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Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Este artículo explora la experiencia del niño lector en el desarrollo de la comprensión lectora. A través de una mirada reflexiva, se analizan los diferentes procesos y estrategias que los niños utilizan para comprender textos de diversa complejidad, el propósito de la investigación es fortalecer el desarrollo de la comprensión lectora en los estudiantes de 5to grado sección A, de la Unidad Educativa José Ángel Lamas de Educación Primaria. El enfoque es cualitativo, bajo el paradigma crítico reflexivo, tipo investigación acción. En cuanto a la recogida de información se utilizó la entrevista, la observación, el cuestionario. Los resultados reflejaron que el modelo de Kemmis es flexible y puede ser adaptado a las necesidades de diferentes contextos y pueden ser utilizados para mejorar las prácticas pedagógicas y desarrollar nuevas estrategias para la enseñanza de la lectura. Se concluye que el estudio aporta información valiosa sobre la implementación de estrategias innovadoras para fortalecer la comprensión lectora en el contexto educativo.

A la lumière du droit congolais, le juge est dabs l’obligation de motiver toute décision qu’il prend. Cette motivation doit être légale, juste et suffisante. Cette obligation de motivation avec ses implications précitées s’impose même à la Cour constitutionnelle. Ce qui veut dire qu’à l’instar d’autres juridictions, la Cour constitutionnelle est dans l’obligation de motiver ses décisions. Tenant compte de cette obligation, nous avons dans la présente réflexion analysé l’ordonnance de renvoi du 13 novembre 2023 rendue par la Cour constitutionnelle dans l’affaire sous RP 002 opposant le Ministère public contre les prévenus Matata Ponyo Mapon Augustin, Grolber Christo-Stephanus et Mutombo Nyembo Déogratias. Le prévenu Matata ne pouvait justifier le renvoi d’une telle affaire, laquelle demeure d’ailleurs sans suite jusqu’à ce jour. Il y a donc urgence pour la Cour constitutionnelle de motiver ses décisions d’une manière légale, suffisante et juste.

Los programas de formación del profesorado universitario incluyen la enseñanza de la reflexión como medio para comprender y gestionar las situaciones de la propia práctica en el aula. Si bien el estudio de la enseñanza de la reflexión ha sido abordado ampliamente en la literatura, todavía resulta poco conocido cómo los formadores de dichos programas enseñan a reflexionar al mismo tiempo que abordan contenidos psico educativos sobre la enseñanza y aprendizaje en educación superior. En este estudio se aborda esta problemática centrando el análisis en las representaciones que los formadores del profesorado universitario tienen sobre la enseñanza de la reflexión, sus finalidades y características. Se entrevistó a 12 formadores de programas implementados en universidades chilenas de diferente composición y distribuidas a lo largo de todo el país. El análisis de contenido de las entrevistas mostró diversidad de enfoques y propuestas de implementación de la enseñanza de la reflexión por parte de los formadores. Se identificaron dos grandes finalidades en la enseñanza de la reflexión: mejorar la comprensión de la práctica e innovarla. Aunque en ambos casos los formadores utilizaron la experiencia de los docentes como punto central para la enseñanza de la reflexión; también se identificaron algunas diferencias en el uso del conocimiento académico. Además, los formadores se enfocaron mayoritariamente en el cuestionamiento, problematización y resolución de la práctica en análisis de casos, más que en la comprensión en profundidad de situaciones de la práctica. En suma, el estudio aporta resultados para la comprensión y mejora de la formación de la reflexión en la educación superior.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments. Aim: The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training. Methods: This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK). Results: The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic. Conclusions: After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs. [ABSTRACT FROM AUTHOR]

