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How to write a Reflection on Group Work Essay

How to write a Reflection on Group Work Essay

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Here are the exact steps you need to follow for a reflection on group work essay.

  • Explain what Reflection Is
  • Explore the benefits of group work
  • Explore the challenges group
  • Give examples of the benefits and challenges your group faced
  • Discuss how your group handled your challenges
  • Discuss what you will do differently next time

Do you have to reflect on how your group work project went?

This is a super common essay that teachers assign. So, let’s have a look at how you can go about writing a superb reflection on your group work project that should get great grades.

The essay structure I outline below takes the funnel approach to essay writing: it starts broad and general, then zooms in on your specific group’s situation.

how to write a reflection on group work essay

Disclaimer: Make sure you check with your teacher to see if this is a good style to use for your essay. Take a draft to your teacher to get their feedback on whether it’s what they’re looking for!

This is a 6-step essay (the 7 th step is editing!). Here’s a general rule for how much depth to go into depending on your word count:

  • 1500 word essay – one paragraph for each step, plus a paragraph each for the introduction and conclusion ;
  • 3000 word essay – two paragraphs for each step, plus a paragraph each for the introduction and conclusion;
  • 300 – 500 word essay – one or two sentences for each step.

Adjust this essay plan depending on your teacher’s requirements and remember to always ask your teacher, a classmate or a professional tutor to review the piece before submitting.

Here’s the steps I’ll outline for you in this advice article:

diagram showing the 6 step funnel approach to essays

Step 1. Explain what ‘Reflection’ Is

You might have heard that you need to define your terms in essays. Well, the most important term in this essay is ‘reflection’.

So, let’s have a look at what reflection is…

Reflection is the process of:

  • Pausing and looking back at what has just happened; then
  • Thinking about how you can get better next time.

Reflection is encouraged in most professions because it’s believed that reflection helps you to become better at your job – we could say ‘reflection makes you a better practitioner’.

Think about it: let’s say you did a speech in front of a crowd. Then, you looked at video footage of that speech and realised you said ‘um’ and ‘ah’ too many times. Next time, you’re going to focus on not saying ‘um’ so that you’ll do a better job next time, right?

Well, that’s reflection: thinking about what happened and how you can do better next time.

It’s really important that you do both of the above two points in your essay. You can’t just say what happened. You need to say how you will do better next time in order to get a top grade on this group work reflection essay.

Scholarly Sources to Cite for Step 1

Okay, so you have a good general idea of what reflection is. Now, what scholarly sources should you use when explaining reflection? Below, I’m going to give you two basic sources that would usually be enough for an undergraduate essay. I’ll also suggest two more sources for further reading if you really want to shine!

I recommend these two sources to cite when explaining what reflective practice is and how it occurs. They are two of the central sources on reflective practice:

  • Describe what happened during the group work process
  • Explain how you felt during the group work process
  • Look at the good and bad aspects of the group work process
  • What were some of the things that got in the way of success? What were some things that helped you succeed?
  • What could you have done differently to improve the situation?
  • Action plan. What are you going to do next time to make the group work process better?
  • What? Explain what happened
  • So What? Explain what you learned
  • Now What? What can I do next time to make the group work process better?

Possible Sources:

Bassot, B. (2015).  The reflective practice guide: An interdisciplinary approach to critical reflection . Routledge.

Brock, A. (2014). What is reflection and reflective practice?. In  The Early Years Reflective Practice Handbook  (pp. 25-39). Routledge.

Gibbs, G. (1988)  Learning by Doing: A guide to teaching and learning methods . Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Extension Sources for Top Students

Now, if you want to go deeper and really show off your knowledge, have a look at these two scholars:

  • John Dewey – the first major scholar to come up with the idea of reflective practice
  • Donald Schön – technical rationality, reflection in action vs. reflection on action

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Step 2. Explore the general benefits of group work for learning

Once you have given an explanation of what group work is (and hopefully cited Gibbs, Rolfe, Dewey or Schon), I recommend digging into the benefits of group work for your own learning.

The teacher gave you a group work task for a reason: what is that reason?

You’ll need to explain the reasons group work is beneficial for you. This will show your teacher that you understand what group work is supposed to achieve. Here’s some ideas:

  • Multiple Perspectives. Group work helps you to see things from other people’s perspectives. If you did the task on your own, you might not have thought of some of the ideas that your team members contributed to the project.
  • Contribution of Unique Skills. Each team member might have a different set of skills they can bring to the table. You can explain how groups can make the most of different team members’ strengths to make the final contribution as good as it can be. For example, one team member might be good at IT and might be able to put together a strong final presentation, while another member might be a pro at researching using google scholar so they got the task of doing the initial scholarly research.
  • Improved Communication Skills. Group work projects help you to work on your communication skills. Communication skills required in group work projects include speaking in turn, speaking up when you have ideas, actively listening to other team members’ contributions, and crucially making compromises for the good of the team.
  • Learn to Manage Workplace Conflict. Lastly, your teachers often assign you group work tasks so you can learn to manage conflict and disagreement. You’ll come across this a whole lot in the workplace, so your teachers want you to have some experience being professional while handling disagreements.

You might be able to add more ideas to this list, or you might just want to select one or two from that list to write about depending on the length requirements for the essay.

Scholarly Sources for Step 3

Make sure you provide citations for these points above. You might want to use google scholar or google books and type in ‘Benefits of group work’ to find some quality scholarly sources to cite.

Step 3. Explore the general challenges group work can cause

Step 3 is the mirror image of Step 2. For this step, explore the challenges posed by group work.

