reflection paper about practical research 1

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

• << Previous: Writing a Policy Memo
• Next: Writing a Research Proposal >>
• Last Updated: Mar 6, 2024 1:00 PM
• URL: https://libguides.usc.edu/writingguide/assignments

Contested Energy Spaces pp 17–42 Cite as

Reflections on the Research Process

• Tarje I. Wanvik 2  
• First Online: 31 October 2018

253 Accesses

Part of the book series: SpringerBriefs in Geography ((BRIEFSGEOGRAPHY))

Every research process is saturated with methodological reflections, trials and tribulations and ultimately—decisions. In this chapter, the author delves into the challenges and choices that structured the research behind this book: what to look for, where to look for it, how to produce and process qualitative data, and how to distil new knowledge and new theory through analysis. By combining Grounded Theory Method (GTM), personal sensitizing concepts, situational mapping and analysis, and multi-sited fieldwork, this chapter gives a unique and intimate insight into the research process of qualitatively oriented geography.

This is a preview of subscription content, log in via an institution .

Buying options

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Early political awakening through student-driven solidarity work/humanitarian work.

Norwegian Church Aid, acting as head of campaign and media division.

Norwegian Peoples Aid, Norwegian Red Cross, Norwegian Refugee Council, Norwegian Church Aid, Save the Children Norway, Operation Day’s Work and Children at Risk Foundation.

Orangeriet As and NORPR, both part of Media Bergen Group.

Research project on CSR and Norwegian enterprises in Indonesia 2011–2013.

Based on quantified word count and weighting of the entire body of empirical data collected for this study.

Aase, T. H., & Fossåskaret, E. (2007). Skapte virkeligheter: kvalitativt orientert metode . Oslo, Norway: Universitetsforlaget.

Google Scholar  

Allen, J. (2003). Lost geographies of power . Oxford, UK: Blackwell Publishing.

Book   Google Scholar  

Allen, J. (2011a). Powerful assemblages? Area, 43 (2), 154–157. https://doi.org/10.1111/j.1475-4762.2011.01005.x

Article   Google Scholar  

Allen, J. (2011b). Topological twists: Power’s shifting geographies. Dialogues in Human Geography, 1 (3), 283–298. https://doi.org/10.1177/2043820611421546

Atkinson, P., Delamont, S., & Coffey, A. (2004). Key themes in qualitative research: Continuities and changes . Walnut Creek, CA: Rowman Altamira.

Becker, H. S. (2008). Tricks of the trade: How to think about your research while you’re doing it . Chicago, IL: University of Chicago Press.

Blumer, H. (1980). Mead and blumer: The convergent methodological perspectives of social behaviorism and symbolic interactionism. American Sociological Review, 45 , 409–419.

Bryant, A. (2009). Grounded theory and pragmatism: The curious case of Anselm Strauss. Paper presented at the Forum Qualitative Sozialforschung/Forum: Qualitative Social Research.

Bryman, A. (1988). In M. Bulmer (Ed.), Quantity and quality in social research , Contemporary social research (Vol. 18). London, UK: Routledge.

Charmaz, K. (2014). Constructing grounded theory . Los Angeles, CA: Sage.

Charmaz, K., & Mitchell, R. G. (1996). The myth of silent authorship: Self, substance, and style in ethnographic writing. Symbolic Interaction, 19 (4), 285–302.

Clarke, A. (2005). Situational analysis: Grounded theory after the postmodern turn . Thousand Oaks, CA: Sage.

Clarke, A. E. (2003). Situational analyses: Grounded theory mapping after the postmodern turn. Symbolic Interaction, 26 (4), 553–576.

Clarke, T. (2009). Tar sands showdown: Canada and the new politics of oil in an age of climate change . Toronto, Canada: J. Lorimer.

Crampton, J. W., & Elden, S. (2007). Space, knowledge and power: Foucault and geography . Aldershot, UK: Ashgate Publishing.

DeLanda, M. (2006). A new philosophy of society: Assemblage theory and social complexity . London, UK: A&C Black.

DeLanda, M. (2016). Assemblage theory . Edinburgh, Scotland: Edinburgh University Press.

Denzin, N., & Lincoln, Y. (2000). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincolnm (Eds.), Handbook of qualiative research . Thousand Oaks, CA: Sage Publications.

Dewey, J. (1916). The pragmatism of Peirce. The Journal of Philosophy, Psychology and Scientific Methods, 13 , 709–715.

Fassin, Y. (2009). The stakeholder model refined. Journal of Business Ethics, 84 (1), 113–135.

Freeman, R. E. (2010). Strategic management: A stakeholder approach . New York, NY: Cambridge University Press.

