Exploring Patients' Views Toward Giving Web-Based Feedback and Ratings to General Practitioners in England: A Qualitative Descriptive Study.

PubMed

Patel, Salma; Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2016-08-05

Patient feedback websites or doctor rating websites are increasingly being used by patients to give feedback about their health care experiences. There is little known about why patients in England may give Web-based feedback and what may motivate or dissuade them from giving Web-based feedback. The aim of this study was to explore patients' views toward giving Web-based feedback and ratings to general practitioners (GPs), within the context of other feedback methods available in primary care in England, and in particular, paper-based feedback cards. A descriptive exploratory qualitative approach using face-to-face semistructured interviews was used in this study. Purposive sampling was used to recruit 18 participants from different age groups in London and Coventry. Interviews were transcribed verbatim and analyzed using applied thematic analysis. Half of the participants in this study were not aware of the opportunity to leave feedback for GPs, and there was limited awareness about the methods available to leave feedback for a GP. The majority of participants were not convinced that formal patient feedback was needed by GPs or would be used by GPs for improvement, regardless of whether they gave it via a website or on paper. Some participants said or suggested that they may leave feedback on a website rather than on a paper-based feedback card for several reasons: because of the ability and ease of giving it remotely; because it would be shared with the public; and because it would be taken more seriously by GPs. Others, however, suggested that they would not use a website to leave feedback for the opposite reasons: because of accessibility issues; privacy and security concerns; and because they felt feedback left on a website may be ignored. Patient feedback and rating websites as they currently are will not replace other mechanisms for patients in England to leave feedback for a GP. Rather, they may motivate a small number of patients who have more altruistic motives or wish to place collective pressure on a GP to give Web-based feedback. If the National Health Service or GP practices want more patients to leave Web-based feedback, we suggest they first make patients aware that they can leave anonymous feedback securely on a website for a GP. They can then convince them that their feedback is needed and wanted by GPs for improvement, and that the reviews they leave on the website will be of benefit to other patients to decide which GP to see or which GP practice to join.

Giving Feedback: Development of Scales for the Mum Effect, Discomfort Giving Feedback, and Feedback Medium Preference

ERIC Educational Resources Information Center

Cox, Susie S.; Marler, Laura E.; Simmering, Marcia J.; Totten, Jeff W.

2011-01-01

Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the "mum effect") and attitudes that influence how performance feedback is given. Because technology has changed the nature of…

General theory of feedback control of a nuclear spin ensemble in quantum dots

NASA Astrophysics Data System (ADS)

Yang, Wen; Sham, L. J.

2013-12-01

We present a microscopic theory of the nonequilibrium nuclear spin dynamics driven by the electron and/or hole under continuous-wave pumping in a quantum dot. We show the correlated dynamics of the nuclear spin ensemble and the electron and/or hole under optical excitation as a quantum feedback loop and investigate the dynamics of the many nuclear spins as a nonlinear collective motion. This gives rise to three observable effects: (i) hysteresis, (ii) locking (avoidance) of the pump absorption strength to (from) the natural resonance, and (iii) suppression (amplification) of the fluctuation of weakly polarized nuclear spins, leading to prolonged (shortened) electron-spin coherence time. A single nonlinear feedback function is constructed which determines the different outcomes of the three effects listed above depending on the feedback being negative or positive. The general theory also helps to put in perspective the wide range of existing theories on the problem of a single electron spin in a nuclear spin bath.

Recent results on output feedback problems

NASA Technical Reports Server (NTRS)

Byrnes, C. I.

1980-01-01

Given a real linear system sigma = (A, B, C) with m inputs, p outputs and degree n, the problem of generic pole placement by output feedback is studied, which is to compute the constant C(m,p) such that the inequality C(m,p) not less than n is necessary and sufficient for generically positioning the poles of the generic linear system by constant output feedback. A constant C prime (m,p) is determined, which gives a sufficient condition for generic pole placement and which, to the best of the author's knowledge, is at least as good an estimate of C(m,p) as any in the literature. Some results on the construction of solutions in case mp = n are announced, based on the degree formula of Brockett and Byrnes and the Galois theory. In particular, a question raised by Anderson, Bose, and Jury, on the existence of a rational procedure for computing the feedback law from the desired characteristic polynomial is answered.

Feedback in Teacher Education: Mentor Discourse and Intern Perceptions

ERIC Educational Resources Information Center

Le, Phuong Thi Anh; Vasquez, Camilla

2011-01-01

Giving and receiving feedback are essential activities in student teaching. This paper explores the strategies that mentors adopted in giving post-observation feedback to the interns in Teaching English to Speakers of Other Languages (TESOL) and these teaching interns' perceptions of the feedback they received. The discourse analysis of six…

Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.

PubMed

Reddy, Shalini T; Zegarek, Matthew H; Fromme, H Barrett; Ryan, Michael S; Schumann, Sarah-Anne; Harris, Ilene B

2015-06-01

Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process. Residents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.

Giving Feedback to Subordinates. An Ideas Into Action Guidebook.

ERIC Educational Resources Information Center

Buron, Raoul J.; McDonald-Mann, Dana

This guidebook describes for managers how and when to give effective feedback. It emphasizes the need for frequent feedback so that employees may feel confident about what they are doing right and can work on areas in which they are less proficient. Feedback should also be used as a tool for development, which means that feedback, which should not…

Exploring Patients’ Views Toward Giving Web-Based Feedback and Ratings to General Practitioners in England: A Qualitative Descriptive Study

PubMed Central

Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2016-01-01

Background Patient feedback websites or doctor rating websites are increasingly being used by patients to give feedback about their health care experiences. There is little known about why patients in England may give Web-based feedback and what may motivate or dissuade them from giving Web-based feedback. Objective The aim of this study was to explore patients’ views toward giving Web-based feedback and ratings to general practitioners (GPs), within the context of other feedback methods available in primary care in England, and in particular, paper-based feedback cards. Methods A descriptive exploratory qualitative approach using face-to-face semistructured interviews was used in this study. Purposive sampling was used to recruit 18 participants from different age groups in London and Coventry. Interviews were transcribed verbatim and analyzed using applied thematic analysis. Results Half of the participants in this study were not aware of the opportunity to leave feedback for GPs, and there was limited awareness about the methods available to leave feedback for a GP. The majority of participants were not convinced that formal patient feedback was needed by GPs or would be used by GPs for improvement, regardless of whether they gave it via a website or on paper. Some participants said or suggested that they may leave feedback on a website rather than on a paper-based feedback card for several reasons: because of the ability and ease of giving it remotely; because it would be shared with the public; and because it would be taken more seriously by GPs. Others, however, suggested that they would not use a website to leave feedback for the opposite reasons: because of accessibility issues; privacy and security concerns; and because they felt feedback left on a website may be ignored. Conclusions Patient feedback and rating websites as they currently are will not replace other mechanisms for patients in England to leave feedback for a GP. Rather, they may motivate a small number of patients who have more altruistic motives or wish to place collective pressure on a GP to give Web-based feedback. If the National Health Service or GP practices want more patients to leave Web-based feedback, we suggest they first make patients aware that they can leave anonymous feedback securely on a website for a GP. They can then convince them that their feedback is needed and wanted by GPs for improvement, and that the reviews they leave on the website will be of benefit to other patients to decide which GP to see or which GP practice to join. PMID:27496366

Stop Sabotaging Feedback

ERIC Educational Resources Information Center

Stone, Douglas; David-Lang, Jenn

2017-01-01

School leaders need to be able to give and receive feedback--to give it skillfully to teachers, and to receive it skillfully from, well, everyone. Most educators agree that feedback can be necessary and helpful--yet the unending cascade of new directives governing feedback often feel like a waste of time. In this article, the authors offer…

Feedback as Real-Time Constructions

ERIC Educational Resources Information Center

Keiding, Tina Bering; Qvortrup, Ane

2014-01-01

This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a…

Investigating Saudi Learners' Preferences for Giving and Receiving Macro and/or Micro Level Peer Feedback on Their Writing

ERIC Educational Resources Information Center

Alnasser, Suliman Mohammed; Alyousef, Hesham Suleiman

2015-01-01

Several studies have addressed the subject of the preferences of L2 student-writers for receiving teacher feedback (FB) on macro level features (feedback related to meaning) and micro level features (feedback related to surface level issues); however, none of these have investigated their preferences when it comes to giving and receiving peer…

Does Constructive Performance Feedback Improve Citizenship Intentions and Job Satisfaction? The Roles of Perceived Opportunities for Advancement, Respect, and Mood

ERIC Educational Resources Information Center

Sommer, Kristin L.; Kulkarni, Mukta

2012-01-01

Organizational experts have long touted the importance of delivering negative performance feedback in a manner that enhances employee receptivity to feedback, yet the broader impacts of constructive feedback have received relatively little attention. The present investigation explored the impact of constructive, critical feedback on organizational…

From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

PubMed

Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

2015-11-01

Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

Control theory for scanning probe microscopy revisited.

PubMed

Stirling, Julian

2014-01-01

We derive a theoretical model for studying SPM feedback in the context of control theory. Previous models presented in the literature that apply standard models for proportional-integral-derivative controllers predict a highly unstable feedback environment. This model uses features specific to the SPM implementation of the proportional-integral controller to give realistic feedback behaviour. As such the stability of SPM feedback for a wide range of feedback gains can be understood. Further consideration of mechanical responses of the SPM system gives insight into the causes of exciting mechanical resonances of the scanner during feedback operation.

"It's Just Not the Culture": A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback.

PubMed

Ramani, Subha; Post, Sarah E; Könings, Karen; Mann, Karen; Katz, Joel T; van der Vleuten, Cees

2017-01-01

Phenomenon: Competency-based medical education requires ongoing performance-based feedback for professional growth. In several studies, medical trainees report that the quality of faculty feedback is inadequate. Sociocultural barriers to feedback exchanges are further amplified in graduate and postgraduate medical education settings, where trainees serve as frontline providers of patient care. Factors that affect institutional feedback culture, enhance feedback seeking, acceptance, and bidirectional feedback warrant further exploration in these settings. Using a constructivist grounded theory approach, we sought to examine residents' perspectives on institutional factors that affect the quality of feedback, factors that influence receptivity to feedback, and quality and impact of faculty feedback. Four focus group discussions were conducted, with two investigators present at each. One facilitated the discussion, and the other observed the interactions and took field notes. We audiotaped and transcribed the discussions, and performed a thematic analysis. Measures to ensure rigor included thick descriptions, independent coding by two investigators, and attention to reflexivity. We identified five key themes, dominated by resident perceptions regarding the influence of institutional feedback culture. The theme labels are taken from direct participant quotes: (a) the cultural norm lacks clear expectations and messages around feedback, (b) the prevailing culture of niceness does not facilitate honest feedback, (c) bidirectional feedback is not part of the culture, (d) faculty-resident relationships impact credibility and receptivity to feedback, and (e) there is a need to establish a culture of longitudinal professional growth. Insights: Institutional culture could play a key role in influencing the quality, credibility, and acceptability of feedback. A polite culture promotes a positive learning environment but can be a barrier to honest feedback. Feedback initiatives focusing solely on techniques of feedback giving may not enhance meaningful feedback. Further research on factors that promote feedback seeking, receptivity to constructive feedback, and bidirectional feedback would provide valuable insights.

Feedback-giving behaviour in performance evaluations during clinical clerkships.

PubMed

Bok, Harold G J; Jaarsma, Debbie A D C; Spruijt, Annemarie; Van Beukelen, Peter; Van Der Vleuten, Cees P M; Teunissen, Pim W

2016-01-01

Narrative feedback documented in performance evaluations by the teacher, i.e. the clinical supervisor, is generally accepted to be essential for workplace learning. Many studies have examined factors of influence on the usage of mini-clinical evaluation exercise (mini-CEX) instruments and provision of feedback, but little is known about how these factors influence teachers' feedback-giving behaviour. In this study, we investigated teachers' use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training. We designed an exploratory qualitative study using an interpretive approach. Focusing on the usage of mini-CEX instruments in clinical training, we conducted semi-structured interviews to explore teachers' perceptions. Between February and June 2013, we conducted interviews with 14 clinicians participated as teachers during undergraduate clinical clerkships. Informed by concepts from the literature, we coded interview transcripts and iteratively reduced and displayed data using template analysis. We identified three main themes of interrelated factors that influenced teachers' practice with regard to mini-CEX instruments: teacher-related factors; teacher-student interaction-related factors, and teacher-context interaction-related factors. Four issues (direct observation, relationship between teacher and student, verbal versus written feedback, formative versus summative purposes) that are pertinent to workplace-based performance evaluations were presented to clarify how different factors interact with each other and influence teachers' feedback-giving behaviour. Embedding performance observation in clinical practice and establishing trustworthy teacher-student relationships in more longitudinal clinical clerkships were considered important in creating a learning environment that supports and facilitates the feedback exchange. Teachers' feedback-giving behaviour within the clinical context results from the interaction between personal, interpersonal and contextual factors. Increasing insight into how teachers use mini-CEX instruments in daily practice may offer strategies for creating a professional learning culture in which feedback giving and seeking would be enhanced.

Virtual Reality Check: Teachers Use Bug-in-Ear Coaching to Practice Feedback Techniques with Student Avatars

ERIC Educational Resources Information Center

Elford, Marti; Carter, Richard A., Jr.; Aronin, Sara

2013-01-01

There is not just one way to give feedback, nor is there just one kind of feedback. Bug-in-ear technology, which allows coaches to give teachers in the classroom immediate feedback, has been used successfully for 35 years. In an updated twist on this method, researchers at the University of Kansas used bug-in-ear coaching in a virtual classroom…

The Implementation of Collaborative Learning Using AfL through Giving Feedback Strategy for Improving Students’ Attention to Mathematics Lesson

NASA Astrophysics Data System (ADS)

Kurniasih, R.; Sujadi, I.; Pramesti, G.

2016-02-01

This research aims to describe the process of implementation collaborative learning with AfL through giving feedback strategy for improving students’ attention to mathematics lesson. Data which is collected in this research are students’ attention towards learning and students’ achievement. The result of this research showed that the learning steps by using collaborative learning with AfL through giving feedback strategy which can improve students’ attention are: 1) pre activity: the teacher delivers the purpose of the learning, successful criteria, apperception, and motivation. 2) main activity: the teacher gives the background of learning activity, explains learning materials at a glance, divides students discuss, the teacher observes and guides students to the problem solving, present their discussion result, gives feedback, the students do AfL problem and the answer is collected and result will be given before next meeting. 3) post activity: the teacher with students concludes the material. Test result, the percentage of students who complete the examination in the second cycle is 77.27%. Based on those results can be concluded that the implementation of collaborative learning using AfL through giving feedback can improve students’ attention towards learning and students’ achievement of XI IPA Students MA Al-Islam Jamsaren Surakarta academic year 2013/2014.

Validation of the ArthroS virtual reality simulator for arthroscopic skills.

PubMed

Stunt, J J; Kerkhoffs, G M M J; van Dijk, C N; Tuijthof, G J M

2015-11-01

Virtual reality simulator training has become important for acquiring arthroscopic skills. A new simulator for knee arthroscopy ArthroS™ has been developed. The purpose of this study was to demonstrate face and construct validity, executed according to a protocol used previously to validate arthroscopic simulators. Twenty-seven participants were divided into three groups having different levels of arthroscopic experience. Participants answered questions regarding general information and the outer appearance of the simulator for face validity. Construct validity was assessed with one standardized navigation task. Face validity, educational value and user friendliness were further determined by giving participants three exercises and by asking them to fill out the questionnaire. Construct validity was demonstrated between experts and beginners. Median task times were not significantly different for all repetitions between novices and intermediates, and between intermediates and experts. Median face validity was 8.3 for the outer appearance, 6.5 for the intra-articular joint and 4.7 for surgical instruments. Educational value and user friendliness were perceived as nonsatisfactory, especially because of the lack of tactile feedback. The ArthroS™ demonstrated construct validity between novices and experts, but did not demonstrate full face validity. Future improvements should be mainly focused on the development of tactile feedback. It is necessary that a newly presented simulator is validated to prove it actually contributes to proficiency of skills.

Constructive evaluation: a pedagogy of student-contributed assessment

NASA Astrophysics Data System (ADS)

Luxton-Reilly, Andrew; Denny, Paul

2010-06-01

We present an innovative pedagogical approach that we call constructive evaluation, which shifts students from being consumers of knowledge to participants in a community of peers engaged in actively producing and sharing knowledge. Students are required to author a question that assesses one or more of the learning outcomes of a course. In addition to the question, students write a sample solution. These questions and solutions are stored in a question item bank where they become available for other students to use as a learning resource. Once a student answers a question from the item bank, they can see how other students have answered the question and can reflect on their own response. Additionally, students must review the questions they have answered and are given an opportunity to engage in discussion of questions or answers via a feedback mechanism. In addition to improving content knowledge, students develop important meta-skills such as organising and communicating knowledge; judging the quality of information; giving and receiving feedback and improving self-assessment skills. This approach is aligned with both reflective professional practice and social theories of learning.

Developing a practical evaluation tool for preceptor use.

PubMed

Walsh, Catherine M; Seldomridge, Lisa A; Badros, Karen K

2008-01-01

After years of dissatisfaction with existing instruments, a tool for preceptors to evaluate an undergraduate student's clinical performance was developed, with preceptors' input in its construction. A 2-year pilot evaluation revealed notable problems including excessively high preceptor ratings and significant disparities between faculty and preceptor ratings. Further revisions were made, reducing indicators to those which the preceptors can actually evaluate on an everyday basis and developing a rubric. Additional recommendations to bolster the quality of ratings are improving orientation and guidance of preceptors and modifying procedures for giving feedback.

Appraising the value of independent EIA follow-up verifiers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wessels, Jan-Albert, E-mail: janalbert.wessels@nwu.ac.za; Retief, Francois, E-mail: francois.retief@nwu.ac.za; Morrison-Saunders, Angus, E-mail: A.Morrison-Saunders@murdoch.edu.au

Independent Environmental Impact Assessment (EIA) follow-up verifiers such as monitoring agencies, checkers, supervisors and control officers are active on various construction sites across the world. There are, however, differing views on the value that these verifiers add and very limited learning in EIA has been drawn from independent verifiers. This paper aims to appraise how and to what extent independent EIA follow-up verifiers add value in major construction projects in the developing country context of South Africa. A framework for appraising the role of independent verifiers was established and four South African case studies were examined through a mixture ofmore » site visits, project document analysis, and interviews. Appraisal results were documented in the performance areas of: planning, doing, checking, acting, public participating and integration with other programs. The results indicate that independent verifiers add most value to major construction projects when involved with screening EIA requirements of new projects, allocation of financial and human resources, checking legal compliance, influencing implementation, reporting conformance results, community and stakeholder engagement, integration with self-responsibility programs such as environmental management systems (EMS), and controlling records. It was apparent that verifiers could be more creatively utilized in pre-construction preparation, providing feedback of knowledge into assessment of new projects, giving input to the planning and design phase of projects, and performance evaluation. The study confirms the benefits of proponent and regulator follow-up, specifically in having independent verifiers that disclose information, facilitate discussion among stakeholders, are adaptable and proactive, aid in the integration of EIA with other programs, and instill trust in EIA enforcement by conformance evaluation. Overall, the study provides insight on how to harness the learning opportunities arising from EIA follow-up through the appointment of independent verifiers. - Highlights: • A framework for appraising the role of independent verifiers is established. • The value added to EIA follow-up by independent verifiers in South Africa is documented. • Verifiers add most value when involved with screening, checking compliance, influencing decisions and community engagement. • Verifiers could be more creatively utilized in pre-construction preparation, giving feedback, and performance evaluation.« less

Teacher feedback during active learning: current practices in primary schools.

PubMed

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Schema-based learning of adaptable and flexible prey-catching in anurans I. The basic architecture.

PubMed

Corbacho, Fernando; Nishikawa, Kiisa C; Weerasuriya, Ananda; Liaw, Jim-Shih; Arbib, Michael A

2005-12-01

A motor action often involves the coordination of several motor synergies and requires flexible adjustment of the ongoing execution based on feedback signals. To elucidate the neural mechanisms underlying the construction and selection of motor synergies, we study prey-capture in anurans. Experimental data demonstrate the intricate interaction between different motor synergies, including the interplay of their afferent feedback signals (Weerasuriya 1991; Anderson and Nishikawa 1996). Such data provide insights for the general issues concerning two-way information flow between sensory centers, motor circuits and periphery in motor coordination. We show how different afferent feedback signals about the status of the different components of the motor apparatus play a critical role in motor control as well as in learning. This paper, along with its companion paper, extend the model by Liaw et al. (1994) by integrating a number of different motor pattern generators, different types of afferent feedback, as well as the corresponding control structure within an adaptive framework we call Schema-Based Learning. We develop a model of the different MPGs involved in prey-catching as a vehicle to investigate the following questions: What are the characteristic features of the activity of a single muscle? How can these features be controlled by the premotor circuit? What are the strategies employed to generate and synchronize motor synergies? What is the role of afferent feedback in shaping the activity of a MPG? How can several MPGs share the same underlying circuitry and yet give rise to different motor patterns under different input conditions? In the companion paper we also extend the model by incorporating learning components that give rise to more flexible, adaptable and robust behaviors. To show these aspects we incorporate studies on experiments on lesions and the learning processes that allow the animal to recover its proper functioning.

Assessment Certitude as a Feedback Strategy for Learners' Constructed Responses

ERIC Educational Resources Information Center

Kealy, W. A.; Ritzhaupt, A. D.

2010-01-01

Educational researchers have "rarely" addressed the problem of how to provide feedback on constructed responses. All participants (N = 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of the exact material on which the questions were based. During feedback, two groups receiving…

How we give personalised audio feedback after summative OSCEs.

PubMed

Harrison, Christopher J; Molyneux, Adrian J; Blackwell, Sara; Wass, Valerie J

2015-04-01

Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas. We investigated the feasibility of electronic audio feedback in OSCEs. An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students. 87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor. Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.

Correcting a Metacognitive Error: Feedback Increases Retention of Low-Confidence Correct Responses

ERIC Educational Resources Information Center

Butler, Andrew C.; Karpicke, Jeffrey D.; Roediger, Henry L., III

2008-01-01

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this…

An Analysis of Feedback Given to Strong and Weak Student Writers

ERIC Educational Resources Information Center

Dinnen, Janet L. D.; Collopy, Rachel M. B.

2009-01-01

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave…

Construction and modelling of an inducible positive feedback loop stably integrated in a mammalian cell-line.

PubMed

Siciliano, Velia; Menolascina, Filippo; Marucci, Lucia; Fracassi, Chiara; Garzilli, Immacolata; Moretti, Maria Nicoletta; di Bernardo, Diego

2011-06-01

Understanding the relationship between topology and dynamics of transcriptional regulatory networks in mammalian cells is essential to elucidate the biology of complex regulatory and signaling pathways. Here, we characterised, via a synthetic biology approach, a transcriptional positive feedback loop (PFL) by generating a clonal population of mammalian cells (CHO) carrying a stable integration of the construct. The PFL network consists of the Tetracycline-controlled transactivator (tTA), whose expression is regulated by a tTA responsive promoter (CMV-TET), thus giving rise to a positive feedback. The same CMV-TET promoter drives also the expression of a destabilised yellow fluorescent protein (d2EYFP), thus the dynamic behaviour can be followed by time-lapse microscopy. The PFL network was compared to an engineered version of the network lacking the positive feedback loop (NOPFL), by expressing the tTA mRNA from a constitutive promoter. Doxycycline was used to repress tTA activation (switch off), and the resulting changes in fluorescence intensity for both the PFL and NOPFL networks were followed for up to 43 h. We observed a striking difference in the dynamics of the PFL and NOPFL networks. Using non-linear dynamical models, able to recapitulate experimental observations, we demonstrated a link between network topology and network dynamics. Namely, transcriptional positive autoregulation can significantly slow down the "switch off" times, as compared to the non-autoregulated system. Doxycycline concentration can modulate the response times of the PFL, whereas the NOPFL always switches off with the same dynamics. Moreover, the PFL can exhibit bistability for a range of Doxycycline concentrations. Since the PFL motif is often found in naturally occurring transcriptional and signaling pathways, we believe our work can be instrumental to characterise their behaviour.

How to Give Professional Feedback

ERIC Educational Resources Information Center

Brookhart, Susan M.; Moss, Connie M.

2015-01-01

Professional learning "should be a joy," the authors write, "not an affliction." Feedback experts Brookhart and Moss show how professional feedback can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and feedback should feed teacher professional learning…

Dynamics of Team Reflexivity after Feedback

ERIC Educational Resources Information Center

Gabelica, Catherine; Van den Bossche, Piet; Segers, Mien; Gijselaers, Wim

2014-01-01

A great deal of work has been generated on feedback in teams and has shown that giving performance feedback to teams is not sufficient to improve performance. To achieve the potential of feedback, it is stated that teams need to proactively process this feedback and thus collectively evaluate their performance and strategies, look for…

The Art of Giving Online Feedback

ERIC Educational Resources Information Center

Leibold, Nancyruth; Schwarz, Laura Marie

2015-01-01

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

Guiding the Budding Writer

ERIC Educational Resources Information Center

Johnston, Peter

2012-01-01

This article begins with examples that illustrate four important points about feedback that one often misses. First, giving feedback does not necessarily mean telling students what is good or bad. Second, feedback should be inseparable from the larger classroom conversations. Third, feedback is not merely cognitive in reach, nor merely corrective…

Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task

ERIC Educational Resources Information Center

Cutumisu, Maria; Blair, Kristen P.; Chin, Doris B.; Schwartz, Daniel L.

2017-01-01

We introduce a choice-based assessment strategy that measures students' choices to seek constructive feedback and to revise their work. We present the feedback system of a game we designed to assess whether students choose positive or negative feedback and choose to revise their posters in the context of a poster design task, where they learn…

Evaluating Corrective Feedback Self-Efficacy Changes among Counselor Educators and Site Supervisors

ERIC Educational Resources Information Center

Motley, Veronica; Reese, Mary Kate; Campos, Peter

2014-01-01

Analysis of pretest-posttest scores on the Corrective Feedback Self-Efficacy Instrument (Page & Hulse-Killacky, [Page, B. J., 1999]) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self-efficacy in giving corrective feedback. Furthermore, the association…

Preventing Feedback Fizzle

ERIC Educational Resources Information Center

Brookhart, Susan M.

2012-01-01

Feedback is certainly about saying or writing helpful, learning-focused comments. But that is only part of it. What happens beforehand? What happens afterward? Feedback that is helpful and learning-focused fits into a context. Before a teacher gives feedback, students need to know the learning target so they have a purpose for using the feedback…

Supervisors' On-Script Feedback Comments on Drafts of Dissertations: Socialising Students into the Academic Discourse Community

ERIC Educational Resources Information Center

Basturkmen, Helen; East, Martin; Bitchener, John

2014-01-01

Supervising masters and doctoral dissertations is a key function of teaching in higher education and giving written feedback on draft sections is an essential component of this function. However, the specific types of response that supervisors give to their dissertation students' written work have received limited research interest to date. The…

Learning from Portfolios: Differential Use of Feedback in Portfolio Construction.

ERIC Educational Resources Information Center

Tillema, Harm H.; Smith, Kari

2000-01-01

Studied how students used feedback information provided them in distinctly framed portfolios of dossier, reflective, and learning-oriented types. Results with 137 college students support a view of portfolio construction in which the individual benefits from feedback were closely linked to the intentions present during collection of the portfolio…

The enhancement of beneficial effects following audio feedback by cognitive preparation in the treatment of social anxiety: a single-session experiment.

PubMed

Nilsson, Jan-Erik; Lundh, Lars-Gunnar; Faghihi, Shahriar; Roth-Andersson, Gun

2011-12-01

According to cognitive models, negatively biased processing of the publicly observable self is an important aspect of social phobia; if this is true, effective methods for producing corrective feedback concerning the public self should be strived for. Video feedback is proven effective, but since one's voice represents another aspect of the self, audio feedback should produce equivalent results. This is the first study to assess the enhancement of audio feedback by cognitive preparation in a single-session randomized controlled experiment. Forty socially anxious participants were asked to give a speech, then to listen to and evaluate a taped recording of their performance. Half of the sample was given cognitive preparation prior to the audio feedback and the remainder received audio feedback only. Cognitive preparation involved asking participants to (1) predict in detail what they would hear on the audiotape, (2) form an image of themselves giving the speech and (3) listen to the audio recording as though they were listening to a stranger. To assess generalization effects all participants were asked to give a second speech. Audio feedback with cognitive preparation was shown to produce less negative ratings after the first speech, and effects generalized to the evaluation of the second speech. More positive speech evaluations were associated with corresponding reductions of state anxiety. Social anxiety as indexed by the Implicit Association Test was reduced in participants given cognitive preparation. Small sample size; analogue study. Audio feedback with cognitive preparation may be utilized as a treatment intervention for social phobia. Copyright © 2011 Elsevier Ltd. All rights reserved.

Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision

ERIC Educational Resources Information Center

Vehvilainen, Sanna

2009-01-01

The paper focuses on a routine activity of academic supervision: Giving and receiving feedback based on the student's master's thesis manuscript. Two case analyses are presented on fundamentally critical feedback. Such feedback constitutes a recommendation to the student to seriously rethink the thesis, but there are various interactional…

"Look at My Drawing!"

ERIC Educational Resources Information Center

Wilson, Maja

2012-01-01

Every student experiences feedback in different ways, and there is a real trick to knowing when no feedback is needed. Feedback of any kind can sometimes paralyze a student, interrupting the flow of his or her work. Teachers need to understand and recognize when and why this happens. The author's sketch of three goals for giving feedback in this…

The Use of Keywords for Delivering Immediate Performance Feedback on Teacher Competence Development

ERIC Educational Resources Information Center

Coninx, Nele; Kreijns, Karel; Jochems, Wim

2013-01-01

Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers' performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback…

Teacher Feedback during Active Learning: Current Practices in Primary Schools

ERIC Educational Resources Information Center

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-01-01

Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

77 FR 64565 - Solicitation of Feedback and Lessons-Learned from the Pilot of the Revised Construction Reactor...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-22

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0249] Solicitation of Feedback and Lessons-Learned from... or the Commission) is soliciting feedback and lessons-learned from members of the public, licensees... constructed in accordance with the licensing basis. The NRC has applied lessons- learned from the prior plants...