Students are usually pretty good at this step because you can usually think of some aspects of group work that made you anxious or frustrated. Here are a few common challenges that group work causes:

  • Time Consuming. You need to organize meetups and often can’t move onto the next component of the project until everyone has agree to move on. When working on your own you can just crack on and get it done. So, team work often takes a lot of time and requires significant pre-planning so you don’t miss your submission deadlines!
  • Learning Style Conflicts. Different people learn in different ways. Some of us like to get everything done at the last minute or are not very meticulous in our writing. Others of us are very organized and detailed and get anxious when things don’t go exactly how we expect. This leads to conflict and frustration in a group work setting.
  • Free Loaders. Usually in a group work project there’s people who do more work than others. The issue of free loaders is always going to be a challenge in group work, and you can discuss in this section how ensuring individual accountability to the group is a common group work issue.
  • Communication Breakdown. This is one especially for online students. It’s often the case that you email team members your ideas or to ask them to reply by a deadline and you don’t hear back from them. Regular communication is an important part of group work, yet sometimes your team members will let you down on this part.

As with Step 3, consider adding more points to this list if you need to, or selecting one or two if your essay is only a short one.

8 Pros And Cons Of Group Work At University

Pros of Group WorkCons of Group Work
Members of your team will have different perspectives to bring to the table. Embrace team brainstorming to bring in more ideas than you would on your own. You can get on with an individual task at your own pace, but groups need to arrange meet-ups and set deadlines to function effectively. This is time-consuming and requires pre-planning.
Each of your team members will have different skills. Embrace your IT-obsessed team member’s computer skills; embrace the organizer’s skills for keeping the group on track, and embrace the strongest writer’s editing skills to get the best out of your group. Some of your team members will want to get everything done at once; others will procrastinate frequently. You might also have conflicts in strategic directions depending on your different approaches to learning.
Use group work to learn how to communicate more effectively. Focus on active listening and asking questions that will prompt your team members to expand on their ideas. Many groups struggle with people who don’t carry their own weight. You need to ensure you delegate tasks to the lazy group members and be stern with them about sticking to the deadlines they agreed upon.
In the workforce you’re not going to get along with your colleagues. Use group work at university to learn how to deal with difficult team members calmly and professionally. It can be hard to get group members all on the same page. Members don’t rely to questions, get anxiety and shut down, or get busy with their own lives. It’s important every team member is ready and available for ongoing communication with the group.

You’ll probably find you can cite the same scholarly sources for both steps 2 and 3 because if a source discusses the benefits of group work it’ll probably also discuss the challenges.

Step 4. Explore the specific benefits and challenges your group faced

Step 4 is where you zoom in on your group’s specific challenges. Have a think: what were the issues you really struggled with as a group?

  • Was one team member absent for a few of the group meetings?
  • Did the group have to change some deadlines due to lack of time?
  • Were there any specific disagreements you had to work through?
  • Did a group member drop out of the group part way through?
  • Were there any communication break downs?

Feel free to also mention some things your group did really well. Have a think about these examples:

  • Was one member of the group really good at organizing you all?
  • Did you make some good professional relationships?
  • Did a group member help you to see something from an entirely new perspective?
  • Did working in a group help you to feel like you weren’t lost and alone in the process of completing the group work component of your course?

Here, because you’re talking about your own perspectives, it’s usually okay to use first person language (but check with your teacher). You are also talking about your own point of view so citations might not be quite as necessary, but it’s still a good idea to add in one or two citations – perhaps to the sources you cited in Steps 2 and 3?

Step 5. Discuss how your group managed your challenges

Step 5 is where you can explore how you worked to overcome some of the challenges you mentioned in Step 4.

So, have a think:

  • Did your group make any changes part way through the project to address some challenges you faced?
  • Did you set roles or delegate tasks to help ensure the group work process went smoothly?
  • Did you contact your teacher at any point for advice on how to progress in the group work scenario?
  • Did you use technology such as Google Docs or Facebook Messenger to help you to collaborate more effectively as a team?

In this step, you should be showing how your team was proactive in reflecting on your group work progress and making changes throughout the process to ensure it ran as smoothly as possible. This act of making little changes throughout the group work process is what’s called ‘Reflection in Action’ (Schön, 2017).

Scholarly Source for Step 5

Schön, D. A. (2017).  The reflective practitioner: How professionals think in action . Routledge.

Step 6. Conclude by exploring what you will do differently next time

Step 6 is the most important step, and the one far too many students skip. For Step 6, you need to show how you not only reflected on what happened but also are able to use that reflection for personal growth into the future.

This is the heart and soul of your piece: here, you’re tying everything together and showing why reflection is so important!

This is the ‘action plan’ step in Gibbs’ cycle (you might want to cite Gibbs in this section!).

For Step 6, make some suggestions about how (based on your reflection) you now have some takeaway tips that you’ll bring forward to improve your group work skills next time. Here’s some ideas:

  • Will you work harder next time to set deadlines in advance?
  • Will you ensure you set clearer group roles next time to ensure the process runs more smoothly?
  • Will you use a different type of technology (such as Google Docs) to ensure group communication goes more smoothly?
  • Will you make sure you ask for help from your teacher earlier on in the process when you face challenges?
  • Will you try harder to see things from everyone’s perspectives so there’s less conflict?

This step will be personalized based upon your own group work challenges and how you felt about the group work process. Even if you think your group worked really well together, I recommend you still come up with one or two ideas for continual improvement. Your teacher will want to see that you used reflection to strive for continual self-improvement.

Scholarly Source for Step 6

Step 7. edit.

Okay, you’ve got the nuts and bolts of the assessment put together now! Next, all you’ve got to do is write up the introduction and conclusion then edit the piece to make sure you keep growing your grades.

Here’s a few important suggestions for this last point:

  • You should always write your introduction and conclusion last. They will be easier to write now that you’ve completed the main ‘body’ of the essay;
  • Use my 5-step I.N.T.R.O method to write your introduction;
  • Use my 5 C’s Conclusion method to write your conclusion;
  • Use my 5 tips for editing an essay to edit it;
  • Use the ProWritingAid app to get advice on how to improve your grammar and spelling. Make sure to also use the report on sentence length. It finds sentences that are too long and gives you advice on how to shorten them – such a good strategy for improving evaluative essay  quality!
  • Make sure you contact your teacher and ask for a one-to-one tutorial to go through the piece before submitting. This article only gives general advice, and you might need to make changes based upon the specific essay requirements that your teacher has provided.