Freeman, R. E., & Velamuri, S. R. (2006). A new approach to CSR: Company stakeholder responsibility. In Corporate social responsibility (pp. 9–23). Berlin, Germany: Springer.

Chapter   Google Scholar  

Frooman, J. (1999). Stakeholder influence strategies. Academy of Management Review, 24 (2), 191–205.

Gadamer, H.-G. (2006). Classical and philosophical hermeneutics. Theory, Culture & Society, 23 (1), 29–56.

Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory . Mill Valley, CA: Sociology Press.

Glaser, B. G. (2002). Constructivist grounded theory? Paper presented at the Forum qualitative sozialforschung/forum: Qualitative social research.

Glaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research . Piscataway, NJ: Transaction Publishers.

Gobo, G. (2008). Re-conceptualizing generalization: Old issues in a new frame. In The SAGE handbook of social research methods (pp. 193–213). Los Angeles, CA: Sage.

Haarstad, H. (2009). Changing conditions for political practice: FDI discourse and political spaces for labor in Bolivia . Bergen, Norway: The University of Bergen.

Holt-Jensen, A. (2009). Geography-history and concepts: A student’s guide (4th ed.). Los Angeles, CA: Sage.

Howitt, R., & Stevens, S. (2005). Cross-cultural research: Ethics, methods and relationships . Oxford, UK: Oxford University Press.

Huseman, J., & Short, D. (2012). ‘A slow industrial genocide’: Tar sands and the indigenous peoples of northern Alberta. The International Journal of Human Rights, 16 (1), 216–237.

Jaworski, A., & Coupland, J. (2005). Othering in gossip: “You go out you have a laugh and you can pull yeah okay but like…”. Language in Society, 34 (5), 667–694.

Jones, O. (2008). Stepping from the wreckage: Geography, pragmatism and anti-representational theory. Geoforum, 39 (4), 1600–1612. https://doi.org/10.1016/j.geoforum.2007.10.003

Lackey, J., & Sosa, E. (2006). The epistemology of testimony . Oxford, UK: Oxford University Press.

Le Billon, P., & Carter, A. (2012). Securing Alberta’s tar sands: Resistance and criminalization on a new energy frontier. In Natural resources and social conflict: Towards critical environmental security (pp. 170–192). Basingstoke, UK: Palgrave Macmillan.

Mason, J. (2002). Qualitative researching . London, UK: Sage.

Mitchell, R. K., Agle, B. R., & Wood, D. J. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22 (4), 853–886.

Mitchell, T. (2002). Rule of experts: Egypt, techno-politics, modernity . Berkeley, CA: University of California Press.

Næss, H. E. (2015). Globografi. En kort innføring i flerlokalitetsforskning . Oslo, Norway: Cappelen Damm.

Nelson, C., Treichler, P. A., & Grossberg, L. (1992). Cultural studies: An introduction. Cultural Studies, 1 , 22.

Nikiforuk, A. (2010). Tar sands: Dirty oil and the future of a continent . Vancouver, Canada: Greystone Books.

Reichertz, J. (2007). Abduction: The logic of discovery of grounded theory . London, UK: Sage.

Rennie, D. L. (2000). Grounded theory methodology as methodical hermeneutics: Reconciling realism and relativism. Theory & Psychology, 10 (4), 481–502.

Robbins, P., & Marks, B. (2010). Assemblage geographies. In The Sage handbook of social geographies (p. 176). Los Angeles, CA: Sage.

Rorty, R. (1999). Philosophy and social hope . London, UK: Penguin.

Silverman, D. (2013). Doing qualitative research: A practical handbook . Los Angeles, CA: SAGE Publications.

Steup, M., Turri, J., & Sosa, E. (2013). Contemporary debates in epistemology . Hoboken, NJ: Wiley.

Therborn, G. (2011). The world: A beginner’s guide . Cambridge, UK: Polity.

Wadel, C. (1991). Feltarbeid i egen kultur: en innføring i kvalitativt orientert samfunnsforskning . Flekkefjord, Norway: Seek.

Wanvik, T. I. (2015). Globografi - En kort innføring i flerlokalitetsforskning av Hans Erik Næss. Norsk Geografisk Tidsskrift, 69 , 312–313.

Xiang, B. (2013). Multi-scalar ethnography: An approach for critical engagement with migration and social change. Ethnography, 14 (3), 282–299.

Yin, R. K. (2013). Case study research: Design and methods . London, UK: Sage Publications.

Download references

Author information

Authors and affiliations.

Department of Geography, University of Bergen, Bergen, Norway

Tarje I. Wanvik

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Tarje I. Wanvik .

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(S) 2018, under exclusive licence to Springer International Publishing AG, part of Springer Nature

About this chapter

Cite this chapter.

