Project Proposals Development – Entrepreneurship and Reflection in Teaching Information Technology

This work presents a model for development of project proposals by students as an approach to teaching information technology while promoting entrepreneurship and reflection. In teams of 3 to 5 participants, students elaborate a project proposal on a topic they have negotiated with each other and with the teacher. The project domain is related to the practical application of state-of-theart information technology in areas of substantial public interest or of immediate interest to the participants. This gives them ample opportunities for reflection not only on technical but also on social, economic, environmental and other dimensions of information technology. This approach has long been used with students of different years and programs of study at the Faculty of Mathematics and Informatics, Plovdiv University “Paisiy Hilendarski”. It has been found to develop all eight key competences for lifelong learning set forth in the Reference Framework and procedural skills required in real life.

Reflection in Studying Electronic Tables at School

The present study is dedicated on forming skills for producing reflections from both students and teachers in studying the topic ‘Electronic Tables’ at school. This study provides a detailed explanation of the applications of the ALACT model where the process of reflection is realized via a cyclic model. An overlook is given on specific examples from the IT education which realize reflection.

Dual-parameters sensing based on multimode microfiber with Fresnel reflection

A compact and low cost fiber sensor based on microfiber with Fresnel reflection is proposed and demonstrated for simultaneous measurement of refractive index (RI) and temperature with high sensitivities. © OSA 2015.

Coefficient Estimates for Analytic Functions Concerned with Hankel Determinant

MSC 2010: 30C45

A Geometrical Construction for the Polynomial Invariants of some Reflection Groups

2000 Mathematics Subject Classification: Primary 20F55, 13F20; Secondary 14L30.

Analysing Conjoint Analysis Data by a Random Coefficient Regression Model

2000 Mathematics Subject Classification: 62J12, 62K15, 91B42, 62H99.

Some Coefficient Estimates for Polynomials on the Unit Interval

2000 Mathematics Subject Classification: 26C05, 26C10, 30A12, 30D15, 42A05, 42C05.

Joining the dots:using structured e-portfolio assignments to enhance reflection

Although there has been an increased interest in the use of electronic portfolios in higher education over the last five years, relatively little is known about the potential of such tools to support the development of higher order abilities for students, such as reflection, in a structured way that is suitable for assessment. This paper reports the findings from a small-scale research which sets out to compare the outcomes of reflective assignments in two cohorts of participants in a Postgraduate Certificate in Professional Practice in Higher Education in the UK. Participants in the programme were asked to submit reflective accounts using an e-portfolio system as part of their formal assessment. One cohort completed the assessment using some generic guidelines of how to reflect and construct an e-portfolio page without a given template or structure, whereas another cohort was given a specific template with clear assessment criteria to gauge the assembly of their reflections. The authors, who are also tutors in the programme, analysed the submitted reflections following open coding procedures. The analysis found a tendency for the reflection in the first cohort to be merely descriptive without progressing to speculating objectively about answers to relevant analytical questions about the process involved in the ability under scrutiny. In contrast the assignments of cohort two were found to be more insightful in terms of assimilating random bits of materials, thoughts and self-questions into complete reflective accounts. These findings bring some evidence to support and indeed promote a more structured approach to reflective practice, which can be further enhanced through a carefully created e-portfolio template and associated assessment criteria.

New Coefficient Conditions for Functions Starlike with Respect to Symmetric Points

2000 Mathematics Subject Classification: Primary 30C45, secondary 30C80.

Reflection of a spatial-temporal airy pulse from a layer

The interaction of an Airy pulse with a dielectric layer is investigated theoretically. Approximate analytical expressions for reflected and transmitted waves are derived in the form of Taylor series. These series consist of shifted Airy pulses which are decelerated in time and space and deceleration becomes stronger with a number of a term of series. © 2012 IEEE.

Immunological protein-protein interactions:a critical reflection

Life, and the biochemistry of which it is ultimately comprised, is built from the interactions of proteins, and the study of protein-protein interactions is fast becoming a central feature of molecular bioscience. This is as true of immunobiology as it is of other areas of the wider biological milieu. Protein-protein interactions within an immunological setting comprise both the kind familiar from other areas of biology and instantiations of protein-protein interactions special to the immune arena. Of the generic kind of protein-protein interaction, co-stimulatory receptors, such as CD28, and the interaction of accessory proteins, such as CD4 or CD8, are amongst the most prevalent and apposite of examples. The key examples of special immunological instantiations of protein-protein interactions are the binding of antigens by antibodies and the formation of peptide-MHC-TCR complexes; both prime examples of vital molecular recognition events mediated by protein-protein interactions. In this brief review, and within the context of this burgeoning field, we examine immunological protein-protein interactions, focussing on the problematic nature of defining such interactions. © 2011 by Nova Science Publishers, Inc. All rights reserved.

Identification of a time-dependent bio-heat blood perfusion coefficient

In the paper the identification of the time-dependent blood perfusion coefficient is formulated as an inverse problem. The bio-heat conduction problem is transformed into the classical heat conduction problem. Then the transformed inverse problem is solved using the method of fundamental solutions together with the Tikhonov regularization. Some numerical results are presented in order to demonstrate the accuracy and the stability of the proposed meshless numerical algorithm.

A matter of professionalism? Reflection and reflexivity in continuing engineering education and practice

The argument that this paper sets out to critique is that in order to promote professionalism in Engineering Education and Practice, graduate level engineering programmes need to introduce the concepts of reflection and reflexivity into the curriculum right from the onset. By focusing upon the delivery of a newly developed „Work Based‟ Master’s level programme in Professional Engineering, this paper provides an overview of the first part of an empirical study which sets out to investigate the challenges associated with embedding reflection and reflexivity into Engineering Education. The paper concludes by noting that whilst student engineers may struggle with the concepts of reflection and reflexivity, with support and encouragement such difficulties can be overcome. Moreover, by encouraging students to reflect upon their Professional Practice, the programme not only enables students to consider how they may apply what they have learnt to their Professional Practice, but also encourages them to think about how they can link their experiences as Professional Engineers to what and how they learn both whilst on the programme but also as lifelong learners.