Sentence examples for formal reflection from inspiring English sources
Recovery of the BIA's videotape of that event, however, and a formal reflection on its significance five years later, affords an ideal opportunity to reflect on the history that Gover made and its implications [End Page 97] for further remedial actions, particularly with regard to the issue of reparations.
To make best use of the learning opportunities provided by the research process, specific periods for formal reflection were incorporated for the three key stakeholders involved: the primary researchers; research assistants; and community members.
Delivering the Harvard orations, traditionally a formal reflection on students' years at Harvard, were Jonathan Roberts and Bessie Zhang, while Declan Garvey and Rachel Stromberg were the Ivy Orators.
This peer review was complemented by each participant's own explicitly framed evaluation of his/her IU through a formal reflection form (accessible at http://serc.carleton.edu/genomics/workshop09/index.html).html
Our findings suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.
In RPD, TAs worked in cooperative learning groups in which they developed a community of practice that provided regular, ongoing support (van Driel et al., 2001) and a context for formal reflection (e.g., Richardson, 1996; Mezirow, 2003; Tanner, 2012) that often served as the basis for changes in the lab itself and in the design of the weekly prep meeting.
Levinas's formal reflections on Jewish thought first appeared in a collection of essays published in 1963 as Difficile liberté (Difficult Freedom).
Ethnographic or observational research could add to these formal discursive reflections by studying how security managers and country directors act towards and informally talk about technology and the implications of it.
The PDs' interactions with their mentors included examination of formative feedback from teaching videos, discussions about course design, students' feedback, and formal self-reflection before the second annual workshop.
This is the opposite relationship from earlier versions of SURGE, where the informal space provided the hub of activity, while the formal spaces augmented reflection.
