Strategies for critical reflection in international contexts for social work students

International contexts provide social work students with the opportunity to develop knowledge of international social work, global citizenship and cultural competency. While these contexts are powerful sites of learning, there is a need to ensure that this occurs within a critical framework. The paradigm of critical reflection is used to facilitate this and has been popular in international programs. In this article, we develop this further by describing critically-reflective techniques and providing examples used in a pilot exchange program between a social work school in the UK and in India. The potential implications of these strategies for social work education are discussed. © The Author(s) 2012

Optical Cooling of Atoms in Microtraps by Time-Delayed Reflection

We present a theoretical analysis of a novel scheme for optical cooling of particles that does not in principle require a closed optical transition. A tightly confined laser beam interacting with a trapped particle experiences a phase shift, which upon reflection from a mirror or resonant microstructure produces a time-delayed optical potential for the particle. This leads to a nonconservative force and friction. A quantum model of the system is presented and analyzed in the semiclassical limit.

Reflection and Transmission at a Phase Discontinuous Interface

In this paper we extend the derivation of the modified form Snells's law that occurs when an additional phase profile is introduced at the material interface. We show that this permits electromagnetic (EM) beam steering, negative refraction and retrodirective action opportunities for such engineered surfaces even if they are immersed in a uniform dielectric. Simple expressions for the retrodirected and negatively refracted beams are derived along with the propagation conditions that occur at the boundary interface inside the critical angle range. It is also demonstrated how the transmission and reflected power levels are affected by the additional phase taper introduced at the surface.

Full duplex reflection amplifier tag

The authors describe a reflection amplifier adapted to have both a reflection and a transmission port. The amplifier uses a single silicon bipolar transistor and demonstrates a reflection gain of 13 dB, transmission gain of 10 dB and 3.4 dB noise figure at 5.25 GHz. The added feature of transmission gain in the reflection amplifier permits practical implementation of full duplex microwave radiofrequency indentification (RFID) tag operation. By using a simple subcarrier modulation scheme full duplex RFID operation utilising this amplifier is demonstrated. These results indicate that for 27 dBm (0.5 W) effective isotropic radiated power (EIRP) transmit power it should be possible to obtain approximately 8 m downlink range and 25 m uplink range

Mathematical anxiety is linked to reduced cognitive reflection: A potential road from discomfort in the mathematics classroom to susceptibility to biases

Background
When asked to solve mathematical problems, some people experience anxiety and threat, which can lead to impaired mathematical performance (Curr Dir Psychol Sci 11:181–185, 2002). The present studies investigated the link between mathematical anxiety and performance on the cognitive reflection test (CRT; J Econ Perspect 19:25–42, 2005). The CRT is a measure of a person’s ability to resist intuitive response tendencies, and it correlates strongly with important real-life outcomes, such as time preferences, risk-taking, and rational thinking.

Methods
In Experiments 1 and 2 the relationships between maths anxiety, mathematical knowledge/mathematical achievement, test anxiety and cognitive reflection were analysed using mediation analyses. Experiment 3 included a manipulation of working memory load. The effects of anxiety and working memory load were analysed using ANOVAs.

Results
Our experiments with university students (Experiments 1 and 3) and secondary school students (Experiment 2) demonstrated that mathematical anxiety was a significant predictor of cognitive reflection, even after controlling for the effects of general mathematical knowledge (in Experiment 1), school mathematical achievement (in Experiment 2) and test anxiety (in Experiments 1–3). Furthermore, Experiment 3 showed that mathematical anxiety and burdening working memory resources with a secondary task had similar effects on cognitive reflection.

Conclusions
Given earlier findings that showed a close link between cognitive reflection, unbiased decisions and rationality, our results suggest that mathematical anxiety might be negatively related to individuals’ ability to make advantageous choices and good decisions.