This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.

The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.

The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.

The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.

The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

The emergence of social networking sites, like Facebook, and people’s engagement with one another through them is a relatively under-researched area for discourse analysis. The content of the book revolves around Discourse Topic Management which is under the theme of Discourse Analysis. It is written to extend the very limited literature in the area of Discourse Topic, especially for the discourse which takes place on social networking sites. This study discusses the characteristics of topical actions employed by English language teachers and their Facebook Friends in managing supportive conversations which take place on Timelines. In addition to employing new strategies, enabled by the particular features of the site, the teachers and their Friends also creatively adapt the strategies used in face-to-face conversations to manage their online conversations, thus contributing to the emergence of unique characteristics of discourse topic management in the context of social networking sites. The book brings together the existing frameworks of Discourse Topic Management, which are previously applied in the context of face-to-face conversations, and synthesizes the frameworks for a more comprehensive model into examining the conversations which take place on Facebook Timelines. The novelty of this book lies in its synthesized framework, the recontextualization of the framework for online conversations and the theoretical extension based on the data analysis presented in each chapter. Since people’s engagement with social networking sites is an emerging behaviour, this timely book provides insights into the phenomenon and also proposes a comprehensive analytical framework for other researchers interested in similar contexts.

The emergence of social networking sites, like Facebook, and people’s engagement with one another through them is a relatively under-researched area for discourse analysis. The content of the book revolves around Discourse Topic Management which is under the theme of Discourse Analysis. It is written to extend the very limited literature in the area of Discourse Topic, especially for the discourse which takes place on social networking sites. This study discusses the characteristics of topical actions employed by English language teachers and their Facebook Friends in managing supportive conversations which take place on Timelines. In addition to employing new strategies, enabled by the particular features of the site, the teachers and their Friends also creatively adapt the strategies used in face-to-face conversations to manage their online conversations, thus contributing to the emergence of unique characteristics of discourse topic management in the context of social networking sites. The book brings together the existing frameworks of Discourse Topic Management, which are previously applied in the context of face-to-face conversations, and synthesizes the frameworks for a more comprehensive model into examining the conversations which take place on Facebook Timelines. The novelty of this book lies in its synthesized framework, the recontextualization of the framework for online conversations and the theoretical extension based on the data analysis presented in each chapter. Since people’s engagement with social networking sites is an emerging behaviour, this timely book provides insights into the phenomenon and also proposes a comprehensive analytical framework for other researchers interested in similar contexts.

This book offers recommendations on the milling processes for the carbon fiber reinforced plastic CFRP/Al2024. Due to the anisotropic and non-homogeneous structure of CFRP and the ductile nature of aluminum, the machining of this material is very challenging and causes various types of damage, such as matrix cracking and thermal alterations, fiber pullout and fuzzing during drilling and trimming, which affect the quality of machined surface.

The book studies and models the machined surface quality of CFRP/Al2024 using a two-level full factorial design experiment. It describes the processes of trimming using down milling, and statistically and graphically analyzes the influence and interaction of cutting parameters. Lastly, the book presents the optimization of the cutting parameters in order to create a surface texture quality of CFRP/Al2024 to less than 1 µm.

This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.

The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.

The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.

The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.

The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

The emergence of social networking sites, like Facebook, and people’s engagement with one another through them is a relatively under-researched area for discourse analysis. The content of the book revolves around Discourse Topic Management which is under the theme of Discourse Analysis. It is written to extend the very limited literature in the area of Discourse Topic, especially for the discourse which takes place on social networking sites. This study discusses the characteristics of topical actions employed by English language teachers and their Facebook Friends in managing supportive conversations which take place on Timelines. In addition to employing new strategies, enabled by the particular features of the site, the teachers and their Friends also creatively adapt the strategies used in face-to-face conversations to manage their online conversations, thus contributing to the emergence of unique characteristics of discourse topic management in the context of social networking sites. The book brings together the existing frameworks of Discourse Topic Management, which are previously applied in the context of face-to-face conversations, and synthesizes the frameworks for a more comprehensive model into examining the conversations which take place on Facebook Timelines. The novelty of this book lies in its synthesized framework, the recontextualization of the framework for online conversations and the theoretical extension based on the data analysis presented in each chapter. Since people’s engagement with social networking sites is an emerging behaviour, this timely book provides insights into the phenomenon and also proposes a comprehensive analytical framework for other researchers interested in similar contexts.

The emergence of social networking sites, like Facebook, and people’s engagement with one another through them is a relatively under-researched area for discourse analysis. The content of the book revolves around Discourse Topic Management which is under the theme of Discourse Analysis. It is written to extend the very limited literature in the area of Discourse Topic, especially for the discourse which takes place on social networking sites. This study discusses the characteristics of topical actions employed by English language teachers and their Facebook Friends in managing supportive conversations which take place on Timelines. In addition to employing new strategies, enabled by the particular features of the site, the teachers and their Friends also creatively adapt the strategies used in face-to-face conversations to manage their online conversations, thus contributing to the emergence of unique characteristics of discourse topic management in the context of social networking sites. The book brings together the existing frameworks of Discourse Topic Management, which are previously applied in the context of face-to-face conversations, and synthesizes the frameworks for a more comprehensive model into examining the conversations which take place on Facebook Timelines. The novelty of this book lies in its synthesized framework, the recontextualization of the framework for online conversations and the theoretical extension based on the data analysis presented in each chapter. Since people’s engagement with social networking sites is an emerging behaviour, this timely book provides insights into the phenomenon and also proposes a comprehensive analytical framework for other researchers interested in similar contexts.

This book offers recommendations on the milling processes for the carbon fiber reinforced plastic CFRP/Al2024. Due to the anisotropic and non-homogeneous structure of CFRP and the ductile nature of aluminum, the machining of this material is very challenging and causes various types of damage, such as matrix cracking and thermal alterations, fiber pullout and fuzzing during drilling and trimming, which affect the quality of machined surface.

The book studies and models the machined surface quality of CFRP/Al2024 using a two-level full factorial design experiment. It describes the processes of trimming using down milling, and statistically and graphically analyzes the influence and interaction of cutting parameters. Lastly, the book presents the optimization of the cutting parameters in order to create a surface texture quality of CFRP/Al2024 to less than 1 µm.