Responses of crayfish to a reflective environment /

This thesis examines how dominance status of crayfish alters responses to their own reflection. Crayfish are social animals that fight to develop a dominance hierarchy consisting of dominant and subordinate members. After socialization, crayfish were videotaped in an aquarium with mirrors on one half of the tank and a non-reflective plastic on the other half. Dominants paired for 14 days perform more cornering, turning, crossing and spent more time in a reflective environment versus a non-reflective environment. Subordinate crayfish exhibit more reverse walking in a mirrored environment while isolated crayfish show no preference for reflection. This change in behaviour occurs immediately for dominants paired for 30 min while subordinates require 3 days of pairing to exhibit the same behaviour as subordinate crayfish paired for 14 days. Thus, 30 min of pairing is required to enhance responses to a reflection observed in dominant crayfish while 3 days is required to decrease subordinate responses to a reflection. These findings propose that male socialized crayfish respond to their mirror image as they do a male conspecific. Their responses depend on both their dominance status and the length of socialization which suggests that crayfish are learning to behave in a characteristic manner as a result of their social experience.

Job satisfaction among nurses and its relationship to reflective practice /

This study was undertaken to explore job satisfaction among nurses and its relationship to reflective practice. It is a qualitative study that listens to the perspectives of 7 mental health nurses who work In a conmiunity hospital in southern Ontario. A pilot survey was conducted prior to the face-to -face interviews in order to develop meaningful questions to utilize in the interviews. Nurses participating in the study were ensured anonjnnlty and an opportunity to have their own personal perspectives heard. A convenient sample was obtained from the hospital in which the researcher worked as an educator and professional practice consultant. The concept of job satisfaction was found to be driven by the desire to do important work and to make a difference in patients' lives. The nurses articulated that it is directly related to other factors, such as the opportunity to work in one's area, of preference, involvement in decisionmaking processes, better patient/ staff ratios, and affordable, accessible continuing educational opportunities. Those nurses who have embraced reflective practice for many years seem to be able to sort out that which drives them to stay in nursing and that which will influence them to leave. The constraints of the study cO-e that it is a small qualitative study; therefore, the results are not generallzable. Reflection is integral to the practice of mental heallth nursing find a tool that is used extensively in therapy with patients. Future research could involve studing a different group of nurses who may be more task focused than mental health nurses.

Foreign trained teachers : the emergence of the right to practise their profession in Ontario

The purpose of this thesis is to examine the impact of 2 recent legal events, specifically the Fair Access to Regulated Professions Act (2006) and Siadat v. Ontario College of Teachers (2007) decision, with regards to the opportunity of foreign trained teachers to practice their profession in Ontario. The emphasis is on the case of Fatima Siadat, who was a teacher in Iran but was unable to satisfy all the licensing requirements of the Ontario College of Teachers and consequently was unable to practise her profession in Ontario. When the Ontario College of Teachers Appeals Committee upheld the previous decision of the Ontario College of Teachers Registrar to refuse to issue her a teacher's certificate, Ms. Fatima Siadat decided to initiate a lawsuit. Ms. Fatima Siadat challenged the decision ofthe Ontario College of Teachers Appeals Committee by raising a question of applicability of human rights legislation (i.e., The Ontario Human Rights Code, 1990) on the Ontario College of Teachers' decisions. The Ontario Superior Court of Justice decided in January of2007 in favour of Ms. Fatima Siadat (Siadat v. Ontario College of Teachers , 2007) and ordered that her licensing application be reconsidered by the Ontario College of Teachers Appeals Committee. In this thesis the author argues that the Fatima Siadat decision, together with the Fair Access to Regulated Professions Act, 2006, will likely make a significant contribution to enhancing the access of foreign trained teachers and other professionals to practice their regulated professions in Ontario.