That’s it! 7 steps to writing a quality group work reflection essay. I hope you found it useful. If you liked this post and want more clear and specific advice on writing great essays, I recommend signing up to my personal tutor mailing list.

Let’s sum up with those 7 steps one last time:

  • Explain what ‘Reflection’ Is
  • Explore the benefits of group work for learning
  • Explore the challenges of group work for learning
  • Explore the specific benefits and challenges your group faced
  • Discuss how your group managed your challenges
  • Conclude by exploring what you will do differently next time


  • Chris Drew (PhD) 21 Cozy Classroom Reading Corners
  • Chris Drew (PhD) 25 Math Center Ideas for Teachers
  • Chris Drew (PhD) 25 Student-Centered Learning Activity Ideas
  • Chris Drew (PhD) 25 Game-Based Learning Activities for the Classroom

2 thoughts on “How to write a Reflection on Group Work Essay”

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Great instructions on writing a reflection essay. I would not change anything.

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Thanks so much for your feedback! I really appreciate it. – Chris.

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The Writing Center • University of North Carolina at Chapel Hill

Group Writing

What this handout is about.

Whether in the academic world or the business world, all of us are likely to participate in some form of group writing—an undergraduate group project for a class, a collaborative research paper or grant proposal, or a report produced by a business team. Writing in a group can have many benefits: multiple brains are better than one, both for generating ideas and for getting a job done. However, working in a group can sometimes be stressful because there are various opinions and writing styles to incorporate into one final product that pleases everyone. This handout will offer an overview of the collaborative process, strategies for writing successfully together, and tips for avoiding common pitfalls. It will also include links to some other handouts that may be especially helpful as your group moves through the writing process.

Disclaimer and disclosure

As this is a group writing handout, several Writing Center coaches worked together to create it. No coaches were harmed in this process; however, we did experience both the pros and the cons of the collaborative process. We have personally tested the various methods for sharing files and scheduling meetings that are described here. However, these are only our suggestions; we do not advocate any particular service or site.

The spectrum of collaboration in group writing

All writing can be considered collaborative in a sense, though we often don’t think of it that way. It would be truly surprising to find an author whose writing, even if it was completed independently, had not been influenced at some point by discussions with friends or colleagues. The range of possible collaboration varies from a group of co-authors who go through each portion of the writing process together, writing as a group with one voice, to a group with a primary author who does the majority of the work and then receives comments or edits from the co-authors.

A diagram illustrating the spectrum of collaboration in group writing with "more in-person collaboration" on the left and "less in-person collaboration" on the right.

Group projects for classes should usually fall towards the middle to left side of this diagram, with group members contributing roughly equally. However, in collaborations on research projects, the level of involvement of the various group members may vary widely. The key to success in either case is to be clear about group member responsibilities and expectations and to give credit (authorship) to members who contribute an appropriate amount. It may be useful to credit each group member for their various contributions.

Overview of steps of the collaborative process

Here we outline the steps of the collaborative process. You can use these questions to focus your thinking at each stage.

  • Share ideas and brainstorm together.
  • Formulate a draft thesis or argument .
  • Think about your assignment and the final product. What should it look like? What is its purpose? Who is the intended audience ?
  • Decide together who will write which parts of the paper/project.
  • What will the final product look like?
  • Arrange meetings: How often will the group or subsets of the group meet? When and where will the group meet? If the group doesn’t meet in person, how will information be shared?
  • Scheduling: What is the deadline for the final product? What are the deadlines for drafts?
  • How will the group find appropriate sources (books, journal articles, newspaper articles, visual media, trustworthy websites, interviews)? If the group will be creating data by conducting research, how will that process work?
  • Who will read and process the information found? This task again may be done by all members or divided up amongst members so that each person becomes the expert in one area and then teaches the rest of the group.
  • Think critically about the sources and their contributions to your topic. Which evidence should you include or exclude? Do you need more sources?
  • Analyze the data. How will you interpret your findings? What is the best way to present any relevant information to your readers-should you include pictures, graphs, tables, and charts, or just written text?
  • Note that brainstorming the main points of your paper as a group is helpful, even if separate parts of the writing are assigned to individuals. You’ll want to be sure that everyone agrees on the central ideas.
  • Where does your individual writing fit into the whole document?
  • Writing together may not be feasible for longer assignments or papers with coauthors at different universities, and it can be time-consuming. However, writing together does ensure that the finished document has one cohesive voice.
  • Talk about how the writing session should go BEFORE you get started. What goals do you have? How will you approach the writing task at hand?
  • Many people find it helpful to get all of the ideas down on paper in a rough form before discussing exact phrasing.
  • Remember that everyone has a different writing style! The most important thing is that your sentences be clear to readers.
  • If your group has drafted parts of the document separately, merge your ideas together into a single document first, then focus on meshing the styles. The first concern is to create a coherent product with a logical flow of ideas. Then the stylistic differences of the individual portions must be smoothed over.
  • Revise the ideas and structure of the paper before worrying about smaller, sentence-level errors (like problems with punctuation, grammar, or word choice). Is the argument clear? Is the evidence presented in a logical order? Do the transitions connect the ideas effectively?
  • Proofreading: Check for typos, spelling errors, punctuation problems, formatting issues, and grammatical mistakes. Reading the paper aloud is a very helpful strategy at this point.

Helpful collaborative writing strategies

Attitude counts for a lot.

Group work can be challenging at times, but a little enthusiasm can go a long way to helping the momentum of the group. Keep in mind that working in a group provides a unique opportunity to see how other people write; as you learn about their writing processes and strategies, you can reflect on your own. Working in a group inherently involves some level of negotiation, which will also facilitate your ability to skillfully work with others in the future.

Remember that respect goes along way! Group members will bring different skill sets and various amounts and types of background knowledge to the table. Show your fellow writers respect by listening carefully, talking to share your ideas, showing up on time for meetings, sending out drafts on schedule, providing positive feedback, and taking responsibility for an appropriate share of the work.