Behavior-based safety on construction sites: a case study.

PubMed

Choudhry, Rafiq M

2014-09-01

This work presents the results of a case study and describes an important area within the field of construction safety management, namely behavior-based safety (BBS). This paper adopts and develops a management approach for safety improvements in construction site environments. A rigorous behavioral safety system and its intervention program was implemented and deployed on target construction sites. After taking a few weeks of safety behavior measurements, the project management team implemented the designed intervention and measurements were taken. Goal-setting sessions were arranged on-site with workers' participation to set realistic and attainable targets of performance. Safety performance measurements continued and the levels of performance and the targets were presented on feedback charts. Supervisors were asked to give workers recognition and praise when they acted safely or improved critical behaviors. Observers were requested to have discussions with workers, visit the site, distribute training materials to workers, and provide feedback to crews and display charts. They were required to talk to operatives in the presence of line managers. It was necessary to develop awareness and understanding of what was being measured. In the process, operatives learned how to act safely when conducting site tasks using the designed checklists. Current weekly scores were discussed in the weekly safety meetings and other operational site meetings with emphasis on how to achieve set targets. The reliability of the safety performance measures taken by the company's observers was monitored. A clear increase in safety performance level was achieved across all categories: personal protective equipment; housekeeping; access to heights; plant and equipment, and scaffolding. The research reveals that scores of safety performance at one project improved from 86% (at the end of 3rd week) to 92.9% during the 9th week. The results of intervention demonstrated large decreases in unsafe behaviors and significant increases in safe behaviors. The results of this case study showed that an approach based on goal setting, feedback, and an effective measure of safety behavior if properly applied by committed management, can improve safety performance significantly in construction site environments. The results proved that the BBS management technique can be applied to any country's culture, showing that it would be a good approach for improving the safety of front-line workers and that it has industry wide application for ongoing construction projects. Copyright © 2014 Elsevier Ltd. All rights reserved.

Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

NASA Astrophysics Data System (ADS)

Pelger, Susanne; Sigrell, Anders

2016-01-01

Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students' understanding of their subject matter.

Testing a Technology Integration Education Model for Millennial Preservice Teachers: Exploring the Moderating Relationships of Goals, Feedback, Task Value, and Self-Regulation among Motivation and Technological, Pedagogical, and Content Knowledge Competencies

ERIC Educational Resources Information Center

Holland, Denise D.; Piper, Randy T.

2016-01-01

The technology integration education model is a 12 construct model that includes 8 primary constructs and 4 moderator constructs. By testing the relationships among two primary constructs (motivation and technological, pedagogical, and content knowledge competencies) and four moderator constructs (goals, feedback, task value, and self-regulation),…

Beyond Content, Deeper than Delivery: What Critique Feedback Reveals about Communication Expectations in Design Education

ERIC Educational Resources Information Center

Dannels, Deanna; Gaffney, Amy Housley; Martin, Kelly Norris

2008-01-01

In design education, the critique is a communication event in which students present their design and critics provide feedback. Presumably, the feedback gives the students information about their progress on the design. Yet critic feedback also serves a socializing function--providing students information about what it means to communicate well in…

Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817

ERIC Educational Resources Information Center

Buschang, Rebecca E.; Kerr, Deirdre S.; Chung, Gregory K. W. K.

2012-01-01

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student…

Getting Students to Read Instructor Feedback (and Maybe Actually Learn from It)

ERIC Educational Resources Information Center

Redd, Bibia R.; Kennette, Lynne N.

2017-01-01

Effective instructor feedback can be used to increase student learning, provided that students read and apply this feedback, which is not always the case. The current study investigates an approach which may encourage students to read and immediately apply instructor-provided feedback. This is done by giving students the opportunity to submit…

Communicating Truthfully and Positively in Appraising Work Performance.

ERIC Educational Resources Information Center

Pearce, C. Glenn; And Others

1989-01-01

Explores the issue of acceptable behavior for managers when giving feedback to their subordinates. Notes that feedback can be either truthful or untruthful, and can be communicated either positively or negatively. Describes the advantages and disadvantages for each feedback approach to work performance. (MM)

Responsibility-Sharing in the Giving and Receiving of Assessment Feedback

PubMed Central

Nash, Robert A.; Winstone, Naomi E.

2017-01-01

Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the responsibilities taken by their educators. Yet this notion of responsibility-sharing receives minimal discussion in the context of assessment feedback, where responsibility for enhancing learning is often framed as lying principally with educators. Developing discussion on this issue is critical: many barriers can prevent students from engaging meaningfully with feedback, but neither educators nor students are fully empowered to remove these barriers without collaboration. In this discussion paper we argue that a culture of responsibility-sharing in the giving and receiving of feedback is essential, both for ensuring that feedback genuinely benefits students by virtue of their skilled and proactive engagement, and also for ensuring the sustainability of educators' effective feedback practices. We propose some assumptions that should underpin such a culture, and we consider the practicalities of engendering this cultural shift within modern higher education. PMID:28932202

A minimal mathematical model combining several regulatory cycles from the budding yeast cell cycle.

PubMed

Sriram, K; Bernot, G; Képès, F

2007-11-01

A novel topology of regulatory networks abstracted from the budding yeast cell cycle is studied by constructing a simple nonlinear model. A ternary positive feedback loop with only positive regulations is constructed with elements that activates the subsequent element in a clockwise fashion. A ternary negative feedback loop with only negative regulations is constructed with the elements that inhibit the subsequent element in an anticlockwise fashion. Positive feedback loop exhibits bistability, whereas the negative feedback loop exhibits limit cycle oscillations. The novelty of the topology is that the corresponding elements in these two homogeneous feedback loops are linked by the binary positive feedback loops with only positive regulations. This results in the emergence of mixed feedback loops in the network that displays complex behaviour like the coexistence of multiple steady states, relaxation oscillations and chaos. Importantly, the arrangement of the feedback loops brings in the notion of checkpoint in the model. The model also exhibits domino-like behaviour, where the limit cycle oscillations take place in a stepwise fashion. As the aforementioned topology is abstracted from the budding yeast cell cycle, the events that govern the cell cycle are considered for the present study. In budding yeast, the sequential activation of the transcription factors, cyclins and their inhibitors form mixed feedback loops. The transcription factors that involve in the positive regulation in a clockwise orientation generates ternary positive feedback loop, while the cyclins and their inhibitors that involve in the negative regulation in an anticlockwise orientation generates ternary negative feedback loop. The mutual regulation between the corresponding elements in the transcription factors and the cyclins and their inhibitors generates binary positive feedback loops. The bifurcation diagram constructed for the whole system can be related to the different events of the cell cycle in terms of dynamical system theory. The checkpoint mechanism that plays an important role in different phases of the cell cycle are accounted for by silencing appropriate feedback loops in the model.

A Dietary Feedback System for the Delivery of Consistent Personalized Dietary Advice in the Web-Based Multicenter Food4Me Study.

PubMed

Forster, Hannah; Walsh, Marianne C; O'Donovan, Clare B; Woolhead, Clara; McGirr, Caroline; Daly, E J; O'Riordan, Richard; Celis-Morales, Carlos; Fallaize, Rosalind; Macready, Anna L; Marsaux, Cyril F M; Navas-Carretero, Santiago; San-Cristobal, Rodrigo; Kolossa, Silvia; Hartwig, Kai; Mavrogianni, Christina; Tsirigoti, Lydia; Lambrinou, Christina P; Godlewska, Magdalena; Surwiłło, Agnieszka; Gjelstad, Ingrid Merethe Fange; Drevon, Christian A; Manios, Yannis; Traczyk, Iwona; Martinez, J Alfredo; Saris, Wim H M; Daniel, Hannelore; Lovegrove, Julie A; Mathers, John C; Gibney, Michael J; Gibney, Eileen R; Brennan, Lorraine

2016-06-30

Despite numerous healthy eating campaigns, the prevalence of diets high in saturated fatty acids, sugar, and salt and low in fiber, fruit, and vegetables remains high. With more people than ever accessing the Internet, Web-based dietary assessment instruments have the potential to promote healthier dietary behaviors via personalized dietary advice. The objectives of this study were to develop a dietary feedback system for the delivery of consistent personalized dietary advice in a multicenter study and to examine the impact of automating the advice system. The development of the dietary feedback system included 4 components: (1) designing a system for categorizing nutritional intakes; (2) creating a method for prioritizing 3 nutrient-related goals for subsequent targeted dietary advice; (3) constructing decision tree algorithms linking data on nutritional intake to feedback messages; and (4) developing personal feedback reports. The system was used manually by researchers to provide personalized nutrition advice based on dietary assessment to 369 participants during the Food4Me randomized controlled trial, with an automated version developed on completion of the study. Saturated fatty acid, salt, and dietary fiber were most frequently selected as nutrient-related goals across the 7 centers. Average agreement between the manual and automated systems, in selecting 3 nutrient-related goals for personalized dietary advice across the centers, was highest for nutrient-related goals 1 and 2 and lower for goal 3, averaging at 92%, 87%, and 63%, respectively. Complete agreement between the 2 systems for feedback advice message selection averaged at 87% across the centers. The dietary feedback system was used to deliver personalized dietary advice within a multi-country study. Overall, there was good agreement between the manual and automated feedback systems, giving promise to the use of automated systems for personalizing dietary advice. Clinicaltrials.gov NCT01530139; https://clinicaltrials.gov/ct2/show/NCT01530139 (Archived by WebCite at http://www.webcitation.org/6ht5Dgj8I).

Improving the Quality of Constructive Peer Feedback

ERIC Educational Resources Information Center

Waggoner Denton, Ashley

2018-01-01

This article presents some simple strategies that instructors can use to improve the quality of the feedback students provide each other during a peer review activity. Briefly, I recommend that emphasis be placed solely on the provision of constructive comments, and that in order to qualify as constructive, a comment must: (1) identify a specific…

Vietnamese Learners' Ability to Write English Argumentative Paragraphs: The Role of Peer Feedback Giving

ERIC Educational Resources Information Center

Lap, Trinh Quoc; Yen, Cao Hoang

2013-01-01

The nature of peer feedback and its impacts on writing in English has attracted much attention of researchers and educators. Recent studies have indicated various types of peer feedback and its positive effects on writing development. This paper presents the results of an investigation into the nature of peer feedback and its effects on learners'…

Marking and Providing Feedback Face-to-Face: Staff and Student Perspectives

ERIC Educational Resources Information Center

Chalmers, Charlotte; Mowat, Elaine; Chapman, Maggie

2018-01-01

The setting, marking and providing feedback on assessments form an important part of a tutor's role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback,…

The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners

ERIC Educational Resources Information Center

Yoke, Soo Kum; Rajendran, Cecilia Bai; Sain, Noridah; Kamaludin, Puteri Nur Hidayah; Nawi, Sofwah Md; Yusof, Suhaili

2013-01-01

Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective…

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

PubMed

Renting, Nienke; Dornan, Tim; Gans, Rijk O B; Borleffs, Jan C C; Cohen-Schotanus, Janke; Jaarsma, A Debbie C

2016-05-01

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power-delegating, asserting and 'taking a firm stance'. Efficiency-being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study's findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research.

Hey, Teach, Is This OK?

ERIC Educational Resources Information Center

Gallagher, Patricia A.

1979-01-01

Guidelines and suggestions for teachers for giving feedback to increase a child's self-concept are presented. Feedback should be positive, immediate, and frequent. Activities with immediate feedback features include the use of invisible pens for teacher-prepared questions in which the student, using a pen which makes the answer visible, knows…

Beyond individualism: professional culture and its influence on feedback.

PubMed

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

2013-06-01

Although feedback is widely considered essential to learning, its actual influence on learners is variable. Research on responsivity to feedback has tended to focus on individual rather than social or cultural influences on learning. In this study, we explored how feedback is handled within different professional cultures, and how the characteristics and values of a profession shape learners' responses to feedback. Using a constructivist grounded theory approach, we conducted 12 focus groups and nine individual interviews (with a total of 50 participants) across three cultures of professional training in, respectively, music, teacher training and medicine. Constant comparative analysis for recurring themes was conducted iteratively. Each of the three professional cultures created a distinct context for learning that influenced how feedback was handled. Despite these contextual differences, credibility and constructiveness emerged as critical constants, identified by learners across cultures as essential for feedback to be perceived as meaningful. However, the definitions of credibility and constructiveness were distinct to each professional culture and the cultures varied considerably in how effectively they supported the occurrence of feedback with these critical characteristics. Professions define credibility and constructiveness in culturally specific ways and create contexts for learning that may either facilitate or constrain the provision of meaningful feedback. Comparison with other professional cultures may offer strategies for creating a productive feedback culture within medical education. © 2013 John Wiley & Sons Ltd.

Providing Students with Formative Audio Feedback

ERIC Educational Resources Information Center

Brearley, Francis Q.; Cullen, W. Rod

2012-01-01

The provision of timely and constructive feedback is increasingly challenging for busy academics. Ensuring effective student engagement with feedback is equally difficult. Increasingly, studies have explored provision of audio recorded feedback to enhance effectiveness and engagement with feedback. Few, if any, of these focus on purely formative…

Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs.

PubMed

Mitchell, John D; Ku, Cindy; Diachun, Carol Ann B; DiLorenzo, Amy; Lee, Daniel E; Karan, Suzanne; Wong, Vanessa; Schell, Randall M; Brzezinski, Marek; Jones, Stephanie B

2017-08-01

Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P = .001) and utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 2 [1-4]; P = .008). Institution 3 had a significant difference in the percentage of feedback records containing negative/constructive feedback (preintervention: 16%; intervention: 28%; postintervention: 17%; P = .02). Institution 2 had a significant difference in the percentage of feedback records related to professionalism/communication (preintervention: 26%; intervention: 57%; postintervention: 31%; P < .001). We detected no overall changes but did detect different changes at each institution despite the identical intervention. The intervention may be more effective with new faculty and/or smaller discussion sessions. Future steps include refining the rating system, exploring ways to sustain changes, and investigating other factors contributing to feedback quality and utility.

To Give and to Receive: Examining Feedback in Three Coaching Dyads from the Perspective of a University Coach and Teach for America Corps Members

ERIC Educational Resources Information Center

Alicea, Monica M.

2013-01-01

Learning to teach is a complex process, especially for beginning teachers who enter the profession with little coursework or classroom practice. Reflection, coaching, and feedback are supports which have been demonstrated to assist new teachers in developing expertise. However, research on the nature of feedback and enactment of that feedback is…

Reducing wait time in a hospital pharmacy to promote customer service.

PubMed

Slowiak, Julie M; Huitema, Bradley E; Dickinson, Alyce M

2008-01-01

The purpose of this study was to compare the effects of 2 different interventions on wait times at a hospital outpatient pharmacy: (1) giving feedback to employees about customer satisfaction with wait times and (2) giving a combined intervention package that included giving more specific feedback about actual wait times and goal setting for wait time reduction in addition to the customer satisfaction feedback. The relationship between customer satisfaction ratings and wait times was examined to determine whether wait times affected customer service satisfaction. Participants were 10 employees (4 pharmacists and 6 technicians) of an outpatient pharmacy. Wait times and customer satisfaction ratings were collected for "waiting customers." An ABCBA' within-subjects design was used to assess the effects of the interventions on both wait time and customer satisfaction, where A was the baseline (no feedback and no goal setting); B was the customer satisfaction feedback; C was the customer satisfaction feedback, the wait time feedback, and the goal setting for wait time reduction; and A' was a follow-up condition that was similar to the original baseline condition. Wait times were reduced by approximately 20%, and there was concomitant increased shift in levels of customer satisfaction, as indicated by the correlation between these variables (r = -0.57 and P < .05). Given the current prescription-filling process, we do not expect that major, additional reductions in wait times could be produced. Many variables may account for the variability in any individual customer's wait time. Data from this study may provide useful preliminary benchmarking data for standard pharmacy wait times.

Supporting self and others: from staff nurse to nurse consultant. Part 6: giving and receiving feedback.

PubMed

Fowler, John

This series of articles explores various ways of supporting staff who work in the fast-moving and ever-changing health service. In previous articles, John Fowler, an experienced nursing lecturer, author and consultant examined the importance of developing a supportive working culture and the role of preceptorship, mentoring and clinical supervision. This article examines how giving and receiving feedback can be a supportive experience.

Electronic toolkit for nursing education.

PubMed

Trangenstein, Patricia A

2008-12-01

In an ever-increasing hectic and mobile society, Web-based instructional tools can enhance and supplement student learning and improve communication and collaboration among participants, give rapid feedback on one's progress, and address diverse ways of learning. Web-based formats offer distinct advantages by allowing the learner to view course materials when they choose, from any Internet connection, and as often as they want. The challenge for nurse educators is to assimilate the knowledge and expertise to understand and appropriately use these tools. A variety of Web-based instructional tools are described in this article. As nurse educators increase their awareness of these potential adjuncts they can select appropriate applications that are supported by their institution to construct their own "toolkit."

Tell Me so I Can Hear: A Development Approach to Feedback and Collaboration

ERIC Educational Resources Information Center

Drago-Severson, Ellie; Blum-DeStefano, Jessica

2014-01-01

Feedback plays an important role in education. New teacher and principal evaluation systems, the Common Core State Standards, and Race to the Top initiatives, among others, underscore the critical importance of giving and receiving meaningful, actionable, and effective feedback to colleagues regardless of their roles in schools. A developmental…

Generic Reflective Feedback: An Effective Approach to Developing Clinical Reasoning Skills

ERIC Educational Resources Information Center

Wojcikowski, K.; Brownie, S.

2013-01-01

Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…

Proper Use of Feedback Leads to an Optimal Motivational Climate

ERIC Educational Resources Information Center

Staley, Addison; Moore, E. Whitney G.

2016-01-01

Feedback given by coaches can have a profound effect on athletes' performance, as well as on their perception of the motivational climate. The Coaching Behaviors Assessment System classifies the feedback that coaches give during practices or games into 12 behavioral categories, which will be described in this article. Real-life scenarios will be…

Training Peer-Feedback Skills on Geometric Construction Tasks: Role of Domain Knowledge and Peer-Feedback Levels

ERIC Educational Resources Information Center

Alqassab, Maryam; Strijbos, Jan-Willem; Ufer, Stefan

2018-01-01

Peer feedback is widely used to train assessment skills and to support collaborative learning of various learning tasks, but research on peer feedback in the domain of mathematics is limited. Although domain knowledge seems to be a prerequisite for peer-feedback provision, it only recently received attention in the peer-feedback literature. In…

Creating Interactive User Feedback in DGS Using Scripting Interfaces

ERIC Educational Resources Information Center

Fest, Andreas

2010-01-01

Feedback is an important component of interactive learning software. A conclusion from cognitive learning theory is that good software must give the learner more information about what he did. Following the ideas of constructivist learning theory the user should be in control of both the time and the level of feedback he receives. At the same time…

Clear Goals, Clear Results: Content-Focused Routines Support Learning for Everyone--Including Coaches

ERIC Educational Resources Information Center

Bickel, Donna DiPrima; Bernstein-Danis, Tabetha; Matsumura, Lindsay Clare

2014-01-01

Learning how to give effective feedback can be a difficult task for teacher leaders. This is especially true for what is called "hard feedback"--that is, feedback that challenges the teacher's practice and therefore may cause some level of professional discomfort. Educators at the University of Pittsburgh's Institute for Learning have…

Teaching the Art and Craft of Giving and Receiving Feedback

ERIC Educational Resources Information Center

Harms, Patricia L.; Roebuck, Deborah Britt

2010-01-01

In the workplace, the process of evaluating and discussing the performance of both employees and managers is referred to as feedback. The process generally involves a discussion of the individual's strengths or weaknesses, with suggestions on how to improve upon weaknesses. Feedback aligns workplace behavior with the overall goals of a team or an…

Student Conceptions of Feedback: Impact on Self-Regulation, Self-Efficacy, and Academic Achievement

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Peterson, Elizabeth R.; Yao, Esther S.

2016-01-01

Background: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. Aims: This…

E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom

ERIC Educational Resources Information Center

Alharbi, Wael

2017-01-01

Feedback plays an important role in the student learning process as it gives the learners greater insight into what they have actually done to arrive at an outcome. The importance of providing learners with feedback during the learning process comes from the fact that it highlights the difference between the intended outcome and the actual…

A tool for assessing case history and feedback skills in audiology students working with simulated patients.

PubMed

Hughes, Jane; Wilson, Wayne J; MacBean, Naomi; Hill, Anne E

2016-12-01

To develop a tool for assessing audiology students taking a case history and giving feedback with simulated patients (SP). Single observation, single group design. Twenty-four first-year audiology students, five simulated patients, two clinical educators, and three evaluators. The Audiology Simulated Patient Interview Rating Scale (ASPIRS) was developed consisting of six items assessing specific clinical skills, non-verbal communication, verbal communication, interpersonal skills, interviewing skills, and professional practice skills. These items are applied once for taking a case history and again for giving feedback. The ASPIRS showed very high internal consistency (α = 0.91-0.97; mean inter-item r = 0.64-0.85) and fair-to-moderate agreement between evaluators (29.2-54.2% exact and 79.2-100% near agreement; κ weighted up to 0.60). It also showed fair-to-moderate absolute agreement amongst evaluators for single evaluator scores (intraclass correlation coefficient [ICC] r = 0.35-0.59) and substantial consistency of agreement amongst evaluators for three-evaluator averaged scores (ICC r = 0.62-0.81). Factor analysis showed the ASPIRS' 12 items fell into two components, one containing all feedback items and one containing all case history items. The ASPIRS shows promise as the first published tool for assessing audiology students taking a case history and giving feedback with an SP.

Data-driven adaptive fractional order PI control for PMSM servo system with measurement noise and data dropouts.

PubMed

Xie, Yuanlong; Tang, Xiaoqi; Song, Bao; Zhou, Xiangdong; Guo, Yixuan

2018-04-01

In this paper, data-driven adaptive fractional order proportional integral (AFOPI) control is presented for permanent magnet synchronous motor (PMSM) servo system perturbed by measurement noise and data dropouts. The proposed method directly exploits the closed-loop process data for the AFOPI controller design under unknown noise distribution and data missing probability. Firstly, the proposed method constructs the AFOPI controller tuning problem as a parameter identification problem using the modified l p norm virtual reference feedback tuning (VRFT). Then, iteratively reweighted least squares is integrated into the l p norm VRFT to give a consistent compensation solution for the AFOPI controller. The measurement noise and data dropouts are estimated and eliminated by feedback compensation periodically, so that the AFOPI controller is updated online to accommodate the time-varying operating conditions. Moreover, the convergence and stability are guaranteed by mathematical analysis. Finally, the effectiveness of the proposed method is demonstrated both on simulations and experiments implemented on a practical PMSM servo system. Copyright © 2018 ISA. Published by Elsevier Ltd. All rights reserved.

Predicting fruit fly's sensing rate with insect flight simulations.

PubMed

Chang, Song; Wang, Z Jane

2014-08-05

Without sensory feedback, flies cannot fly. Exactly how various feedback controls work in insects is a complex puzzle to solve. What do insects measure to stabilize their flight? How often and how fast must insects adjust their wings to remain stable? To gain insights into algorithms used by insects to control their dynamic instability, we develop a simulation tool to study free flight. To stabilize flight, we construct a control algorithm that modulates wing motion based on discrete measurements of the body-pitch orientation. Our simulations give theoretical bounds on both the sensing rate and the delay time between sensing and actuation. Interpreting our findings together with experimental results on fruit flies' reaction time and sensory motor reflexes, we conjecture that fruit flies sense their kinematic states every wing beat to stabilize their flight. We further propose a candidate for such a control involving the fly's haltere and first basalar motor neuron. Although we focus on fruit flies as a case study, the framework for our simulation and discrete control algorithms is applicable to studies of both natural and man-made fliers.

Evaluating a more cost-efficient alternative to providing in-home feedback to parents: the use of spousal feedback.

PubMed Central

Harris, T A; Peterson, S L; Filliben, T L; Glassberg, M; Favell, J E

1998-01-01

We evaluated the contribution of spousal feedback to a parent education curriculum designed for parents of children with autism. A modified multiple baseline design across 3 husband-and-wife dyads was used to examine the effects of teaching parents to give each other feedback on their teaching performance. For 5 of 6 participants, improvement in teaching performance occurred following didactic presentations. However, additional improvement was observed for 5 participants when the spousal feedback component was implemented. PMID:9532757

Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

ERIC Educational Resources Information Center

Yang, Yu-Fen

2016-01-01

Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom

ERIC Educational Resources Information Center

Lee, Icy

2011-01-01

Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in…

The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities

ERIC Educational Resources Information Center

Bitchener, John

2016-01-01

The focus of this article is on the written feedback that supervisors say they often give their second language (L2) doctoral students. Little is known about the focus of this feedback and about what supervisors consider as priorities in the early draft writing of dissertation chapters. Given the potentially different priorities and foci of…

Volunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers

ERIC Educational Resources Information Center

Moskovitz, Cary

2017-01-01

This paper reports on a 3-year study utilizing a novel approach to providing students in an introductory engineering course with feedback on drafts of course writing projects. In the Volunteer Expert Reader (VER) approach, students are matched with university alumni or employees who have the background to give feedback from the perspective of the…

Losing the Red Pen: Video Grading Feedback in Distance and Blended Learning Writing Courses

ERIC Educational Resources Information Center

Jones, Lisa Ann

2014-01-01

This paper will give a step-by-step demonstration on how to create MP4 files to video-grade undergraduate writing assignments. The process of using prepared rubrics to guide video and audio feedback will be presented and examples shown. This assessment method provides students with personalized video-feedback as a re-usable learning object. The…

Types of Feedback in Peer Review and the Effect on Student Motivation and Writing Quality

ERIC Educational Resources Information Center

Sloan, Christopher Colgan

2017-01-01

In writing classrooms, peer review has been shown to have numerous practical and cognitive benefits. However, little research has been done that examines how different types of peer feedback motivate adolescent students and the effects that different types of feedback have on writing quality. While the literature has indicated that peers give each…

A Dietary Feedback System for the Delivery of Consistent Personalized Dietary Advice in the Web-Based Multicenter Food4Me Study

PubMed Central

Forster, Hannah; Walsh, Marianne C; O'Donovan, Clare B; Woolhead, Clara; McGirr, Caroline; Daly, E.J; O'Riordan, Richard; Celis-Morales, Carlos; Fallaize, Rosalind; Macready, Anna L; Marsaux, Cyril F M; Navas-Carretero, Santiago; San-Cristobal, Rodrigo; Kolossa, Silvia; Hartwig, Kai; Mavrogianni, Christina; Tsirigoti, Lydia; Lambrinou, Christina P; Godlewska, Magdalena; Surwiłło, Agnieszka; Gjelstad, Ingrid Merethe Fange; Drevon, Christian A; Manios, Yannis; Traczyk, Iwona; Martinez, J Alfredo; Saris, Wim H M; Daniel, Hannelore; Lovegrove, Julie A; Mathers, John C; Gibney, Michael J; Gibney, Eileen R

2016-01-01

Background Despite numerous healthy eating campaigns, the prevalence of diets high in saturated fatty acids, sugar, and salt and low in fiber, fruit, and vegetables remains high. With more people than ever accessing the Internet, Web-based dietary assessment instruments have the potential to promote healthier dietary behaviors via personalized dietary advice. Objective The objectives of this study were to develop a dietary feedback system for the delivery of consistent personalized dietary advice in a multicenter study and to examine the impact of automating the advice system. Methods The development of the dietary feedback system included 4 components: (1) designing a system for categorizing nutritional intakes; (2) creating a method for prioritizing 3 nutrient-related goals for subsequent targeted dietary advice; (3) constructing decision tree algorithms linking data on nutritional intake to feedback messages; and (4) developing personal feedback reports. The system was used manually by researchers to provide personalized nutrition advice based on dietary assessment to 369 participants during the Food4Me randomized controlled trial, with an automated version developed on completion of the study. Results Saturated fatty acid, salt, and dietary fiber were most frequently selected as nutrient-related goals across the 7 centers. Average agreement between the manual and automated systems, in selecting 3 nutrient-related goals for personalized dietary advice across the centers, was highest for nutrient-related goals 1 and 2 and lower for goal 3, averaging at 92%, 87%, and 63%, respectively. Complete agreement between the 2 systems for feedback advice message selection averaged at 87% across the centers. Conclusions The dietary feedback system was used to deliver personalized dietary advice within a multi-country study. Overall, there was good agreement between the manual and automated feedback systems, giving promise to the use of automated systems for personalizing dietary advice. Trial Registration Clinicaltrials.gov NCT01530139; https://clinicaltrials.gov/ct2/show/NCT01530139 (Archived by WebCite at http://www.webcitation.org/6ht5Dgj8I) PMID:27363307

Website Feedback | Center for Cancer Research

Cancer.gov

Thank you for providing feedback about the CCR website. There are 5 comment areas available via this webform, but it may be submitted as often as needed. Whenever possible please be specific - give the url of the page and details about your concern.

Toward Harnessing User Feedback For Machine Learning

DTIC Science & Technology

2006-10-02

machine learning systems. If this resource-the users themselves-could somehow work hand-in-hand with machine learning systems, the accuracy of learning systems could be improved and the users? understanding and trust of the system could improve as well. We conducted a think-aloud study to see how willing users were to provide feedback and to understand what kinds of feedback users could give. Users were shown explanations of machine learning predictions and asked to provide feedback to improve the predictions. We found that users

Ecological and evolutionary consequences of niche construction for its agent.

