The authors examine their professional pedagogical strategies through the lens that the teacher acts as facilitator, guide and co-designer. In a world where students can easily search for and organize information as self-directed processes, creativity and connection can at times be lost in the digitized course environment. The paper concludes by posing further questions as to how institutions of higher education may be challenged to restructure their credit granting courses into more flexible modules, and how students need to be considered an important part of assessment and evaluation strategies. By introducing creativity and critical reflection as central features of the digital learning spaces, notions of best practices in digital teaching and learning emerge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online" title="online">online</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=communities" title=" communities"> communities</a> </p> <a href="https://publications.waset.org/abstracts/65006/developing-creative-and-critically-reflective-digital-learning-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6009</span> Raising High School English Teachers' Awareness of World Englishes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julio%20Cesar%20Torres%20Rocha">Julio Cesar Torres Rocha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is a three-stage action research that aims at raising EFL teachers’ awareness of World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20s%20awareness" title="teachers’ s awareness">teachers’ s awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20an%20international%20language" title=" English as an international language"> English as an international language</a>, <a href="https://publications.waset.org/abstracts/search?q=introducing%20world%20Englishes" title=" introducing world Englishes"> introducing world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20applied%20linguistics" title=" critical applied linguistics"> critical applied linguistics</a> </p> <a href="https://publications.waset.org/abstracts/43992/raising-high-school-english-teachers-awareness-of-world-englishes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6008</span> Reflection Phase Tuning of Graphene Plasmons by Substrate Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaojie%20Jiang">Xiaojie Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Cai"> Wei Cai</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinxiao%20Xiang"> Yinxiao Xiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Zhang"> Ni Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mengxin%20Ren"> Mengxin Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinzheng%20Zhang"> Xinzheng Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingjun%20Xu"> Jingjun Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphene%20plasmons" title="graphene plasmons">graphene plasmons</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20phase%20tuning" title=" reflection phase tuning"> reflection phase tuning</a>, <a href="https://publications.waset.org/abstracts/search?q=plasmon%20mode%20tuning" title=" plasmon mode tuning"> plasmon mode tuning</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabry-Perot%20cavity" title=" Fabry-Perot cavity"> Fabry-Perot cavity</a> </p> <a href="https://publications.waset.org/abstracts/105255/reflection-phase-tuning-of-graphene-plasmons-by-substrate-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6007</span> Development of EREC IF Model to Increase Critical Thinking and Creativity Skills of Undergraduate Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Boontuan%20Wattanakul"> Boontuan Wattanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are prerequisite skills for working professionals in the 21<sup>st</sup> century. A survey conducted in 2014 at the Boromarajonani College of Nursing, Chon Buri, Thailand, revealed that these skills within students across all academic years was at a low to moderate level. An action research study was conducted to develop the EREC IF Model, a framework which includes the concepts of experience, reflection, engagement, culture and language, ICT, and flexibility and fun, to guide pedagogic activities for 75 sophomores of the undergraduate nursing science program at the college. The model was applied to all professional nursing courses. Prior to implementation, workshops were held to prepare lecturers and students. Both lecturers and students initially expressed their discomfort and pointed to the difficulties with the model. However, later they felt more comfortable, and by the end of the project they expressed their understanding and appreciation of the model. A survey conducted four and eight months after implementation found that the critical thinking and creativity skills of the sophomores were significantly higher than those recorded in the pretest. It could be concluded that the EREC IF model is efficient for fostering critical thinking and creativity skills in the undergraduate nursing science program. This model should be used for other levels of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=EREC%20IF%20model" title=" EREC IF model"> EREC IF model</a> </p> <a href="https://publications.waset.org/abstracts/44316/development-of-erec-if-model-to-increase-critical-thinking-and-creativity-skills-of-undergraduate-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6006</span> A Method for Processing Unwanted Target Caused by Reflection in Secondary Surveillance Radar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khanh%20D.Do">Khanh D.Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Loi%20V.Nguyen"> Loi V.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20N.Nguyen"> Thanh N.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thang%20M.Nguyen"> Thang M.Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20T.Tran"> Vu T.Tran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multipath" title="multipath">multipath</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20surveillance%20radar" title=" secondary surveillance radar"> secondary surveillance radar</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20signal%20processing" title=" digital signal processing"> digital signal processing</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/154203/a-method-for-processing-unwanted-target-caused-by-reflection-in-secondary-surveillance-radar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6005</span> Towards an Adornian Critical Theory of the Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dominic%20Roulx">Dominic Roulx</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many scholars have in the past decade emphasized the relevance of Adorno’s criticism of the rationalized domination of nature (Naturbeherrschung) for thinking the environmental crisis. Beyond the intersubjective critical models of thinkers such as Habermas and Honneth, Adorno’s critical theory has the benefit, according to them, of disclosing the entwinement of social and natural domination in a critically productive way. The author will be arguing in this paper that Adorno’s model of critical theory displays a theoretical framework that is both original and relevant for thinking the ins and outs of the currentenvironmental crisis. To do so, he first construe Adorno’s understanding of the historical domination of nature and argue that Adorno’s method for its criticizing is immanent critique. He puts emphasis on how his understanding of the domination of nature implicitly implies an account of thedialectical relationship between reason and nature. In doing so, he presents a naturalistic understanding of his idea of the primacy of the object. Second, regarding Adorno’s concept of nature, he discusses what he sees as the shortcomings of many commentators’ understanding of the concept of nature in Adorno. He contends that they tend to fall short of Adorno’s concept of nature in failing to make sense of its thoroughly negative signification, thereby falling into an uncritical and fetichized comprehension of “nature. Third, he discusses the prospect for a possible “reconciliation” (Versöhnung) of nature with society. Highlighting how the domination of nature proves to produce the necessary conditions for its own overcoming, he contends that reconciliation with nature relies mainly on the subject’s capacity for critical self-reflection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=german%20philosophy" title="german philosophy">german philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=adorno" title=" adorno"> adorno</a>, <a href="https://publications.waset.org/abstracts/search?q=nature" title=" nature"> nature</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20crisis" title=" environmental crisis"> environmental crisis</a> </p> <a href="https://publications.waset.org/abstracts/154918/towards-an-adornian-critical-theory-of-the-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154918.pdf" target="_blank" class="btn btn-primary 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