REFLECTION 

 Introducing the Reflection Activity 

 •   During a study abroad experience , students worked on a collaborative 

 design project with international peers . The purpose of this design 

 project was to provide students with meaningful international experiences . At 

 three points in the project , students reflected on their experience working in a 

 cross - cultural team . The purpose of these reflection activities was for students 

 to look back on their experiences , learn from them , and be prepared for future 

 similar experiences . 

 •    Three times throughout the quarter , students were asked to reflect on their 

 experience working on a project in a cross - cultural team . In the first reflection , 

 students reflected on their interests and goals within their field of study and 

 how those connected to the course . The purpose of this reflection was to set 

 the stage for the course and students ’ experiences in cross - cultural teams . In the 

 second reflection , students reflected on how they saw the project and the 

 intercultural collaboration , and how these related to their learning . 

 •     The purpose of this reflection was for students to pause a few weeks into their 

 work and see what they had learned and make any necessary adjustments for the 

 rest of the course . In the final reflection at the end of the quarter , students reflected on 

 their overall experience . The purpose of the final reflection was to support 

 students in looking back at their experience and thinking about what they had 

 accomplished and how it connected to their future . 

 •   After each reflection assignment was submitted , the teaching team read the 

 individual reflections of each of the teams they were mentoring and provided 

 feedback to that team . The reflection assignment was graded on whether the 

 student did the assignment and on the depth of the reflection using levels of 

 reflection by Neville Hatton and David Smith : Descriptive Writing , Descriptive 

 Reflection , Dialogic Reflection , and Critical Reflection1 students were asked to 

 write at the last two levels ( and were given indicators for each level , so they 

 could judge for themselves ) . Additionally , the Rose - Hulman educator read all of 

 he Rose - Hulman students ’ reflections because their reflections were a 

 component of their grade for the course . 

 •   In terms of outcomes , there was potential for students to better understand 

 cross - cultural communication . After engaging in this reflection activity , students 

 may better understand working on a large - scale open - ended group project , and 

 how the project benefitted the client and society . 

 ecreating the Reflection Activity 

 Description : 

 1 . Introduce the reflection activities to the students at the start of the trip . 

 2 .Read the reflections and provide each team with feedback . 

 3 .Read the reflections of the students from your respective institution for grading 

 purposes . 

 Retroreflection 

 Working principle of a corner reflector 

 Main article : Retroreflector 

 •   Some surfaces exhibit retroreflection . The structure of these surfaces is such that light is   returned in the direction from which it came . 

 •   When flying over clouds illuminated by sunlight the region seen around the aircraft 's shadow will   appear brighter , and a similar effect may be seen from dew on grass . This partial retro - reflection   is created by the refractive properties of the curved droplet 's surface and reflective properties at   the backside of the droplet . 

 •   Some animals ' retinas act as retroreflectors ( see tapetum lucidum for more detail ) , as this   effectively improves the animals ' night vision . Since the lenses of their eyes modify reciprocally   the paths of the incoming and outgoing light the effect is that the eyes act as a strong   retroreflector , sometimes seen at night when walking in wildlands with a flashlight . 

 •   A simple retroreflector can be made by placing three ordinary mirrors mutually perpendicular to   one another ( a corner reflector ) . The image produced is the inverse of one produced by a single   mirror . A surface can be made partially retroreflective by depositing a layer of tiny refractive   spheres on it or by creating small pyramid like structures . In both cases internal reflection causes   the light to be reflected back to where it originated . This is used to make traffic signs and   automobile license plates reflect light mostly back in the direction from which it came . In this   application perfect retroreflection is not desired , since the light would then be directed back into   the headlights of an oncoming car rather than to the driver 's eyes . 

 Multiple reflections 

 Multiple reflections in two plane mirrors at a 60 ° angle . 

 •   When light reflects off a mirror , one image appears . Two mirrors placed exactly face to face give   the appearance of an infinite number of images along a straight line . The multiple images seen   between two mirrors that sit at an angle to each other lie over a circle.[3 ] The center of that   circle is located at the imaginary intersection of the mirrors . A square of four mirrors placed face   to face give the appearance of an infinite number of images arranged in a plane . The multiple   images seen between four mirrors assembling a pyramid , in which each pair of mirrors sits an   angle to each other , lie over a sphere . If the base of the pyramid is rectangle shaped , the images   spread over a section of a torus.[4 ] 

 •   Note that these are theoretical ideals , requiring perfect alignment of perfectly smooth , perfectly   flat perfect reflectors that absorb none of the light . In practice , these situations can only be   approached but not achieved because the effects of any surface imperfections in the reflectors 

 propagate and magnify , absorption gradually extinguishes the image , and any observing   equipment ( biological or technological ) will interfere . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: REFLECTION 

 Introducing the Reflection Activity 

 •   During a study abroad experience , students worked on a collaborative 

 design project with international peers . The purpose of this design 

 project was to provide students with meaningful international experiences . At 

 three points in the project , students reflected on their experience working in a 

 cross - cultural team . The purpose of these reflection activities was for students 

 to look back on their experiences , learn from them , and be prepared for future 

 similar experiences . 