PubMed

Kylafis, Grigoris; Loreau, Michel

2008-10-01

Niche construction can generate ecological and evolutionary feedbacks that have been underinvestigated so far. We present an eco-evolutionary model that incorporates the process of niche construction to reveal its effects on the ecology and evolution of the niche-constructing agent. We consider a simple plant-soil nutrient ecosystem in which plants have the ability to increase the input of inorganic nutrient as an example of positive niche construction. On an ecological time scale, the model shows that niche construction allows the persistence of plants under infertile soil conditions that would otherwise lead to their extinction. This expansion of plants' niche, however, requires a high enough rate of niche construction and a high enough initial plant biomass to fuel the positive ecological feedback between plants and their soil environment. On an evolutionary time scale, we consider that the rates of niche construction and nutrient uptake coevolve in plants while a trade-off constrains their values. Different evolutionary outcomes are possible depending on the shape of the trade-off. We show that niche construction results in an evolutionary feedback between plants and their soil environment such that plants partially regulate soil nutrient content. The direct benefit accruing to plants, however, plays a crucial role in the evolutionary advantage of niche construction.

Frequency adaptation in controlled stochastic resonance utilizing delayed feedback method: two-pole approximation for response function.

PubMed

Tutu, Hiroki

2011-06-01

Stochastic resonance (SR) enhanced by time-delayed feedback control is studied. The system in the absence of control is described by a Langevin equation for a bistable system, and possesses a usual SR response. The control with the feedback loop, the delay time of which equals to one-half of the period (2π/Ω) of the input signal, gives rise to a noise-induced oscillatory switching cycle between two states in the output time series, while its average frequency is just smaller than Ω in a small noise regime. As the noise intensity D approaches an appropriate level, the noise constructively works to adapt the frequency of the switching cycle to Ω, and this changes the dynamics into a state wherein the phase of the output signal is entrained to that of the input signal from its phase slipped state. The behavior is characterized by power loss of the external signal or response function. This paper deals with the response function based on a dichotomic model. A method of delay-coordinate series expansion, which reduces a non-Markovian transition probability flux to a series of memory fluxes on a discrete delay-coordinate system, is proposed. Its primitive implementation suggests that the method can be a potential tool for a systematic analysis of SR phenomenon with delayed feedback loop. We show that a D-dependent behavior of poles of a finite Laplace transform of the response function qualitatively characterizes the structure of the power loss, and we also show analytical results for the correlation function and the power spectral density.

Chaos and Robustness in a Single Family of Genetic Oscillatory Networks

PubMed Central

Fu, Daniel; Tan, Patrick; Kuznetsov, Alexey; Molkov, Yaroslav I.

2014-01-01

Genetic oscillatory networks can be mathematically modeled with delay differential equations (DDEs). Interpreting genetic networks with DDEs gives a more intuitive understanding from a biological standpoint. However, it presents a problem mathematically, for DDEs are by construction infinitely-dimensional and thus cannot be analyzed using methods common for systems of ordinary differential equations (ODEs). In our study, we address this problem by developing a method for reducing infinitely-dimensional DDEs to two- and three-dimensional systems of ODEs. We find that the three-dimensional reductions provide qualitative improvements over the two-dimensional reductions. We find that the reducibility of a DDE corresponds to its robustness. For non-robust DDEs that exhibit high-dimensional dynamics, we calculate analytic dimension lines to predict the dependence of the DDEs’ correlation dimension on parameters. From these lines, we deduce that the correlation dimension of non-robust DDEs grows linearly with the delay. On the other hand, for robust DDEs, we find that the period of oscillation grows linearly with delay. We find that DDEs with exclusively negative feedback are robust, whereas DDEs with feedback that changes its sign are not robust. We find that non-saturable degradation damps oscillations and narrows the range of parameter values for which oscillations exist. Finally, we deduce that natural genetic oscillators with highly-regular periods likely have solely negative feedback. PMID:24667178

About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices.

PubMed

Ramani, Subha; Könings, Karen D; Mann, Karen V; Pisarski, Emily E; van der Vleuten, Cees P M

2018-03-06

To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback. Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women's Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture. Twenty-nine residents and twenty-two general medicine faculty participated in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as: (1) a culture of politeness, in which language potentially damaging to residents' self-esteem was discouraged, and (2) a culture of excellence, in which the institution's outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback. An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.

The Effect of Emotional Feedback on Behavioral Intention to Use Computer Based Assessment

ERIC Educational Resources Information Center

Terzis, Vasileios; Moridis, Christos N.; Economides, Anastasios A.

2012-01-01

This study introduces emotional feedback as a construct in an acceptance model. It explores the effect of emotional feedback on behavioral intention to use Computer Based Assessment (CBA). A female Embodied Conversational Agent (ECA) with empathetic encouragement behavior was displayed as emotional feedback. More specifically, this research aims…

Design, parametrization, and pole placement of stabilizing output feedback compensators via injective cogenerator quotient signal modules.

PubMed

Blumthaler, Ingrid; Oberst, Ulrich

2012-03-01

Control design belongs to the most important and difficult tasks of control engineering and has therefore been treated by many prominent researchers and in many textbooks, the systems being generally described by their transfer matrices or by Rosenbrock equations and more recently also as behaviors. Our approach to controller design uses, in addition to the ideas of our predecessors on coprime factorizations of transfer matrices and on the parametrization of stabilizing compensators, a new mathematical technique which enables simpler design and also new theorems in spite of the many outstanding results of the literature: (1) We use an injective cogenerator signal module ℱ over the polynomial algebra [Formula: see text] (F an infinite field), a saturated multiplicatively closed set T of stable polynomials and its quotient ring [Formula: see text] of stable rational functions. This enables the simultaneous treatment of continuous and discrete systems and of all notions of stability, called T-stability. We investigate stabilizing control design by output feedback of input/output (IO) behaviors and study the full feedback IO behavior, especially its autonomous part and not only its transfer matrix. (2) The new technique is characterized by the permanent application of the injective cogenerator quotient signal module [Formula: see text] and of quotient behaviors [Formula: see text] of [Formula: see text]-behaviors B. (3) For the control tasks of tracking, disturbance rejection, model matching, and decoupling and not necessarily proper plants we derive necessary and sufficient conditions for the existence of proper stabilizing compensators with proper and stable closed loop behaviors, parametrize all such compensators as IO behaviors and not only their transfer matrices and give new algorithms for their construction. Moreover we solve the problem of pole placement or spectral assignability for the complete feedback behavior. The properness of the full feedback behavior ensures the absence of impulsive solutions in the continuous case, and that of the compensator enables its realization by Kalman state space equations or elementary building blocks. We note that every behavior admits an IO decomposition with proper transfer matrix, but that most of these decompositions do not have this property, and therefore we do not assume the properness of the plant. (4) The new technique can also be applied to more general control interconnections according to Willems, in particular to two-parameter feedback compensators and to the recent tracking framework of Fiaz/Takaba/Trentelman. In contrast to these authors, however, we pay special attention to the properness of all constructed transfer matrices which requires more subtle algorithms.

10 CFR 850.40 - Performance feedback.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... reporting data. (b) To ensure that information is available to maintain and improve all elements of the CBDPP continuously, the responsible employer must give results of periodic analyses and assessments to...

10 CFR 850.40 - Performance feedback.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... reporting data. (b) To ensure that information is available to maintain and improve all elements of the CBDPP continuously, the responsible employer must give results of periodic analyses and assessments to...

10 CFR 850.40 - Performance feedback.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... reporting data. (b) To ensure that information is available to maintain and improve all elements of the CBDPP continuously, the responsible employer must give results of periodic analyses and assessments to...

10 CFR 850.40 - Performance feedback.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... reporting data. (b) To ensure that information is available to maintain and improve all elements of the CBDPP continuously, the responsible employer must give results of periodic analyses and assessments to...

10 CFR 850.40 - Performance feedback.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... reporting data. (b) To ensure that information is available to maintain and improve all elements of the CBDPP continuously, the responsible employer must give results of periodic analyses and assessments to...

A Categorisation of Teacher Feedback in the Classroom: A Field Study on Feedback Based on Routine Classroom Assessment in Primary School

ERIC Educational Resources Information Center

Eriksson, Elisabeth; Björklund Boistrup, Lisa; Thornberg, Robert

2017-01-01

The aim of the present study was to examine and categorise teachers' strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in 4…

Improving Critical Thinking Using Web Based Argument Mapping Exercises with Automated Feedback

ERIC Educational Resources Information Center

Butchart, Sam; Forster, Daniella; Gold, Ian; Bigelow, John; Korb, Kevin; Oppy, Graham; Serrenti, Alexandra

2009-01-01

In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework…

Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda

ERIC Educational Resources Information Center

Storch, Neomy

2018-01-01

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the…

Evaluating and giving feedback to mentors: new evidence-based approaches.

PubMed

Anderson, Lauren; Silet, Karin; Fleming, Michael

2012-02-01

A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor. © 2012 Wiley Periodicals, Inc.

Qualitative and quantitative feedback in the context of competency-based education.

PubMed

Tekian, Ara; Watling, Christopher J; Roberts, Trudie E; Steinert, Yvonne; Norcini, John

2017-12-01

Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback. A better understanding of the role of feedback in competency-based education could result in more efficient learning for students.

Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback

PubMed Central

Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

2017-01-01

Purpose Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. Method This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients’ actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Results Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1–5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Conclusions Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills. PMID:28579871

Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback.

PubMed

Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

2017-01-01

Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis ( p =0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 ( p =0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.

Engaging Employers in Assessment

ERIC Educational Resources Information Center

Brown, Gary; DesRosier, Theron; Peterson, Nils; Chida, Meriem; Lagier, Randy

2009-01-01

In this article, the authors describe a pilot project in which formative feedback from industry professionals creates a genuine learning experience for students. Industry is giving feedback to higher education that many graduates are not employable or that they need substantial postcollegiate on-the-job training. Higher education is struggling to…

Identification and feedback control in structures with piezoceramic actuators

NASA Technical Reports Server (NTRS)

Banks, H. T.; Ito, K.; Wang, Y.

1992-01-01

In this lecture we give fundamental well-posedness results for a variational formulation of a class of damped second order partial differential equations with unbounded input or control coefficients. Included as special cases in this class are structures with piezoceramic actuators. We consider approximation techniques leading to computational methods in the context of both parameter estimation and feedback control problems for these systems. Rigorous convergence results for parameter estimates and feedback gains are discussed.

Improving Student Performance Using Nudge Analytics

ERIC Educational Resources Information Center

Feild, Jacqueline

2015-01-01

Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they…

Give Better Feedback on Engineering Drawings

ERIC Educational Resources Information Center

Cobb, Robert, Jr.; Graham, Tony; Kapur, Arjun; Rhodes, Craig; Blackwell, Ellinor

2005-01-01

Most, if not all, systems have a mechanism that collects information to facilitate monitoring performance. This information is primarily used to modify the system to make it more efficient in performing desired tasks and, thus, attaining desired results. Similar to electrical, mechanical, or hydraulic systems, the feedback mechanism in an…

Teacher as Writer: Remembering the Agony, Sharing the Ecstasy.

ERIC Educational Resources Information Center

Augsburger, Deborah J.

1998-01-01

Argues that teachers who write are in a better position to guide students, provide useful feedback, and show the real value of writing. Discusses remembering the agony, sharing the ecstasy, giving authentic feedback, growing a community of writers, and remembering the reason people bother to write at all. (SR)

CHARACTERIZATION OF OZONE EMISSIONS FROM AIR CLEANERS EQUIPPED WITH OZONE GENERATORS AND SENSOR AND FEEDBACK CONTROL CIRCUITRY

EPA Science Inventory

The paper give results of a characterization of ozone emissions from air cleaners equipped with ozone generators and sensor and feedback control circuitry. Ozone emission rates of several consumer appliances, marketed as indoor air treatment or air purification systems, were det...

Reframing Doctoral Examination as Teaching

ERIC Educational Resources Information Center

Kumar, Vijay; Stracke, Elke

2018-01-01

Doctoral examiners judge the quality of a thesis and give the student assessment feedback if the student fails to reach certain goals. This paper investigates if and how examiners take on the evaluator or teaching role. We analysed doctoral examination reports from three disciplines. Most examiners provided assessment and feedback, but this often…

Educators' Perceptions of Automated Feedback Systems

ERIC Educational Resources Information Center

Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania

2008-01-01

Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to…

EM Talk: communication skills training for emergency medicine patients with serious illness.

PubMed

Grudzen, Corita R; Emlet, Lillian L; Kuntz, Joanne; Shreves, Ashley; Zimny, Erin; Gang, Maureen; Schaulis, Monique; Schmidt, Scott; Isaacs, Eric; Arnold, Robert

2016-06-01

The emergency department visit for a patient with serious illness represents a sentinel event, signalling a change in the illness trajectory. By better understanding patient and family wishes, emergency physicians can reinforce advance care plans and ensure the hospital care provided matches the patient's values. Despite their importance in care at the end of life, emergency physicians have received little training on how to talk to seriously ill patients and their families about goals of care. To expand communication skills training to emergency medicine, we developed a programme to give emergency medicine physicians the ability to empathically deliver serious news and to talk about goals of care. We have built on lessons from prior studies to design an intervention employing the most effective pedagogical techniques, including the use of simulated patients/families, role-playing and small group learning with constructive feedback from master clinicians. Here, we describe our evidence-based communication skills training course EM Talk using simulation, reflective feedback and deliberate practice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

LMI-based adaptive reliable H∞ static output feedback control against switched actuator failures

NASA Astrophysics Data System (ADS)

An, Liwei; Zhai, Ding; Dong, Jiuxiang; Zhang, Qingling

2017-08-01

This paper investigates the H∞ static output feedback (SOF) control problem for switched linear system under arbitrary switching, where the actuator failure models are considered to depend on switching signal. An active reliable control scheme is developed by combination of linear matrix inequality (LMI) method and adaptive mechanism. First, by exploiting variable substitution and Finsler's lemma, new LMI conditions are given for designing the SOF controller. Compared to the existing results, the proposed design conditions are more relaxed and can be applied to a wider class of no-fault linear systems. Then a novel adaptive mechanism is established, where the inverses of switched failure scaling factors are estimated online to accommodate the effects of actuator failure on systems. Two main difficulties arise: first is how to design the switched adaptive laws to prevent the missing of estimating information due to switching; second is how to construct a common Lyapunov function based on a switched estimate error term. It is shown that the new method can give less conservative results than that for the traditional control design with fixed gain matrices. Finally, simulation results on the HiMAT aircraft are given to show the effectiveness of the proposed approaches.

Peer observation and feedback of resident teaching.

PubMed

Snydman, Laura; Chandler, Daniel; Rencic, Joseph; Sung, Yung-Chi

2013-02-01

Resident doctors (residents) play a significant role in the education of medical students. Morning work rounds provide an optimal venue to assess resident teaching. The purpose of this study was to assess the feasibility of peer observation of resident work rounds, to evaluate resident perceptions of peer observation and to evaluate resident perceptions of peer feedback.   Twenty-four internal medicine residents were simultaneously observed by an attending physician and a peer while teaching during work rounds (between August2008 and May 2009). At year-end, residents received a survey to characterise their attitudes towards peer observation and feedback. Twenty-one residents (87.5%) completed the survey. Half (52.4%) felt that participating in the peer observation study stimulated their interest in teaching during work rounds. Prior to participation in the study, fewer than half (42.9%) felt comfortable being observed by their peers, compared with 71.4 percent after participation (p=0.02). The proportion of residents who felt comfortable giving feedback to peers increased from 26.3 to 65.0percent (p=0.004), and the proportion of residents who felt comfortable receiving feedback from peers increased from 76.2 to 95.2 percent (p=0.02). Peer observation and feedback of resident teaching during work rounds is feasible and rewarding for the residents involved. Comfort with regards to being observed by peers, with receiving feedback from peers and with giving feedback to peers significantly increased after the study. Most residents reported changes in their teaching behaviour resulting from feedback. Residents felt that observing a peer teach on work rounds was one of the most useful activities to improve their own teaching on work rounds. © Blackwell Publishing Ltd 2013.

Constructing wetlands: measuring and modeling feedbacks of oxidation processes between plants and clay-rich material

NASA Astrophysics Data System (ADS)

Saaltink, Rémon; Dekker, Stefan C.; Griffioen, Jasper; Wassen, Martin J.

2016-04-01

Interest is growing in using soft sediment as a building material in eco-engineering projects. Wetland construction in the Dutch lake Markermeer is an example: here the option of dredging some of the clay-rich lake-bed sediment and using it to construct 10.000 ha of wetland will soon go under construction. Natural processes will be utilized during and after construction to accelerate ecosystem development. Knowing that plants can eco-engineer their environment via positive or negative biogeochemical plant-soil feedbacks, we conducted a six-month greenhouse experiment to identify the key biogeochemical processes in the mud when Phragmites australis is used as an eco-engineering species. We applied inverse biogeochemical modeling to link observed changes in pore water composition to biogeochemical processes. Two months after transplantation we observed reduced plant growth and shriveling as well as yellowing of foliage. The N:P ratios of plant tissue were low and were affected not by hampered uptake of N but by enhanced uptake of P. Plant analyses revealed high Fe concentrations in the leaves and roots. Sulfate concentrations rose drastically in our experiment due to pyrite oxidation; as reduction of sulfate will decouple Fe-P in reducing conditions, we argue that plant-induced iron toxicity hampered plant growth, forming a negative feedback loop, while simultaneously there was a positive feedback loop, as iron toxicity promotes P mobilization as a result of reduced conditions through root death, thereby stimulating plant growth and regeneration. Given these two feedback mechanisms, we propose that when building wetlands from these mud deposits Fe-tolerant species are used rather than species that thrive in N-limited conditions. The results presented in this study demonstrate the importance of studying the biogeochemical properties of the building material and the feedback mechanisms between plant and soil prior to finalizing the design of the eco-engineering project.

Applications of Nonlinear Control Using the State-Dependent Riccati Equation.

DTIC Science & Technology

1995-12-01

method, and do not address noise rejection or robustness issues. xi Applications of Nonlinear Control Using the State-Dependent Riccati Equation I...construct a stabilizing nonlinear feedback controller. This method will be referred to as nonlinear quadratic regulation (NQR). The original intention...involves nding a state-dependent coe- cient (SDC) linear structure for which a stabilizing nonlinear feedback controller can be constructed. The

360 Degree Feedback: An Integrative Framework for Learning and Assessment

ERIC Educational Resources Information Center

Tee, Ding Ding; Ahmed, Pervaiz K.

2014-01-01

Feedback is widely acknowledged as the crux of a learning process. Multiplicities of research studies have been advanced to address the common "cri de coeur" of teachers and students for a constructive and effective feedback mechanism in the current higher educational settings. Nevertheless, existing pedagogical approaches in feedback…

Investigating the Impact of Automated Feedback on Students' Scientific Argumentation

ERIC Educational Resources Information Center

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-01-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

ERIC Educational Resources Information Center

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback…

Help Seeking: Agentic Learners Initiating Feedback

ERIC Educational Resources Information Center

Fletcher, Anna Katarina

2018-01-01

Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to…

What can scientific practice look like in a classroom? Insights from scientists' critique of high school students' climate change argumentation practice

NASA Astrophysics Data System (ADS)

Walsh, E.; McGowan, V. C.

2015-12-01

The Next Generation Science Standards promote a vision in which learners engage in authentic knowledge in practice to tackle personally consequential science problems in the classroom. However, there is not yet a clear understanding amongst researchers and educators of what authentic practice looks like in a classroom and how this can be accomplished. This study explores these questions by examining interactions between scientists and students on a social media platform during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. During this unit, scientists provided feedback to students on infographics, visual representations of scientific information meant to communicate to an audience about climate change. We conceptualize the feedback and student work as boundary objects co-created by students and scientists moving between the school and scientific contexts, and analyze the structure and content of the scientists' feedback. We find that when giving feedback on a particular practice (e.g. argumentation), scientists would provide avenues, critiques and questions that incorporated many other practices (e.g. data analysis, visual communication); thus, scientists encouraged students to participate systemically in practices instead of isolating one particular practice. In addition, scientists drew attention to particular habits of mind that are valued in the scientific community and noted when students' work aligned with scientific values. In this way, scientists positioned students as capable of participating "scientifically." While traditionally, incorporating scientific inquiry in a classroom has emphasized student experimentation and data generation, in this work, we found that engaging with scientists around established scientific texts and data sets provided students with a platform for developing expertise in other important scientific practices during argment construction.

Symposium Proceedings on Quantitative Feedback Theory Held in Fairborn, Ohio on 2-4 August 1992.

DTIC Science & Technology

1992-08-01

modification. This permits a drastic reduction in the cost of feedback, in terms of loop bandwidth and effect of sensor noise . This is the first...High- frequency Bound ( UHB ) but its main use is to ensure that at high frequencies the controlled system cannot go unstable and has sufficient noise ...a 5-cascaded multiple-loop feedback system giving significant reductions in sensor noise amplification (peak reduced by a factor of 4), is

The challenge of giving written thesis feedback to nursing students.

PubMed

Tuvesson, Hanna; Borglin, Gunilla

2014-11-01

Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

77 FR 70467 - Agency Information Collection Activities: Proposed Collection; Comments Requested; Revision of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-26

... Training and Technical Assistance Center (OVC TTAC) Feedback Form Package ACTION: 30-day notice. The...: The Office for Victims of Crime Training and Technical Assistance Center (OVC TTAC) Feedback Form... needs of the victim services field. OVC TTAC will give these forms to recipients of training and...

The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

The Impact of Providing Performance Feedback to Teachers and Principals. Executive Summary. NCEE 2018-4000

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning

ERIC Educational Resources Information Center

London, Manuel; Polzer, Jeffrey T.; Omoregie, Heather

2005-01-01

This article presents a multilevel model of group learning that focuses on antecedents and consequences of interpersonal congruence, transactive memory, and feedback processes. The model holds that members' self-verification motives and situational conditions (e.g., member diversity and task demands) give rise to identity negotiation behaviors…

Approaches to Treating Student Written Errors

ERIC Educational Resources Information Center

Tran, Thu H.

2013-01-01

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers…

The Effects of Item by Item Feedback Given during an Ability Test.

ERIC Educational Resources Information Center

Whetton, C.; Childs, R.

1981-01-01

Answer-until-correct (AUC) is a procedure for providing feedback during a multiple-choice test, giving an increased range of scores. The performance of secondary students on a verbal ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity.…

Teacher Radar: The View from the Front of the Class

ERIC Educational Resources Information Center

Owens, Lynn

2006-01-01

According to the NASPE beginning teacher standards, the ability to manage and motivate students is fundamental to effective teaching. To be truly effective at managing and motivating students, teachers need to monitor and react to class behavior and class feedback (verbal and nonverbal) while simultaneously giving instructions or feedback. This…

Development and validation of a new assessment tool for suturing skills in medical students.

PubMed

Sundhagen, Henriette Pisani; Almeland, Stian Kreken; Hansson, Emma

2018-01-01

In recent years, emphasis has been put on that medical student should demonstrate pre-practice/pre-registration core procedural skills to ensure patient safety. Nonetheless, the formal teaching and training of basic suturing skills to medical students have received relatively little attention and there is no standard for what should be tested and how. The aim of this study was to develop and validate, using scientific methods, a tool for assessment of medical students' suturing skills, measuring both micro- and macrosurgical qualities. A tool was constructed and content, construct, concurrent validity, and inter-rater, inter-item, inter-test reliability were tested. Three groups were included: students with no training in suturing skills, students who have had training, plastic surgery. The results show promising reliability and validity when assessing novice medical students' suturing skills. Further studies are needed on implementation of the instrument. Moreover, how the instrument can be used to give formative feedback, evaluate if a required standard is met and for curriculum development needs further investigation.Level of Evidence: Not ratable.

Peer feedback for examiner quality assurance on MRCGP International South Asia: a mixed methods study.

PubMed

Perera, D P; Andrades, Marie; Wass, Val

2017-12-08

The International Membership Examination (MRCGP[INT]) of the Royal College of General Practitioners UK is a unique collaboration between four South Asian countries with diverse cultures, epidemiology, clinical facilities and resources. In this setting good quality assurance is imperative to achieve acceptable standards of inter rater reliability. This study aims to explore the process of peer feedback for examiner quality assurance with regard to factors affecting the implementation and acceptance of the method. A sequential mixed methods approach was used based on focus group discussions with examiners (n = 12) and clinical examination convenors who acted as peer reviewers (n = 4). A questionnaire based on emerging themes and literature review was then completed by 20 examiners at the subsequent OSCE exam. Qualitative data were analysed using an iterative reflexive process. Quantitative data were integrated by interpretive analysis looking for convergence, complementarity or dissonance. The qualitative data helped understand the issues and informed the process of developing the questionnaire. The quantitative data allowed for further refining of issues, wider sampling of examiners and giving voice to different perspectives. Examiners stated specifically that peer feedback gave an opportunity for discussion, standardisation of judgments and improved discriminatory abilities. Interpersonal dynamics, hierarchy and perception of validity of feedback were major factors influencing acceptance of feedback. Examiners desired increased transparency, accountability and the opportunity for equal partnership within the process. The process was stressful for examiners and reviewers; however acceptance increased with increasing exposure to receiving feedback. The process could be refined to improve acceptability through scrupulous attention to training and selection of those giving feedback to improve the perceived validity of feedback and improved reviewer feedback skills to enable better interpersonal dynamics and a more equitable feedback process. It is important to highlight the role of quality assurance and peer feedback as a tool for continuous improvement and maintenance of standards to examiners during training. Examiner quality assurance using peer feedback was generally a successful and accepted process. The findings highlight areas for improvement and guide the path towards a model of feedback that is responsive to examiner views and cultural sensibilities.

A Dynamic Social Feedback System to Support Learning and Social Interaction in Higher Education

ERIC Educational Resources Information Center

Thoms, Brian

2011-01-01

In this research, we examine the design, construction, and implementation of a dynamic, easy to use, feedback mechanism for social software. The tool was integrated into an existing university's online learning community (OLC). In line with constructivist learning models and practical information systems (IS) design, the feedback system provides…

Direct measurement of a nonequilibrium system entropy using a feedback trap

NASA Astrophysics Data System (ADS)

Gavrilov, Momčilo; Bechhoefer, John

2017-08-01

Feedback traps are tools for trapping single charged objects in solution. They periodically measure an object's position and apply a feedback force to counteract Brownian motion. The feedback force can be calculated as a gradient of a potential function, effectively creating a "virtual potential." Its flexibility regarding the choice of form of the potential gives an opportunity to explore various fundamental questions in stochastic thermodynamics. Here, we review the theory behind feedback traps and apply it to measuring the average work required to erase a fraction of a bit of information. The results agree with predictions based on the nonequilibrium system entropy. With this example, we also show how a feedback trap can easily implement the complex erasure protocols required to reach ultimate thermodynamic limits.

Discovering Your Personality: A Group Exercise in Personal Sensemaking

ERIC Educational Resources Information Center

Anderson, Marc H.

2008-01-01

Personality affects a wide variety of issues in organizational behavior, human resource management, and strategic management. Instructors teaching personality often have students take personality tests and then give them their scores. This passive approach to giving test feedback suffers from several weaknesses dealing with distinct perceptual…

Using patients as educators for communication skills: Exploring dental students' and patients' views.

PubMed

Coelho, C; Pooler, J; Lloyd, H

2018-05-01

A qualitative study to explore the issues for patients and students when giving feedback on the communication of dental students. The Department of Health and National Institute for Health Research are committed to involving patients in improving clinical education, research and service delivery. Yet, there is a limited body of evidence on the perceptions of patients when asked to be involved in this way, and specifically when asked to provide feedback on the communication skills of dental students. This study seeks to address this gap and heighten the understanding of the issues faced by patients when asked to be involved in clinical education. Data were collected using focus groups with dental students (n=10) and patients (n=8) being treated by these students. Both groups were asked about their thoughts, feelings and beliefs about patients being asked to provide feedback on the communication skills of dental students. Data analysis involved inductive thematic analysis of transcribed audio recordings. Four themes emerged from the data: "legitimacy," "co-educators," "maintaining the equilibrium of the patient-student relationship" and the "timing of patient feedback." Support for involving patients in giving feedback on students' communication skills was established, with patients considering they were best placed to comment on the communication skills of dental students. Patients and students do not want to provide feedback alone and want support to assist them, especially if feedback was negative. Issues of anonymity, confidentiality and ownership of the feedback process were worrisome, and the positioning of patient feedback in the programme was seen as critical. Patients and students are willing to engage in patient feedback on students' communication skills, and with support and training, the concerns around this are not insurmountable and the benefits could potentially profit both groups. These findings have resonance with other healthcare educators when using patients as educators in the development of communication skills. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Feedback using an ePortfolio for medicine long cases: quality not quantity.

PubMed

Bleasel, Jane; Burgess, Annette; Weeks, Ruth; Haq, Inam

2016-10-21

The evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process. In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students' and faculty's experience and perceptions of the ePortfolio. Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 - 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.

Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School.

PubMed

Cairns, A M; Bissell, V; Bovill, C

2013-06-01

To introduce and examine a pilot peer observation of teaching (POT) scheme within the Department of Paediatric Dentistry at Glasgow Dental School and its associated outreach centres. All tutors teaching paediatric dentistry were invited to be involved in evaluation of the POT scheme. Participants were randomly paired with a peer, who then observed their teaching and provided constructive feedback. For those consenting to be involved in the evaluation of the scheme, semi-structured, one-to-one interviews were carried out by the principal investigator. POT was found by all participants to be a beneficial process, reassuring those of their teaching styles and giving them ideas to adapt their teaching. POT is an effective method for engaging chair-side tutors in the reflection and development of their teaching practice via observations and scholarly discussion.

Powerful Learning Conversations: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Rienzo, Cinzia; Rolfe, Heather; Wilkinson, David

2016-01-01

Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond…

Observation and Feedback. Learning Package No. 12.