Wanvik, T.I. (2019). Reflections on the Research Process. In: Contested Energy Spaces. SpringerBriefs in Geography. Springer, Cham. https://doi.org/10.1007/978-3-030-02396-6_3

Download citation

DOI : https://doi.org/10.1007/978-3-030-02396-6_3

Published : 31 October 2018

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-02395-9

Online ISBN : 978-3-030-02396-6

eBook Packages : Earth and Environmental Science Earth and Environmental Science (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Guide on How to Write a Reflection Paper with Free Tips and Example

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

• How did the article affect you?
• How does this article catch the reader’s attention (or does it all)?
• Has the article changed your mind about something? If so, explain how.
• Has the article left you with any questions?
• Were there any unaddressed critical issues that didn’t appear in the article?
• Does the article relate to anything from your past reading experiences?
• Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

• How my views on rap music have changed over time
• My reflection and interpretation of Moby Dick by Herman Melville
• Why my theory about the size of the universe has changed over time
• How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

• State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
• Briefly summarize the work.
• Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

• Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
• Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

• Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
• Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
• Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
• Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

• Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
• Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
• Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
• Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
• Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

'If only someone could write my essay !' you may think. Ask for help our professional writers in case you need it.

Do You Need a Well-Written Reflection Paper?

Then send us your assignment requirements and we'll get it done in no time.

How To Write A Reflection Paper?

How to start a reflection paper, how long should a reflection paper be, related articles.

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Office of Undergraduate Research

Reflect on the experience.

The end of an experience is a great time to reflect on your learning. With every research experience you will gain new skills, learn more about the type of environment you enjoy being in, further explore your strengths and interests, and test out your motivation to further study or pursue a career in a field or discipline. In some cases, a research experience teaches you what you don’t want moving forward; this is an equally valuable learning experience that you need to recognize and use when evaluating what’s next.

Consider these questions, or those in the boxes below, to guide your reflection and prepare for conversations with your mentors to discuss your next steps.

• What is your overall reaction to and impression of your experience? Is this a subject you see yourself continuing to study? Is this research you would like to build on?
• How does your current knowledge of the work compare to what you imagined it would be like going into the experience? Did anything surprise you? Are there differences between what you thought it would be like and what it was actually like?
• Did you learn something about the field that you didn’t know before? Does this new knowledge impact your opinion of the work and motivation to further engage in research in the discipline?
• Consider your day-to-day tasks – what tasks did you find came easy to you/you did well at, and what tasks did you struggle with? Of those tasks you did well, did you enjoy them? If there were tasks you struggled with, are these areas where you want to challenge yourself to learn more and improve?
• What did you learn about yourself – your strengths and weaknesses – through engaging in a research experience? How do you plan to use this knowledge in navigating future endeavors?

I Learned…

• I learned...
• I learned this when...
• This matters because...
• I will use this knowledge to...
• What? (What did I learn?)
• So what? (Why does it matter?)
• Now what? (How will I build on this learning?)

What Have I Learned About…

• The process of research or creative activity?
• Myself, my strengths, and my areas for growth?
• How I learn and what conditions support my learning?
• My educational goals and career goals?

Then and Now

• What have I come to see differently because of my experience with this project?
• What do I know now that I didn't know then?
• What do I know now about what I don't know?
• How did I develop these skills through my engagement in this project?
• How did I demonstrate these skills through my engagement in this project?

Critical thinking/problem solving Teamwork/collaboration Leadership Oral/written communication Technology Professionalism/work ethic Self-awareness   career management Global perspective Research-specific skills

As your research experience is coming to a close, make a point to meet with your supervisor/faculty mentor to discuss the experience, your goals and interests, and next steps. Faculty mentors are a wonderful source of guidance, inspiration, and referrals. Go into this conversation with clear ideas as to what you enjoyed most about your research experience, how you want to incorporate or build on to the experience moving forward, and how the opportunity has shaped  your goals and interests.

Sample conversation starter:

During my experience working with you, I’ve found that I’m drawn towards and most enjoy ______________ ( doing/researching/analyzing/assisting with) __________ ( task or topic ). In thinking about how I can build on this experience, and taking into account my goal of ________________, I want to gain additional _________ ( experience/skills/knowledge) in _____________ (researching/exploring/analyzing)__________ (topic) . I’m wondering if you have suggestions on next steps that will help me _____________ ( learn/gain experience in/expand my skills) in____________ (task or topic) . As always, I sincerely appreciate any guidance you’re able to provide me.

Maintaining Relationships

Always thank everyone who contributed to your learning during a research experience. Hand-written thank you notes go a long way in demonstrating your appreciation and cementing your relationship with faculty mentors, supervisors, and TAs.