Start early and allow plenty of time for revising

Getting started early is important in individual projects; however, it is absolutely essential in group work. Because of the multiple people involved in researching and writing the paper, there are aspects of group projects that take additional time, such as deciding and agreeing upon a topic. Group projects should be approached in a structured way because there is simply less scheduling flexibility than when you are working alone. The final product should reflect a unified, cohesive voice and argument, and the only way of accomplishing this is by producing multiple drafts and revising them multiple times.

Plan a strategy for scheduling

One of the difficult aspects of collaborative writing is finding times when everyone can meet. Much of the group’s work may be completed individually, but face-to-face meetings are useful for ensuring that everyone is on the same page. , , and are free websites that can make scheduling easier. Using these sites, an organizer suggests multiple dates and times for a meeting, and then each group member can indicate whether they are able to meet at the specified times.

It is very important to set deadlines for drafts; people are busy, and not everyone will have time to read and respond at the last minute. It may help to assign a group facilitator who can send out reminders of the deadlines. If the writing is for a co-authored research paper, the lead author can take responsibility for reminding others that comments on a given draft are due by a specific date.

Submitting drafts at least one day ahead of the meeting allows other authors the opportunity to read over them before the meeting and arrive ready for a productive discussion.

Find a convenient and effective way to share files

There are many different ways to share drafts, research materials, and other files. Here we describe a few of the potential options we have explored and found to be functional. We do not advocate any one option, and we realize there are other equally useful options—this list is just a possible starting point for you:

  • Email attachments. People often share files by email; however, especially when there are many group members or there is a flurry of writing activity, this can lead to a deluge of emails in everyone’s inboxes and significant confusion about which file version is current.
  • Google documents . Files can be shared between group members and are instantaneously updated, even if two members are working at once. Changes made by one member will automatically appear on the document seen by all members. However, to use this option, every group member must have a Gmail account (which is free), and there are often formatting issues when converting Google documents back to Microsoft Word.
  • Dropbox . is free to join. It allows you to share up to 2GB of files, which can then be synched and accessible from multiple computers. The downside of this approach is that everyone has to join, and someone must install the software on at least one personal computer. Dropbox can then be accessed from any computer online by logging onto the website.
  • Common server space. If all group members have access to a shared server space, this is often an ideal solution. Members of a lab group or a lab course with available server space typically have these resources. Just be sure to make a folder for your project and clearly label your files.

Note that even when you are sharing or storing files for group writing projects in a common location, it is still essential to periodically make back-up copies and store them on your own computer! It is never fun to lose your (or your group’s) hard work.

Try separating the tasks of revising and editing/proofreading

It may be helpful to assign giving feedback on specific items to particular group members. First, group members should provide general feedback and comments on content. Only after revising and solidifying the main ideas and structure of the paper should you move on to editing and proofreading. After all, there is no point in spending your time making a certain sentence as beautiful and correct as possible when that sentence may later be cut out. When completing your final revisions, it may be helpful to assign various concerns (for example, grammar, organization, flow, transitions, and format) to individual group members to focus this process. This is an excellent time to let group members play to their strengths; if you know that you are good at transitions, offer to take care of that editing task.

Your group project is an opportunity to become experts on your topic. Go to the library (in actuality or online), collect relevant books, articles, and data sources, and consult a reference librarian if you have any issues. Talk to your professor or TA early in the process to ensure that the group is on the right track. Find experts in the field to interview if it is appropriate. If you have data to analyze, meet with a statistician. If you are having issues with the writing, use the online handouts at the Writing Center or come in for a face-to-face meeting: a coach can meet with you as a group or one-on-one.

Immediately dividing the writing into pieces

While this may initially seem to be the best way to approach a group writing process, it can also generate more work later on, when the parts written separately must be put together into a unified document. The different pieces must first be edited to generate a logical flow of ideas, without repetition. Once the pieces have been stuck together, the entire paper must be edited to eliminate differences in style and any inconsistencies between the individual authors’ various chunks. Thus, while it may take more time up-front to write together, in the end a closer collaboration can save you from the difficulties of combining pieces of writing and may create a stronger, more cohesive document.


Although this is solid advice for any project, it is even more essential to start working on group projects in a timely manner. In group writing, there are more people to help with the work-but there are also multiple schedules to juggle and more opinions to seek.

Being a solo group member

Not everyone enjoys working in groups. You may truly desire to go solo on this project, and you may even be capable of doing a great job on your own. However, if this is a group assignment, then the prompt is asking for everyone to participate. If you are feeling the need to take over everything, try discussing expectations with your fellow group members as well as the teaching assistant or professor. However, always address your concerns with group members first. Try to approach the group project as a learning experiment: you are learning not only about the project material but also about how to motivate others and work together.

Waiting for other group members to do all of the work

If this is a project for a class, you are leaving your grade in the control of others. Leaving the work to everyone else is not fair to your group mates. And in the end, if you do not contribute, then you are taking credit for work that you did not do; this is a form of academic dishonesty. To ensure that you can do your share, try to volunteer early for a portion of the work that you are interested in or feel you can manage.

Leaving all the end work to one person

It may be tempting to leave all merging, editing, and/or presentation work to one person. Be careful. There are several reasons why this may be ill-advised. 1) The editor/presenter may not completely understand every idea, sentence, or word that another author wrote, leading to ambiguity or even mistakes in the end paper or presentation. 2) Editing is tough, time-consuming work. The editor often finds himself or herself doing more work than was expected as they try to decipher and merge the original contributions under the time pressure of an approaching deadline. If you decide to follow this path and have one person combine the separate writings of many people, be sure to leave plenty of time for a final review by all of the writers. Ask the editor to send out the final draft of the completed work to each of the authors and let every contributor review and respond to the final product. Ideally, there should also be a test run of any live presentations that the group or a representative may make.