ERIC Educational Resources Information Center

Aiex, Nola Kortner; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on observation and feedback is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the full text of several…

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers' Beliefs and Practices

ERIC Educational Resources Information Center

Baker, Amanda; Burri, Michael

2016-01-01

In the modern English language classroom, teachers are often faced with the challenging task of supporting students to achieve comprehensible pronunciation, but many teachers limit or neglect giving students feedback on their pronunciation for a variety of reasons. This paper examines the case of five experienced English for Academic Purposes…

Teaching Email Requests in the Academic Context: A Focus on the Role of Corrective Feedback

ERIC Educational Resources Information Center

Nguyen, Thi Thuy Minh; Do, Thi Thanh Ha; Nguyen, Anh Tuan; Pham, Thi Thanh Thuy

2015-01-01

As email requests from students to professors have become increasingly common in academic settings, research has also shown second-language (L2) students' unfamiliarity with email etiquette in L2 has adversely affected their communication with their professors. The present study examines whether giving corrective feedback on students' performance…

Mirror Visual Feedback Induces Lower Neuromuscular Activity in Children with Spastic Hemiparetic Cerebral Palsy

ERIC Educational Resources Information Center

Feltham, Max G.; Ledebt, Annick; Deconinck, Frederik J. A.; Savelsbergh, Geert J. P.

2010-01-01

The study examined the effects of mirror feedback information on neuromuscular activation during bimanual coordination in eight children with spastic hemiparetic cerebral palsy (SHCP) and a matched control group. The "mirror box" creates a visual illusion, which gives rise to a visual perception of a zero lag, symmetric movement between the two…

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

PubMed

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Global output feedback stabilisation of stochastic high-order feedforward nonlinear systems with time-delay

NASA Astrophysics Data System (ADS)

Zhang, Kemei; Zhao, Cong-Ran; Xie, Xue-Jun

2015-12-01

This paper considers the problem of output feedback stabilisation for stochastic high-order feedforward nonlinear systems with time-varying delay. By using the homogeneous domination theory and solving several troublesome obstacles in the design and analysis, an output feedback controller is constructed to drive the closed-loop system globally asymptotically stable in probability.

Virtual reality environments for post-stroke arm rehabilitation.

PubMed

Subramanian, Sandeep; Knaut, Luiz A; Beaudoin, Christian; McFadyen, Bradford J; Feldman, Anatol G; Levin, Mindy F

2007-06-22

Optimal practice and feedback elements are essential requirements for maximal motor recovery in patients with motor deficits due to central nervous system lesions. A virtual environment (VE) was created that incorporates practice and feedback elements necessary for maximal motor recovery. It permits varied and challenging practice in a motivating environment that provides salient feedback. The VE gives the user knowledge of results feedback about motor behavior and knowledge of performance feedback about the quality of pointing movements made in a virtual elevator. Movement distances are related to length of body segments. We describe an immersive and interactive experimental protocol developed in a virtual reality environment using the CAREN system. The VE can be used as a training environment for the upper limb in patients with motor impairments.

Pharmacy Student Performance on Constructed-Response Versus Selected-Response Calculations Questions

PubMed Central

Addo, Richard T.

2013-01-01

Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types. Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback. Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare. Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education. PMID:23459503

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

ERIC Educational Resources Information Center

Ching, Yu-Hui

2014-01-01

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

Using Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Instructional Model in WBI: A Case Study for Biology Teacher Education.

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Shih-Chieh

The study attempted to adapt two web tools, FFS system (Frontpage Feedback System) and WATA system (Web-based Assessment and Test Analysis System), to construct a Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Model in WBI (Web-based Instruction) to facilitate pre-service teacher training. Participants were 30 junior pre-service…

What Supervisors Say in Their Feedback: Construction of CanMEDS Roles in Workplace Settings

ERIC Educational Resources Information Center

Renting, Nienke; Dornan, Tim; Gans, Rijk O. B.; Borleffs, Jan C. C.; Cohen-Schotanus, Janke; Jaarsma, A. Debbie C.

2016-01-01

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how…

Assessing Online Textual Feedback to Support Student Intrinsic Motivation Using a Collaborative Text-Based Dialogue System: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Deneen, Christopher

2011-01-01

This paper assesses textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system. A research model is presented based on research into intrinsic motivation, and the specific construct of feedback provides a framework for the model. A qualitative research methodology is used to validate the model.…

Constructive Feedback as a Learning Tool to Enhance Students' Self-Regulation and Performance in Higher Education

ERIC Educational Resources Information Center

du Toit, Erna

2012-01-01

If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to learn from it. A…

Computer Simulated Visual and Tactile Feedback as an Aid to Manipulator and Vehicle Control,

DTIC Science & Technology

1981-05-08

STATEMENT ........................ 8 Artificial Intellegence Versus Supervisory Control ....... 8 Computer Generation of Operator Feedback...operator. Artificial Intelligence Versus Supervisory Control The use of computers to aid human operators can be divided into two catagories: artificial ...operator. Artificial intelligence ( A. I. ) attempts to give the computer maximum intelligence and to replace all operator functions by the computer

Self-organizing dynamic stability of far-from-equilibrium biological systems

NASA Astrophysics Data System (ADS)

Ivanitskii, G. R.

2017-10-01

One indication of the stability of a living system is the variation of the system’s characteristic time scales. Underlying the stability mechanism are the structural hierarchy and self-organization of systems, factors that give rise to a positive (accelerating) feedback and a negative (braking) feedback. Information processing in the brain cortex plays a special role in highly organized living organisms.

The Use of Rasch Competency Bands for Reporting Criterion-Referenced Feedback and Curriculum-Standards Attainment

ERIC Educational Resources Information Center

Combrinck, Celeste; Scherman, Vanessa; Maree, David

2016-01-01

This study describes how criterion-referenced feedback was produced from English language, mathematics and natural sciences monitoring assessments. The assessments were designed for grades 8 to 11 to give an overall indication of curriculum-standards attained in a given subject over the course of a year (N = 1113). The Rasch Item Map method was…

"How Am I Doing?": Many Problems but Few Solutions Related to Feedback Delivery in Undergraduate Psychiatry Education

ERIC Educational Resources Information Center

McIlwrick, Joann; Nair, Bina; Montgomery, Gregory

2006-01-01

Objective: Giving performance feedback to students in psychiatry requires particular delicacy and skill since a critique of the subjective artistry of the psychiatric interview may be felt more personally than a critique of an objective skill, such as eliciting a reflex or applying a stethoscope to the chest. Thus, one would expect that…

Feedback informed treatment: evidence-based practice meets social construction.

PubMed

Tilsen, Julie; McNamee, Sheila

2015-03-01

This article explores the challenges presented by the mandate for evidence-based practice for family therapists who identify with the philosophical stance of social construction. The history of psychotherapy outcome research is reviewed, as are current findings that provide empirical evidence for an engaged, dialogic practice. The authors suggest that the binary between empiricism and social construction may be unhinged by understanding empiricism as a particular discursive frame (i.e., a particular way of talking, acting, and being in the world), one of many available as a way of understanding and talking about our work. Through a case vignette, the authors introduce the evidence-based practice of Feedback Informed Treatment as an elaboration of social construction, and as an example of bridging the gap between the discursive frames of empiricism and social construction. © 2014 Family Process Institute.

Initiatives to improve feedback culture in the final year of a veterinary program.

PubMed

Warman, Sheena M; Laws, Emma J; Crowther, Emma; Baillie, Sarah

2014-01-01

Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.

Offset quadrature communications with decision-feedback carrier synchronization

NASA Technical Reports Server (NTRS)

Simon, M. K.; Smith, J. G.

1974-01-01

In order to accommodate a quadrature amplitude-shift-keyed (QASK) signal, Simon and Smith (1974) have modified the decision-feedback loop which tracks a quadrature phase-shift-keyed (QPSK). In the investigation reported approaches are considered to modify the loops in such a way that offset QASK signals can be tracked, giving attention to the special case of an offset QPSK. The development of the stochastic integro-differential equation of operation for a decision-feedback offset QASK loop is discussed along with the probability density function of the phase error process.

Using Drama with Children

ERIC Educational Resources Information Center

Zalta, Galina

2006-01-01

The article argues for the benefits of drama activities for language learning. The author discusses nine benefits of using drama activities to teach young learners. The author then gives advice on how to use drama in the classroom, including how to choose an appropriate activity, how to start, and how to give feedback. The author presents several…

Distributed feedback acoustic surface wave oscillator

NASA Technical Reports Server (NTRS)

Elachi, C. (Inventor)

1977-01-01

An acoustic surface wave oscillator is constructed from a semiconductor piezoelectric acoustic surface wave amplifier by providing appropriate perturbations at the piezoelectric boundary. The perturbations cause Bragg order reflections that maintain acoustic wave oscillation under certain conditions of gain and feedback.

Beyond Kickboards & Pull Buoys.

ERIC Educational Resources Information Center

Armstrong, Charles W.; Imwold, Charles H.

1983-01-01

Swimming teachers must analyze their students' strokes for errors and provide constructive feedback. To do this requires mastering complex movement analysis techniques and feedback methods. An aquatics instructional methods course at Florida State University made use of strategies to develop these competencies. (PP)

Social deviance activates the brain's error-monitoring system.

PubMed

Kim, Bo-Rin; Liss, Alison; Rao, Monica; Singer, Zachary; Compton, Rebecca J

2012-03-01

Social psychologists have long noted the tendency for human behavior to conform to social group norms. This study examined whether feedback indicating that participants had deviated from group norms would elicit a neural signal previously shown to be elicited by errors and monetary losses. While electroencephalograms were recorded, participants (N = 30) rated the attractiveness of 120 faces and received feedback giving the purported average rating made by a group of peers. The feedback was manipulated so that group ratings either were the same as a participant's rating or deviated by 1, 2, or 3 points. Feedback indicating deviance from the group norm elicited a feedback-related negativity, a brainwave signal known to be elicited by objective performance errors and losses. The results imply that the brain treats deviance from social norms as an error.

The long-term legacy of geomorphic and riparian vegetation feedbacks on the dammed Bill Williams River, Arizona, USA

USGS Publications Warehouse

Kui, Li; Stella, John C.; Shafroth, Patrick B.; House, P. Kyle; Wilcox, Andrew C.

2017-01-01

On alluvial rivers, fluvial landforms and riparian vegetation communities codevelop as a result of feedbacks between plants and abiotic processes. The influence of vegetation on river channel and floodplain geomorphology can be particularly strong on dammed rivers with altered hydrology and reduced flood disturbance. We used a 56-year series of aerial photos on the dammed Bill Williams River (Arizona, USA) to investigate how (a) different woody riparian vegetation types influence river channel planform and (b) how different fluvial landforms drive the composition of riparian plant communities over time. We mapped vegetation types and geomorphic surfaces and quantified how relations between fluvial and biotic processes covaried over time using linear mixed models. In the decades after the dam was built, woody plant cover within the river's bottomland nearly doubled, narrowing the active channel by 60% and transforming its planform from wide and braided to a single thread and more sinuous channel. Compared with native cottonwood–willow vegetation, nonnative tamarisk locally induced a twofold greater reduction in channel braiding. Vegetation expanded at different rates depending on the type of landform, with tamarisk cover on former high-flow channels increasing 17% faster than cottonwood–willow. Former low-flow channels with frequent inundation supported a greater increase in cottonwood–willow relative to tamarisk. These findings give insight into how feedbacks between abiotic and biotic processes in river channels accelerate and fortify changes triggered by dam construction, creating river systems increasingly distinct from predam ecological communities and landforms, and progressively more resistant to restoration of predam forms and processes.

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

PubMed Central

Wang, Jack T. H.; Schembri, Mark A.; Hall, Roy A.

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs’ theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology’s concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses. PMID:23858350

Depression-related difficulties disengaging from negative faces are associated with sustained attention to negative feedback during social evaluation and predict stress recovery

PubMed Central

Romero, Nuria; De Raedt, Rudi

2017-01-01

The present study aimed to clarify: 1) the presence of depression-related attention bias related to a social stressor, 2) its association with depression-related attention biases as measured under standard conditions, and 3) their association with impaired stress recovery in depression. A sample of 39 participants reporting a broad range of depression levels completed a standard eye-tracking paradigm in which they had to engage/disengage their gaze with/from emotional faces. Participants then underwent a stress induction (i.e., giving a speech), in which their eye movements to false emotional feedback were measured, and stress reactivity and recovery were assessed. Depression level was associated with longer times to engage/disengage attention with/from negative faces under standard conditions and with sustained attention to negative feedback during the speech. These depression-related biases were associated and mediated the association between depression level and self-reported stress recovery, predicting lower recovery from stress after giving the speech. PMID:28362826

High temperature superconductors for magnetic suspension applications

NASA Technical Reports Server (NTRS)

Mcmichael, C. K.; Cooley, R. S.; Chen, Q. Y.; Ma, K. B.; Lamb, M. A.; Meng, R. L.; Chu, C. W.; Chu, W. K.

1994-01-01

High temperature superconductors (HTS) hold the promise for applications in magnetic levitation bearings, vibration damping, and torque coupling. Traditional magnetic suspension systems require active feedback and vibration controls in which power consumption and low frequency vibration are among the major engineering concerns. HTS materials have been demonstrated to be an enabling approach towards such problems due to their flux trapping properties. In our laboratory at TCSUH, we have been conducting a series of experiments to explore various mechanical applications using HTS. We have constructed a 30 lb. model flywheel levitated by a hybrid superconducting magnetic bearing (HSMB). We are also developing a levitated and vibration-dampled platform for high precision instrumentation. These applications would be ideal for space usages where ambient temperature is adequate for HTS to operate properly under greatly reduced cryogenic requirements. We will give a general overview of these potential applications and discuss the operating principles of the HTS devices we have developed.

The impact of constructive feedback on training in gastrointestinal endoscopy using high-fidelity Virtual-Reality simulation: a randomised controlled trial.

PubMed

Kruglikova, Irina; Grantcharov, Teodor P; Drewes, Asbjorn M; Funch-Jensen, Peter

2010-02-01

Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. 22 trainees, without colonoscopy experience were randomised to a group which received structured feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4-6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. All subjects were able to complete the procedure on the simulator. There were no perforations in the feedback group versus seven in the non-feedback group. Subjects in the feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Concurrent feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.

Community structure analysis of rejection sensitive personality profiles: A common neural response to social evaluative threat?

PubMed

Kortink, Elise D; Weeda, Wouter D; Crowley, Michael J; Gunther Moor, Bregtje; van der Molen, Melle J W

2018-06-01

Monitoring social threat is essential for maintaining healthy social relationships, and recent studies suggest a neural alarm system that governs our response to social rejection. Frontal-midline theta (4-8 Hz) oscillatory power might act as a neural correlate of this system by being sensitive to unexpected social rejection. Here, we examined whether frontal-midline theta is modulated by individual differences in personality constructs sensitive to social disconnection. In addition, we examined the sensitivity of feedback-related brain potentials (i.e., the feedback-related negativity and P3) to social feedback. Sixty-five undergraduate female participants (mean age = 19.69 years) participated in the Social Judgment Paradigm, a fictitious peer-evaluation task in which participants provided expectancies about being liked/disliked by peer strangers. Thereafter, they received feedback signaling social acceptance/rejection. A community structure analysis was employed to delineate personality profiles in our data. Results provided evidence of two subgroups: one group scored high on attachment-related anxiety and fear of negative evaluation, whereas the other group scored high on attachment-related avoidance and low on fear of negative evaluation. In both groups, unexpected rejection feedback yielded a significant increase in theta power. The feedback-related negativity was sensitive to unexpected feedback, regardless of valence, and was largest for unexpected rejection feedback. The feedback-related P3 was significantly enhanced in response to expected social acceptance feedback. Together, these findings confirm the sensitivity of frontal midline theta oscillations to the processing of social threat, and suggest that this alleged neural alarm system behaves similarly in individuals that differ in personality constructs relevant to social evaluation.

Neural correlates of anticipation and processing of performance feedback in social anxiety.

PubMed

Heitmann, Carina Y; Peterburs, Jutta; Mothes-Lasch, Martin; Hallfarth, Marlit C; Böhme, Stephanie; Miltner, Wolfgang H R; Straube, Thomas

2014-12-01

Fear of negative evaluation, such as negative social performance feedback, is the core symptom of social anxiety. The present study investigated the neural correlates of anticipation and perception of social performance feedback in social anxiety. High (HSA) and low (LSA) socially anxious individuals were asked to give a speech on a personally relevant topic and received standardized but appropriate expert performance feedback in a succeeding experimental session in which neural activity was measured during anticipation and presentation of negative and positive performance feedback concerning the speech performance, or a neutral feedback-unrelated control condition. HSA compared to LSA subjects reported greater anxiety during anticipation of negative feedback. Functional magnetic resonance imaging results showed deactivation of medial prefrontal brain areas during anticipation of negative feedback relative to the control and the positive condition, and medial prefrontal and insular hyperactivation during presentation of negative as well as positive feedback in HSA compared to LSA subjects. The results indicate distinct processes underlying feedback processing during anticipation and presentation of feedback in HSA as compared to LSA individuals. In line with the role of the medial prefrontal cortex in self-referential information processing and the insula in interoception, social anxiety seems to be associated with lower self-monitoring during feedback anticipation, and an increased self-focus and interoception during feedback presentation, regardless of feedback valence. © 2014 Wiley Periodicals, Inc.

Wetland eco-engineering: measuring and modeling feedbacks of oxidation processes between plants and clay-rich material

NASA Astrophysics Data System (ADS)

Saaltink, Rémon; Dekker, Stefan C.; Griffioen, Jasper; Wassen, Martin J.

2016-09-01

Interest is growing in using soft sediment as a foundation in eco-engineering projects. Wetland construction in the Dutch lake Markermeer is an example: here, dredging some of the clay-rich lake-bed sediment and using it to construct wetland will soon begin. Natural processes will be utilized during and after construction to accelerate ecosystem development. Knowing that plants can eco-engineer their environment via positive or negative biogeochemical plant-soil feedbacks, we conducted a 6-month greenhouse experiment to identify the key biogeochemical processes in the mud when Phragmites australis is used as an eco-engineering species. We applied inverse biogeochemical modeling to link observed changes in pore water composition to biogeochemical processes. Two months after transplantation we observed reduced plant growth and shriveling and yellowing of foliage. The N : P ratios of the plant tissue were low, and these were affected not by hampered uptake of N but by enhanced uptake of P. Subsequent analyses revealed high Fe concentrations in the leaves and roots. Sulfate concentrations rose drastically in our experiment due to pyrite oxidation; as reduction of sulfate will decouple Fe-P in reducing conditions, we argue that plant-induced iron toxicity hampered plant growth, forming a negative feedback loop, while simultaneously there was a positive feedback loop, as iron toxicity promotes P mobilization as a result of reduced conditions through root death, thereby stimulating plant growth and regeneration. Given these two feedback mechanisms, we propose the use of Fe-tolerant species rather than species that thrive in N-limited conditions. The results presented in this study demonstrate the importance of studying the biogeochemical properties of the situated sediment and the feedback mechanisms between plant and soil prior to finalizing the design of the eco-engineering project.

Gathering Teacher's Perceptions of Evaluator Feedback

ERIC Educational Resources Information Center

Cherasaro, Trudy L.; Brodersen, Marc

2016-01-01

In response to initiatives to increase educator effectiveness states throughout the nation are placing greater emphasis on teacher evaluation tools that differentiate teacher effectiveness and include timely and constructive feedback. One of the three principles of the Elementary and Secondary Education Act (ESEA) flexibility waivers requires that…

Haptic augmentation of science instruction: Does touch matter?

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell

2006-01-01

This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic-gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts.

Stabilization of self-mode-locked quantum dash lasers by symmetric dual-loop optical feedback

NASA Astrophysics Data System (ADS)

Asghar, Haroon; Wei, Wei; Kumar, Pramod; Sooudi, Ehsan; McInerney, John. G.

2018-02-01

We report experimental studies of the influence of symmetric dual-loop optical feedback on the RF linewidth and timing jitter of self-mode-locked two-section quantum dash lasers emitting at 1550 nm. Various feedback schemes were investigated and optimum levels determined for narrowest RF linewidth and low timing jitter, for single-loop and symmetric dual-loop feedback. Two symmetric dual-loop configurations, with balanced and unbalanced feedback ratios, were studied. We demonstrate that unbalanced symmetric dual loop feedback, with the inner cavity resonant and fine delay tuning of the outer loop, gives narrowest RF linewidth and reduced timing jitter over a wide range of delay, unlike single and balanced symmetric dual-loop configurations. This configuration with feedback lengths 80 and 140 m narrows the RF linewidth by 4-67x and 10-100x, respectively, across the widest delay range, compared to free-running. For symmetric dual-loop feedback, the influence of different power split ratios through the feedback loops was determined. Our results show that symmetric dual-loop feedback is markedly more effective than single-loop feedback in reducing RF linewidth and timing jitter, and is much less sensitive to delay phase, making this technique ideal for applications where robustness and alignment tolerance are essential.

Pairing Learners by Companionship: Effects on Motor Skill Performance and Comfort Levels in the Reciprocal Style of Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2015-01-01

Mosston and Ashworth's (2008) reciprocal style of teaching gives learners the opportunity to work in pairs to support each other's learning (one practices a task and the other gives feedback). The effects of pairing learners by companionship (friend and nonacquaintance) on 8-year-old children's motor skill performance and comfort levels were…

Control of nonlinear systems with applications to constrained robots and spacecraft attitude stabilization

NASA Technical Reports Server (NTRS)

Krishnan, Hariharan

1993-01-01

This thesis is organized in two parts. In Part 1, control systems described by a class of nonlinear differential and algebraic equations are introduced. A procedure for local stabilization based on a local state realization is developed. An alternative approach to local stabilization is developed based on a classical linearization of the nonlinear differential-algebraic equations. A theoretical framework is established for solving a tracking problem associated with the differential-algebraic system. First, a simple procedure is developed for the design of a feedback control law which ensures, at least locally, that the tracking error in the closed loop system lies within any given bound if the reference inputs are sufficiently slowly varying. Next, by imposing additional assumptions, a procedure is developed for the design of a feedback control law which ensures that the tracking error in the closed loop system approaches zero exponentially for reference inputs which are not necessarily slowly varying. The control design methodologies are used for simultaneous force and position control in constrained robot systems. The differential-algebraic equations are shown to characterize the slow dynamics of a certain nonlinear control system in nonstandard singularly perturbed form. In Part 2, the attitude stabilization (reorientation) of a rigid spacecraft using only two control torques is considered. First, the case of momentum wheel actuators is considered. The complete spacecraft dynamics are not controllable. However, the spacecraft dynamics are small time locally controllable in a reduced sense. The reduced spacecraft dynamics cannot be asymptotically stabilized using continuous feedback, but a discontinuous feedback control strategy is constructed. Next, the case of gas jet actuators is considered. If the uncontrolled principal axis is not an axis of symmetry, the complete spacecraft dynamics are small time locally controllable. However, the spacecraft attitude cannot be asymptotically stabilized using continuous feedback, but a discontinuous stabilizing feedback control strategy is constructed. If the uncontrolled principal axis is an axis of symmetry, the complete spacecraft dynamics cannot be stabilized. However, the spacecraft dynamics are small time locally controllable in a reduced sense. The reduced spacecraft dynamics cannot be asymptotically stabilized using continuous feedback, but again a discontinuous feedback control strategy is constructed.

Finite-time state feedback stabilisation of stochastic high-order nonlinear feedforward systems

NASA Astrophysics Data System (ADS)

Xie, Xue-Jun; Zhang, Xing-Hui; Zhang, Kemei

2016-07-01

This paper studies the finite-time state feedback stabilisation of stochastic high-order nonlinear feedforward systems. Based on the stochastic Lyapunov theorem on finite-time stability, by using the homogeneous domination method, the adding one power integrator and sign function method, constructing a ? Lyapunov function and verifying the existence and uniqueness of solution, a continuous state feedback controller is designed to guarantee the closed-loop system finite-time stable in probability.

Three Success Factors for Simulation Based Construction Education.

ERIC Educational Resources Information Center

Park, Moonseo; Chan, Swee Lean; Ingawale-Verma, Yashada

2003-01-01

Factors in successful implementation of simulation in construction education are as follows: (1) considering human factors and feedback effects; (2) focusing on tradeoffs between with managerial decisions and construction policies; and (3) developing a standalone tool that runs on any platform. Case studies demonstrated the effectiveness of these…

A student-centred feedback model for educators.

PubMed

Rudland, Joy; Wilkinson, Tim; Wearn, Andy; Nicol, Pam; Tunny, Terry; Owen, Cathy; O'Keefe, Maree

2013-04-01

Effective feedback is instrumental to effective learning. Current feedback models tend to be educator driven rather than learner-centred, with the focus on how the supervisor should give feedback rather than on the role of the learner in requesting and responding to feedback. An alternative approach emphasising the theoretical principles of student-centred and self-regulated learning is offered, drawing upon the literature and also upon the experience of the authors. The proposed feedback model places the student in the centre of the feedback process, and stresses that the attainment of student learning outcomes is influenced by the students themselves. This model emphasises the attributes of the student, particularly responsiveness, receptiveness and reflection, whilst acknowledging the important role that the context and attributes of the supervisor have in influencing the quality of feedback. Educational institutions should consider strategies to encourage and enable students to maximise the many feedback opportunities available to them. As a minimum, educators should remind students about their central role in the feedback process, and support them to develop confidence in meeting this role. In addition, supervisors may need support to develop the skills to shift the balance of responsibility and support students in precipitating feedback moments. Research is also required to validate the proposed model and to determine how to support students to adopt self-regulatory learning, with feedback as a central platform. © Blackwell Publishing Ltd 2013.

Observer-Based Adaptive Neural Network Control for Nonlinear Systems in Nonstrict-Feedback Form.

PubMed

Chen, Bing; Zhang, Huaguang; Lin, Chong

2016-01-01

This paper focuses on the problem of adaptive neural network (NN) control for a class of nonlinear nonstrict-feedback systems via output feedback. A novel adaptive NN backstepping output-feedback control approach is first proposed for nonlinear nonstrict-feedback systems. The monotonicity of system bounding functions and the structure character of radial basis function (RBF) NNs are used to overcome the difficulties that arise from nonstrict-feedback structure. A state observer is constructed to estimate the immeasurable state variables. By combining adaptive backstepping technique with approximation capability of radial basis function NNs, an output-feedback adaptive NN controller is designed through backstepping approach. It is shown that the proposed controller guarantees semiglobal boundedness of all the signals in the closed-loop systems. Two examples are used to illustrate the effectiveness of the proposed approach.

Effects of Feeding Back the Motivation of a Collaboratively Learning Group

ERIC Educational Resources Information Center

Schoor, Cornelia; Kownatzki, Salome; Narciss, Susanne; Körndle, Hermann

2014-01-01

Introduction: Motivation is an important issue in both face-to-face and computer-supported collaborative learning. There are several approaches for enhancing motivation, including group awareness tools that provide feedback on the group's motivation. However, this feedback was rarely unconfounded with other constructs. Additionally, it is…

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

ERIC Educational Resources Information Center

Huang, Wen-Chen; Chen, Ching-Wen; Weng, Richard

2015-01-01

In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system (MMCFS) that instantly displays students' responses, such as class-related questions or…

Op. Amps in Power Amplification: A Laboratory Exercise on Feedback.

ERIC Educational Resources Information Center

Borcherds, P. H.

1984-01-01

To demonstrate negative feedback a power amplifier is constructed from an operational amplifier together with a complementary pair of transistors as an output stage. The amplifier is developed and tested stage by stage, and at each stage the defects apparent at the previous stage are eliminated. (JN)

Application of modern control theory to the design of optimum aircraft controllers

NASA Technical Reports Server (NTRS)

Power, L. J.

1973-01-01

The synthesis procedure presented is based on the solution of the output regulator problem of linear optimal control theory for time-invariant systems. By this technique, solution of the matrix Riccati equation leads to a constant linear feedback control law for an output regulator which will maintain a plant in a particular equilibrium condition in the presence of impulse disturbances. Two simple algorithms are presented that can be used in an automatic synthesis procedure for the design of maneuverable output regulators requiring only selected state variables for feedback. The first algorithm is for the construction of optimal feedforward control laws that can be superimposed upon a Kalman output regulator and that will drive the output of a plant to a desired constant value on command. The second algorithm is for the construction of optimal Luenberger observers that can be used to obtain feedback control laws for the output regulator requiring measurement of only part of the state vector. This algorithm constructs observers which have minimum response time under the constraint that the magnitude of the gains in the observer filter be less than some arbitrary limit.

Experimental realization of a feedback optical parametric amplifier with four-wave mixing

NASA Astrophysics Data System (ADS)

Pan, Xiaozhou; Chen, Hui; Wei, Tianxiang; Zhang, Jun; Marino, Alberto M.; Treps, Nicolas; Glasser, Ryan T.; Jing, Jietai

2018-04-01

Optical parametric amplifiers (OPAs) play a fundamental role in the generation of quantum correlation for quantum information processing and quantum metrology. In order to increase the communication fidelity of the quantum information protocol and the measurement precision of quantum metrology, it requires a high degree of quantum correlation. In this Rapid Communication we report a feedback optical parametric amplifier that employs a four-wave mixing (FWM) process as the underlying OPA and a beam splitter as the feedback controller. We first construct a theoretical model for this feedback-based FWM process and experimentally study the effect of the feedback control on the quantum properties of the system. Specifically, we find that the quantum correlation between the output fields can be enhanced by tuning the strength of the feedback.

On spatial spillover in feedforward and feedback noise control

NASA Astrophysics Data System (ADS)

Xie, Antai; Bernstein, Dennis

2017-03-01

Active feedback noise control for rejecting broadband disturbances must contend with the Bode integral constraint, which implies that suppression over some frequency range gives rise to amplification over another range at the performance microphone. This is called spectral spillover. The present paper deals with spatial spillover, which refers to the amplification of noise at locations where no microphone is located. A spatial spillover function is defined, which is valid for both feedforward and feedback control with scalar and vector control inputs. This function is numerically analyzed and measured experimentally. Obstructions are introduced in the acoustic space to investigate their effect on spatial spillover.

