Advocating a statistical definition for the BRDF

The definition of BRDF as a ratio of radiance to irradiance assumes that the geometrical optics framework applies, implicitly meaning that spatial coherence and diffraction of light have no significant effect in the reflection process. However, recent applications of BRDF push at increasing the angular resolution and thus at reducing the solid angles for illumination and collection. Therefore speckle, an optical effect inherent to the stochastic nature of scattering objects, becomes apparent. We suggest that BRDF should be redefined as the statistical average over that effect.

A pair of rational double sequences

Double sequences appear in a natural way in cases of iteratively given sequences if the iteration allows to determine besides the successors from the predecessors also the predecessors from their followers. A particular pair of double sequences is considered which appears in a parqueting-reflection process of the complex plane. While one end of each sequence is a natural number sequence, the other consists of rational numbers. The natural numbers sequences are not yet listed in OEIS Wiki. Complex versions from the double sequences are provided.

How Reflective Automated eCoaching Can Help Employees Improve their Capacity for Resilience: A Mixed Methods Study (Preprint)

BACKGROUND An eHealth tool that guides employees through the process of reflection has the potential to support employees with moderate levels of stress to increase their capacity for resilience. Most eHealth tools that include self-tracking summarise the collected data for the users. However, users need to gain a deeper understanding of the data and decide upon the next step to take through self-reflection. OBJECTIVE In this study, we aimed to examine: (1) the perceived effectiveness of the guidance offered by an automated eCoach during employees’ self-reflection process in gaining insights into their situation and on their perceived stress and resilience capacities; and (2) the usefulness of the design elements of the eCoach during this process. METHODS Of the twenty-eight participants, fourteen completed the six-week BringBalance programme that allowed participants to perform reflection via four phases (Gilbert and Trudel, 2001): 1) identification, 2) strategy generation, 3) experimentation, and 4) evaluation. Data collection consisted of log data, EMA questionnaires for reflection provided by the eCoach, in-depth interviews, and a pre-and post-test survey (including the Brief Resilience Scale and the Perceived Stress Scale). The post-test survey also asked about the utility of the elements of the eCoach for reflection. RESULTS Although users did not perceive a beneficial effect on stress and resilience capacities, the automated eCoach did enable users to gain an understanding of factors that influenced their stress levels and capacity for resilience and to learn the principles of useful strategies to improve their capacity for resilience. Design elements of the eCoach reduced the reflection process into smaller steps to re-evaluate situations and helped them to observe a trend. However, users experienced difficulties integrating the chosen strategies into their daily life. Moreover, the identified events related to stress and resilience were too specific through the guidance offered by the eCoach and the events did not recur, which consequently left users unable to sufficiently practise, experiment, and evaluate the techniques during meaningful events. CONCLUSIONS Although participants did not report improvements to their stress and resilience capacities, they were able to perform self-reflection under the guidance of the automated eCoach, which often led towards gaining new insights. To improve the reflection process, more guidance should be offered by the eCoach that would aid employees to identify events that recur in daily life. Future research could study the effects of the suggested improvements on the quality of reflection via an automated eCoach.

A supervisão e a transmissão do estilo empático na clínica psicanalítica

A partir da ideia de que na clínica dos casos-limite o analista precisa permitir-se entrar em contato com sua contratransferência, de maneira a utilizar-se dela para produzir uma técnica e adaptar-se ao seu caso clínico, indagamo-nos se nossos processos de transmissão em psicanálise, em especial a supervisão, estão preparados para essa realidade. Para isso, buscamos compreender como era pensada a supervisão desde a Escola Húngara de Psicanálise até autores contemporâneos que trabalham com fenômenos como reflection process e parallel process. Dessa forma, chegamos a psicanalistas que apostam que, por meio da regressão em supervisão, vinculada ao ponto de identificação do caso, poderia produzir-se um lugar mais empático do analista em relação ao seu paciente. Por fim, trazemos um rápido exemplo de uma supervisão clínica para ilustrar um início de entendimento a respeito da proposta apresentada.