The text contains an analysis and reflection exercise around some components of the epistemic model that delimits the 2022 Curriculum of the Degree in Special Education seen in the light of the complexity paradigm, as well as the relationship it has with the activities of teaching that some teachers still replicate in classrooms at the higher level; The recovery of some professional biographical components allows us to take advantage of this qualitative research tool to recover worrying information about what the teacher thinks and decides regarding his didactic work and the possible contradictions that may arise between the epistemic approach that supports the teacher training and what happens on a daily basis in the classroom; The constant reflection of doing and the presentation of some changes in teaching activities are also presented in this writing. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In der Ausbildung von Lehrpersonen nehmen Gesprächsformen, die unter dem Begriff Beratung gebündelt werden können, mittlerweile eine feste Rolle ein. Es gibt einen übergeordneten Auftrag, reflexiv auf das berufliche Handeln zu schauen (KMK, 2004), welcher in den jeweiligen Phasen der Lehrpersonenbildung und je nach Bundesland unterschiedlich eingebettet ist. Empirische Untersuchungen zu Beratung legen nahe, dass sich Beratung in Abhängigkeit zu den jeweiligen Handlungsfeldern konstituiert. In der vorliegenden Studie wird untersucht, wie Beratung und Reflexion in der 2. Phase der Lehrpersonenbildung länderübergreifend feld- und aufgabenspezifisch verstanden werden können. Die Untersuchung erfolgt interpretativ nach den Prinzipien der inhaltlich strukturierenden qualitativen Inhaltsanalyse (Schreier, 2014; Kuckartz, 2016) von insgesamt 30 Dokumenten, die sich aus einer schriftlichen Befragung der Kultusministerien aller Bundesländer in der Zeit von Mai 2021 bis Mai 2022 ergeben haben. Die Analyse lässt erkennen, dass sich drei wesentliche Merkmale herausbilden. Erstens, dass die inhaltliche Ausformung der Begriffe im Zusammenhang mit Leistungserbringung und -optimierung steht und das Lernen dabei eine zentrale Rolle einnimmt. Zweitens, dass durch die Anbindung an den Ausbildungskontext, aufgrund komplex wirkender Machtverhältnisse, von einem Zwangskontext gesprochen werden kann. Drittens, dass keine übergreifende, strukturierte Anbindung an beratungswissenschaftliche Erkenntnisse und Entwicklungslinien erkennbar wird.

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study inquires into how students in primary education teaching degrees professionally view teaching–learning situations during their practicum period at schools. In particular, it examines how they professionally view aspects of the teaching models they observe in the classroom. Using a qualitative approach, we analyse the narratives written by the teachers-in-training in which they had to identify and describe teaching–learning situations related to the mathematics competence and the linguistic communication competence. To focus the gaze of the teachers-in-training on the teaching models, they were given several guiding questions. The results show that in their narratives, the students highlight relevant aspects of the teaching models in the situations they observed. However, the changes they proposed show that they focus on the mathematics or language content without taking changes in the aspects of the teaching models observed into account. Therefore, they do not observe changes aimed at including new strategies or resources which resemble the characteristics of a more collaborative model common to learning communities. The main conclusions suggest taking decisions in pre-service teacher training towards a more collaborative model based on participative, dialogic and active collaboration in the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dieser Beitrag diskutiert schwerpunktmäßig aus einer sozialwissenschaftsfachdidaktischen Perspektive den Umgang von Lehrkräften mit fachdidaktischem Wissen im Unterrichtsfach Gesellschaftslehre an Gesamtschulen in Nordrhein-Westfalen. Dazu werden auf der Grundlage qualitativer Interviews Strategien im Umgang mit fachdidaktischem Wissen rekonstruiert. Mit der Gesellschaftslehre geht es dabei um ein Unterrichtsfach, das sich durch Bezüge zu den universitären Studienfächern Geschichte, Sozialwissenschaften und Geografie auszeichnet – eine Kombination, die kaum eine Lehrkraft qua Studium aufweist. Vor diesem Hintergrund geht es um die Frage, welche Anforderungen sich für Lehrkräfte in Bezug auf das fachdidaktische Wissen in einem solchen Integrationsfach stellen. Ausgehend von den Ergebnissen schlägt der Beitrag Schritte hin zu einer fachdidaktisch-reflexiven Integrationskompetenz (F-R-I-K) vor. From a Social Science didactic perspective, this article focuses on how teachers deal with subject-specific didactic knowledge in the subject of Social Studies at comprehensive schools in North Rhine-Westphalia. Social Studies is a subject that is characterized by its links to the university subjects of History, Social Sciences and Geography – a combination that hardly any teachers have as part of their studies. Against this background, the question arises which requirements do teachers have in terms of didactic knowledge in such an integrated subject? Based on the results, the article proposes steps towards a subject-didactic-reflective integration competence (F-R-I-K).