The role of feedback in young people's academic choices

NASA Astrophysics Data System (ADS)

Skipper, Yvonne; Leman, Patrick J.

2017-03-01

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls' and boys' choices to study a specific science subject, engineering. British participants aged 13 (N = 479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.

Overload control of artificial gravity facility using spinning tether system for high eccentricity transfer orbits

NASA Astrophysics Data System (ADS)

Gou, Xing-wang; Li, Ai-jun; Tian, Hao-chang; Wang, Chang-qing; Lu, Hong-shi

2018-06-01

As the major part of space life supporting systems, artificial gravity requires further study before it becomes mature. Spinning tether system is a good alternative solution to provide artificial gravity for the whole spacecraft other than additional devices, and its longer tether length could significantly reduce spinning velocity and thus enhance comfortability. An approximated overload-based feedback method is proposed to provide estimated spinning velocity signals for controller, so that gravity level could be accurately controlled without complicated GPS modules. System behavior in high eccentricity transfer orbits is also studied to give a complete knowledge of the spinning stabilities. The application range of the proposed method is studied in various orbit cases and spinning velocities, indicating that it is accurate and reliable for most of the mission phases especially for the final constant gravity level phase. In order to provide stable gravity level for transfer orbit missions, a sliding mode controller based on estimated angular signals is designed for closed-loop control. Numerical results indicate that the combination of overload-based feedback and sliding mode controller could satisfy most of the long-term artificial gravity missions. It is capable of forming flexible gravity environment in relatively good accuracy even in the lowest possible orbital radiuses and high eccentricity orbits of crewed space missions. The proposed scheme provides an effective tether solution for the artificial gravity construction in interstellar travel.

Computer-supported feedback message tailoring: theory-informed adaptation of clinical audit and feedback for learning and behavior change.

PubMed

Landis-Lewis, Zach; Brehaut, Jamie C; Hochheiser, Harry; Douglas, Gerald P; Jacobson, Rebecca S

2015-01-21

Evidence shows that clinical audit and feedback can significantly improve compliance with desired practice, but it is unclear when and how it is effective. Audit and feedback is likely to be more effective when feedback messages can influence barriers to behavior change, but barriers to change differ across individual health-care providers, stemming from differences in providers' individual characteristics. The purpose of this article is to invite debate and direct research attention towards a novel audit and feedback component that could enable interventions to adapt to barriers to behavior change for individual health-care providers: computer-supported tailoring of feedback messages. We argue that, by leveraging available clinical data, theory-informed knowledge about behavior change, and the knowledge of clinical supervisors or peers who deliver feedback messages, a software application that supports feedback message tailoring could improve feedback message relevance for barriers to behavior change, thereby increasing the effectiveness of audit and feedback interventions. We describe a prototype system that supports the provision of tailored feedback messages by generating a menu of graphical and textual messages with associated descriptions of targeted barriers to behavior change. Supervisors could use the menu to select messages based on their awareness of each feedback recipient's specific barriers to behavior change. We anticipate that such a system, if designed appropriately, could guide supervisors towards giving more effective feedback for health-care providers. A foundation of evidence and knowledge in related health research domains supports the development of feedback message tailoring systems for clinical audit and feedback. Creating and evaluating computer-supported feedback tailoring tools is a promising approach to improving the effectiveness of clinical audit and feedback.

Validity aspects of the patient feedback questionnaire on consultation skills (PFC), a promising learning instrument in medical education.

PubMed

Reinders, Marcel E; Blankenstein, Annette H; Knol, Dirk L; de Vet, Henrica C W; van Marwijk, Harm W J

2009-08-01

A focus on the communicator competency is considered to be an important requirement to help physicians to acquire consultation skills. A feedback questionnaire, in which patients assess consultation skills might be a useful learning tool. An existing questionnaire on patient perception of patient-centeredness (PPPC) was adapted to cover the 'communicator' items in the competency profile. We assessed the face and content validity, the construct validity and the internal consistency of this new patient feedback on consultation skills (PFC) questionnaire. We assessed the face validity of the PFC by interviewing patients and general practice trainees (GPTs) during the developmental process. The content validity was determined by experts (n=10). First-year GPTs (23) collected 222 PFCs, from which the data were used to assess the construct validity (factor analysis), internal consistency, response rates and ceiling effects. The PFC adequately covers the corresponding 'communicator' competency (face and content validity). Factor analysis showed a one-dimensional construct. The internal consistency was high (Cronbach's alpha 0.89). For the single items, the response rate varied from 89.2% to 100%; the maximum score (ceiling effect) varied from 45.5% to 89.2%. The PFC appears to be a valid, internally consistent instrument. The PFC may be a valuable learning tool with which GPTs, other physicians and medical students can acquire feedback from patients regarding their consultation skills.

Behavioural manipulation of insect hosts by Baculoviridae as a process of niche construction.

PubMed

Hamblin, Steven; Tanaka, Mark M

2013-08-16

Niche construction has received increasing attention in recent years as a vital force in evolution and examples of niche construction have been identified in a wide variety of taxa, but viruses are conspicuously absent. In this study we explore how niche construction can lead to viruses engineering their hosts (including behavioural manipulation) with feedback on selective pressures for viral transmission and virulence. To illustrate this concept we focus on Baculoviridae, a family of invertebrate viruses that have evolved to modify the feeding behaviour of their lepidopteran hosts and liquefy their cadavers as part of the course of infection. We present a mathematical model showing how niche construction leads to feedback from the behavioural manipulation to the liquefaction of the host, linking the evolution of both of these traits, and show how this association arises from the action of niche construction. Model results show that niche construction is plausible in this system and delineates the conditions under which niche construction will occur. Niche construction in this system is also shown to be sensitive to parameter values that reflect ecological forces. Our model demonstrates that niche construction can be a potent force in viral evolution and can lead to the acquisition and maintenance of the behavioural manipulation and liquefaction traits in Baculoviridae via the niche constructing effects on the host. These results show the potential for niche construction theory to provide new insights into viral evolution.

"Give, but Give until It Hurts": The Modulatory Role of Trait Emotional Intelligence on the Motivation to Help.

PubMed

Agnoli, Sergio; Pittarello, Andrea; Hysenbelli, Dorina; Rubaltelli, Enrico

2015-01-01

Two studies investigated the effect of trait Emotional Intelligence (trait EI) on people's motivation to help. In Study 1, we developed a new computer-based paradigm that tested participants' motivation to help by measuring their performance on a task in which they could gain a hypothetical amount of money to help children in need. Crucially, we manipulated participants' perceived efficacy by informing them that they had been either able to save the children (positive feedback) or unable to save the children (negative feedback). We measured trait EI using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and assessed participants' affective reactions during the experiment using the PANAS-X. Results showed that high and low trait EI participants performed differently after the presentation of feedback on their ineffectiveness in helping others in need. Both groups showed increasing negative affective states during the experiment when the feedback was negative; however, high trait EI participants better managed their affective reactions, modulating the impact of their emotions on performance and maintaining a high level of motivation to help. In Study 2, we used a similar computerized task and tested a control situation to explore the effect of trait EI on participants' behavior when facing failure or success in a scenario unrelated to helping others in need. No effect of feedback emerged on participants' emotional states in the second study. Taken together our results show that trait EI influences the impact of success and failure on behavior only in affect-rich situation like those in which people are asked to help others in need.

The Chicken Creek catchment as observatory for early-stage landscape development

NASA Astrophysics Data System (ADS)

Schaaf, W.; Gerwin, W.; Pohle, I.; Maurer, T. J.

2017-12-01

Constructed in 2005, the Chicken Creek catchment offers unique opportunities to observe ecosystem and landscape development. The site was constructed within the post-mining landscape of a lignite mine in Germany (State of Brandenburg, 100 km southeast from Berlin). Using large mining machinery a clay layer was dumped as an aquiclude covered by a sandy layer as the aquifer of this 6 ha artificial watershed. After leveling the surface no further reclamation measures were applied and the site was left to a non-managed primary succession. A comprehensive monitoring program was established directly after the end of construction works including meteorological, hydrological, biogeochemical and biological parameters. Time series for these measured parameters are available for the last 12 years. Based on these data, the growing interactions between different compartments of the developing landscape give valuable insights into the functioning of ecosystems under transition. We will introduce the site as well as recent analyzes of hydrological data against the background of the ongoing development of the soil and the vegetation cover. The annual water balance was calculated based on known and modeled substrate volumes and water contents. The dynamics of the balance are clearly influenced by the development of the ecosystem, e.g. by the occurrence and rapid propagation of woody species. It was possible to define transitional states, which can be characterized by specific feedback processes between abiotic and biotic compartments. Our results indicate that for small catchments with a highly dynamic ecological development like the Chicken Creek, the knowledge about saturated and unsaturated storage volumes enables a good estimate and closure of the water balance using a rather simple approach. Uncertainties in storage changes partly compensate each other and the high variability of soil moisture in the unsaturated zone is of minor impact compared to the storage volume changes. The monitoring at Chicken Creek in high spatial and temporal resolution provides a valuable database underlining the high importance of abiotic/biotic feedback effects that changed the hydrologic functioning and response of the catchment more than the water balance itself revealed and thus have to be included in catchment models.

Reducing domestic heating demand: Managing the impact of behavior-changing feedback devices via marketing.

PubMed

Jensen, Thorben; Chappin, Émile J L

2017-07-15

Feedback devices can be used to inform households about their energy-consumption behavior. This may persuade them to practice energy conservation. The use of feedback devices can also-via word of mouth-spread among households and thereby support the spread of the incentivized behavior, e.g. energy-efficient heating behavior. This study investigates how to manage the impact of these environmental innovations via marketing. Marketing activities can support the diffusion of devices. This study aims to identify the most effective strategies of marketing feedback devices. We did this by adapting an agent-based model to simulate the roll-out of a novel feedback technology and heating behavior within households in a virtual city. The most promising marketing strategies were simulated and their impacts were analyzed. We found it particularly effective to lend out feedback devices to consumers, followed by leveraging the social influence of well-connected individuals, and giving away the first few feedback devices for free. Making households aware of the possibility of purchasing feedback devices was found to be least effective. However, making households aware proved to be most cost-efficient. This study shows that actively managing the roll-out of feedback devices can increase their impacts on energy-conservation both effectively and cost-efficiently. Copyright © 2017 Elsevier Ltd. All rights reserved.

Implementing Performance Assessment in the Classroom.

ERIC Educational Resources Information Center

Brualdi, Amy

1999-01-01

Provides advice on implementing performance assessment in the classroom. Outlines the basic steps from defining the purpose of the assessment to giving the student feedback. Advice is also given about scoring rubrics. (SLD)

The Implementation of an Automated Assessment Feedback and Quality Assurance System for ICT Courses

ERIC Educational Resources Information Center

Debuse, J.; Lawley, M.; Shibl, R.

2007-01-01

Providing detailed, constructive and helpful feedback is an important contribution to effective student learning. Quality assurance is also required to ensure consistency across all students and reduce error rates. However, with increasing workloads and student numbers these goals are becoming more difficult to achieve. An automated feedback…

Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

ERIC Educational Resources Information Center

Webb, Ashley; Moallem, Mahnaz

2016-01-01

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the…

The Feedback Environment Scale: Construct Definition, Measurement, and Validation

ERIC Educational Resources Information Center

Steelman, Lisa A.; Levy, Paul E.; Snell, Andrea F.

2004-01-01

Managers are increasingly being held accountable for providing resources that support employee development, particularly in the form of feedback and coaching. To support managers as trainers and coaches, organizations must provide managers with the tools they need to succeed in this area. This article presents a new tool to assist in the diagnosis…

Experimental relevance of global properties of time-delayed feedback control.

PubMed

von Loewenich, Clemens; Benner, Hartmut; Just, Wolfram

2004-10-22

We show by means of theoretical considerations and electronic circuit experiments that time-delayed feedback control suffers from severe global constraints if transitions at the control boundaries are discontinuous. Subcritical behavior gives rise to small basins of attraction and thus limits the control performance. The reported properties are, on the one hand, universal since the mechanism is based on general arguments borrowed from bifurcation theory and, on the other hand, directly visible in experimental time series.

Learning Technology Specification: Principles for Army Training Designers and Developers

DTIC Science & Technology

2013-09-01

immediate feedback is used, it’s best to present it in a complementary modality to decrease cognitive load: if a visual simulation, give feedback aurally ...audience listed above, read through each of the questions in the matrix, and circle the answer that best describes the training goals and learners . Then...answer that best describes the training goals and learners . Then, in the Summary Table below list all of the items in the Critical Learning

Image Descriptors for Displays

DTIC Science & Technology

1977-02-01

Information available for shape recognition in the dot field . What we do is to open up a nw dimension of the display, a dimension of color variation. The...line in a random location in the field of view (b); this is followed by a line mask and response choices (c). Accuracy feedback (d) follows response...dot field (c) and then gives a :4 /button response to indicate whether or not he thinks the triangle is present. Accuracy feedback (d) follows the

Analytically tractable climate-carbon cycle feedbacks under 21st century anthropogenic forcing

NASA Astrophysics Data System (ADS)

Lade, Steven J.; Donges, Jonathan F.; Fetzer, Ingo; Anderies, John M.; Beer, Christian; Cornell, Sarah E.; Gasser, Thomas; Norberg, Jon; Richardson, Katherine; Rockström, Johan; Steffen, Will

2018-05-01

Changes to climate-carbon cycle feedbacks may significantly affect the Earth system's response to greenhouse gas emissions. These feedbacks are usually analysed from numerical output of complex and arguably opaque Earth system models. Here, we construct a stylised global climate-carbon cycle model, test its output against comprehensive Earth system models, and investigate the strengths of its climate-carbon cycle feedbacks analytically. The analytical expressions we obtain aid understanding of carbon cycle feedbacks and the operation of the carbon cycle. Specific results include that different feedback formalisms measure fundamentally the same climate-carbon cycle processes; temperature dependence of the solubility pump, biological pump, and CO2 solubility all contribute approximately equally to the ocean climate-carbon feedback; and concentration-carbon feedbacks may be more sensitive to future climate change than climate-carbon feedbacks. Simple models such as that developed here also provide workbenches for simple but mechanistically based explorations of Earth system processes, such as interactions and feedbacks between the planetary boundaries, that are currently too uncertain to be included in comprehensive Earth system models.

Theoretical Limits of Damping Attainable by Smart Beams with Rate Feedback

NASA Technical Reports Server (NTRS)

Balakrishnan, A. V.

1997-01-01

Using a generally accepted model we present a comprehensive analysis (within the page limitation) of an Euler- Bernoulli beam with PZT sensor-actuator and pure rate feedback. The emphasis is on the root locus - the dependence of the attainable damping on the feedback gain. There is a critical value of the gain beyond which the damping decreases to zero. We construct the time-domain response using semigroup theory, and show that the eigenfunctions form a Riesz basis, leading to a 'modal' expansion.

Validation of the INCEPT: A Multisource Feedback Tool for Capturing Different Perspectives on Physicians' Professional Performance.

PubMed

van der Meulen, Mirja W; Boerebach, Benjamin C M; Smirnova, Alina; Heeneman, Sylvia; Oude Egbrink, Mirjam G A; van der Vleuten, Cees P M; Arah, Onyebuchi A; Lombarts, Kiki M J M H

2017-01-01

Multisource feedback (MSF) instruments are used to and must feasibly provide reliable and valid data on physicians' performance from multiple perspectives. The "INviting Co-workers to Evaluate Physicians Tool" (INCEPT) is a multisource feedback instrument used to evaluate physicians' professional performance as perceived by peers, residents, and coworkers. In this study, we report on the validity, reliability, and feasibility of the INCEPT. The performance of 218 physicians was assessed by 597 peers, 344 residents, and 822 coworkers. Using explorative and confirmatory factor analyses, multilevel regression analyses between narrative and numerical feedback, item-total correlations, interscale correlations, Cronbach's α and generalizability analyses, the psychometric qualities, and feasibility of the INCEPT were investigated. For all respondent groups, three factors were identified, although constructed slightly different: "professional attitude," "patient-centeredness," and "organization and (self)-management." Internal consistency was high for all constructs (Cronbach's α ≥ 0.84 and item-total correlations ≥ 0.52). Confirmatory factor analyses indicated acceptable to good fit. Further validity evidence was given by the associations between narrative and numerical feedback. For reliable total INCEPT scores, three peer, two resident and three coworker evaluations were needed; for subscale scores, evaluations of three peers, three residents and three to four coworkers were sufficient. The INCEPT instrument provides physicians performance feedback in a valid and reliable way. The number of evaluations to establish reliable scores is achievable in a regular clinical department. When interpreting feedback, physicians should consider that respondent groups' perceptions differ as indicated by the different item clustering per performance factor.

Rehabilitation and motor learning through vibrotactile feedback

NASA Astrophysics Data System (ADS)

Panchanathan, Roshan; Rosenthal, Jacob; McDaniel, Troy

2014-05-01

Group instruction is the most common delivery method of motor skill training given its cost and time effectiveness. This is also the case during rehabilitation where therapists divide their attention among several patients. Compared to dedicated one-on-one instruction, group instruction often suffers from reduced quality and quantity of instruction and feedback. Further, during rehabilitation programs, patients struggle outside of therapy sessions given the lack of instruction and feedback found only during clinic visits. We propose a wearable, low-cost motion sensing and actuation system capable of providing real-time vibrotactile feedback for trainer-defined goal movements and repetitions. The trainer inputs movement goals for the user, and adapts these values (joint angles, movement speeds) over time for continued progress. In this paper, we present a novel second generation design, and introduce a flexible vibrotactile strip to overcome construction challenges of these types of systems. The flexible display is constructed using commercial LED strips that have been modified by attaching pancake style vibration motors. The flexible display does not require external microcontrollers to enable or disable motors, and may allow these systems to be expanded to the whole body. We also summarize two previous studies that have assessed appropriate body sites and pattern designs for vibrotactile motor instructions and feedback signals.

Impact of tailored feedback in assessment of communication skills for medical students.

PubMed

Uhm, Seilin; Lee, Gui H; Jin, Jeong K; Bak, Yong I; Jeoung, Yeon O; Kim, Chan W

2015-01-01

Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001). Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.

Impact of tailored feedback in assessment of communication skills for medical students

PubMed Central

Uhm, Seilin; Lee, Gui H.; Jin, Jeong K.; Bak, Yong I.; Jeoung, Yeon O.; Kim, Chan W.

2015-01-01

Background Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. Methods This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. Results There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001). Conclusions Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis. PMID:26154864

Measurement technology based on laser internal/external cavity tuning

NASA Astrophysics Data System (ADS)

Zhang, Shulian

2011-08-01

For an ordinary laser with two cavity mirrors, if the length of laser cavity changes half wavelength the laser frequency changes one longitudinal mode separation. For a laser with three cavity mirrors, in which a feedback mirror is used to feed part of the laser output beam back into the laser cavity, the external cavity length changes half wavelength the laser intensity fluctuates one period. This presentation gives some research results in measurement field based on changing (tuning) the length of laser internal/external cavity, including 1) HeNe laser cavity-tuning nanometer displacement measurement instruments (laser nanometer rulers), 2) HeNe laser feedback displacement measurement, 3) Nd:YAG laser feedback nanometer displacement measurement, 4) benchmark of waveplate phase retardation measurement based on laser frequency splitting, 5) in-site waveplate phase retardation measurement instruments based on laser feedback and polarization hopping, 6) quasi-common-path microchip Nd:YAG laser feedback interferometer, 7) non-contact Nd:YAG laser feedback surface profile measurement. Some of these instruments have been put into application and display some irreplaceable advantages.

The magnetosphere as system

NASA Astrophysics Data System (ADS)

Siscoe, G. L.

2012-12-01

What is a system? A group of elements interacting with each other so as to create feedback loops. A system gets complex as the number of feedback loops increases and as the feedback loops exhibit time delays. Positive and negative feedback loops with time delays can give a system intrinsic time dependence and emergent properties. A system generally has input and output flows of something (matter, energy, money), which, if time variable, add an extrinsic component to its behavior. The magnetosphere is a group of elements interacting through feedback loops, some with time delays, driven by energy and mass inflow from a variable solar wind and outflow into the atmosphere and solar wind. The magnetosphere is a complex system. With no solar wind, there is no behavior. With solar wind, there is behavior from intrinsic and extrinsic causes. As a contribution to taking a macroscopic view of magnetospheric dynamics, to treating the magnetosphere as a globally integrated, complex entity, I will discus the magnetosphere as a system, its feedback loops, time delays, emergent behavior, and intrinsic and extrinsic behavior modes.

Improving Diabetes-Related Parent-Adolescent Communication With Individualized Feedback.

PubMed

May, Dana K K; Ellis, Deborah A; Cano, Annmarie; Dekelbab, Bassem

2017-11-01

To pilot a brief individualized feedback intervention to improve the communication skills of parents with an adolescent with type 1 diabetes. Parent-adolescent dyads (N = 79) discussed a diabetes-related problem, while an interventionist rated the parent's communication skills to give feedback to the parents. Parents were then randomized to a brief feedback session to target person-centered communication skills or an educational session. Dyads discussed another diabetes care problem to assess for change in communication skills. Independent raters coded parent communication skills from video recordings to rate behaviors in the service of examining possible changes in communication skills. Dyads completed ratings of perceived closeness and empathy after each conversation. Controlling for overall positive communication at baseline, parents who received feedback showed more improvement in specific person-centered communication skills than parents in the control group. Adolescents in the feedback group reported greater increases in parental empathy and intimacy from pre- to postmanipulation than the control. The feedback intervention showed preliminary efficacy for increasing person-centered communication skills and perceived empathy and intimacy. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

STAR FORMATION IN DISK GALAXIES. III. DOES STELLAR FEEDBACK RESULT IN CLOUD DEATH?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tasker, Elizabeth J.; Wadsley, James; Pudritz, Ralph

2015-03-01

Stellar feedback, star formation, and gravitational interactions are major controlling forces in the evolution of giant molecular clouds (GMCs). To explore their relative roles, we examine the properties and evolution of GMCs forming in an isolated galactic disk simulation that includes both localized thermal feedback and photoelectric heating. The results are compared with the three previous simulations in this series, which consists of a model with no star formation, star formation but no form of feedback, and star formation with photoelectric heating in a set with steadily increasing physical effects. We find that the addition of localized thermal feedback greatlymore » suppresses star formation but does not destroy the surrounding GMC, giving cloud properties closely resembling the run in which no stellar physics is included. The outflows from the feedback reduce the mass of the cloud but do not destroy it, allowing the cloud to survive its stellar children. This suggests that weak thermal feedback such as the lower bound expected for a supernova may play a relatively minor role in the galactic structure of quiescent Milky-Way-type galaxies, compared to gravitational interactions and disk shear.« less

Observational determination of the greenhouse effect

NASA Technical Reports Server (NTRS)

Raval, A.; Ramanathan, V.

1989-01-01

Satellite measurements are used to quantify the atmospheric greenhouse effect, defined here as the infrared radiation energy trapped by atmospheric gases and clouds. The greenhouse effect is found to increase significantly with sea surface temperature. The rate of increase gives compelling evidence for the positive feedback between surface temperature, water vapor and the greenhouse effect; the magnitude of the feedback is consistent with that predicted by climate models. This study demonstrates an effective method for directly monitoring, from space, future changes in the greenhouse effect.

Multimodal Interaction with Speech, Gestures and Haptic Feedback in a Media Center Application

NASA Astrophysics Data System (ADS)

Turunen, Markku; Hakulinen, Jaakko; Hella, Juho; Rajaniemi, Juha-Pekka; Melto, Aleksi; Mäkinen, Erno; Rantala, Jussi; Heimonen, Tomi; Laivo, Tuuli; Soronen, Hannu; Hansen, Mervi; Valkama, Pellervo; Miettinen, Toni; Raisamo, Roope

We demonstrate interaction with a multimodal media center application. Mobile phone-based interface includes speech and gesture input and haptic feedback. The setup resembles our long-term public pilot study, where a living room environment containing the application was constructed inside a local media museum allowing visitors to freely test the system.

Implementing a Peer Mentoring Model in the Clemson Eportfolio Program

ERIC Educational Resources Information Center

Ring, Gail L.

2015-01-01

Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies…

Chaotic Feedback Loops within Decision Making Groups: Towards an Integration of Chaos Theory and Cybernetics.

ERIC Educational Resources Information Center

Keaten, James A.

This paper offers a model that integrates chaos theory and cybernetics, which can be used to describe the structure of decision making within small groups. The paper begins with an overview of cybernetics and chaos. Definitional characteristics of cybernetics are reviewed along with salient constructs, such as goal-seeking, feedback, feedback…

Reflective Course Construction: An Analysis of Student Feedback and Its Role in Curricular Design

ERIC Educational Resources Information Center

Mitchell, Erik

2013-01-01

This study uses formal and informal student feedback as a source for understanding the impact of experimental course elements. Responses were used to develop a codebook, which was then applied to the entire dataset. The results inform our understanding of student's conceptions of professional identity, learning styles and curriculum design.…

Providing Exemplar-Based "Feedforward" before an Assessment: The Role of Teacher Explanation

ERIC Educational Resources Information Center

Hendry, Graham D.; White, Peter; Herbert, Catherine

2016-01-01

We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students' achievement. However, in higher education, teachers' constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an…

Mood regulation in bipolar disorders viewed through the pendulum dynamics concept.

PubMed

Koutsoukos, Elias; Angelopoulos, Elias

2014-12-01

Bipolar disorders have been characterized by powerful fluctuations of energy, mood, and thinking patterns. Mood episodes (manic or depressive) could be considered as deviations of a psycho-physiological index above or below a conventionally defined value called 'normothymia'. In the present study, we analyzed the feedback techniques used to suppress the oscillatory activity exhibited on an inverted pendulum device. Subsequently, we examine the degree that this multimodal feedback design could be considered on a hypothetical pendulum where the mood plays the role of the suspended mass, and the force balance compensation circuitry is substituted by drug-specific therapeutic interventions. The study does not concern a model of bipolar illness that could simulate numerically various phases of mood episodes but focuses on the functional similarities regarding the correction treatments applied on the two different oscillating systems giving a potential perspective of how techniques of feedback control may enhance the conceptualization of the treatment schemes followed in recent guidelines for biological treatment of bipolar disorders. Our theoretical consideration, along with observations on clinical level, gives support to the concept that the compensation of the mood oscillations should be adaptive with selective therapeutic interventions that compensate the excited system in different time scales.

Feedback regulation of TGF-β signaling.

PubMed

Yan, Xiaohua; Xiong, Xiangyang; Chen, Ye-Guang

2018-01-01

Transforming growth factor beta (TGF-β) is a multi-functional polypeptide that plays a critical role in regulating a broad range of cellular functions and physiological processes. Signaling is initiated when TGF-β ligands bind to two types of cell membrane receptors with intrinsic Ser/Thr kinase activity and transmitted by the intracellular Smad proteins, which act as transcription factors to regulate gene expression in the nucleus. Although it is relatively simple and straight-forward, this TGF-β/Smad pathway is regulated by various feedback loops at different levels, including the ligand, the receptor, Smads and transcription, and is thus fine-tuned in terms of signaling robustness, duration, specificity, and plasticity. The precise control gives rise to versatile and context-dependent pathophysiological functions. In this review, we firstly give an overview of TGF-β signaling, and then discuss how each step of TGF-β signaling is finely controlled by distinct modes of feedback mechanisms, involving both protein regulators and miRNAs. © The Author 2017. Published by Oxford University Press on behalf of the Institute of Biochemistry and Cell Biology, Shanghai Institutes for Biological Sciences, Chinese Academy of Sciences. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Behavioural manipulation of insect hosts by Baculoviridae as a process of niche construction

PubMed Central

2013-01-01

Background Niche construction has received increasing attention in recent years as a vital force in evolution and examples of niche construction have been identified in a wide variety of taxa, but viruses are conspicuously absent. In this study we explore how niche construction can lead to viruses engineering their hosts (including behavioural manipulation) with feedback on selective pressures for viral transmission and virulence. To illustrate this concept we focus on Baculoviridae, a family of invertebrate viruses that have evolved to modify the feeding behaviour of their lepidopteran hosts and liquefy their cadavers as part of the course of infection. Results We present a mathematical model showing how niche construction leads to feedback from the behavioural manipulation to the liquefaction of the host, linking the evolution of both of these traits, and show how this association arises from the action of niche construction. Model results show that niche construction is plausible in this system and delineates the conditions under which niche construction will occur. Niche construction in this system is also shown to be sensitive to parameter values that reflect ecological forces. Conclusions Our model demonstrates that niche construction can be a potent force in viral evolution and can lead to the acquisition and maintenance of the behavioural manipulation and liquefaction traits in Baculoviridae via the niche constructing effects on the host. These results show the potential for niche construction theory to provide new insights into viral evolution. PMID:23953199

The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial.

PubMed

Krause, Felix; Schmalz, Gerhard; Haak, Rainer; Rockenbauch, Katrin

2017-12-01

To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. Global ratings mean scores after feedback-intervention were significantly improved (p<0.05). Thereby, no significant differences in the overall assessment could be observed between expert and peer feedback (p>0.05). During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. Copyright © 2017 Elsevier B.V. All rights reserved.

Shame and Gender Differences in Paths to Youth Suicide: Parents' Perspective.

PubMed

Werbart Törnblom, Annelie; Werbart, Andrzej; Rydelius, Per-Anders

2015-08-01

Risk factors, suicidal behavior, and help-seeking patterns differ between young women and men. We constructed a generic conceptual model of the processes underlying youth suicide, grounded in 78 interviews with parents in 52 consecutive cases of suicide (19 women, 33 men) identified at forensic medical autopsy and compared by sex. We found different forms of shame hidden behind gender-specific masks, as well as gender differences in their paths to suicide. Several interacting factors formed negative feedback loops. Finding no way out, the young persons looked for an "emergency exit." Signs and preparations could be observed at different times but recognized only in retrospect. Typically, the young persons and their parents asked for professional help but did not receive the help they needed. We discuss parents' experiences from the theoretical perspective on gender identity and developmental breakdown. Giving voice to the parents' tacit knowledge can contribute to better prevention and treatment. © The Author(s) 2015.