But the relationship doesn’t end there. Keep in touch by periodically sending updates and reminding them how they contributed to your learning and impacted your direction. Maintaining relationships is essential to having a rich pool of valued mentors you can draw from when seeking guidance or letters of recommendation.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Practical Research chapter 1 2 and 3

In the software industry, "Gadget" refers to computer programs that provide services without needing an independent application to be launched for each one, but instead run in an environment that manages multiple gadgets. There are several implementations based on existing software development techniques, like JavaScript, form input, and various image formats.

Related Papers

Saul Greenberg

ABSTRACT Physical widgets, or phidgets, comprise devices and software that are almost direct analogs of graphical user interface widgets. Like widgets, phidgets abstract and package input and output devices: they hide implementation and construction details while exposing functionality through a well-defined API. They also have an (optional) on-screen interface.

Aptisi Transactions On Technopreneurship (ATT)

Aptisi Transactions on Technopreneurship Journal

The gadget is a sophisticated item that can present a variety of news media, social networking, hobbies, and even entertainment. The presence of gadgets today makes some people become dependent. If the gadget is damaged, they will repair the gadget itself or bring it to the service place. The problem in this study is the difficulty of finding information about the place of seller of gadget components and looking for a trusted service place, the nearest location and affordable prices. To overcome this problem, the author designed an application called Gadgetku.Id used a qualitative research method consisting of data collection, data analysis and system design. In this application have 2 main services, namely service and shop. The purpose of designing this application is to be able to assist users in finding a trusted service place, the nearest location, safe, scheduled and without the need to go to the service place and help to find gadget needs through the shop feature.

Abstract Physical widgets or phidgets are to physical user interfaces what widgets are to graphical user interfaces. Similar to widgets, phidgets abstract and package input and output devices: they hide implementation and construction details, they expose functionality through a well-defined API, and they have an (optional) on-screen interactive interface for displaying and controlling device state.

sigit widiyanto

Widget is kind of application that provides a single service such as a map, news feed, simple clock, and battery-life indicators. It is developed to facilitate user interface (UI) design. A user interface function may be implemented using different widgets developed on different UI platforms. This article presents a comprehensive review on Java Swing as a platform to develop widgets. It is a platform that is generally used in various applications, such as in desktop, web browser, and mobile phone. Furthermore, we also describe UI elements of Java Swing’s components used to establish widgets. At the end, this article discusses comparison between Java Swing and several commonly used UI platforms.

Tanguy Wettengel , Dinh Quang

—Widget selection when designing user interfaces is a rather intuitive task. No clearly established methodology containing in-depth descriptions of widgets or explicit rules to choose them has been included in the major development processes. Widget catalogs are only partially specified and do not overtly consider the domain-field knowledge representation as bound to current tasks. Moreover, these representations have not undergone any systematic approach from the point of view of their structure. The first aim of this paper is to formally describe the major types of content that widgets can host from this perspective. We call these types " Information Structures " and divide them into 5 categories (" atom " , " collection " , " hierarchy " , " taxonomy " and " network "). We then specify a series of features allowing to classify widgets alongside with their informational content structure and set a framework for widget description.

9th IFAC Symposium Advances in Control Education

Denis Gillet

Many ubiquitous computing environments rely on special purpose physical devices to for input (sensors, etc.) and output (motors, lights, etc.) Yet everyday programmers interested in such environments face considerable hurdles creating, developing and combining physical devices and interfacing them to conventional programming languages.

Proceedings of the third annual ACM conference on Hypertext - HYPERTEXT '91

Brian Beckman

Timothy C Lethbridge

Brad A Myers

RELATED PAPERS

The Journal of Sexual Medicine

Marcus Meinardi

Pesquisa Brasileira em Odontopediatria e Clínica Integrada

Michael Josef Kridanto Kamadjaja

David Kienholz

2007 IEEE International Frequency Control Symposium Joint with the 21st European Frequency and Time Forum

International Journal of Computer Vision

Riad Hammoud

Cell Biology International

Alejandro Heredia

Nephrology Dialysis Transplantation

Stefano Michelassi

Applied Biosafety

Jean-Luc Dupouey

Basic and Applied Ecology

Canadian Journal of Chemistry

Thomas Birchall

Dr. Federico Martínez Montes

Proceedings

Prof. Dr. and Dr. Honoris Causa Sabahudin Hadžialić

Michael J Powers

Evidence-Based Complementary and Alternative Medicine

Roy Wensley

Brazilian Journal of Development

LANNA DO CARMO CARVALHO

Kátia Cilene

OBM Transplantation

Patricia Muñoz

Science of The Total Environment

Frantisek Veselovsky

Social Inclusion

Beatriz Gallego Noche

Journal of Evidence Based Medicine and Healthcare

Pooja Parteek

CUADERNOS DE LA ALFAL

Fernando Carranza

Canadian Respiratory Journal

Jamila Chakir

Advances in Hydroinformatics

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024