Supporting Learning During Short-Term Study Abroad: Evaluating a Pedagogical Intervention

This paper will discuss a pedagogical intervention that was implemented during a short-term study abroad program conducted in the summer of 2019 to Brisbane, Australia. The aim was to create a deeper learning experience by encouraging participants to actively engage with their study abroad communities in the target language and to reflect on their experiences. The effectiveness of the intervention, titled the Challenges Project, is considered through an analysis of the reflection reports students wrote as part of the intervention, as well as responses to a post-program feedback questionnaire. From this analysis the paper suggests that the effectiveness of the intervention could have been strengthened by providing more support of the reflection process before, during, and after the study abroad program. Specific recommendations for how this can be achieved are given. 本論文は、短期留学プログラムにおける学生の留学経験をより有意義なものにすることを目指して、2019年夏にオーストラリア・ブリスベンでの短期留学期間中に実施した教育的介入について分析した。その教育的介入では、筆者が参加者に対して、留学先のコミュニティと対象言語を使って積極的に関わることを目的としたアクティビティへの参加とその経験について振り返ることを促した。ここでは、介入の一環として参加学生が留学中に書いた振り返りレポートの内容分析および帰国後に行ったアンケート調査の分析結果から介入の効果を考察した。分析からは、留学開始前・留学中・留学後の各過程において、振り返りのあり方に関するサポートをより充実させることによって、教育的介入の効果を高めることができるという結論に至った。教育的介入においては、学生の振り返り活動をどのようにして支えればよいかに関する具体的な方法を提示する。

PERANAN REFLEKSI GURU DALAM UPAYA MENINGKATKAN MANAJEMEN KELAS [THE ROLE OF TEACHER’S REFLECTION IN EFFORTS TO IMPROVE CLASS MANAGEMENT]

<p>Reflective learning is one of the actions in which the teacher observes the shortcomings that occur in the classroom. Reflective learning aims to find solutions to every problem that arises when the teacher teaches, so that class management runs well. This reflection process consists of 4 stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The focus of the study in this paper is on Christian education, Christian teachers, students, reflective learning, and classroom management. The method used is analysis based on literature study. Reflective learning practices that rely on the Holy Spirit in the progressive sanctification process to become like God in responding to each student's behavior according to the principles of the Christian faith. Reflective learning is important to be applied in the classroom, because through reflective learning the teacher will be more sensitive to problems in the classroom. Based on the results of this study, it can be said that the difficulties experienced by the author during the reflection process; first, student teachers do not see the importance of assertiveness in leading the class. Second, do not give a firm attitude during the learning process. Third, student teachers are not consistent in carrying out discipline in the classroom. It is recommended that in the implementation of reflective learning, teachers need to have sufficient experience and competence, and need to carry out a complete reflective learning cycle to complete the completion of overcoming the class.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Pembelajaran reflektif adalah salah satu tindakan dimana guru melakukann observasi, terhadap kekurangan yang terjadi dalam kelas. Pembelajaran reflektif bertujuan untuk menemukan solusi untuk setiap permasalahan yang muncul saat guru mengajar, sehingga manajemen kelas berjalan dengan baik. Proses refleksi ini terdiri dari 4 tahap: <em>concrete experience</em><em>, reflective observation, abstract conceptualization, </em>dan<em> active experiment</em><em>.</em> Fokus kajian dalam paper ini mengenai pendidikan Kristen, guru Kristen, siswa, pembelajaran reflektif, dan manajemen kelas. Metode yang digunakan adalah analisis berdasarkan studi literature. Praktik pembelajaran reflektif yang mengandalkan Roh Kudus dalam proses <em>progressive sanctification</em> untuk menjadi semakin serupa dengan Allah dalam merespons setiap perilaku siswa sesuai prinsip iman Kriten. Pembelajaran reflektif penting untuk diterapkan dalam kelas, karena melalui pembelajaran reflektif guru akan semakin peka dengan permasalahan dalam kelas. Berdasakan hasil dari penelitian ini dapat disimpulkan bahwa kesulitan yang dialami penulis selama proses refleksi; pertama, mahasiswa guru tidak memandang penting sikap tegas dalam memimpin kelas. Kedua, tidak memberikan sikap tegas selama proses belajar. Ketiga, mahasiswa guru tidak konsisten adalam menjalankan sikap disiplin dalam kelas. Disarankan dalam pelaksanaan pembelarajan reflektif guru perlu memiliki pengalaman dan kompetensi yang cukup, serta perlu melakukan siklus pembelajaran reflektif secara utuh untuk memberikan penyelesaian dalam mengatasi kelas.</p>