Produced subjectivities and productive subjects : locating the potential of the self-reflective blog

Blogging software has popularly been used as a mode of writing about everyday life to interact with others. This thesis examines the political potentials that are opened up by self-reflective blogging. The self-reflective blog is a synergy of self-reflective practices and computer-mediated communication. A genealogy of the history of computer-mediated communication and various public self-reflective practices is conducted to uncover affect as the utility of various economies of subject production. Efforts made to blog-like the efforts made to interact online in other CMCs-are positioned as a kind of affective labor. Adapting Hardt and Negri's (2005) theorization of the multitude, whereby affective labor-the production of social relationshipsis a kind ofbiopolitical production, affect will be determined as a kind ofbiopolitical power that exists in everyday life.

Reflection Reframed: The Process of Photography as Strategy for Teachers' Reflective Practice

Teacher reflective practice is described as an effective method for engaging teachers in improving their own professional learning. Yet, some teachers do not understand how to effectively engage in the reflective processes, or prefer not to formalize the process through writing a reflective journal as taught in most teacher education programs. Developing reflective skills through the process of photography was investigated in this study as a strategy to allow enhanced teacher reflection for professional and personal growth. The process of photography is understood as the mindful act of photographing rather than focusing on the final product-the image. For this study, 3 practicing educators engaged in photographic exercises as a reflective process. Data sources included transcribed interviews, participant journal reflections, and sketchbook artifacts, as well as the researcher's personal journal notes. Findings indicated that, through the photographic process, (a) teacher participants developed new and individual strategies for professional leaming; and (b) teacher participants experienced shifts in the way they conceptualized their personal worldviews.

Being Relational With Underserved Youth: A Reflective Process

When working with under-served youth, possibly the most important, yet often times the most difficult, thing for practitioners to do is to build positive, trusting, open relationships. This study aims to address this challenge. Two groups of under-served youth were examined, one being teens deemed “at-risk” and one being youth with Autism Spectrum Disorder (ASD). This study was novel in its approach as all efforts were made to ensure the youth's opinions on how to be relational with them were heard. Two youths with ASD were nonverbal and a special picture interview procedure was developed to allow their participation. Three thematic statements emerged from the data collected: 1. Youth need low anxiety relationships. 2. Youth need novel forms of engagement. 3. Youth need us to understand that their actions reflect their histories. The analyses that lead to these statements are described as well as the reasoning and implications of these statements.

Critical incident analysis through narrative reflective practice: A case study

Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge, expertise and experience that is based on their accumulated years as language educators teaching in schools and classrooms. This paper is about one such critical incident analysis that an ESL teacher in Canada revealed to her critical friend and how both used McCabe’s (2002) narrative framework for analyzing an important critical incident that occurred in the teacher’s class.

Comparative effectiveness of solar disinfection using small-scale batch reactors with reflective, absorptive and transmissive rear surfaces

This study investigated the enhancement of solar disinfection using custom-made batch reactors with reflective (foil-backed) or absorptive (black-backed) rear surfaces, under a range of weather conditions in India. Plate counts of Escherichia coli ATCC11775 were made under aerobic conditions and under conditions where reactive oxygen species (ROS) were neutralised, i.e. in growth medium supplemented with 0.05% w/v sodium pyruvate plus incubation under anaerobic conditions. While the addition of either an absorptive or a reflective backing enhanced reactor performance under strong sunlight, the reflective reactor was the only system to show consistent enhancement under low sunlight, where the process was slowest. Counts performed under ROS-neutralised conditions were slightly higher than those in air, indicating that a fraction of the cells become sub-lethally injured during exposure to sunlight to the extent that they were unable to grow aerobically. However, the influence of this phenomenon on the dynamics of inactivation was relatively small

Linking the UK Professional Standards Framework to reflective practice and action research

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

Sample student reflective writing (Computer Science)

4 examples of student reflections

Reflective diary template

This is the framework we would like you to complete for your daily diary log.

REFLECTIVE LOG ENTRY 1

One working day: Reflection on practice: facilitating an occupational therapy student.