The Moral Self-Image Scale: Measuring and Understanding the Malleability of the Moral Self.

PubMed

Jordan, Jennifer; Leliveld, Marijke C; Tenbrunsel, Ann E

2015-01-01

Recent ethical decision-making models suggest that individuals' own view of their morality is malleable rather than static, responding to their (im)moral actions and reflections about the world around them. Yet no construct currently exists to represent the malleable state of a person's moral self-image (MSI). In this investigation, we define this construct, as well as develop a scale to measure it. Across five studies, we show that feedback about the moral self alters an individual's MSI as measured by our scale. We also find that the MSI is related to, but distinct from, related constructs, including moral identity, self-esteem, and moral disengagement. In Study 1, we administered the MSI scale and several other relevant scales to demonstrate convergent and discriminant validity. In Study 2, we examine the relationship between the MSI and one's ought versus ideal self. In Studies 3 and 4, we find that one's MSI is affected in the predicted directions by manipulated feedback about the moral self, including feedback related to social comparisons of moral behavior (Study 3) and feedback relative to one's own moral ideal (Study 4). Lastly, Study 5 provides evidence that the recall of one's moral or immoral behavior alters people's MSI in the predicted directions. Taken together, these studies suggest that the MSI is malleable and responds to individuals' moral and immoral actions in the outside world. As such, the MSI is an important variable to consider in the study of moral and immoral behavior.

The Moral Self-Image Scale: Measuring and Understanding the Malleability of the Moral Self

PubMed Central

Jordan, Jennifer; Leliveld, Marijke C.; Tenbrunsel, Ann E.

2015-01-01

Recent ethical decision-making models suggest that individuals' own view of their morality is malleable rather than static, responding to their (im)moral actions and reflections about the world around them. Yet no construct currently exists to represent the malleable state of a person's moral self-image (MSI). In this investigation, we define this construct, as well as develop a scale to measure it. Across five studies, we show that feedback about the moral self alters an individual's MSI as measured by our scale. We also find that the MSI is related to, but distinct from, related constructs, including moral identity, self-esteem, and moral disengagement. In Study 1, we administered the MSI scale and several other relevant scales to demonstrate convergent and discriminant validity. In Study 2, we examine the relationship between the MSI and one's ought versus ideal self. In Studies 3 and 4, we find that one's MSI is affected in the predicted directions by manipulated feedback about the moral self, including feedback related to social comparisons of moral behavior (Study 3) and feedback relative to one's own moral ideal (Study 4). Lastly, Study 5 provides evidence that the recall of one's moral or immoral behavior alters people's MSI in the predicted directions. Taken together, these studies suggest that the MSI is malleable and responds to individuals' moral and immoral actions in the outside world. As such, the MSI is an important variable to consider in the study of moral and immoral behavior. PMID:26696941

Evidence from numerical experiments for a feedback dynamo generating Mercury's magnetic field.

PubMed

Heyner, Daniel; Wicht, Johannes; Gómez-Pérez, Natalia; Schmitt, Dieter; Auster, Hans-Ulrich; Glassmeier, Karl-Heinz

2011-12-23

The observed weakness of Mercury's magnetic field poses a long-standing puzzle to dynamo theory. Using numerical dynamo simulations, we show that it could be explained by a negative feedback between the magnetospheric and the internal magnetic fields. Without feedback, a small internal field was amplified by the dynamo process up to Earth-like values. With feedback, the field strength saturated at a much lower level, compatible with the observations at Mercury. The classical saturation mechanism via the Lorentz force was replaced by the external field impact. The resulting surface field was dominated by uneven harmonic components. This will allow the feedback model to be distinguished from other models once a more accurate field model is constructed from MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) and BepiColombo data.

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

PubMed

Milan, Felise B; Parish, Sharon J; Reichgott, Michael J

2006-01-01

Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. This approach has been positively received by medical educators in faculty development workshops. A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

“Give, but Give until It Hurts”: The Modulatory Role of Trait Emotional Intelligence on the Motivation to Help

PubMed Central

2015-01-01

Two studies investigated the effect of trait Emotional Intelligence (trait EI) on people’s motivation to help. In Study 1, we developed a new computer-based paradigm that tested participants’ motivation to help by measuring their performance on a task in which they could gain a hypothetical amount of money to help children in need. Crucially, we manipulated participants’ perceived efficacy by informing them that they had been either able to save the children (positive feedback) or unable to save the children (negative feedback). We measured trait EI using the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) and assessed participants’ affective reactions during the experiment using the PANAS-X. Results showed that high and low trait EI participants performed differently after the presentation of feedback on their ineffectiveness in helping others in need. Both groups showed increasing negative affective states during the experiment when the feedback was negative; however, high trait EI participants better managed their affective reactions, modulating the impact of their emotions on performance and maintaining a high level of motivation to help. In Study 2, we used a similar computerized task and tested a control situation to explore the effect of trait EI on participants’ behavior when facing failure or success in a scenario unrelated to helping others in need. No effect of feedback emerged on participants’ emotional states in the second study. Taken together our results show that trait EI influences the impact of success and failure on behavior only in affect-rich situation like those in which people are asked to help others in need. PMID:26121350

Coming Full Circle in Standard Setting: A Commentary on Wyse

ERIC Educational Resources Information Center

Skaggs, Gary

2013-01-01

The construct map is a particularly good way to approach instrument development, and this author states that he was delighted to read Adam Wyse's thoughts about how to use construct maps for standard setting. For a number of popular standard-setting methods, Wyse shows how typical feedback to panelists fits within a construct map framework.…

Deterministic generation of remote entanglement with active quantum feedback

DOE PAGES

Martin, Leigh; Motzoi, Felix; Li, Hanhan; ...

2015-12-10

We develop and study protocols for deterministic remote entanglement generation using quantum feedback, without relying on an entangling Hamiltonian. In order to formulate the most effective experimentally feasible protocol, we introduce the notion of average-sense locally optimal feedback protocols, which do not require real-time quantum state estimation, a difficult component of real-time quantum feedback control. We use this notion of optimality to construct two protocols that can deterministically create maximal entanglement: a semiclassical feedback protocol for low-efficiency measurements and a quantum feedback protocol for high-efficiency measurements. The latter reduces to direct feedback in the continuous-time limit, whose dynamics can bemore » modeled by a Wiseman-Milburn feedback master equation, which yields an analytic solution in the limit of unit measurement efficiency. Our formalism can smoothly interpolate between continuous-time and discrete-time descriptions of feedback dynamics and we exploit this feature to derive a superior hybrid protocol for arbitrary nonunit measurement efficiency that switches between quantum and semiclassical protocols. Lastly, we show using simulations incorporating experimental imperfections that deterministic entanglement of remote superconducting qubits may be achieved with current technology using the continuous-time feedback protocol alone.« less

Preliminary results with microchannel array plates employing curved microchannels to inhibit ion feedback. [for photon counters

NASA Technical Reports Server (NTRS)

Timothy, J. G.; Bybee, R. L.

1977-01-01

Up to now, microchannel array plates (MCPs) have been constructed with microchannels having a straight geometry and hence have been prone to ion-feedback instabilities at high operating potentials and high ambient pressures. This paper describes the performances of MCPs with curved (J and C configuration) microchannels to inhibit ion feedback. Plates with curved microchannels have demonstrated performances comparable to those of conventional channel electron multipliers with saturated output pulse-height distributions and modal gain values in excess of 10 to the 6th electrons/pulse.

Structured output-feedback controller synthesis with design specifications

NASA Astrophysics Data System (ADS)

Hao, Yuqing; Duan, Zhisheng

2017-03-01

This paper considers the problem of structured output-feedback controller synthesis with finite frequency specifications. Based on the orthogonal space information of input matrix, an improved parameter-dependent Lyapunov function method is first proposed. Then, a two-stage construction method is designed, which depends on an initial centralised controller. Corresponding design conditions for three types of output-feedback controllers are presented in terms of unified representations. Moreover, heuristic algorithms are provided to explore the desirable controllers. Finally, the effectiveness of these proposed methods is illustrated via some practical examples.

Superconducting Microwave Multivibrator Produced by Coherent Feedback

NASA Astrophysics Data System (ADS)

Kerckhoff, Joseph; Lehnert, K. W.

2012-10-01

We investigate a nonlinear coherent feedback circuit constructed from preexisting superconducting microwave devices. The network exhibits emergent bistable and astable states, and we demonstrate its operation as a latch and the frequency locking of its oscillations. While the network is tedious to model by hand, our observations agree quite well with the semiclassical dynamical model produced by a new software package (N. Tezak , arXiv:1111.3081v1 [Phil. Trans. R. Soc. A (to be published)]) that systematically interpreted an idealized schematic of the system as a quantum optic feedback network.

Educational potential of a virtual patient system for caring for traumatized patients in primary care

PubMed Central

2013-01-01

Background Virtual Patients (VPs) have been used in undergraduate healthcare education for many years. This project is focused on using VPs for training professionals to care for highly vulnerable patient populations. The aim of the study was to evaluate if Refugee Trauma VPs was perceived as an effective and engaging learning tool by primary care professionals (PCPs) in a Primary Health Care Centre (PHC). Methods A VP system was designed to create realistic and engaging VP cases for Refugee Trauma for training refugee patient interview, use of established trauma and mental health instruments as well as to give feedback to the learners. The patient interview section was based on video clips with a Bosnian actor with a trauma story and mental health problems. The video clips were recorded in Bosnian language to further increase the realism, but also subtitled in English. The system was evaluated by 11 volunteering primary health clinicians at the Lynn Community Health Centre, Lynn, Massachusetts, USA. The participants were invited to provide insights/feedback about the system’s usefulness and educational value. A mixed methodological approach was used, generating both quantitative and qualitative data. Results Self-reported dimensions of clinical care, pre and post questionnaire questions on the PCPs clinical worldview, motivation to use the VP, and IT Proficiency. Construct items used in these questionnaires had previously demonstrated high face and construct validity. The participants ranked the mental status examination more positively after the simulation exercise compared to before the simulation. Follow up interviews supported the results. Conclusions Even though virtual clinical encounters are quite a new paradigm in PHC, the participants in the present study considered our VP case to be a relevant and promising educational tool. Next phase of our project will be a RCT study including comparison with specially prepared paper-cases and determinative input on improving clinical diagnosis and treatment of the traumatized refugee patient. PMID:23957962

Adaptive Fuzzy Control for Nonstrict Feedback Systems With Unmodeled Dynamics and Fuzzy Dead Zone via Output Feedback.

PubMed

Wang, Lijie; Li, Hongyi; Zhou, Qi; Lu, Renquan

2017-09-01

This paper investigates the problem of observer-based adaptive fuzzy control for a category of nonstrict feedback systems subject to both unmodeled dynamics and fuzzy dead zone. Through constructing a fuzzy state observer and introducing a center of gravity method, unmeasurable states are estimated and the fuzzy dead zone is defuzzified, respectively. By employing fuzzy logic systems to identify the unknown functions. And combining small-gain approach with adaptive backstepping control technique, a novel adaptive fuzzy output feedback control strategy is developed, which ensures that all signals involved are semi-globally uniformly bounded. Simulation results are given to demonstrate the effectiveness of the presented method.

Method and apparatus for loss of control inhibitor systems

NASA Technical Reports Server (NTRS)

A'Harrah, Ralph C. (Inventor)

2007-01-01

Active and adaptive systems and methods to prevent loss of control incidents by providing tactile feedback to a vehicle operator are disclosed. According to the present invention, an operator gives a control input to an inceptor. An inceptor sensor measures an inceptor input value of the control input. The inceptor input is used as an input to a Steady-State Inceptor Input/Effector Output Model that models the vehicle control system design. A desired effector output from the inceptor input is generated from the model. The desired effector output is compared to an actual effector output to get a distortion metric. A feedback force is generated as a function of the distortion metric. The feedback force is used as an input to a feedback force generator which generates a loss of control inhibitor system (LOCIS) force back to the inceptor. The LOCIS force is felt by the operator through the inceptor.

Nonlinear compensation techniques for magnetic suspension systems. Ph.D. Thesis - MIT

NASA Technical Reports Server (NTRS)

Trumper, David L.

1991-01-01

In aerospace applications, magnetic suspension systems may be required to operate over large variations in air-gap. Thus the nonlinearities inherent in most types of suspensions have a significant effect. Specifically, large variations in operating point may make it difficult to design a linear controller which gives satisfactory stability and performance over a large range of operating points. One way to address this problem is through the use of nonlinear compensation techniques such as feedback linearization. Nonlinear compensators have received limited attention in the magnetic suspension literature. In recent years, progress has been made in the theory of nonlinear control systems, and in the sub-area of feedback linearization. The idea is demonstrated of feedback linearization using a second order suspension system. In the context of the second order suspension, sampling rate issues in the implementation of feedback linearization are examined through simulation.

Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators

ERIC Educational Resources Information Center

Drago-Severson, Eleanor; Blum-DeStefano, Jessica

2016-01-01

In "Tell Me So I Can Hear You", Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and…

Mindfulness as a Prerequisite to Effective Leadership; Exploring the Constructs That Foster Productive Use of Feedback for Professional Learning

ERIC Educational Resources Information Center

Day, Danette V.; Gregory, Jess L.

2017-01-01

This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator's ability to use feedback for learning. A leader's commitment to creating spaces for meaningful use of…

Holistic feedback approach with video and peer discussion under teacher supervision.

PubMed

Hunukumbure, Agra Dilshani; Smith, Susan F; Das, Saroj

2017-09-29

High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky's zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher's guidance. The aims of this qualitative study were to explore students' perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning. Semi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital. Video based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other's mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment. This study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.

Best practices for world-class call centers.

PubMed

1998-11-01

Quality, not quantity, counts more in performance measures for best-practice call centers. Spend money on effective upfront training to save later through increased employee and customer loyalty. Give structured feedback and strong internal support to call-center representatives.

Delayed feedback control in quantum transport.

PubMed

Emary, Clive

2013-09-28

Feedback control in quantum transport has been predicted to give rise to several interesting effects, among them quantum state stabilization and the realization of a mesoscopic Maxwell's daemon. These results were derived under the assumption that control operations on the system are affected instantaneously after the measurement of electronic jumps through it. In this contribution, I describe how to include a delay between detection and control operation in the master equation theory of feedback-controlled quantum transport. I investigate the consequences of delay for the state stabilization and Maxwell's daemon schemes. Furthermore, I describe how delay can be used as a tool to probe coherent oscillations of electrons within a transport system and how this formalism can be used to model finite detector bandwidth.

Motivating Students for Project-based Learning for Application of Research Methodology Skills.

PubMed

Tiwari, Ranjana; Arya, Raj Kumar; Bansal, Manoj

2017-12-01

Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning. The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach. The present study was carried out for MBBS 6 th - and 7 th -semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done. A total of 99 students of the 6 th and 7 th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future. PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.

Relation between delayed feedback and delay-coupled systems and its application to chaotic lasers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Soriano, Miguel C., E-mail: miguel@ifisc.uib-csic.es; Flunkert, Valentin; Fischer, Ingo

2013-12-15

We present a systematic approach to identify the similarities and differences between a chaotic system with delayed feedback and two mutually delay-coupled systems. We consider the general case in which the coupled systems are either unsynchronized or in a generally synchronized state, in contrast to the mostly studied case of identical synchronization. We construct a new time-series for each of the two coupling schemes, respectively, and present analytic evidence and numerical confirmation that these two constructed time-series are statistically equivalent. From the construction, it then follows that the distribution of time-series segments that are small compared to the overall delaymore » in the system is independent of the value of the delay and of the coupling scheme. By focusing on numerical simulations of delay-coupled chaotic lasers, we present a practical example of our findings.« less

Using research literature to develop a perceptual retraining treatment protocol.

PubMed

Neistadt, M E

1994-01-01

Treatment protocols derived from research literature can help therapists provide more rigorous treatment and more systematic assessment of client progress. This study applied research findings about the influence of task, subject, and feedback parameters on adult performance with block designs to an occupational therapy treatment protocol for parquetry block assembly--an activity occupational therapists use to remediate constructional deficits. Task parameter research suggests that parquetry tasks can be graded according to the features of the design cards, with cards having all block boundaries drawn in being easier than those with some block boundaries omitted. Subject parameter findings suggest that clients' lesions and initial constructional competence can influence their approaches to parquetry tasks. Feedback parameter research suggests that a combination of perceptual and planning cues is most effective for parquetry tasks. Methods to help clients transfer constructional skills from parquetry to functional tasks are also discussed.

Type II superstring field theory: geometric approach and operadic description

NASA Astrophysics Data System (ADS)

Jurčo, Branislav; Münster, Korbinian

2013-04-01

We outline the construction of type II superstring field theory leading to a geometric and algebraic BV master equation, analogous to Zwiebach's construction for the bosonic string. The construction uses the small Hilbert space. Elementary vertices of the non-polynomial action are described with the help of a properly formulated minimal area problem. They give rise to an infinite tower of superstring field products defining a {N} = 1 generalization of a loop homotopy Lie algebra, the genus zero part generalizing a homotopy Lie algebra. Finally, we give an operadic interpretation of the construction.

Experts by experience; the views of service user educators providing feedback on medical students' work based assessments.

PubMed

Muir, Delia; Laxton, Julie Clare

2012-02-01

Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used. Copyright © 2011 Elsevier Ltd. All rights reserved.

Insights into low-latitude cloud feedbacks from high-resolution models.

PubMed

Bretherton, Christopher S

2015-11-13

Cloud feedbacks are a leading source of uncertainty in the climate sensitivity simulated by global climate models (GCMs). Low-latitude boundary-layer and cumulus cloud regimes are particularly problematic, because they are sustained by tight interactions between clouds and unresolved turbulent circulations. Turbulence-resolving models better simulate such cloud regimes and support the GCM consensus that they contribute to positive global cloud feedbacks. Large-eddy simulations using sub-100 m grid spacings over small computational domains elucidate marine boundary-layer cloud response to greenhouse warming. Four observationally supported mechanisms contribute: 'thermodynamic' cloudiness reduction from warming of the atmosphere-ocean column, 'radiative' cloudiness reduction from CO2- and H2O-induced increase in atmospheric emissivity aloft, 'stability-induced' cloud increase from increased lower tropospheric stratification, and 'dynamical' cloudiness increase from reduced subsidence. The cloudiness reduction mechanisms typically dominate, giving positive shortwave cloud feedback. Cloud-resolving models with horizontal grid spacings of a few kilometres illuminate how cumulonimbus cloud systems affect climate feedbacks. Limited-area simulations and superparameterized GCMs show upward shift and slight reduction of cloud cover in a warmer climate, implying positive cloud feedbacks. A global cloud-resolving model suggests tropical cirrus increases in a warmer climate, producing positive longwave cloud feedback, but results are sensitive to subgrid turbulence and ice microphysics schemes. © 2015 The Author(s).

Observer-Based Adaptive Fault-Tolerant Tracking Control of Nonlinear Nonstrict-Feedback Systems.

PubMed

Wu, Chengwei; Liu, Jianxing; Xiong, Yongyang; Wu, Ligang

2017-06-28

This paper studies an output-based adaptive fault-tolerant control problem for nonlinear systems with nonstrict-feedback form. Neural networks are utilized to identify the unknown nonlinear characteristics in the system. An observer and a general fault model are constructed to estimate the unavailable states and describe the fault, respectively. Adaptive parameters are constructed to overcome the difficulties in the design process for nonstrict-feedback systems. Meanwhile, dynamic surface control technique is introduced to avoid the problem of ''explosion of complexity''. Furthermore, based on adaptive backstepping control method, an output-based adaptive neural tracking control strategy is developed for the considered system against actuator fault, which can ensure that all the signals in the resulting closed-loop system are bounded, and the system output signal can be regulated to follow the response of the given reference signal with a small error. Finally, the simulation results are provided to validate the effectiveness of the control strategy proposed in this paper.

Advanced Engineering Methods in Design and Education

NASA Astrophysics Data System (ADS)

Kamenov, Krasimir; Dobreva, Antoaneta; Ronkova, Vyarka

2017-10-01

The paper presented deals with the challenges occurring during the education of the new digital generation of students in the area of engineering subjects. This new situation in teaching technologies imposes the obtaining of appropriate feedback from the students during the lectures and tutorials. The objective of the research is to investigate the impact of the application of video games, graphical presentations, animations, etc. The feedback received in such interactive way gives the opportunity to improve the teaching models and to increase the active participation of the students during the lectures and tutorials.

Model driven mobile care for patients with type 1 diabetes.

PubMed

Skrøvseth, Stein Olav; Arsand, Eirik; Godtliebsen, Fred; Joakimsen, Ragnar M

2012-01-01

We gathered a data set from 30 patients with type 1 diabetes by giving the patients a mobile phone application, where they recorded blood glucose measurements, insulin injections, meals, and physical activity. Using these data as a learning data set, we describe a new approach of building a mobile feedback system for these patients based on periodicities, pattern recognition, and scale-space trends. Most patients have important patterns for periodicities and trends, though better resolution of input variables is needed to provide useful feedback using pattern recognition.

Bifurcation Analysis and Chaos Control in a Modified Finance System with Delayed Feedback

NASA Astrophysics Data System (ADS)

Yang, Jihua; Zhang, Erli; Liu, Mei

2016-06-01

We investigate the effect of delayed feedback on the finance system, which describes the time variation of the interest rate, for establishing the fiscal policy. By local stability analysis, we theoretically prove the existences of Hopf bifurcation and Hopf-zero bifurcation. By using the normal form method and center manifold theory, we determine the stability and direction of a bifurcating periodic solution. Finally, we give some numerical solutions, which indicate that when the delay passes through certain critical values, chaotic oscillation is converted into a stable equilibrium or periodic orbit.

Randomised controlled trial of routine individual feedback to improve rationality and reduce numbers of test requests.

PubMed

Winkens, R A; Pop, P; Bugter-Maessen, A M; Grol, R P; Kester, A D; Beusmans, G H; Knottnerus, J A

1995-02-25

Feedback can be described as a way to provide information on doctors' performance to enable changes in future behaviour. Feedback is used with the aim of changing test-ordering behaviour. It can lead to reductions in test usage and cost savings. It is not sufficiently clear, however, whether feedback leads to more appropriate test use. Since 1985, the Diagnostic Coordinating Center Maastricht has been giving feedback on diagnostic tests as a routine health care activity to all family doctors in its region. Both quantity and quality of requests are discussed. In a randomised, controlled trial over 2.5 years, discussion of tests not included previously was added to the existing routine feedback. One group of family doctors (n = 39) received feedback on test-group A (electrocardiography, endoscopy, cervical smears, and allergy tests), the other (n = 40) on test-group B (radiographic and ultrasonographic tests). Thus, each group of doctors acted as a control group for the other. Changes in volume and rationality of requests were analysed. The number of requests decreased during the trial (p = 0.036). Request numbers decreased particularly for test-group A (p = 0.04). The proportion of requests that were non-rational decreased more in the intervention than in the control groups (p = 0.009). Rationality improved predominantly for test-group B (p = 0.043). Thus, routine feedback can change the quantity and quality of requests.

A Neurophysiological examination of quality of learning in a feedback-based learning task.

PubMed

Arbel, Yael; Wu, Hao

2016-12-01

The efficiency with which one processes external feedback contributes to the speed and quality of one's learning. Previous findings that the feedback related negativity (FRN) event related potential (ERP) is modulated by learning outcomes suggested that this ERP reflects the extent to which feedback is used by the learner to improve performance. To further test this suggestion, we measured whether the FRN and the fronto-central positivity (FCP) that follows it are modulated by learning slopes, and as a function of individual differences in learning outcomes. Participants were tasked with learning names (non-words) of 42 novel objects in a two-choice feedback-based visual learning task. The items were divided into three sets of 14 items, each presented in five learning blocks and a sixth test block. Individual learning slopes based on performance on the task, as well as FRN and FCP slopes based on positive and negative feedback related activation in each block were created for 53 participants. Our data pointed to an interaction between slopes of the FRN elicited by negative feedback and learning slopes, such that a sharper decrease in the amplitude of the FRN to negative feedback was associated with sharper learning slopes. We further examined the predictive power of the FRN and FCP elicited in the training blocks on the learning outcomes as measured by performance on the test blocks. We found that small FRN to negative feedback, large FRN to positive feedback, and large FCP to negative feedback in the first training block predicted better learning outcomes. These results add to the growing evidence that the processes giving rise to the FRN and FCP are sensitive to individual differences in the extent to which feedback is used for learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Research and Teaching: Using Models from the Literature and Iterative Feedback to Teach Students to Construct Effective Data Figures for Poster Presentations

ERIC Educational Resources Information Center

Gray, Christine E.; Contreras-Shannon, Veronica E.

2017-01-01

Analyzing, interpreting, and clearly presenting real data are skills we hope to develop in all students, majors and nonmajors alike. These process skills require lots of practice coupled with targeted feedback from instructors or mentors. Here we present a pedagogy implemented within a course-based research experience that is designed to help…

Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n = 117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional…

Feedback Controller Design for the Synchronization of Boolean Control Networks.

PubMed

Liu, Yang; Sun, Liangjie; Lu, Jianquan; Liang, Jinling

2016-09-01

This brief investigates the partial and complete synchronization of two Boolean control networks (BCNs). Necessary and sufficient conditions for partial and complete synchronization are established by the algebraic representations of logical dynamics. An algorithm is obtained to construct the feedback controller that guarantees the synchronization of master and slave BCNs. Two biological examples are provided to illustrate the effectiveness of the obtained results.

A fast, robust and tunable synthetic gene oscillator.

PubMed

Stricker, Jesse; Cookson, Scott; Bennett, Matthew R; Mather, William H; Tsimring, Lev S; Hasty, Jeff

2008-11-27

One defining goal of synthetic biology is the development of engineering-based approaches that enable the construction of gene-regulatory networks according to 'design specifications' generated from computational modelling. This approach provides a systematic framework for exploring how a given regulatory network generates a particular phenotypic behaviour. Several fundamental gene circuits have been developed using this approach, including toggle switches and oscillators, and these have been applied in new contexts such as triggered biofilm development and cellular population control. Here we describe an engineered genetic oscillator in Escherichia coli that is fast, robust and persistent, with tunable oscillatory periods as fast as 13 min. The oscillator was designed using a previously modelled network architecture comprising linked positive and negative feedback loops. Using a microfluidic platform tailored for single-cell microscopy, we precisely control environmental conditions and monitor oscillations in individual cells through multiple cycles. Experiments reveal remarkable robustness and persistence of oscillations in the designed circuit; almost every cell exhibited large-amplitude fluorescence oscillations throughout observation runs. The oscillatory period can be tuned by altering inducer levels, temperature and the media source. Computational modelling demonstrates that the key design principle for constructing a robust oscillator is a time delay in the negative feedback loop, which can mechanistically arise from the cascade of cellular processes involved in forming a functional transcription factor. The positive feedback loop increases the robustness of the oscillations and allows for greater tunability. Examination of our refined model suggested the existence of a simplified oscillator design without positive feedback, and we construct an oscillator strain confirming this computational prediction.

Ethics--How Important Is It in Today's Office?

ERIC Educational Resources Information Center

Holmquist, Donna

1993-01-01

Employer seeking to improve ethics in the workplace should develop a limited number of rules; explain why they are important; correct worker behavior privately; use human relations skills; give employees recognition; set an example; offer training; and provide feedback. (SK)

The UIR Framework: An Approach to Developing Culturally Savvy Logisticians

DTIC Science & Technology

2008-03-25

his experience with teaching Japanese students English, Clive Lovelock noted that persuading Japanese students to give up their exclusive...Internet; accessed 27 January 2008. 33 Clive Lovelock , “Instant Feedback for Learner Training: Using Individual Assessments,” English Teaching

Dynamic imperfections and optimized feedback design in the Compact Linear Collider main linac

NASA Astrophysics Data System (ADS)

Eliasson, Peder

2008-05-01

The Compact Linear Collider (CLIC) main linac is sensitive to dynamic imperfections such as element jitter, injected beam jitter, and ground motion. These effects cause emittance growth that, in case of ground motion, has to be counteracted by a trajectory feedback system. The feedback system itself will, due to jitter effects and imperfect beam position monitors (BPMs), indirectly cause emittance growth. Fast and accurate simulations of both the direct and indirect effects are desirable, but due to the many elements of the CLIC main linac, simulations may become very time consuming. In this paper, an efficient way of simulating linear (or nearly linear) dynamic effects is described. The method is also shown to facilitate the analytic determination of emittance growth caused by the different dynamic imperfections while using a trajectory feedback system. Emittance growth expressions are derived for quadrupole, accelerating structure, and beam jitter, for ground motion, and for noise in the feedback BPMs. Finally, it is shown how the method can be used to design a feedback system that is optimized for the optics of the machine and the ground motion spectrum of the particular site. This feedback system gives an emittance growth rate that is approximately 10 times lower than that of traditional trajectory feedbacks. The robustness of the optimized feedback system is studied for a number of additional imperfections, e.g., dipole corrector imperfections and faulty knowledge about the machine optics, with promising results.

Finite-time stabilization of uncertain nonholonomic systems in feedforward-like form by output feedback.

PubMed

Gao, Fangzheng; Wu, Yuqiang; Zhang, Zhongcai

2015-11-01

This paper investigates the problem of finite-time stabilization by output feedback for a class of nonholonomic systems in chained form with uncertainties. Comparing with the existing relevant literature, a distinguishing feature of the systems under investigation is that the x-subsystem is a feedforward-like rather than feedback-like system. This renders the existing control methods inapplicable to the control problems of the systems. A constructive design procedure for output feedback control is given. The designed controller renders that the states of closed-loop system are regulated to zero in a finite time. Two simulation examples are provided to illustrate the effectiveness of the proposed approach. Copyright © 2015 ISA. Published by Elsevier Ltd. All rights reserved.