 •    Three times throughout the quarter , students were asked to reflect on their 

 experience working on a project in a cross - cultural team . In the first reflection , 

 students reflected on their interests and goals within their field of study and 

 how those connected to the course . The purpose of this reflection was to set 

 the stage for the course and students ’ experiences in cross - cultural teams . In the 

 second reflection , students reflected on how they saw the project and the 

 intercultural collaboration , and how these related to their learning . 

 •     The purpose of this reflection was for students to pause a few weeks into their 

 work and see what they had learned and make any necessary adjustments for the 

 rest of the course . In the final reflection at the end of the quarter , students reflected on 

 their overall experience . The purpose of the final reflection was to support 

 students in looking back at their experience and thinking about what they had 

 accomplished and how it connected to their future . 

 •   After each reflection assignment was submitted , the teaching team read the 

 individual reflections of each of the teams they were mentoring and provided 

 feedback to that team . The reflection assignment was graded on whether the 

 student did the assignment and on the depth of the reflection using levels of 

 reflection by Neville Hatton and David Smith : Descriptive Writing , Descriptive 

 Reflection , Dialogic Reflection , and Critical Reflection1 students were asked to 

 write at the last two levels ( and were given indicators for each level , so they 

 could judge for themselves ) . Additionally , the Rose - Hulman educator read all of 

 he Rose - Hulman students ’ reflections because their reflections were a 

 component of their grade for the course . 

 •   In terms of outcomes , there was potential for students to better understand 

 cross - cultural communication . After engaging in this reflection activity , students 

 may better understand working on a large - scale open - ended group project , and 

 how the project benefitted the client and society . 

 ecreating the Reflection Activity 

 Description : 

 1 . Introduce the reflection activities to the students at the start of the trip . 

 2 .Read the reflections and provide each team with feedback . 

 3 .Read the reflections of the students from your respective institution for grading 

 purposes . 

 Retroreflection 

 Working principle of a corner reflector 

 Main article : Retroreflector 

 •   Some surfaces exhibit retroreflection . The structure of these surfaces is such that light is   returned in the direction from which it came . 

 •   When flying over clouds illuminated by sunlight the region seen around the aircraft 's shadow will   appear brighter , and a similar effect may be seen from dew on grass . This partial retro - reflection   is created by the refractive properties of the curved droplet 's surface and reflective properties at   the backside of the droplet . 

 •   Some animals ' retinas act as retroreflectors ( see tapetum lucidum for more detail ) , as this   effectively improves the animals ' night vision . Since the lenses of their eyes modify reciprocally   the paths of the incoming and outgoing light the effect is that the eyes act as a strong   retroreflector , sometimes seen at night when walking in wildlands with a flashlight . 

 •   A simple retroreflector can be made by placing three ordinary mirrors mutually perpendicular to   one another ( a corner reflector ) . The image produced is the inverse of one produced by a single   mirror . A surface can be made partially retroreflective by depositing a layer of tiny refractive   spheres on it or by creating small pyramid like structures . In both cases internal reflection causes   the light to be reflected back to where it originated . This is used to make traffic signs and   automobile license plates reflect light mostly back in the direction from which it came . In this   application perfect retroreflection is not desired , since the light would then be directed back into   the headlights of an oncoming car rather than to the driver 's eyes . 

 Multiple reflections 

 Multiple reflections in two plane mirrors at a 60 ° angle . 

 •   When light reflects off a mirror , one image appears . Two mirrors placed exactly face to face give   the appearance of an infinite number of images along a straight line . The multiple images seen   between two mirrors that sit at an angle to each other lie over a circle.[3 ] The center of that   circle is located at the imaginary intersection of the mirrors . A square of four mirrors placed face   to face give the appearance of an infinite number of images arranged in a plane . The multiple   images seen between four mirrors assembling a pyramid , in which each pair of mirrors sits an   angle to each other , lie over a sphere . If the base of the pyramid is rectangle shaped , the images   spread over a section of a torus.[4 ] 

 •   Note that these are theoretical ideals , requiring perfect alignment of perfectly smooth , perfectly   flat perfect reflectors that absorb none of the light . In practice , these situations can only be   approached but not achieved because the effects of any surface imperfections in the reflectors 

 propagate and magnify , absorption gradually extinguishes the image , and any observing   equipment ( biological or technological ) will interfere .
### Output: 