Se identificó el efecto de las respuestas rumiativas sobre los síntomas de depresión en estudiantes universitarios posterior al confinamiento por COVID-19. Participaron 382 estudiantes (18 a 24 años) hombres y mujeres de una universidad pública del Estado de México. Se aplicó una ficha de datos sociodemográficos, un cuestionario de datos sobre COVID-19, la escala de depresión del centro de estudios epidemiológicos (CESD-R) y la escala de respuestas rumiativa (RSS). La prueba x2 identificó diferencias estadísticamente significativas en consumo de tabaco y respuestas rumiativas de reflexión por sexo. El análisis de regresión logística indica que las variables que se asocian a síntomas de depresión son: sentirse solo(a) antes de COVID-19 (OR = 2.4) y al término del confinamiento (OR = 4.3), contagio de COVID-19 (OR = 2.3) y respuestas rumiativas de reproches (OR= 6.9) en contraste con las de reflexión (OR= 0.3) que señala una asociación protectora.

El objetivo general de esta experiencia de innovación fue renovar una plataforma web de incidentes críticos (IC) con un enfoque multidisciplinar para la práctica reflexiva en estudiantes de la Universidad de Antofagasta y de Universidades del Consejo de Rectores de Chile inscritos en el Electivo de Formación Integral (EFI) Los incidentes críticos en la formación universitaria. Este proyecto tuvo tres etapas, Planificación, Implementación y Evaluación, que se traducen en la creación de videograbaciones que permiten el análisis de IC de manera colaborativa, técnica guiada por el docente. Asimismo, se elaboraron pautas que revelan los antecedentes, interpretaciones de los involucrados y las medidas de solución. Además, un manual de orientaciones generales para la gestión de IC en diversos contextos universitarios. Los tres recursos digitales fueron validados por expertos, docentes y estudiantes, obteniendo una concordancia de un 98% entre los jueces. Luego, la plataforma web fue validada por 30 estudiantes del EFI por medio de un cuestionario autoaplicado y cinco grupos de discusión. En la primera técnica, se obtuvo un 100% de adhesión a la categoría máxima de Muy bien para la estructura, contenido, utilidad y navegabilidad. En la segunda técnica, se reconoció que esta página web permite desarrollar la autorreflexión, la reflexión colaborativa y la autonomía, competencias necesarias para enfrentar adecuadamente sucesos similares a posteriori. En conclusión, esta iniciativa tecnológica en el aula implementada es accesible, perdurable, útil y replicable para propiciar espacios reflexivos en el ámbito universitario.

En este artículo se presentan hallazgos preliminares que resultan de una investigación sobre la práctica preprofesional realizada en dos instituciones educativas de Uruguay. El objetivo del estudio se enfoca en las necesidades y dificultades que presentan los acompañantes en los procesos de práctica docente y que impactan o afectan en la guía y acompañamiento del desarrollo de la misma. La detección de dichas necesidades al interior de las instituciones permitió visualizar y comprender estas problemáticas en el contexto real donde son producidas. Se trata de una indagación de corte cualitativo y la técnica de recolección de datos empleada es la entrevista semiestructurada. Los datos obtenidos permiten evaluar las necesidades reales de los docentes y contrastarlas con los requerimientos institucionales de la formación docente del país. A partir de los aportes surgidos de los datos y su posterior análisis, se hizo un diagnóstico de la realidad educativa, el cual posibilita dar continuidad a la indagación.

La era digital ha creado nuevos ecosistemas de desarrollo tanto personal como profesional. Para poder afrontar dicho modelo de manera reflexiva y autónoma, resulta necesario que el alumnado universitario sea consciente, reflexione y autorregule su propio proceso de enseñanza-aprendizaje. El desarrollo y análisis del Personal Learning Environment (PLE) permiten dichas acciones. El presente trabajo analiza y compara 100 PLEs iniciales y finales, así como sus respectivas tareas reflexivas del alumnado del Grados de Educación Primaria pertenecientes a dos universidades de España. Se busca responder a tres objetivos: evaluar el proceso de enseñanza-aprendizaje del alumnado universitario del ámbito educativo, identificar las necesidades formativas del futuro profesorado en el área de la competencia digital docente y comprobar el potencial reflexivo y autorregulador del PLE en la formación inicial docente. Los datos se han analizado y contrastado con ayuda del software NVivo. Los resultados muestran la progresión de la elaboración del PLE, y las reflexiones sobre el aprendizaje. Por tanto, destaca la utilidad del PLE como instrumento para retroalimentar la práctica formativa, así como para priorizar las necesidades de un desarrollo profesional docente transformador.