Pushing occupational rehabilitation – implementation of a therapy diary in the outpatient aftercare of psychosomatic rehabilitation may promote the occupational reintegration process: a survey of therapists and patients

Background Treatment results achieved after fulfilling an inpatient psychosomatic rehabilitation are often not permanent. Additional participation in outpatient rehabilitation aftercare may reduce the risk of recurrent disorders and support a successful reentry to working life. A therapy diary should accompany the aftercare and bring about the self-reflection process of psychosomatic rehabilitates, which could reduce recurrent disease progressions and support the recovery process as a whole. The study focuses on the evaluation of the effectiveness and implementation potentialities of a therapy diary in outpatient rehabilitation aftercare. Methods In a qualitative study, seven therapists for outpatient rehabilitation aftercare in Central Germany and eleven outpatient psychosomatic rehabilitation patients were interrogated using partially standardized, guideline-based expert interviews. The data evaluation is based on the Qualitative Content Analysis according to Mayring. Results The results show that an accompanying use of a therapy diary during the outpatient rehabilitation aftercare enables an intense commitment through own thoughts and feelings. By writing down thoughts, emotions, dysfunctional behaviors in problematic situations, great successes are experienced. Through this initiated self-reflection process, the rehabilitant gains a better knowledge of one’s behavior in dealing with oneself and the environment and thereby, whenever necessary, learns to create new ways of acting. Conclusions The voluntary use of the therapy diary in the outpatient rehabilitation aftercare could assist the therapy process and henceforward the recovery of the rehabilitants, and also increase the prospect of successful occupational rehabilitation.

Pre-service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that the video process only marginally supported the provision of targeted feedback and pre-service teacher reflection. Factors which contributed to these outcomes are discussed.

A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

In higher education, well-designed service learning combines service activities and academic knowledge in reflection, generating essential learning outcomes: academic enhancement, personal growth, and civic engagement. As research on reflection in service learning has shown, the process of reflection deepens through description of service experiences, examination of those experiences and articulation of learning. This article provides a theoretical explanation of deepening the reflection process by incorporating reflection theory and identity theory of college student development, professional development, and general identity development. Expanding the theoretical explanation of the reflective process clarifies the conditions of the deepening student reflection process in service learning in the following ways. First, it focuses on concrete experience then-and-there at that moment rather than abstract impressions by paying attention to personal dissonance in the experience. In addition, it finds discrepancies from differences of views, perspectives, and backgrounds between those of students and others. It connects outward exploration of those differences and inward exploration to construct internal voices toward self-authorship. The deep reflection process requires confronting contradictions through dialogical interplays among the I-positions of their own and others. It bridges discontinuities between past, present, and future selves by expanding the time perspective retrospectively and prospectively, and solving contradictions embedding in their prejudice. Furthermore, it activates plurality in social norms and values. The above conditions should be design principles for deepening critical and dialogical reflection in high-impact service learning. Through deepening reflection in service learning, it can be expected to activate mutuality and support generativity toward solidarity against hostility.