Reflection Sample Clauses

Reflection. By paying attention to tone and emotional content, the interviewer can gain a greater understanding of the message being delivered by the speaker.

Reflection. How did this award enable you to enhance child care capacity and/or quality improvements? • What lasting impact did it have on the children and families served in your program? Use data and stories as appropriate.

Reflection. In 200-300 words, reflect on the personal and professional significance of your internship. You may wish to examine what you learned, what you accomplished, and the relevance of this internship placement to your longer-term educational objectives and career goals.

Reflection. As a part of the service learning requirement, students are expected to reflect on their experience in approved projects. In the space below, provide a summary of your experience and reflect on the value of this project for yourself and the site or organization.

Reflection. The primary cognitive process of clinical supervision is reflection. It gives meaning to our experiences and it can inform and influence our future behaviour (Brunero & ▇▇▇▇▇-▇▇▇▇▇▇▇, 2008). Reflection is fundamental to the development of clinical decision-making skills appropriate for expert practice. Evidence based decision making involves combining the knowledge gained from clinical practice, from patient preferences and research evidence in order to make an expert judgement (▇▇▇▇▇▇▇▇ et al 2004). The cANP/RANP will use reflection to ensure that care remains patient centred and based in the patient experience. He/she will use reflective writing in the form of a reflective journal to facilitate the process. A reflective journal records events and reactions to them, it also helps to provide a different perspective or clarity to any initial thoughts. Reflective writing requires the cANP/RANP to go deeper and to analyse the rationale and consequences of his/her actions and to learn from the experience. The cANP/RANP will also maintain his/her portfolio which offers considerable opportunity for reflection and on-going development. It facilitates self-assessment by the cANP/RANP in relation to their domains of competence thus promoting safe and effective practices in nursing. From these reflective episodes the quantum of learning will be identified and recorded by the cANP/RANP for review at the next clinical supervision meeting. ▇▇▇▇▇▇▇▇▇▇ et al (2010) found that progression from novice to expert can be facilitated by self-reflection with an expert mentor.

Reflection. The United Kingdom is the country with the largest amount of transatlantic gateways in this study. For the variables that are an effect of competition, we can see that the total transatlantic passengers and the total transatlantic departures show a similar pattern as the countries analysed in the previous chapter. It is a pattern of growth, and after 2008 decline. Among the different transatlantic gateways in the United Kingdom we see differences in the pattern of growth or decline in the total city-pair links and the average number of carriers per city-pair links. On the hand growth in city-pair links is visible at London Heathrow, whereas on the other hand a decline in city-pair links is visible at London Gatwick. The same counts for the average market shares, in which differences are visible between the various gateways as well. However, an aspect which is similar between the major gateways is that at three of the four major gateways, where more than one carrier operates transatlantic services, a British carrier is the largest carrier. Since the patterns of the variables that are an effect of competition show similarities with the patterns of these variables for the other countries analysed in the previous chapters, the conclusions for these variables are similar to the conclusions of these variables in the previous chapters as well. Therefore, we can state that it is likely to assume that the developments of the variables that are an effect of competition in the period after the implementation of the US-EU Open Skies Agreement can have a negative effect on the competition in the transatlantic air transport market from the United Kingdom. Such a uniform conclusion for the variables that influence the competition cannot be drawn for the United Kingdom. This cannot be done because of the fact that there are differences in the developments among the different transatlantic gateways in the United Kingdom. Therefore, it can be stated that the developments in the transatlantic gateways in the United Kingdom differ and that negative and positive effects on competition are interspersed among the different gateways.

Reflection. Reflections may be added to a portfolio in several ways. Chalk & Wire's eP2 allows users to create an entire portfolio from one screen. As users add artifacts directly to the page using a simple file upload, reflections may be added directly to the page in paragraphs to serve as descriptions of the specific artifacts, or may be added as files themselves. Users are encouraged to write reflections about their learning experience directly into the ePortfolio page. Reflection may be compelled by administrators adding specific titles and questions to any screen such as "Reflection" or "Importance", or questions such as "What is the importance of this artifact(s)?". They may also add other prompts and aids to the screen in advance by linking helpful instructions about reflective practice or even downloadable templates for this function.

Reflection. A summary of the SBT project, 2021 MCPR SBT Project, including lessons learned during implementation and initial operation and recommendations for the future.

Reflection. There are two fundamental aspects in my research trajectory that I wished to highlight with this composition. The first is the need for historical/aesthetic context. The connection with ▇▇▇▇▇ ▇▇▇▇’▇ understanding of the role of live electronic media (and its performers) in composition resonates with my personal understanding of performance practice in computer music today as the fusion of the roles of composer, performer and instrument builder (or, in this particular case, technician). ▇▇▇▇ states clearly that the electronic material, even in repertoire earlier than A ▇▇▇▇▇▇, and even when it was in fixed form, needed to be played by a performer with artistic skills and curiosity, and that mere technical know-how was inadequate to present the material in a concert situation. ▇▇▇▇▇▇ points out that “throughout the 1980s, in close collaboration with ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇ and later ▇▇▇▇▇ ▇▇▇▇▇▇▇ at the Experimentalstudio Freiburg, ▇▇▇▇’s compositional activity was centred on a process of interaction with particular, virtuosic performers on the one hand, and with the spaces of performance on the other.” (▇▇▇▇▇▇ 2005: 2) The second aspect is the material itself. I consider that one of the most salient features of Nono’s works with live electronics is the successful manifestation in sound of an aesthetic or, rather, poetic element. An example of this is his Prometeo. Fundamentally, the use of real time spatialisation, reverb, filters and delays, which might seem rather simplistic and underdeveloped compared with today’s signal processing possibilities, carries an aesthetic and poetic quality, and its careful 53 See footnote 52. 54 ▇▇▇▇ ▇▇▇▇▇▇▇▇▇, saxophonist from the United States, and ▇▇▇▇▇ ▇▇▇▇▇, bassist from Poland, are the founder members of the improvising ensemble [ie]. They have managed to sustain a transatlantic collaboration for over fifteen years. For more information on Neuringer visit ▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/ and on ▇▇▇▇▇ see ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇.▇▇/. marriage to an equally fragile instrumental sound material, makes ▇▇▇▇’s music transcend its apparent simplicity.