El propósito de este artículo consiste en mostrar cómo la propuesta de W. B. Gallie en torno a la esencial contestabilidad de los conceptos políticos terminó por poner en cuestión la noción misma de contestabilidad esencial propuesta por este autor. A pesar de ello, consideramos que tal noción todavía puede ser un aporte en la historia de los conceptos si es que se complementa con algunos aspectos de la filosofía de Hegel, localizados en su Ciencia de la lógica, que pueden proveer un fundamento para tal contestabilidad a partir de una negatividad auto referida abierta a desplazamientos semánticos, lo que permite recibir la propuesta de Gallie sin tener que aceptar todos sus compromisos teóricos, radicalizando su propuesta y proporcionando algunas indicaciones de utilidad para la historia de los conceptos políticos.

Lernende Algorithmen gelten aufgrund ihrer irreduziblen Opazität als eigenständige Akteure/Performanzen, die bestehende soziale Gefälle digital amplifizieren, neue Barrieren in technisierten sozialen Ordnungen erzeugen oder Grenzen verschieben können, die den Zugang zu gesellschaftlichen Ressourcen beschränken. Der Artikel vergleicht die beiden dominierenden Ansätze miteinander, die sich mit Entstehung und Effekten dieser automatisierten Mechanismen kritisch auseinandersetzen. Auf Basis der Gegenüberstellung werden schliesslich unterschiedliche reflexive Implikationen und eine diffraktive Lesart medienbildungstheoretischer Interventionen ausgelotet.

En el presente trabajo nos proponemos trazar la distinción entre la subjetividad preteórica y el sujeto cognoscente en las lecciones tempranas de Friburgo de Martin Heidegger desde el punto de vista de la función metodológica y el carácter ontológico de la reflexión, en vistas a pensar si se puede hablar de una noción de subjetividad no egológica en el planteo heideggeriano. Entendemos por «subjetividad no egológica», el dominio subjetivo originario de la existencia humana, previo a la constitución del ego. Para nuestro propósito abordamos, en una primera instancia, las nociones de discurso originario y discurso derivado para, en un segundo momento, distinguir la subjetividad preteórica de la subjetividad originaria y analizar, finalmente, si se puede hablar de la presencia de una subjetividad no egológica en Heidegger a partir del análisis del estatus metodológico y ontológico de la reflexión.

Welche der deutschen Coronamaßnahmen waren gut, welche waren schlecht? Was kann man für kommende Pandemien und auch für andere möglicherweise kommende Krisensituationen aus den Jahren 2020 bis 2022 lernen? Diese Kernfragen stellte MVF-Herausgeber Prof. Dr. Reinhold Roski zu Beginn des MVF-Kongresses „Pandemie-Impact auf die Versorgung“, dessen erster Teil online im Dezember 2023 stattfand. Nach dem Eingangsstatement von Sabine Dittmar MdB, der Parlamentarischen Staatssekretärin beim Bundesminister für Gesundheit, die über die „Corona-Auswirkungen auf die Gesundheitspolitik“ sprach, stellte Prof. Dr. Bertram Häussler, IGES-Leiter und maßgeblicher Ideengeber des Kongresses, in seinem Vortrag „Wirkungen der Corona-Pandemie – eine Übersicht“ eine etwas andere Sicht auf die politische Realität dar. Eine Sicht, die auch Prof. Dr. Matthias Schrappe, Universität zu Köln, teilte, der in seinem Vortrag „Politik: Angst statt Information?“ mit konstruktiver Kritik nicht geizte. Ziel des Kongresses von „Monitor Versorgungsforschung“ war es eben gerade nicht, Schuldzuweisungen zu betreiben, sondern zu analysieren, was vom Jahrhundertereignis Covid-19 für das deutsche Versorgungssystem nicht nur gelernt werden kann, sondern für künftige Krisen gleicher oder ganz anderer Art gelernt werden muss.