Entirely negative critiques

When giving feedback or commenting on the work of other group members, focusing only on “problems” can be overwhelming and put your colleagues on the defensive. Try to highlight the positive parts of the project in addition to pointing out things that need work. Remember that this is constructive feedback, so don’t forget to add concrete, specific suggestions on how to proceed. It can also be helpful to remind yourself that many of your comments are your own opinions or reactions, not absolute, unquestionable truths, and then phrase what you say accordingly. It is much easier and more helpful to hear “I had trouble understanding this paragraph because I couldn’t see how it tied back to our main argument” than to hear “this paragraph is unclear and irrelevant.”

Writing in a group can be challenging, but it is also a wonderful opportunity to learn about your topic, the writing process, and the best strategies for collaboration. We hope that our tips will help you and your group members have a great experience.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Cross, Geoffrey. 1994. Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis . Cresskill, NJ: Hampton Press.

Ede, Lisa S., and Andrea Lunsford. 1990. Singular Texts/Plural Authors: Perspectives on Collaborative Writing . Carbondale, IL: Southern Illinois University Press.

Speck, Bruce W. 2002. Facilitating Students’ Collaborative Writing . San Francisco: Jossey-Bass.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Home Essay Samples Business Teamwork

My Experience Working in a Group: a Reflection

Table of contents, challenges of group work, benefits and learning opportunities, lessons learned.

  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
  • Belbin, R. M. (2012). Team roles at work. Taylor & Francis.
  • Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.
  • Forsyth, D. R. (2014). Group dynamics (6th ed.). Cengage Learning.
  • Katzenbach, J. R., & Smith, D. K. (2015). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.

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Group Work That Really Works

A group essay writing activity pushes every student to contribute—and it can lead to real growth in writing ability.

A group of students working on an essay in the library together

Group work is a mode of learning I’ve struggled with for much of my teaching career. The concept of students working together to learn is valuable for many reasons, but creating a group activity where all students are engaged in the collective work can be challenging. Recently, I tried a group essay writing activity that not only involved every student in the task but also created conditions for rich student discussion that resulted in some real growth in their writing skills.

A Group Essay How-To

1. On the day before the group essay, each student first writes an essay on their own. I’ve moved more and more over the years toward having the students write their first draft of most of the writing we do in class. This eliminates many of the distractions that can intrude on student writing and ensures that I’m there to support them. If students need additional time to finish their paper after class, I’ll usually accommodate them.

2. I read the essays myself , writing some quick feedback on a separate sheet of paper—usually just a rubric score, one thing the student did well, and one thing they could do to improve their essay. I use the individual scores and feedback for conferencing with students later that week, when we’ll discuss their reflections on their writing and ways to improve. I also assess the essays as a group for areas that seem to call for more instruction for the whole class.

3. I teach a mini-lesson on one or two of those areas of need I’ve identified for the class as a whole (e.g., thesis statements, finding and integrating evidence, transitions, etc.).

4. And then, the group essay. After handing back the individual essays—with no marks on them—and organizing students into groups of four or five, I give them instructions for group work.

First, students take turns sharing their thesis statements with the group. They discuss the relative merits of each and come to consensus on a group thesis statement. They write this in large letters on one regular sheet of paper that I’ve given them.

Next, students decide on supporting points for the thesis. They need to have a number of supporting points equal to the number of the people in the group because each student is responsible for individually writing a body paragraph for one of the supporting points, using evidence and commentary to connect their supporting point back to the thesis. They each write their own body paragraph on another sheet of paper.

Once students have finished writing their supporting body paragraphs, they come back together as a group and puzzle the essay together, adding transitions to connect the body paragraphs and writing a concluding paragraph on a final sheet of paper.

Although this composing step worked well on paper, I’m looking forward to having the students try it out on shared Google docs, as that would make the editing process easier—particularly when the students come together to combine their paragraphs into a cohesive whole.

5. Finally, the groups get up in front of the class and read their essay aloud. After each group reads, we take a few minutes to discuss the strengths of the essay and ask any questions we might have about it.

Why Group Essays Work

The success of this activity stems from the shared responsibility of writing the essay. As I walked around the room while the groups were working, the focus and richness of the discussions showed me just how much impact this activity would have when it came to developing students’ understanding of the elements of an effective essay. Almost every single student was engaged, and those who became distracted were quickly brought back to focus by a group that was relying on their contribution.

Having the students read their essay aloud in front of the class provided some valuable results. The entire class benefited not only from hearing what students had done with the thesis and support but also from the feedback given by me and their classmates. And I was provided with a great formative assessment opportunity and took notes for further mini-lessons my classes might need. In the very next essay we wrote in class, I noticed significant growth in the skills students had worked on in their groups.

One more not-so-small detail: Students loved the group essays. The complaints I sometimes hear about group work—that one person ended up doing all the work, that one or more people weren’t contributing, that it was hard to figure out who was supposed to do what—were rare. All students were essential, the roles and tasks were clearly defined, and the time constraint of needing to get all the writing and discussion done in one class period added an urgency to the task, so that very little time was wasted. (It is possible to break the group activity into two class periods if necessary.)

Students agreed that this was an activity that actually helped them understand how to improve their writing, and they asked if they could do it again for their next essay.

I’m looking forward to trying some variations on the group essay—perhaps having students write the essay together before trying on their own, or having them create mini-lessons for the writing needs they see in the classroom.

Home — Essay Samples — Life — Teamwork — Reflection Paper on Group Work


Reflection Paper on Group Work

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Published: Mar 20, 2024

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Teaching excellence & educational innovation, using group projects effectively.

If structured well, group projects can promote important intellectual and social skills and help to prepare students for a work world in which teamwork and collaboration are increasingly the norm. This section provides advice for faculty employing group projects. We examine the following questions:

  • What are the benefits of group work?
  • What are the challenges of group work, and how can I address them?
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Reflection of Group Project, Essay Example

Pages: 2

Words: 563

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Summary of Peer Feedback

Peer feedback has been one of the most valuable learning experience in this project because it has helped our group understand our strengths and weaknesses we were unaware of and has provided valuable suggestions regarding improvement in the future.The peer feedback gives us a good summary of our presentation. First of all, the presentation was more focused on oral presentation. The presenters also made sure to involve the audience in the discussion. The presenters also succeeded in relaying the central message of their presentation.