Evaluation of a multi-methods approach to the collection and dissemination of feedback on OSCE performance in dental education.

PubMed

Wardman, M J; Yorke, V C; Hallam, J L

2018-05-01

Feedback is an essential part of the learning process, and students expect their feedback to be personalised, meaningful and timely. Objective Structured Clinical Examination (OSCE) assessments allow examiners to observe students carefully over the course of a number of varied station types, across a number of clinical knowledge and skill domains. They therefore present an ideal opportunity to record detailed feedback which allows students to reflect on and improve their performance. This article outlines two methods by which OSCE feedback was collected and then disseminated to undergraduate dental students across 2-year groups in a UK dental school: (i) Individual written feedback comments made by examiners during the examination, (ii) General audio feedback recorded by groups of examiners immediately following the examination. Evaluation of the feedback was sought from students and staff examiners. A multi-methods approach utilising Likert questionnaire items (quantitative) and open-ended feedback questions (qualitative) was used. Data analysis explored student and staff perceptions of the audio and written feedback. A total of 131 students (response rate 68%) and 52 staff examiners (response rate 83%) completed questionnaires. Quantitative data analysis showed that the written and audio formats were reported as a meaningful source of feedback for learning by both students (93% written, 89% audio) and staff (96% written, 92% audio). Qualitative data revealed the complementary nature of both types of feedback. Written feedback gives specific, individual information whilst audio shares general observations and allows students to learn from others. The advantages, limitations and challenges of the feedback methods are discussed, leading to the development of an informed set of implementation guidelines. Written and audio feedback methods are valued by students and staff. It is proposed that these may be very easily applied to OSCEs running in other dental schools. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

On the stabilization of decentralized control systems.

NASA Technical Reports Server (NTRS)

Wang, S.-H.; Davison, E. J.

1973-01-01

This paper considers the problem of stabilizing a linear time-variant multivariable system by using several local feedback control laws. Each local feedback control law depends only on partial system outputs. A necessary and sufficient condition for the existence of local control laws with dynamic compensation to stabilize a given system is derived. This condition is stated in terms of a new notion, called fixed modes, which is a natural generalization of the well-known concept of uncontrollable modes and unobservable modes that occur in centralized control system problems. A procedure that constructs a set of stabilizing feedback control laws is given.

Thrust control system design of ducted rockets

NASA Astrophysics Data System (ADS)

Chang, Juntao; Li, Bin; Bao, Wen; Niu, Wenyu; Yu, Daren

2011-07-01

The investigation of the thrust control system is aroused by the need for propulsion system of ducted rockets. Firstly the dynamic mathematical models of gas flow regulating system, pneumatic servo system and ducted rocket engine were established and analyzed. Then, to conquer the discussed problems of thrust control, the idea of information fusion was proposed to construct a new feedback variable. With this fused feedback variable, the thrust control system was designed. According to the simulation results, the introduction of the new fused feedback variable is valid in eliminating the contradiction between rapid response and stability for the thrust control system of ducted rockets.

Validation of the updated ArthroS simulator: face and construct validity of a passive haptic virtual reality simulator with novel performance metrics.

PubMed

Garfjeld Roberts, Patrick; Guyver, Paul; Baldwin, Mathew; Akhtar, Kash; Alvand, Abtin; Price, Andrew J; Rees, Jonathan L

2017-02-01

To assess the construct and face validity of ArthroS, a passive haptic VR simulator. A secondary aim was to evaluate the novel performance metrics produced by this simulator. Two groups of 30 participants, each divided into novice, intermediate or expert based on arthroscopic experience, completed three separate tasks on either the knee or shoulder module of the simulator. Performance was recorded using 12 automatically generated performance metrics and video footage of the arthroscopic procedures. The videos were blindly assessed using a validated global rating scale (GRS). Participants completed a survey about the simulator's realism and training utility. This new simulator demonstrated construct validity of its tasks when evaluated against a GRS (p ≤ 0.003 in all cases). Regarding it's automatically generated performance metrics, established outputs such as time taken (p ≤ 0.001) and instrument path length (p ≤ 0.007) also demonstrated good construct validity. However, two-thirds of the proposed 'novel metrics' the simulator reports could not distinguish participants based on arthroscopic experience. Face validity assessment rated the simulator as a realistic and useful tool for trainees, but the passive haptic feedback (a key feature of this simulator) is rated as less realistic. The ArthroS simulator has good task construct validity based on established objective outputs, but some of the novel performance metrics could not distinguish between surgical experience. The passive haptic feedback of the simulator also needs improvement. If simulators could offer automated and validated performance feedback, this would facilitate improvements in the delivery of training by allowing trainees to practise and self-assess.

Starting SOLO: A multi-pronged scaffolding approach for developing critical climate literacies

NASA Astrophysics Data System (ADS)

Hartman, K.; Goodkin, N.

2016-12-01

As part of Nanyang Technological University's general education requirement, all science and math students must complete a multidisciplinary environmental sustainability course during the spring term. In addition to foundational earth sciences material, the course of 600 students heavily emphasizes the development of multidisciplinary problem solving and communication strategies. Assessments conducted with previous iterations of the course found students had greater facility recalling facts and summarizing the course materials than they did evaluating climate change arguments, critically reasoning through sustainability issues, or thinking scientifically. To address this shortfall, we introduced the use of a rubric for peer review as one would treat acquiring expertise with any scientific tool—provide learners multiple opportunities for use in different contexts while providing interpretable and actionable feedback. In the most recent version of the course, we introduced a common rubric based on Biggs' (2014) SOLO taxonomy. We used the taxonomy to place the components of student learning along continuums signifying increasing levels of complexity. Our particular rubric highlighted five areas of importance when evaluating any written argument: clarity, argument structure, contextualization, use of evidence, and evidence sourcing. More important than the rubric itself was the iterative cycle of rubric use and expert feedback students received. For eight weeks, students used the rubric to evaluate articles on sustainability and were given feedback about how well their evaluations agreed with an "expert panel." As the semester progressed, the level of agreement between the students and the panel improved. Students used the rubric as a base for evaluating their peers' work at the end of the semester. We coded how constructive the comments students gave each other were and analyzed the weekly reading evaluations. Students whose evaluations aligned with the panel during the second half of the semester also provided more constructive feedback to their peers. The relationship did not hold for the first half of the semester—implying learning occurred. Overall, students from the most recent iteration of the course provided more constructive feedback than the previous semester.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

PubMed Central

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. PMID:27909025

Robust Frequency-Domain Constrained Feedback Design via a Two-Stage Heuristic Approach.

PubMed

Li, Xianwei; Gao, Huijun

2015-10-01

Based on a two-stage heuristic method, this paper is concerned with the design of robust feedback controllers with restricted frequency-domain specifications (RFDSs) for uncertain linear discrete-time systems. Polytopic uncertainties are assumed to enter all the system matrices, while RFDSs are motivated by the fact that practical design specifications are often described in restricted finite frequency ranges. Dilated multipliers are first introduced to relax the generalized Kalman-Yakubovich-Popov lemma for output feedback controller synthesis and robust performance analysis. Then a two-stage approach to output feedback controller synthesis is proposed: at the first stage, a robust full-information (FI) controller is designed, which is used to construct a required output feedback controller at the second stage. To improve the solvability of the synthesis method, heuristic iterative algorithms are further formulated for exploring the feedback gain and optimizing the initial FI controller at the individual stage. The effectiveness of the proposed design method is finally demonstrated by the application to active control of suspension systems.

Continuous versus discontinuous albedo representations in a simple diffusive climate model

NASA Astrophysics Data System (ADS)

Simmons, P. A.; Griffel, D. H.

1988-07-01

A one-dimensional annually and zonally averaged energy-balance model, with diffusive meridional heat transport and including icealbedo feedback, is considered. This type of model is found to be very sensitive to the form of albedo used. The solutions for a discontinuous step-function albedo are compared to those for a more realistic smoothly varying albedo. The smooth albedo gives a closer fit to present conditions, but the discontinuous form gives a better representation of climates in earlier epochs.

The art of delegation.

PubMed

Linney, B J

1998-01-01

Effective delegation is a large of a manager's position. Physician executives are expected to be skilled delegators and able to lead team efforts to meet larger organizational goals. Delegation should be a five-step process: (1) Describe the results you want; (2) Listen for suggestions about how the task should be done; (3) Give autonomy and freedom to accomplish the task; (4) Follow up; and (5) Give feedback and credit. This column explores the art of delegating and how to assess your skills in this key management area.

A Godsend for Colleges: Kresge Foundation Gives Money for Construction and Renovation.

ERIC Educational Resources Information Center

McMillen, Liz

1990-01-01

The Kresge Foundation is one of the few national foundations that give money only for construction and renovation at nonprofit organizations, a boon for colleges and universities with severe deferred maintenance problems. Recently, the foundation added a program to upgrade science equipment. Participating colleges must also raise funds. (MSE)

Hierarchical Control and Trajectory Planning

NASA Technical Reports Server (NTRS)

Martin, Clyde F.; Horn, P. W.

1994-01-01

Most of the time on this project was spent on the trajectory planning problem. The construction is equivalent to the classical spline construction in the case that the system matrix is nilpotent. If the dimension of the system is n then the spline of degree 2n-1 is constructed. This gives a new approach to the construction of splines that is more efficient than the usual construction and at the same time allows the construction of a much larger class of splines. All known classes of splines are reconstructed using the approach of linear control theory. As a numerical analysis tool control theory gives a very good tool for constructing splines. However, for the purposes of trajectory planning it is quite another story. Enclosed in this document are four reports done under this grant.

Increasing Resilience to Traumatic Stress: Understanding the Protective Role of Well-Being.

PubMed

Tory Toole, J; Rice, Mark A; Cargill, Jordan; Craddock, Travis J A; Nierenberg, Barry; Klimas, Nancy G; Fletcher, Mary Ann; Morris, Mariana; Zysman, Joel; Broderick, Gordon

2018-01-01

The brain maintains homeostasis in part through a network of feedback and feed-forward mechanisms, where neurochemicals and immune markers act as mediators. Using a previously constructed model of biobehavioral feedback, we found that in addition to healthy equilibrium another stable regulatory program supported chronic depression and anxiety. Exploring mechanisms that might underlie the contributions of subjective well-being to improved therapeutic outcomes in depression, we iteratively screened 288 candidate feedback patterns linking well-being to molecular signaling networks for those that maintained the original homeostatic regimes. Simulating stressful trigger events on each candidate network while maintaining high levels of subjective well-being isolated a specific feedback network where well-being was promoted by dopamine and acetylcholine, and itself promoted norepinephrine while inhibiting cortisol expression. This biobehavioral feedback mechanism was especially effective in reproducing well-being's clinically documented ability to promote resilience and protect against onset of depression and anxiety.

Unregulated provider perceptions of audit and feedback reports in long-term care: cross-sectional survey findings from a quality improvement intervention.

PubMed

Fraser, Kimberly D; O'Rourke, Hannah M; Baylon, Melba Andrea B; Boström, Anne-Marie; Sales, Anne E

2013-02-13

Audit with feedback is a moderately effective approach for improving professional practice in other health care settings. Although unregulated caregivers give the majority of direct care in long-term care settings, little is known about how they understand and perceive feedback reports because unregulated providers have not been directly targeted to receive audit with feedback in quality improvement interventions in long-term care. The purpose of this paper is to describe unregulated care providers' perceptions of usefulness of a feedback report in four Canadian long-term care facilities. We delivered monthly feedback reports to unregulated care providers for 13 months in 2009-2010. The feedback reports described a unit's performance in relation to falls, depression, and pain as compared to eight other units in the study. Follow-up surveys captured participant perceptions of the feedback report. We conducted descriptive analyses of the variables related to participant perceptions and multivariable logistic regression to assess the association between perceived usefulness of the feedback report and a set of independent variables. The vast majority (80%) of unregulated care providers (n = 171) who responded said they understood the reports. Those who discussed the report with others and were interested in other forms of data were more likely to find the feedback report useful for making changes in resident care. This work suggests that unregulated care providers can understand and feel positively about using audit with feedback reports to make changes to resident care. Further research should explore ways to promote fuller engagement of unregulated care providers in decision-making to improve quality of care in long-term care settings.

Asymmetries in Climate Change Feedbacks: Why the Future may be Hotter Than you Think

NASA Astrophysics Data System (ADS)

Torn, M. S.; Harte, J.

2006-12-01

Feedbacks in the climate system are major sources of uncertainty, and climate predictions do not yet include one key set of feedbacks, namely biospheric greenhouse gas (GhG) feedbacks. Historical evidence shows that atmospheric GhG concentrations increase during periods of warming, implying a positive feedback to future climate change. We quantify this feedback for carbon dioxide (CO2) and methane (CH4) by combining the mathematics of feedback with both empirical ice-core information and general circulation model climate sensitivity. We find that a warming of 1.7-5.8°C predicted for the year 2100 is amplified to a warming commitment of 1.9-7.7°C, with the range deriving from different GCM simulations and paleo temperature records. Thus, anthropogenic emissions result in higher final GhG concentrations, and therefore more warming, than would be predicted in the absence of this feedback. Uncertainty in climate change predictions have been used as a rationale for inaction against the threat of global warming, based on a prevailing view that the uncertainties are symmetric, giving equal support to climate "optimists" (who think it will be a small problem) and "pessimists," (it will be a big problem). Our results show that even a symmetrical uncertainty in any component of feedback, whether positive or negative, produces an asymmetrical distribution of expected temperatures skewed towards higher temperature. For both reasons, the omission of key positive feedbacks and asymmetrical uncertainty from feedbacks, it is likely that the future will be hotter than we think, which implies more severe climate change impacts. Thus, these results suggest that a conservative policy approach would employ lower emission targets and tighter stabilization time horizons than would otherwise be required.

Unregulated provider perceptions of audit and feedback reports in long-term care: cross-sectional survey findings from a quality improvement intervention

PubMed Central

2013-01-01

Background Audit with feedback is a moderately effective approach for improving professional practice in other health care settings. Although unregulated caregivers give the majority of direct care in long-term care settings, little is known about how they understand and perceive feedback reports because unregulated providers have not been directly targeted to receive audit with feedback in quality improvement interventions in long-term care. The purpose of this paper is to describe unregulated care providers’ perceptions of usefulness of a feedback report in four Canadian long-term care facilities. Methods We delivered monthly feedback reports to unregulated care providers for 13 months in 2009–2010. The feedback reports described a unit’s performance in relation to falls, depression, and pain as compared to eight other units in the study. Follow-up surveys captured participant perceptions of the feedback report. We conducted descriptive analyses of the variables related to participant perceptions and multivariable logistic regression to assess the association between perceived usefulness of the feedback report and a set of independent variables. Results The vast majority (80%) of unregulated care providers (n = 171) who responded said they understood the reports. Those who discussed the report with others and were interested in other forms of data were more likely to find the feedback report useful for making changes in resident care. Conclusions This work suggests that unregulated care providers can understand and feel positively about using audit with feedback reports to make changes to resident care. Further research should explore ways to promote fuller engagement of unregulated care providers in decision-making to improve quality of care in long-term care settings. PMID:23402382

Brain Friendly School Libraries

ERIC Educational Resources Information Center

Sykes, Judith Anne

2006-01-01

This title gives concrete practical examples of how to align school library programs and instructional practice with the six key concepts of brain-compatible learning: increasing input to the brain; increasing experiential data; multiple source feedback; reducing threat; involving students in learning decision making; and interdisciplinary unit…

Using the Gaia Hypothesis to Synthesize an Introductory Biology Course.

ERIC Educational Resources Information Center

Baker, Gail A.

1993-01-01

The Gaia Hypothesis emphasizes the interactions and feedback mechanisms between the living and nonliving process that take place on Earth. Employing this concept in instruction can emphasize the interdisciplinary nature of science and give a planetary perspective of biology. (PR)

Sewing for a Cause: Implementing and Evaluating Service-Learning in a Clothing Construction Course

ERIC Educational Resources Information Center

Freeman, Charles; Kobia, Caroline

2016-01-01

The purpose of this exploratory investigation is to examine the use of a pedagogical framework to guide the development of a successful service-learning project within a technical program (clothing construction) as determined by increased student engagement and qualitative feedback. This investigation uses student reflection comparisons to assess…

Functional characteristics of a double positive feedback loop coupled with autorepression

NASA Astrophysics Data System (ADS)

Banerjee, Subhasis; Bose, Indrani

2008-12-01

We study the functional characteristics of a two-gene motif consisting of a double positive feedback loop and an autoregulatory negative feedback loop. The motif appears in the gene regulatory network controlling the functional activity of pancreatic β-cells. The model exhibits bistability and hysteresis in appropriate parameter regions. The two stable steady states correspond to low (OFF state) and high (ON state) protein levels, respectively. Using a deterministic approach, we show that the region of bistability increases in extent when the copy number of one of the genes is reduced from 2 to 1. The negative feedback loop has the effect of reducing the size of the bistable region. Loss of a gene copy, brought about by mutations, hampers the normal functioning of the β-cells giving rise to the genetic disorder, maturity-onset diabetes of the young (MODY). The diabetic phenotype makes its appearance when a sizable fraction of the β-cells is in the OFF state. Using stochastic simulation techniques we show that, on reduction of the gene copy number, there is a transition from the monostable ON to the ON state in the bistable region of the parameter space. Fluctuations in the protein levels, arising due to the stochastic nature of gene expression, can give rise to transitions between the ON and OFF states. We show that as the strength of autorepression increases, the ON → OFF state transitions become less probable whereas the reverse transitions are more probable. The implications of the results in the context of the occurrence of MODY are pointed out.

Investigating the impact of automated feedback on students' scientific argumentation

NASA Astrophysics Data System (ADS)

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-08-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students' revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.

Exploiting Novel Radiation-Induced Electromagnetic Material Changes for Remote Detection and Monitoring: Final Progress Report

DTIC Science & Technology

2016-04-01

research has been that the feedback amplifiers are sensitive to many controllable and some, as of yet, uncontrollable environmental factors. Many of these...shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number...41  3.2.3  Design , construction, and testing of GEN-1 feedback amplifier

Feedback on prescribing errors to junior doctors: exploring views, problems and preferred methods.

PubMed

Bertels, Jeroen; Almoudaris, Alex M; Cortoos, Pieter-Jan; Jacklin, Ann; Franklin, Bryony Dean

2013-06-01

Prescribing errors are common in hospital inpatients. However, the literature suggests that doctors are often unaware of their errors as they are not always informed of them. It has been suggested that providing more feedback to prescribers may reduce subsequent error rates. Only few studies have investigated the views of prescribers towards receiving such feedback, or the views of hospital pharmacists as potential feedback providers. Our aim was to explore the views of junior doctors and hospital pharmacists regarding feedback on individual doctors' prescribing errors. Objectives were to determine how feedback was currently provided and any associated problems, to explore views on other approaches to feedback, and to make recommendations for designing suitable feedback systems. A large London NHS hospital trust. To explore views on current and possible feedback mechanisms, self-administered questionnaires were given to all junior doctors and pharmacists, combining both 5-point Likert scale statements and open-ended questions. Agreement scores for statements regarding perceived prescribing error rates, opinions on feedback, barriers to feedback, and preferences for future practice. Response rates were 49% (37/75) for junior doctors and 57% (57/100) for pharmacists. In general, doctors did not feel threatened by feedback on their prescribing errors. They felt that feedback currently provided was constructive but often irregular and insufficient. Most pharmacists provided feedback in various ways; however some did not or were inconsistent. They were willing to provide more feedback, but did not feel it was always effective or feasible due to barriers such as communication problems and time constraints. Both professional groups preferred individual feedback with additional regular generic feedback on common or serious errors. Feedback on prescribing errors was valued and acceptable to both professional groups. From the results, several suggested methods of providing feedback on prescribing errors emerged. Addressing barriers such as the identification of individual prescribers would facilitate feedback in practice. Research investigating whether or not feedback reduces the subsequent error rate is now needed.

Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students' self-ratings of communication competence.

PubMed

Engerer, Cosima; Berberat, Pascal O; Dinkel, Andreas; Rudolph, Baerbel; Sattel, Heribert; Wuensch, Alexander

2016-10-18

Feedback is considered a key didactic element in medical education, especially for teaching of communication skills. This study investigates the impact of a best evidence-based practice feedback concept within the context of communication skills training (CST). We evaluate this concept for acceptance and changes in students self-ratings of communication competence. Our CST integrating feedback process comprises a short theoretical introduction presenting standards for good communication and a constructive 360° feedback from three perspectives: feedback from peers, from standardized patients (SPs), and from a trainer. Feed-forward process was facilitated for documenting suggestions for improvements based on observable behaviors to maximize learning benefits. Our CST was applied to four groups of eight or nine students. We assessed the data on students' acceptance using a 6-point scale ranging from very good (1) to poor (6), applied a forced choice question to rank didactic items, and assessed changes in student' self-ratings of their communication competence on a 10-cm visual analogue scale (VAS). Thirty-four medical undergraduates (82 % female, 18 % male) in their first clinical year, with an average age of 21.4 years (SD = 1.0), participated in the new training. The concept achieved high acceptance from good to very good: overall impression (M = 1.56), sufficient interaction for discussion (M = 1.15), and constructive learning atmosphere (M = 1.18). Specific elements, such as practical training with SPs (M = 1.18) and feedback by SPs (M = 1.12), showed highest acceptance. The forced choice ranking placed all feedback elements at the top of the list (feedback (FB) by SPs, rank 2; FB by trainer, rank 3; FB by colleagues, rank 4), whereas theoretical elements were at the bottom (theoretical introduction, rank 7; memory card, rank 9). Overall, student self-ratings of communication competence significantly improved in nine of the ten communication items assessed by VAS and showed a pre-post effect size of ES = 0.74 on a global rating. This study demonstrates that the training concept based on 360° behavioral feedback was well accepted and generated significant changes in student self-ratings of their communication competence. Further research is needed to determine the effects on objective communication performance.

Positive Feedback Keeps Duration of Mitosis Temporally Insulated from Upstream Cell-Cycle Events.

PubMed

Araujo, Ana Rita; Gelens, Lendert; Sheriff, Rahuman S M; Santos, Silvia D M

2016-10-20

Cell division is characterized by a sequence of events by which a cell gives rise to two daughter cells. Quantitative measurements of cell-cycle dynamics in single cells showed that despite variability in G1-, S-, and G2 phases, duration of mitosis is short and remarkably constant. Surprisingly, there is no correlation between cell-cycle length and mitotic duration, suggesting that mitosis is temporally insulated from variability in earlier cell-cycle phases. By combining live cell imaging and computational modeling, we showed that positive feedback is the molecular mechanism underlying the temporal insulation of mitosis. Perturbing positive feedback gave rise to a sluggish, variable entry and progression through mitosis and uncoupled duration of mitosis from variability in cell cycle length. We show that positive feedback is important to keep mitosis short, constant, and temporally insulated and anticipate it might be a commonly used regulatory strategy to create modularity in other biological systems. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Electric field feedback for Magneto(elasto)Electric magnetometer development

NASA Astrophysics Data System (ADS)

Yang, M.-T.; Zhuang, X.; Sing, M. Lam Chok; Dolabdjian, C.; Finkel, P.; Li, J.; Viehland, D.

2017-12-01

Magneto(elasto)Electric (ME) sensors based on magnetostrictive-piezoelectric composites have been investigated to evaluate their performances to sense a magnetic signal. Previous results have shown that the dielectric loss noise in the piezoelectric layer exhibits as the dominant intrinsic noise at low frequencies, which limits the sensor performances. Also, it has intrinsically no DC capability. To avoid a part of this limitation, modulation detection methods are evaluated through a frequency up-conversion technique [1-4]. Moreover, classical magnetic field feedback techniques can be used to increase the dynamic range, the sensing stability and the system linearity, too. In this paper, we propose a new method to feedback the system by using both the magneto-capacitance modulation and an electric field feedback technique. Our development shows the feasibility of the method and the results match with the theoretical description and material properties. Even if the present results are not totally satisfactory, they give the proof of concept and yield a way for the development of very low power magnetometers.

Robotics and neuroscience: a rhythmic interaction.

PubMed

Ronsse, Renaud; Lefèvre, Philippe; Sepulchre, Rodolphe

2008-05-01

At the crossing between motor control neuroscience and robotics system theory, the paper presents a rhythmic experiment that is amenable both to handy laboratory implementation and simple mathematical modeling. The experiment is based on an impact juggling task, requiring the coordination of two upper-limb effectors and some phase-locking with the trajectories of one or several juggled objects. We describe the experiment, its implementation and the mathematical model used for the analysis. Our underlying research focuses on the role of sensory feedback in rhythmic tasks. In a robotic implementation of our experiment, we study the minimum feedback that is required to achieve robust control. A limited source of feedback, measuring only the impact times, is shown to give promising results. A second field of investigation concerns the human behavior in the same impact juggling task. We study how a variation of the tempo induces a transition between two distinct control strategies with different sensory feedback requirements. Analogies and differences between the robotic and human behaviors are obviously of high relevance in such a flexible setup.

Physical Activity Motivation: A Practitioner's Guide to Self-Determination Theory.

ERIC Educational Resources Information Center

Kilpatrick, Marcus; Hebert, Edward; Jacobsen, Dee

2002-01-01

Describes the relationship of self-determination theory to elective physical activity motivation, offering the following recommendations for physical activity practitioners: give positive feedback, promote moderately difficult goals, provide choice of activities, provide a rational for activities, promote the development of social relationships,…

Progress of the volume FEL (VFEL) experiments in millimeter range

NASA Astrophysics Data System (ADS)

Baryshevsky, V. G.; Batrakov, K. G.; Gurinovich, A. A.; Ilienko, I. I.; Lobko, A. S.; Molchanov, P. V.; Moroz, V. I.; Sofronov, P. F.; Stolyarsky, V. I.

2003-07-01

Use of non-one-dimensional distributed feedback in Volume Free Electron Laser gives possibility of frequency tuning in wide range. In present work, dependence of lasing process on the angle between resonant diffraction grating grooves and direction of electron beam velocity is discussed.

Teamwork on Assessments Creates Powerful Professional Development

ERIC Educational Resources Information Center

McTighe, Jay; Emberger, Marcella

2006-01-01

Teacher collaboration is a powerful form of professional learning. One focus for collaborative efforts is designing assessments. When teachers design assessments, give each other feedback through peer reviews, evaluate student work, and plan together for improvement, they are engaged in highly effective professional development. Assessments have…

Adaptive optimal stochastic state feedback control of resistive wall modes in tokamaks

NASA Astrophysics Data System (ADS)

Sun, Z.; Sen, A. K.; Longman, R. W.

2006-01-01

An adaptive optimal stochastic state feedback control is developed to stabilize the resistive wall mode (RWM) instability in tokamaks. The extended least-square method with exponential forgetting factor and covariance resetting is used to identify (experimentally determine) the time-varying stochastic system model. A Kalman filter is used to estimate the system states. The estimated system states are passed on to an optimal state feedback controller to construct control inputs. The Kalman filter and the optimal state feedback controller are periodically redesigned online based on the identified system model. This adaptive controller can stabilize the time-dependent RWM in a slowly evolving tokamak discharge. This is accomplished within a time delay of roughly four times the inverse of the growth rate for the time-invariant model used.

Adaptive Optimal Stochastic State Feedback Control of Resistive Wall Modes in Tokamaks

NASA Astrophysics Data System (ADS)

Sun, Z.; Sen, A. K.; Longman, R. W.

2007-06-01

An adaptive optimal stochastic state feedback control is developed to stabilize the resistive wall mode (RWM) instability in tokamaks. The extended least square method with exponential forgetting factor and covariance resetting is used to identify the time-varying stochastic system model. A Kalman filter is used to estimate the system states. The estimated system states are passed on to an optimal state feedback controller to construct control inputs. The Kalman filter and the optimal state feedback controller are periodically redesigned online based on the identified system model. This adaptive controller can stabilize the time dependent RWM in a slowly evolving tokamak discharge. This is accomplished within a time delay of roughly four times the inverse of the growth rate for the time-invariant model used.

The Use of Open-Ended Questions with Giving Feedback (OEQGF) for Effective Mathematic Learning

NASA Astrophysics Data System (ADS)

Sabilah, I.; Manoy, J. T.

2018-01-01

Feedback deals with giving information to students related to their task which is done through score of their achievement, reaction, and comments. Considering its hierarchy, task difficulty level consists of low, middle and high levels. The difficulty level of open-ended questions is middle to high. Open-ended question is a good way to train students’ knowledge. This research is a descriptive research which aims at describing teacher’s learning management, students’ activities, students’ learning achievement, and students’ responses in mathematic learning using OEQGF. The subject was a teacher of mathematics who teaches eighth graders, and students themselves. The research design used is one shot case study. The result shows that: management learning has been very well implemented by the teacher; every students’ activity has been carried out by students; the students’ learning achievement have reached the criteria of completeness, and the students’ responses can be considered as positive. Therefore, it can be concluded that mathematic learning using OEQGF is effective.

Utility of an app-based system to improve feedback following workplace-based assessment.

PubMed

Lefroy, Janet; Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-05-31

To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. We monitored our workplace assessor app's usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten's utility index. The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students' perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors' typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.

Utility of an app-based system to improve feedback following workplace-based assessment

PubMed Central

Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-01-01

Objectives To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. Methods We monitored our workplace assessor app’s usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten’s utility index. Results The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students’ perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors’ typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Conclusions Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.  PMID:28578320

Chaotic optical time-domain reflectometry using a distributed feedback laser diode modulated by an improved Colpitts oscillator

NASA Astrophysics Data System (ADS)

Li, Jing Xia; Xu, Hang; Liu, Li; Su, Peng Cheng; Zhang, Jian Guo

2015-05-01

We report a chaotic optical time-domain reflectometry for fiber fault location, where a chaotic probe signal is generated by driving a distributed feedback laser diode with an improved Colpitts chaotic oscillator. The results show that the unterminated fiber end, the loose connector, and the mismatch connector can be precisely located. A measurement range of approximately 91 km and a range independent resolution of 6 cm are achieved. This implementation method is easy to integrate and is cost effective, which gives it great potential for commercial applications.