The article analyzes the influence of training based on combined (combining asynchronous and synchronous forms in one pedagogical technology) online discussions (OD) on the formation of reflexion of future engineers. The relevance of the problem is revealed. It is conditioned by toughening requirements to reflexive abilities and network communicative competences of modern technical specialists in the conditions of digitalization of education, networking and socio-technical transformation of engineering activity. The algorithm of realization and stage-role structure of asynchronous and synchronous OD are presented. The four-stage technology of pedagogical application of combined OD combining online-discussions with face-to-face reflexive classes is described, taking into account the mediated nature of learning in the digital environment and psychological features of future engineers related to the specifics of technical thinking. The methodological peculiarities (combination of online discussions with classroom training; stage-role differentiation of online discussions (structuring) on the basis of a scenario plan; use of a facilitation model with partially symmetric interaction of online discussions participants; conducting online discussions in microgroups of 4-6 hours) were identified and the mechanisms of their influence on the effectiveness of combined online discussions in the formation of future engineers’ reflexion were described. Taking into account the above mentioned methodological features, the teacher’s recommendations on the effective organization of the educational process in technical universities on the basis of the developed technology have been formulated. The correlation between the application of the developed technology and the improvement of the subjects’ reflexive skills by 19.67-32.79% was shown and a conclusion was made about its significant role in the formation of a holistic view of the students of technical universities about the discussion as a complex multidimensional category, in which an important role is played by building social interaction with opponents, understanding their position and reaching compromise solutions.

La pureza de la esfera lógica reclama un lenguaje sobrio, sin adornos sensibles ni concesiones a la imaginación. De ahí la extrañeza que suscita descubrir en ella la presencia de metáforas, así como el hecho de que todas ellas tengan que ver de alguna manera la luz. ¿A qué puede deberse la presencia de estas metáforas en el lenguaje lógico? ¿Por qué todas ellas apuntan a un fenómeno tan sensible como el de la luz? ¿Hay algún tipo relación entre lógica y óptica en la filosofía de Hegel? El objetivo de este trabajo es probar que la imaginería óptica no es algo puramente ornamental ni dejado al azar, sino que se ajusta perfectamente a la arquitectura lógica y cumple una función estrictamente metódica en ella, directamente relacionada con el propósito de exponer el Absoluto como Sujeto. Adecuadamente entendidas, las metáforas lógicas permiten resolver algunos malentendidos recurrentes en la historia del hegelianismo.

In this work, we study and develop a system for two-dimensional ultrasonic tomography. The main focus of the development was to make the system suitable for reuse in other applications of a similar nature. For this purpose, we carried out the design and implementation of a system to explore the sample under estudy using only one commercial immersion transducer and the development of a reconstruction algorithm to generate the images from the measured acoustic signals. Moreover, we implemented a software to simulate the tomographic system. Finally, in order to evaluate the performance of the real and simulated system, we used the Pearson correlation and the peak signal-to-noise ratio as figure of merits between the reconstructed and the reference images.

PurposeThe RefleXion X1 is a novel radiotherapy machine designed for image-guided radiotherapy (IGRT) and biology-guided radiotherapy (BgRT). Its treatment planning system (TPS) generates IMRT and SBRT plans for a 6MV-FFF beam delivered axially via 50 firing positions with the couch advancing every 2.1 mm. The purpose of this work is to report the TPS commissioning results for the first clinical installation of RefleXion™ X1.MethodsCT images of multiple phantoms were imported into the RefleXion TPS to evaluate the accuracy of data transfer, anatomical modeling, plan evaluation, and dose calculation. Comparisons were made between the X1, Eclipse™, and MIM™. Dosimetric parameters for open static fields were evaluated in water and heterogeneous slab phantoms. Representative clinical IMRT and SBRT cases were planned and verified with ion chamber, film, and ArcCHECK@ measurements. The agreement between TPS and measurements for various clinical plans was evaluated using Gamma analysis with a criterion of 3%/2 mm for ArcCHECK@ and film. End-to-end (E2E) testing was performed using anthropomorphic head and lung phantoms.ResultsThe average difference between the TPS-reported and known HU values was -1.4 ± 6.0 HU. For static fields, the agreements between the TPS-calculated and measured PDD10 , crossline profiles, and inline profiles (FWHM) were within 1.5%, 1.3%, and 0.5 mm, respectively. Measured output factors agreed with the TPS within 1.3%. Measured and calculated dose for static fields in heterogeneous phantoms agreed within 2.5%. The ArcCHECK@ mean absolute Gamma passing rate was 96.4% ± 3.4% for TG 119 and TG 244 plans and 97.8% ± 3.6% for the 21 clinical plans. E2E film analysis showed 0.8 mm total targeting error for isocentric and 1.1 mm for off-axis treatments.ConclusionsThe TPS commissioning results of the RefleXion X1 TPS were within the tolerances specified by AAPM TG 53, MPPG 5.a, TG 119, and TG 148. A subset of the commissioning tests has been identified as baseline data for an ongoing QA program.