Group Strengths

The project strength noted by most of the audience members was the presenters’ attempt to involve the audience whether through class activity or discussion. This ensured that the audience is engaged with the discussion and better grasp the concepts being relayed by the presenters. This approach also ensured that audience do not get bored and stay engaged. The presenters also appeared knowledgeable about their material which helped them build credibility with the audience.

Groups Weaknesses

Some of the audience members felt the presentation could use more multi-media and visual materials. This feedback made us realized that people have different learning styles and oral delivery of information may not be suited to everyone. Similarly, some pointed out that presentation slides could have used more information which once again confirm that we made the error of assuming oral delivery of information will be sufficient to help audience understand the message.In fact, some peers pointed out we could have used less talking because it becomes challenging to retain information. Another weakness of the presentation was lack of simple examples. We mistakenly assumed that the audience member will already have reasonable understanding of the material we may be presenting, thus, we chose the examples our group understood. This feedback make us realized that the best strategy is to use the simplest examples so that even those with poor understanding of theories can grasp the message.

Strategy for Improvement in the Future

After going through peer feedback, our group also evaluated the actual processes we went through in completing the project and determined what may and may not be the desirable strategy in the future. In our opinion, one of the strongest qualities of our group was that each member displayed professionalism regarding his/her tasks and completed them on time and in a manner expected of him/her. This helped us complete project before time and gave us valuable time to prepare for presentation. This sense of reliability also built strong working relationship among the members. The main weakness of our group was insufficient face-to-face meetings which were also due to time constraints. Thus, most of the communication took place through email until we prepared for the presentation. After our group went through peer feedback, we realized lack of face-to-face meeting prevented us from valuable brainstorming opportunities which might have helped us address some of the weaknesses noted in the feedback.

In future, we will hold more face-to-face meetings even if they are short or during lunch breaks. We will also incorporate more multi-media material and achieve a delicate balance in terms of written material. Some peer members appreciated while others complained about lack of written material, thus, the answer lies somewhere in between. We will also incorporate more examples and the criteria to choose examples would be that they can be understood by even those who are being introduced to the concept/theory for the first time.

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The Federal Commissioner for Data Protection and Freedom of Information

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Berlin Group with new projects and working papers

Bonn/Oslo, 5 July 2024

Date 2024.07.05

The meeting of the International Working Group on Data Protection in Technology (IWGDPT) took place in Oslo in this half-year period. Particular attention was paid to the so-called Large Language Models.

auf einem Konferenztisch liegen Blöcke und darauf Kugelschreiber

The Federal Commissioner for Data Protection and Freedom of Information (BfDI) and the Norwegian data protection supervisory authority Datatilsynet presented the new projects and working papers in a joint statement on the 73rd meeting of the International Working Group on Data Protection in Technology (IWGDPT), the so-called "Berlin Group". During the meeting in Oslo on 18 and 19 June, the Berlin Group adopted working papers on data sharing and so-called Large Language Models. The next meeting of the Berlin Group will take place in Brussels in November.  It will be hosted by the European Data Protection Supervisor (EDPS).

The Secretariat now starts the written procedure for the vote on the working papers in order to involve all members. The adopted working papers will then be made available on the BfDI website in a German and an English version.

Group Work Evaluation Essay

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For the work on the project, our class was subdivided into groups. We needed to work in groups during the semester; therefore, the proper distribution of students into members was extremely important. I was lucky to appear in the group of my good friends. That is why, working in team with them was easy and interesting for me. I knew every member of my group before the project, and this made it easier for me to communicate with them. Knowing the personal qualities of every individual allowed us organize the work properly.

Specifically, we managed to distribute the tasks among the group members in a way that guaranteed the sufficiency and competency of every individual. Every member of the group was responsible for some task and its performance. All the members managed to do their tasks on time, and there were no disagreement with any of the members.

At the beginning of the work on the project, I expected the work to be rather complicated. Namely, I had assumed that it would be hard for several group members to cooperate. In fact, I had doubts about the team project to be successful.

I thought that it would have been better and more comfortable for me to work on the project on my own. It was also hard for me to trust the other members, and let them be responsible for some tasks. However, with the flow of the work my vision of the project changed. The team project appeared to be a very interesting and educational type of activity.

What is more, the group project contributed to my general understanding of the subject. As far as the responsibilities were distributed among the members of the team, it was easier for me to analyze every level of the subject.

Group project allowed me doing the research step by step, learning its separate parts, and then analyzing the project as a whole. In comparison with other activities group project proved to be harder to do, but in some cases it was even more helpful. Now I can confidently claim that the process of learning would have been incomplete without the group project.

One more advantage of the group project is that it involved interaction with the other group members. Such activity developed my communicative skills, teached me how to express myself clearly and understand others better.

Furthermore, work in team developed the sense of responsibility in every of the members, as the task of each individual was not only doing his or her own task, but also contributing to the group work. Failing to do the task on time meant not only personal failure, but also letting down of the whole team. I feel that the experience of doing a group project changed my attitude to doing tasks in general, and to the process of learning.

Working on team project was a new kind of activity for me. However, despite the fact that it proved to be very interesting and useful, it is hard for me to decide whether it is the best of the course activities.

I guess that team project is a good kind of work, but it cannot be used alone. Indeed, the textbooks are irreplaceable; they were also helpful in the project. The exercises that we did in the class were very interesting, and they helped to understand the material better.

In addition, while the flow of the project was managed by us, the exercises in class were controlled by the teacher, which guaranteed our adequacy. The films shown in class were also rather helpful, especially for those students, who have a good visual memory. I think that every kind of activity is extremely useful, and all of them need to be used in complex for maximal effect.

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IvyPanda. (2018, July 9). Group Work Evaluation.