This study reports the beam commissioning results for the first clinical RefleXion Linac.MethodsThe X1 produces a 6 MV photon beam and the maximum clinical field size is 40 × 2 cm2 at source-to-axis distance of 85 cm. Treatment fields are collimated by a binary multileaf collimator (MLC) system with 64 leaves with width of 0.625 cm and y-jaw pairs to provide either a 1 or 2 cm opening. The mechanical alignment of the radiation source, the y-jaw, and MLC were checked with film and ion chambers. The beam parameters were characterized using a diode detector in a compact water tank. In-air lateral profiles and in-water percentage depth dose (PDD) were measured for beam modeling of the treatment planning system (TPS). The lateral profiles, PDDs, and output factors were acquired for field sizes from 1.25 × 1 to 40 × 2 cm2 field to verify the beam modeling. The rotational output variation and synchronicity were tested to check the gantry angle, couch motion, and gantry rotation.ResultsThe source misalignments were 0.049 mm in y-direction, 0.66% out-of-focus in x-direction. The divergence of the beam axis was 0.36 mm with a y-jaw twist of 0.03°. Clinical off-axis treatment fields shared a common center in y-direction were within 0.03 mm. The MLC misalignment and twist were 0.57 mm and 0.15°. For all measured fields ranging from the size from 1.25 × 1 to 40 × 2 cm2 , the mean difference between measured and TPS modeled PDD at 10 cm depth was -0.3%. The mean transverse profile difference in the field core was -0.3% ± 1.1%. The full-width half maximum (FWHM) modeling was within 0.5 mm. The measured output factors agreed with TPS within 0.8%.ConclusionsThis study summarizes our specific experience commissioning the first novel RefleXion linac, which may assist future users of this technology when implementing it into their own clinics.

This article deals with the question whether the way pedagogical practitioners reflect on their work can point to conceptual aspects of pedagogical reflection. This endeavour is based on the observation that the discourse on teacher education promotes an ideal of reflection that keeps colliding with findings from empirical studies that focus on reflection in practical pedagogical contexts: in the dominant discourse on teacher education, the reflecting subject is supposed to discard a practitioner’s perspective and take on a distanced observer’s position. This ideal is not met by pedagogical practitioners. Assuming that this discrepancy might be of theoretical interest, I examine pedagogical reflection as a practical phenomenon. In order to do so, I analyse examples of practical pedagogical reflection taken from conversations between trainee teachers and their instructors. With these examples at hand, I draft a mode of practical pedagogical reflection that may be characteristic for its context and object. [ABSTRACT FROM AUTHOR]

In this article, the Hegelian concepts of bad infinity and true infinity are analyzed in the context of a review of the notion of infinity in the German philosophical tradition with which it engages. Punctually, we will address the formulations of the finitude-infinitude relation in the work of I. Kant, J. G. Fichte, and F. Schlegel before exposing Hegel’s interpretation of how transcendental philosophy and German romanticism approached this issue. Finally, we present the true way in which, according to Hegel, the infinite is to be understood. [ABSTRACT FROM AUTHOR]

Lecturer’s teacher training programs include the teaching reflection as a way to understand and manage the situations of their own classroom practice. Although the study of the teaching reflection has been widely addressed in the literature, it is still little known how the trainers of these programs teach reflection at the same time that they address psychoeducational content on teaching and learning in higher education, likes assessment or courses design. This study addresses this problem by focusing the analysis on the representations that lecturer’s trainers have about teaching reflection, their purposes and its characteristics. Twelve lecturer’s trainers of programs implemented in Chilean universities of different compositions and distributed throughout the country were interviewed. The content analysis of the interviews showed a diversity of approaches and proposals for the implementation of reflective teaching by the trainers. Two main purposes of teaching reflection were identified: to improve the understanding of the practice and to innovate it. Although in both cases the trainers used the teachers’ experience as a central point for teaching reflection, some differences in the use of academic knowledge were also identified. In addition, the trainers focused mostly on questioning, problematizing and solving practice in case analysis, rather than on an in-depth understanding of practice situations. In sum, the study provides results for the understanding and improvement of reflective training in higher education. [ABSTRACT FROM AUTHOR]

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Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This narrative reflects my journey as a White woman who is part of a team of leaders in a school of social work while developing and implementing an inwards-facing racial justice accountability initiative. This initiative was focused on developing an institutional strategy for confronting, addressing, and dismantling racism within our School of Social Work at Salem State University. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)