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1993 how the construction company remstroy was created   the year 1993 was a period when a lot of construction companies, which had been working successfully during the soviet times and had rich staff capacity, were forced to cease their activity for various reasons. a lot of capable specialists either had to look for another job or change their field. but there were also those who were willing to realise their potential in the field of construction in accordance with the received degree and the experience they had accumulated. thus, in 1993 in elektrostal (moscow oblast) a group of specialists and people sharing each other’s ideas, who had enormous educational background and the highest degree in architecture, organized and registered ooo firm erg which began its rapid development and successful work, offering its service both on the construction market and other areas. 2000 industrial construction is the main area   seven years of successful work have shown that combining different types of activities in the same company is not always convenient. and in the year 2000 the founders of ooo firm erg decided to create and register a monoprofile construction company ooo remstroy construction company. industrial construction was chosen as the priority area. it was in this area that the directors of ooo sk remstroy began their working life and grew as specialists. in order to achieve the set goal, they selected a mobile team of professionals in the field of industrial construction, which allows us to cope with the tasks assigned to ooo sk remstroy throughout russia and the near abroad. 2010 manufacturing of metal structures   we possess modern equipment that allows us to carry out the entire cycle of works on the manufacture of metal structures of any complexity without assistance. designing – production – installation of metal structures. a staff of professionals and well-coordinated interaction of the departments let us carry out the work as soon as possible and in accordance with all customer’s requirements.” extract from the list of members of self-regulatory organizations, construction.

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Certificates, system of managing quality.

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group project essay

group project essay

Geographic coordinates of Elektrostal, Moscow Oblast, Russia

Coordinates of elektrostal in decimal degrees, coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia

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group project essay

Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189.

High-impact storms during the extended winters of 2018-2021 in the Iberian Peninsula

  • Gonçalves, Ana C. R.
  • Nieto, Raquel
  • Liberato, Margarida L. R.

During the extended winter period from December 2017 to April 2021, the Iberian Peninsula (IP) was impacted by several high-impact storms characterized by intense precipitation and/or strong winds. This study provides a detailed assessment of the events, including synoptic conditions, large-scale dynamics associated with the storms, and a climatological analysis aimed at improving public understanding and preventing natural disasters. The analysis of the cyclones' variability indicates that their maximum intensity varies between 955 hPa and 985 hPa, with a duration of two to four days, and the most frequent occurrence (eight events) was in January. At the peak of maximum intensity, the composite anomaly patterns showed lower mean sea level pressure (MSLP) values (-21.6 hPa), higher water vapor values (327.6 kg m-1s-1), and wind speed at 250 hPa exceeding 29.6 m s-1 the mean values. Additionally, there were high anomaly values of equivalent potential temperature (θe) of 19.1 °C at 850 hPa, sea surface temperature (SST) anomaly values of -1 °C, and negative anomaly values of surface latent heat flux (QE) (-150 W m-2) close to the IP. During the days impacted by the storms, the recorded values surpassed the 98th percentile in a significant percentage of days for daily accumulated precipitation (34%), instantaneous wind gusts (46%), wind speed at 10 m (47%), and concurrent events of wind/instantaneous wind gusts and precipitation (26% and 29%, respectively). These findings allow us to describe their meteorological consequences on the IP, particularly the effects resulting from intense precipitation such as floods, and strong winds associated with various destructive impacts. Finally, clear, real-time, and predictive information about weather systems and their impacts is crucial for the public to understand and enable effective responses to mitigate these natural hazards damage.Keywords: extreme events; extratropical cyclones; explosive development cyclones; winter storms; Iberian Peninsula. AcknowledgmentsThis work was funded by the Portuguese Fundação para a Ciência e a Tecnologia (FCT) I.P./MCTES through national funds (PIDDAC)-UIDB/50019/2020 (, UIDP/50019/2020 ( and LA/P/0068/2020 (, and project WEx-Atlantic (PTDC/CTAMET/29233/2017, LISBOA-01-0145-FEDER-029233, NORTE-01-0145-FEDER-029233). FCT is also providing for Ana Gonçalves doctoral grant (2021.04927.BD). The EPhysLab group was also funded by Xunta de Galicia, Consellería de Cultura, Educación e Universidade, under project ED431C 2021/44 "Programa de Consolidación e Estructuración de Unidades de Investigación Competitivas. ReferencesGonçalves, A.C.R.; Nieto, R.; Liberato, M.L.R. Synoptic and Dynamical Characteristics of High-Impact Storms Affecting the Iberian Peninsula during the 2018-2021 Extended Winters. Atmosphere 2023, 14, 1353.

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  1. How to write a Reflection on Group Work Essay (2024)

    Here are the exact steps you need to follow for a reflection on group work essay. Explain what Reflection Is. Explore the benefits of group work. Explore the challenges group. Give examples of the benefits and challenges your group faced. Discuss how your group handled your challenges. Discuss what you will do differently next time.

  2. Group Writing

    The range of possible collaboration varies from a group of co-authors who go through each portion of the writing process together, writing as a group with one voice, to a group with a primary author who does the majority of the work and then receives comments or edits from the co-authors. Group projects for classes should usually fall towards ...

  3. Group Project: The Team Development

    The development of teams can happen in terms of the five-phase model and the punctuated equilibrium model (Collins & Castro, 2020). Using the five-phase model, the group is formed, ideas on the project are shared, each member discovers their skills, and the project is completed before members adjourn till the next project.

  4. Group Project Essay Examples

    Group Project Essays. Sampling and Participation: A Reflection Summary of a Group Project ... example from my professional life where I showed this strength is the Equalizer strength when I was allowed to lead a group project in my working environment. The undertaking included colleagues with changing degrees of involvement and skill. Some were ...

  5. Group Project Management and Teamwork Reflection

    In the first place, I am the one that got the people in the group together. The initial meeting of group members was done by me. The success of our group depended on the effectiveness of contribution to the project by each member of the group. The division of project parts to each member of the group was the best idea we could come up with.

  6. My Experience Working in a Group: a Reflection

    Conclusion. In conclusion, the phrase "my experience working in a group" encapsulates a journey marked by challenges, benefits, and personal growth. While conflicts and differing opinions can pose hurdles, the advantages of. diverse perspectives, skill development, and life lessons make group work a worthwhile endeavor. As I reflect.

  7. What are the benefits of group work?

    Hold one another (and be held) accountable. Receive social support and encouragement to take risks. Develop new approaches to resolving differences. Establish a shared identity with other group members. Find effective peers to emulate. Develop their own voice and perspectives in relation to peers. While the potential learning benefits of group ...

  8. How to Write a Group Essay Without Losing Your Mind

    7. Be a good peer editor. Group writing assignments can be awkward for various reasons, but peer editing can be particularly uncomfortable. However, nailing this step is integral to the success of your group writing essay. As any editor will tell you, the line between constructive and destructive criticism can be a perilous one to walk.

  9. Working in a Group

    Advantages of working in a group. Firstly, working in a group fosters an environment for learning since the individuals can learn from the experiences and expertise of each other. They learn different ways of approaching issues from his colleagues (Duch, 2000). Managers working in groups get more insight in solving problems as they interact ...

  10. How can I assess group work?

    Some instructors add an individual component to group projects (e.g., a short essay, journal entries); some combine a group project with an individual test or quiz. Both group and individual performance are then reflected in the total project grade (e.g., some faculty members make the group grade worth 50% and the individual grade worth 50% ...

  11. Group Work That Really Works

    Group Work That Really Works. A group essay writing activity pushes every student to contribute—and it can lead to real growth in writing ability. By Jori Krulder. July 6, 2018. ©Shutterstock/Lucky Business. Group work is a mode of learning I've struggled with for much of my teaching career. The concept of students working together to ...

  12. Reflection Paper on Group Work: [Essay Example], 591 words

    Published: Mar 20, 2024. Table of contents. Group work is a common practice in academic settings, with many courses incorporating group projects and assignments as part of the curriculum. In this reflection paper, I will discuss my experiences with group work, the challenges I have faced, and the lessons I have learned from working in a team.

  13. PDF WS Group Essays Handout

    This handout offers strategies for successful collaborative essay writing and provides advice for how to address the challenges of writing a group paper. Tips for Writing a Group Essay. Keep these thoughts in mind before the first group meeting and throughout the collaborative writing process. Identify individual strengths/weaknesses.

  14. Using Group Projects Effectively

    Using Group Projects Effectively. If structured well, group projects can promote important intellectual and social skills and help to prepare students for a work world in which teamwork and collaboration are increasingly the norm. This section provides advice for faculty employing group projects. We examine the following questions:

  15. Group Project Essay

    Step 1: Each student will bring at least one newspaper article, which is able to be analyzed from a sociological perspective. Step 2: Students will be put into groups. Each group will choose a single article to use for the project. The groups will assign each student in the group a part of the final essay to write and write as a team a first draft.

  16. Reflection of Group Project, Essay Example

    This helped us complete project before time and gave us valuable time to prepare for presentation. This sense of reliability also built strong working relationship among the members. The main weakness of our group was insufficient face-to-face meetings which were also due to time constraints. Thus, most of the communication took place through ...

  17. Group Project Essays: Examples, Topics, & Outlines

    Group Project Our Group Undertook. PAGES 5 WORDS 1500. For the purposes of directing ex-offenders "from darkness to light," we felt that the first and most important step was to introduce the inmate population to the wealth of resources already existing in the community. Community Partners in Action, the Catholic Charities Resettlement Program ...

  18. Group Work Essay

    Group work can make the work to be higher efficiency and develop another skill. In this essay will discuss the benefits of group work and how important is it. Secondly, it will move on to look at the obstacles and challenges in group work. Finally, it will argue that the factors that affect the success of groupwork and what skill can develop in ...

  19. Project 2025

    Project 2025 is a collection of ... The 2024 Trump campaign said no outside group speaks for the former president, referring to its "Agenda 47" as the only official plan for a second Trump presidency.

  20. BfDI

    Source: ©CL-Medien - The Federal Commissioner for Data Protection and Freedom of Information (BfDI) and the Norwegian data protection supervisory authority Datatilsynet presented the new projects and working papers in a joint statement on the 73rd meeting of the International Working Group on Data Protection in Technology (IWGDPT), the so-called "Berlin Group".

  21. Group Work Evaluation

    Group Work Evaluation Essay. For the work on the project, our class was subdivided into groups. We needed to work in groups during the semester; therefore, the proper distribution of students into members was extremely important. I was lucky to appear in the group of my good friends. That is why, working in team with them was easy and ...

  22. Kapotnya District

    A residential and industrial region in the south-east of Mocsow. It was founded on the spot of two villages: Chagino (what is now the Moscow Oil Refinery) and Ryazantsevo (demolished in 1979). in 1960 the town was incorporated into the City of Moscow as a district. Population - 45,000 people (2002). The district is one of the most polluted residential areas in Moscow, due to the Moscow Oil ...

  23. OOO Remstroy Construction Company

    2000. Seven years of successful work have shown that combining different types of activities in the same company is not always convenient. And in the year 2000 the founders of OOO Firm ERG decided to create and register a monoprofile construction company OOO Remstroy Construction Company. Industrial construction was chosen as the priority area.

  24. Geographic coordinates of Elektrostal, Moscow Oblast, Russia

    Geographic coordinates of Elektrostal, Moscow Oblast, Russia in WGS 84 coordinate system which is a standard in cartography, geodesy, and navigation, including Global Positioning System (GPS). Latitude of Elektrostal, longitude of Elektrostal, elevation above sea level of Elektrostal.

  25. Elektrostal

    Elektrostal, city, Moscow oblast (province), western Russia.It lies 36 miles (58 km) east of Moscow city. The name, meaning "electric steel," derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II, parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the ...

  26. High-impact storms during the extended winters of 2018-2021 in the

    During the extended winter period from December 2017 to April 2021, the Iberian Peninsula (IP) was impacted by several high-impact storms characterized by intense precipitation and/or strong winds. This study provides a detailed assessment of the events, including synoptic conditions, large-scale dynamics associated with the storms, and a climatological analysis aimed at improving public ...