Venous leg ulcer management: single use negative pressure wound therapy.

PubMed

Dowsett, Caroline; Grothier, Lorraine; Henderson, Valerie; Leak, Kathy; Milne, Jeanette; Davis, Lynn; Bielby, Alistair; Timmons, John

2013-06-01

A number of leg ulcer specialist/tissue viability specialists from across the UK were invited to evaluate PICO (Smith and Nephew, Hull) as a treatment for venous leg ulcers also in conjunction with a variety of compression bandages and garments. Patients across 5 sites had PICO applied in conjunction with compression therapy. This group of treating clinicians were then asked to give feedback on the outcome of the patients on whom they had used the new device. All feedback was recorded at a meeting and this was used to create a guideline for use.

Interaction in Spoken Word Recognition Models: Feedback Helps.

PubMed

Magnuson, James S; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

PubMed

Farrell, Laura; Bourgeois-Law, Gisele; Ajjawi, Rola; Regehr, Glenn

2017-03-01

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.

Interaction in Spoken Word Recognition Models: Feedback Helps

PubMed Central

Magnuson, James S.; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D.

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis. PMID:29666593

Student feedback on a pioneer subject on leadership and intrapersonal development in Hong Kong.

PubMed

Shek, Daniel T L; Yu, Lu; Xie, Qiu Zhi

2017-02-01

To promote leadership and intrapersonal development in university students, a subject entitled "Tomorrow's Leaders" was developed and offered at The Hong Kong Polytechnic University. To assess the perceived effectiveness of this subject, 647 students completed the student feedback questionnaire (SFQ). Results showed that the feedback questionnaire had very good psychometric properties, including internal consistency reliability and construct validity. Regarding students' views of the subject, results showed that students generally had good evaluation of the content of the subject, teaching quality, and perceived benefits of the subject. The present findings have implications for the teaching of general education regarding leadership development.

The impact of stellar feedback on the density and velocity structure of the interstellar medium

NASA Astrophysics Data System (ADS)

Grisdale, Kearn; Agertz, Oscar; Romeo, Alessandro B.; Renaud, Florent; Read, Justin I.

2017-04-01

We study the impact of stellar feedback in shaping the density and velocity structure of neutral hydrogen (H I) in disc galaxies. For our analysis, we carry out ˜4.6 pc resolution N-body+adaptive mesh refinement hydrodynamic simulations of isolated galaxies, set up to mimic a Milky Way and a Large and Small Magellanic Cloud. We quantify the density and velocity structure of the interstellar medium using power spectra and compare the simulated galaxies to observed H I in local spiral galaxies from THINGS (The H I Nearby Galaxy Survey). Our models with stellar feedback give an excellent match to the observed THINGS H I density power spectra. We find that kinetic energy power spectra in feedback-regulated galaxies, regardless of galaxy mass and size, show scalings in excellent agreement with supersonic turbulence (E(k) ∝ k-2) on scales below the thickness of the H I layer. We show that feedback influences the gas density field, and drives gas turbulence, up to large (kpc) scales. This is in stark contrast to density fields generated by large-scale gravity-only driven turbulence. We conclude that the neutral gas content of galaxies carries signatures of stellar feedback on all scales.

Improving health care professionals' feedback on communication skills: development of an on-line resource.

PubMed

Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

2012-09-01

This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Changes in ENSO amplitude under climate warming and cooling

NASA Astrophysics Data System (ADS)

Wang, Yingying; Luo, Yiyong; Lu, Jian; Liu, Fukai

2018-05-01

The response of ENSO amplitude to climate warming and cooling is investigated using the Community Earth System Model (CESM), in which the warming and cooling scenarios are designed by adding heat fluxes of equal amplitude but opposite sign onto the ocean surface, respectively. Results show that the warming induces an increase of the ENSO amplitude but the cooling gives rise to a decrease of the ENSO amplitude, and these changes are robust in statistics. A mixed layer heat budget analysis finds that the increasing (decreasing) SST tendency under climate warming (cooling) is mainly due to an enhancement (weakening) of dynamical feedback processes over the equatorial Pacific, including zonal advective (ZA) feedback, meridional advective (MA) feedback, thermocline (TH) feedback, and Ekman (EK) feedback. As the climate warms, a wind anomaly of the same magnitude across the equatorial Pacific can induce a stronger zonal current change in the east (i.e., a stronger ZA feedback), which in turn produces a greater weakening of upwelling (i.e., a stronger EK feedback) and thus a larger thermocline change (i.e., a stronger TH feedback). In response to the climate warming, in addition, the MA feedback is also strengthened due to an enhancement of the meridional SST gradient around the equator resulting from a weakening of the subtropical cells (STCs). It should be noted that the weakened STCs itself has a negative contribution to the change of the MA feedback which, however, appears to be secondary. And vice versa for the cooling case. Bjerknes linear stability (BJ) index is also evaluated for the linear stability of ENSO, with remarkably larger (smaller) BJ index found for the warming (cooling) case.

Framing of feedback impacts student's satisfaction, self-efficacy and performance.

PubMed

van de Ridder, J M Monica; Peters, Claudia M M; Stokking, Karel M; de Ru, J Alexander; Ten Cate, Olle Th J

2015-08-01

Feedback is considered important to acquire clinical skills. Research evidence shows that feedback does not always improve learning and its effects may be small. In many studies, a variety of variables involved in feedback provision may mask either one of their effects. E.g., there is reason to believe that the way oral feedback is framed may affect its effect if other variables are held constant. In a randomised controlled trial we investigated the effect of positively and negatively framed feedback messages on satisfaction, self-efficacy, and performance. A single blind randomised controlled between-subject design was used, with framing of the feedback message (positively-negatively) as independent variable and examination of hearing abilities as the task. First year medical students' (n = 59) satisfaction, self-efficacy, and performance were the dependent variables and were measured both directly after the intervention and after a 2 weeks delay. Students in the positively framed feedback condition were significantly more satisfied and showed significantly higher self-efficacy measured directly after the performance. Effect sizes found were large, i.e., partial η (2) = 0.43 and η (2) = 0.32 respectively. They showed a better performance throughout the whole study. Significant performance differences were found both at the initial performance and when measured 2 weeks after the intervention: effects were of medium size, respectively r = -.31 and r = -.32. Over time in both conditions performance and self-efficacy decreased. Framing the feedback message in either a positive or negative manner affects students' satisfaction and self-efficacy directly after the intervention be it that these effects seem to fade out over time. Performance may be enhanced by positive framing, but additional studies need to confirm this. We recommend using a positive frame when giving feedback on clinical skills.

'I wish someone watched me interview:' medical student insight into observation and feedback as a method for teaching communication skills during the clinical years.

PubMed

Schopper, Heather; Rosenbaum, Marcy; Axelson, Rick

2016-11-09

Experts suggest observation and feedback is a useful tool for teaching and evaluating medical student communication skills during the clinical years. Failing to do this effectively risks contributing to deterioration of students' communication skills during the very educational period in which they are most important. While educators have been queried about their thoughts on this issue, little is known about what this process is like for learners and if they feel they get educational value from being observed. This study explored student perspectives regarding their experiences with clinical observation and feedback on communication skills. A total of 125 senior medical students at a U.S. medical school were interviewed about their experiences with observation and feedback. Thematic analysis of interview data identified common themes among student responses. The majority of students reported rarely being observed interviewing, and they reported receiving feedback even less frequently. Students valued having communication skills observed and became more comfortable with observation the more it occurred. Student-identified challenges included supervisor time constraints and grading based on observation. Most feedback focused on information gathering and was commonly delayed until well after the observed encounter. Eliciting students' perspectives on the effect of observation and feedback on the development of their communication skills is a unique way to look at this topic, and brings to light many student-identified obstacles and opportunities to maximize the educational value of observation and feedback for teaching communication, including increasing the number of observations, disassociating observation from numerically scored evaluation, training faculty to give meaningful feedback, and timing the observation/feedback earlier in clerkships.

Construction, Calibration, and Validation of a Simple Patch-Clamp Amplifier for Physiology Education

ERIC Educational Resources Information Center

Rouzrokh, Ali; Ebrahimi, Soltan Ahmed; Mahmoudian, Massoud

2009-01-01

A modular patch-clamp amplifier was constructed based on the Strickholm design, which was initially published in 1995. Various parts of the amplifier such as the power supply, input circuit, headstage, feedback circuit, output and nulling circuits were redesigned to use recent software advances and fabricated using the common lithographic printed…

Interrogating the Construct of Aviation English: Feedback from Test Takers in Korea

ERIC Educational Resources Information Center

Kim, Hyejeong; Elder, Catherine

2015-01-01

This paper explores the underlying construct of both the English proficiency test for pilot and air traffic controller radiotelephony communication developed and administered in Korea and the ICAO language proficiency testing policy on which the test in Korea is based. It does so by canvassing the opinions of Korean airline pilots and air traffic…

Teaching through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-Disaster Environment

ERIC Educational Resources Information Center

Wright, Sarah; Wordsworth, Russell

2013-01-01

The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing natural disaster. Student feedback data from across the university is analyzed to generate a model of constructive practice for instructors responding to a crisis. The…

Towards a unified theory for morphomechanics

PubMed Central

Taber, Larry A.

2009-01-01

Mechanical forces are closely involved in the construction of an embryo. Experiments have suggested that mechanical feedback plays a role in regulating these forces, but the nature of this feedback is poorly understood. Here, we propose a general principle for the mechanics of morphogenesis, as governed by a pair of evolution equations based on feedback from tissue stress. In one equation, the rate of growth (or contraction) depends on the difference between the current tissue stress and a target (homeostatic) stress. In the other equation, the target stress changes at a rate that depends on the same stress difference. The parameters in these morphomechanical laws are assumed to depend on stress rate. Computational models are used to illustrate how these equations can capture a relatively wide range of behaviours observed in developing embryos, as well as show the limitations of this theory. Specific applications include growth of pressure vessels (e.g. the heart, arteries and brain), wound healing and sea urchin gastrulation. Understanding the fundamental principles of tissue construction can help engineers design new strategies for creating replacement tissues and organs in vitro. PMID:19657011

[Case Study] CityCenter and Cosmopolitan Construction Projects, Las Vegas, Nevada: lessons learned from the use of multiple sources and mixed methods in a safety needs assessment.

PubMed

Gittleman, Janie L; Gardner, Paige C; Haile, Elizabeth; Sampson, Julie M; Cigularov, Konstantin P; Ermann, Erica D; Stafford, Pete; Chen, Peter Y

2010-06-01

The present study describes a response to eight tragic deaths over an eighteen month times span on a fast track construction project on the largest commercial development project in U.S. history. Four versions of a survey were distributed to workers, foremen, superintendents, and senior management. In addition to standard Likert-scale safety climate scale items, an open-ended item was included at the end of the survey. Safety climate perceptions differed by job level. Specifically, management perceived a more positive safety climate as compared to workers. Content analysis of the open-ended item was used to identify important safety and health concerns which might have been overlooked with the qualitative portion of the survey. The surveys were conducted to understand workforce issues of concern with the aim of improving site safety conditions. Such efforts can require minimal investment of resources and time and result in critical feedback for developing interventions affecting organizational structure, management processes, and communication. The most important lesson learned was that gauging differences in perception about site safety can provide critical feedback at all levels of a construction organization. Implementation of multi-level organizational perception surveys can identify major safety issues of concern. Feedback, if acted upon, can potentially result in fewer injuries and fatal events. (c) 2010 Elsevier Ltd. All rights reserved.

Development of Critically Reflective Dialogues in Communities of Health Professionals

ERIC Educational Resources Information Center

de Groot, Esther; Endedijk, Maaike; Jaarsma, Debbie; van Beukelen, Peter; Simons, Robert-Jan

2013-01-01

Critically reflective dialogues (CRD) are important for knowledge sharing and creating meaning in communities. CRD includes different aspects: being open about mistakes, critical opinion sharing, asking for and giving feedback, experimentation, challenging groupthink and research utilisation. In this article we explore whether CRD aspects change…

Computer-Assisted Learning for the Hearing Impaired: An Interactive Written Language Enviroment.

ERIC Educational Resources Information Center

Ward, R. D.; Rostron, A. B.

1983-01-01

To help hearing-impaired children develop their linguistic competence, a computer system that can process sentences and give feedback about their acceptability was developed. Suggestions are made of ways to use the system as an environment for interactive written communication. (Author/CL)

Toward a Generative Model of the Teaching-Learning Process.

ERIC Educational Resources Information Center

McMullen, David W.

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

Electrical and Computer Engineering |

Science.gov Websites

PROGRAM GRADUATE PROGRAM RESEARCH FACULTY & STAFF MEET THE STUDENTS ALUMNI CORPORATE RELATIONS GIVING Gift FOLLOW US ON ECE SITE FEEDBACK 2012 Distinguished Alumni Award Recipients 2013 Distinguished Alumni Award Recipients 2014 Distinguished Alumni Award Recipients 2015 Distinguished Alumni Award

Education Criteria for Performance Excellence, 2003.

ERIC Educational Resources Information Center

American Society for Quality, Milwaukee, WI.

The criteria described in this document are the basis for organizational self-assessments, for making awards, and for giving feedback to applicants. They are built upon the following values and concepts: visionary leadership; learning-centered education; organizational and personal learning; valuing faculty, staff, and partners; agility; focus on…

Using Challenge Course Activities to Teach Organizational Ethics

ERIC Educational Resources Information Center

Goltz, Sonia M.; Hietapelto, Amy B.

2006-01-01

Few learning experiences give students immediate feedback on ethical and unethical behaviors and provide opportunities to repeatedly practice effective behaviors. This article describes how the authors have used challenge course activities to stimulate students to observe their own and others' ethical and unethical behaviors. Specifically, these…

Construction of technological artifacts and teaching strategies to promote flexible scientific understanding

NASA Astrophysics Data System (ADS)

Spitulnik, Michele Wisnudel

Science education reforms advocate inquiry as a way to build explanations and make informed decisions. Based on this call this dissertation (1) defines flexible scientific understanding by elaborating on content, inquiry and epistemic understandings; (2) describes an inquiry based unit that integrates dynamic modeling software; (3) examines students' understandings as they construct models; and (4) identifies instructional strategies that support inquiry and model building. A curriculum unit was designed to engage students in inquiry by identifying problems and constructing models to represent, explain and predict phenomena. Ninth grade students in a public mid-western high school worked in teams of 2-3 to ask questions, find information and reflect on the purposes of models. Data sources including classroom video, observations, interviews, student models and handouts were used to formulate cases that examine how two groups construct understanding. A teacher case study identifies the teaching strategies that support understanding. Categories within content, inquiry and epistemic understandings were used to analyze student understandings and teaching supports. The findings demonstrate that students can build flexible understanding by constructing models. Students built: (1) content understanding by identifying key ideas and building relationships and explanations of phenomena; (2) inquiry understanding by defining problems, constructing models and developing positions; and (3) epistemic understanding by describing the purposes of models as generalizing phenomena, testing hypotheses and making predictions. However, students demonstrated difficulty in using evidence to defend scientific arguments. Strategies that support flexible understanding were also identified. Content supports include: setting expectations for explanations; using examples to illustrate explanations; modeling questions; and providing feedback that prompts detailed explanations. Supports for inquiry are setting expectations for data gathering; using examples that illustrate model building; modeling the development of an argument; and providing feedback to promote coherent models. Epistemic supports include: using examples to illustrate purposes and assumptions within models, and providing feedback as students evaluate their models. The dissertation demonstrates that teaching strategies impact student understanding but are challenging to implement. When strategies are not used, students do not necessarily construct desired outcomes such as, using evidence to support arguments.

Leveraging human decision making through the optimal management of centralized resources

NASA Astrophysics Data System (ADS)

Hyden, Paul; McGrath, Richard G.

2016-05-01

Combining results from mixed integer optimization, stochastic modeling and queuing theory, we will advance the interdisciplinary problem of efficiently and effectively allocating centrally managed resources. Academia currently fails to address this, as the esoteric demands of each of these large research areas limits work across traditional boundaries. The commercial space does not currently address these challenges due to the absence of a profit metric. By constructing algorithms that explicitly use inputs across boundaries, we are able to incorporate the advantages of using human decision makers. Key improvements in the underlying algorithms are made possible by aligning decision maker goals with the feedback loops introduced between the core optimization step and the modeling of the overall stochastic process of supply and demand. A key observation is that human decision-makers must be explicitly included in the analysis for these approaches to be ultimately successful. Transformative access gives warfighters and mission owners greater understanding of global needs and allows for relationships to guide optimal resource allocation decisions. Mastery of demand processes and optimization bottlenecks reveals long term maximum marginal utility gaps in capabilities.

Making sense of feedback experiences: a multi-school study of medical students' narratives.

PubMed

Urquhart, Lynn M; Rees, Charlotte E; Ker, Jean S

2014-02-01

Until recently, the perspective of students in the feedback process has been ignored, with strategies for improvement focusing on the tutor and feedback delivery. We employed an original narrative interviewing approach to explore how medical students make sense of their experiences of feedback. A qualitative design was adopted employing three individual and 10 group interviews to elicit narratives of feedback experiences from 53 medical students at three 5-year undergraduate programmes in the UK during 2011. Thematic analysis was undertaken of students' understandings of feedback and of their narratives of positive and negative experiences of feedback at medical school. In addition, thematic and discourse analysis of the linguistic and paralinguistic features of talk within the narratives was conducted. Students typically constructed feedback as a monologic process that happened 'to' them rather than 'with' them. They shared 352 distinct narratives of feedback experiences, which were rich in linguistic and paralinguistic features of talk. Through the analysis of the interplay between the 'whats' and 'hows' of student talk, i.e. emotion, pronominal and metaphoric talk and laughter, we were able to understand how students find meaning in their experiences. Students used laughter as a coping strategy, emotion talk as a means to convince the audience of the impact of feedback, pronominal and metaphoric talk to describe their relationship (often adversarial) with their feedback providers and to communicate feelings that they might otherwise struggle to articulate. This research extends current feedback literature by focusing on medical students' lived experiences of feedback and their emotional impact through narrative. We go on to discuss the educational implications of our findings and to make recommendations for improvement of the feedback process for students, tutors and for institutions. © 2014 John Wiley & Sons Ltd.

Corticothalamic feedback enhances stimulus response precision in the visual system

PubMed Central

Andolina, Ian M.; Jones, Helen E.; Wang, Wei; Sillito, Adam M.

2007-01-01

There is a tightly coupled bidirectional interaction between visual cortex and visual thalamus [lateral geniculate nucleus (LGN)]. Using drifting sinusoidal grating stimuli, we compared the response of cells in the LGN with and without feedback from the visual cortex. Raster plots revealed a striking difference in the response pattern of cells with and without feedback. This difference was reflected in the results from computing vector sum plots and the ratio of zero harmonic to the fundamental harmonic of the fast Fourier transform (FFT) for these responses. The variability of responses assessed by using the Fano factor was also different for the two groups, with the cells without feedback showing higher variability. We examined the covariance of these measures between pairs of simultaneously recorded cells with and without feedback, and they were much more strongly positively correlated with feedback. We constructed orientation tuning curves from the central 5 ms in the raw cross-correlograms of the outputs of pairs of LGN cells, and these curves revealed much sharper tuning with feedback. We discuss the significance of these data for cortical function and suggest that the precision in stimulus-linked firing in the LGN appears as an emergent factor from the corticothalamic interaction. PMID:17237220

How time delay and network design shape response patterns in biochemical negative feedback systems.

PubMed

Börsch, Anastasiya; Schaber, Jörg

2016-08-24

Negative feedback in combination with time delay can bring about both sustained oscillations and adaptive behaviour in cellular networks. Here, we study which design features of systems with delayed negative feedback shape characteristic response patterns with special emphasis on the role of time delay. To this end, we analyse generic two-dimensional delay differential equations describing the dynamics of biochemical signal-response networks. We investigate the influence of several design features on the stability of the model equilibrium, i.e., presence of auto-inhibition and/or mass conservation and the kind and/or strength of the delayed negative feedback. We show that auto-inhibition and mass conservation have a stabilizing effect, whereas increasing abruptness and decreasing feedback threshold have a de-stabilizing effect on the model equilibrium. Moreover, applying our theoretical analysis to the mammalian p53 system we show that an auto-inhibitory feedback can decouple period and amplitude of an oscillatory response, whereas the delayed feedback can not. Our theoretical framework provides insight into how time delay and design features of biochemical networks act together to elicit specific characteristic response patterns. Such insight is useful for constructing synthetic networks and controlling their behaviour in response to external stimulation.

Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features.

PubMed

Han, Chang-Hee; Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan; Im, Chang-Hwan

2016-01-01

It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training.

Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features

PubMed Central

Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan

2016-01-01

It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training. PMID:27631005

Practice-based learning experience to develop residents as clinical faculty members.

PubMed

Slazak, Erin M; Zurick, Gina M

2009-07-01

A practice-based learning experience designed to expose postgraduate year 1 (PGY1) and 2 (PGY2) residents to and prepare them for a career as clinical faculty is described. A practice-based learning experience was designed to give PGY1 and PGY2 residents exposure to the responsibilities of a clinical faculty member, integrating clinical practice, preceptor duties, and other academia-related responsibilities. The learning experience is a four-week, elective rotation for PGY1 and PGY2 residents. The rotation is designed to correspond to a four-week advanced pharmacy practice experience (APPE) rotation, allowing the resident to work continuously with the same one or two APPE students for the entire rotation. The resident is required to design and implement a rotation for the students and provide clinical services while integrating students into daily tasks, facilitating topic and patient discussions, evaluating assignments, providing constructive feedback, and assigning a final rotation grade. The resident also attends all academic and committee meetings and teaching obligations with his or her residency director, if applicable. The resident is mentored by the residency director throughout all phases of the rotation and is evaluated using goals and objectives tailored to this experience. The development of a formal, structured rotation to give postgraduate residents experience as a preceptor provided an opportunity for residents to further explore their interests in academia and allowed them to serve as a primary preceptor while being guided and evaluated by a mentor.

A dynamical stabilizer in the climate system: a mechanism suggested by a simple model

NASA Astrophysics Data System (ADS)

Bates, J. R.

1999-05-01

A simple zonally averaged hemispheric model of the climate system is constructed, based on energy equations for two ocean basins separated at 30° latitude with the surface fluxes calculated explicitly. A combination of empirical input and theoretical calculation is used to determine an annual mean equilibrium climate for the model and to study its stability with respect to small perturbations. The insolation, the mean albedos and the equilibrium temperatures for the two model zones are prescribed from observation. The principal agent of interaction between the zones is the vertically integrated poleward transport of atmospheric angular momentum across their common boundary. This is parameterized using an empirical formula derived from a multiyear atmospheric data set. The surface winds are derived from the angular momentum transport assuming the atmosphere to be in a state of dynamic balance on the climatic timescales of interest. A further assumption that the air sea temperature difference and low level relative humidity remain fixed at their mean observed values then allows the surface fluxes of latent and sensible heat to be calculated. Results from a radiative model, which show a positive lower tropospheric water vapour/infrared radiative feedback on SST perturbations in both zones, are used to calculate the net upward infrared radiative fluxes at the surface. In the model's equilibrium climate, the principal processes balancing the solar radiation absorbed at the surface are evaporation in the tropical zone and net infrared radiation in the extratropical zone. The stability of small perturbations about the equilibrium is studied using a linearized form of the ocean energy equations. Ice-albedo and cloud feedbacks are omitted and attention is focussed on the competing effects of the water vapour/infrared radiative feedback and the turbulent surface flux and oceanic heat transport feedbacks associated with the angular momentum cycle. The perturbation equations involve inter-zone coupling and have coefficients dependent on the values of the equilibrium fluxes and the sensitivity of the angular momentum transport. Analytical solutions for the perturbations are obtained. These provide criteria for the stability of the equilibrium climate. If the evaporative feedback on SST perturbations is omitted, the equilibrium climate is unstable due to the influence of the water vapour/infrared radiative feedback, which dominates over the effects of the sensible heat and ocean heat transport feedbacks. The inclusion of evaporation gives a negative feedback which is of sufficient strength to stabilize the system. The stabilizing mechanism involves wind and humidity factors in the evaporative fluxes that are of comparable magnitude. Both factors involve the angular momentum transport. In including angular momentum and calculating the surface fluxes explicitly, the model presented here differs from the many simple climate models based on the Budyko Sellers formulation. In that formulation, an atmospheric energy balance equation is used to eliminate surface fluxes in favour of top-of-the-atmosphere radiative fluxes and meridional atmospheric energy transports. In the resulting models, infrared radiation appears as a stabilizing influence on SST perturbations and the dynamical stabilizing mechanism found here cannot be identified.

Confounding factors in determining causal soil moisture-precipitation feedback

NASA Astrophysics Data System (ADS)

Tuttle, Samuel E.; Salvucci, Guido D.

2017-07-01

Identification of causal links in the land-atmosphere system is important for construction and testing of land surface and general circulation models. However, the land and atmosphere are highly coupled and linked by a vast number of complex, interdependent processes. Statistical methods, such as Granger causality, can help to identify feedbacks from observational data, independent of the different parameterizations of physical processes and spatiotemporal resolution effects that influence feedbacks in models. However, statistical causal identification methods can easily be misapplied, leading to erroneous conclusions about feedback strength and sign. Here, we discuss three factors that must be accounted for in determination of causal soil moisture-precipitation feedback in observations and model output: seasonal and interannual variability, precipitation persistence, and endogeneity. The effect of neglecting these factors is demonstrated in simulated and observational data. The results show that long-timescale variability and precipitation persistence can have a substantial effect on detected soil moisture-precipitation feedback strength, while endogeneity has a smaller effect that is often masked by measurement error and thus is more likely to be an issue when analyzing model data or highly accurate observational data.

Feedback topology and XOR-dynamics in Boolean networks with varying input structure

NASA Astrophysics Data System (ADS)

Ciandrini, L.; Maffi, C.; Motta, A.; Bassetti, B.; Cosentino Lagomarsino, M.

2009-08-01

We analyze a model of fixed in-degree random Boolean networks in which the fraction of input-receiving nodes is controlled by the parameter γ . We investigate analytically and numerically the dynamics of graphs under a parallel XOR updating scheme. This scheme is interesting because it is accessible analytically and its phenomenology is at the same time under control and as rich as the one of general Boolean networks. We give analytical formulas for the dynamics on general graphs, showing that with a XOR-type evolution rule, dynamic features are direct consequences of the topological feedback structure, in analogy with the role of relevant components in Kauffman networks. Considering graphs with fixed in-degree, we characterize analytically and numerically the feedback regions using graph decimation algorithms (Leaf Removal). With varying γ , this graph ensemble shows a phase transition that separates a treelike graph region from one in which feedback components emerge. Networks near the transition point have feedback components made of disjoint loops, in which each node has exactly one incoming and one outgoing link. Using this fact, we provide analytical estimates of the maximum period starting from topological considerations.

Feedback topology and XOR-dynamics in Boolean networks with varying input structure.

PubMed

Ciandrini, L; Maffi, C; Motta, A; Bassetti, B; Cosentino Lagomarsino, M

2009-08-01

We analyze a model of fixed in-degree random Boolean networks in which the fraction of input-receiving nodes is controlled by the parameter gamma. We investigate analytically and numerically the dynamics of graphs under a parallel XOR updating scheme. This scheme is interesting because it is accessible analytically and its phenomenology is at the same time under control and as rich as the one of general Boolean networks. We give analytical formulas for the dynamics on general graphs, showing that with a XOR-type evolution rule, dynamic features are direct consequences of the topological feedback structure, in analogy with the role of relevant components in Kauffman networks. Considering graphs with fixed in-degree, we characterize analytically and numerically the feedback regions using graph decimation algorithms (Leaf Removal). With varying gamma , this graph ensemble shows a phase transition that separates a treelike graph region from one in which feedback components emerge. Networks near the transition point have feedback components made of disjoint loops, in which each node has exactly one incoming and one outgoing link. Using this fact, we provide analytical estimates of the maximum period starting from topological considerations.

The relationship between criminal conviction and interrogative suggestibility among delinquent boys.

PubMed

Gudjonsson, G H; Singh, K K

1984-03-01

This study investigates the relationship between interrogative suggestibility, as measured by the Gudjonsson Suggestibility Scale (GSS), and number of previous convictions among 35 delinquent boys. The GSS measures two independent aspects of suggestibility. First, the extent to which subjects give in to suggestive questions. Second, the extent to which subjects give in to interpersonal pressure given in the form of critical feedback about test performance. The number of convictions were found to correlate negatively with the latter aspect of interrogative suggestibility, but not significantly with the former.

Interactive genetic algorithm for user-centered design of distributed conservation practices in a watershed: An examination of user preferences in objective space and user behavior

NASA Astrophysics Data System (ADS)

Piemonti, Adriana Debora; Babbar-Sebens, Meghna; Mukhopadhyay, Snehasis; Kleinberg, Austin

2017-05-01

Interactive Genetic Algorithms (IGA) are advanced human-in-the-loop optimization methods that enable humans to give feedback, based on their subjective and unquantified preferences and knowledge, during the algorithm's search process. While these methods are gaining popularity in multiple fields, there is a critical lack of data and analyses on (a) the nature of interactions of different humans with interfaces of decision support systems (DSS) that employ IGA in water resources planning problems and on (b) the effect of human feedback on the algorithm's ability to search for design alternatives desirable to end-users. In this paper, we present results and analyses of observational experiments in which different human participants (surrogates and stakeholders) interacted with an IGA-based, watershed DSS called WRESTORE to identify plans of conservation practices in a watershed. The main goal of this paper is to evaluate how the IGA adapts its search process in the objective space to a user's feedback, and identify whether any similarities exist in the objective space of plans found by different participants. Some participants focused on the entire watershed, while others focused only on specific local subbasins. Additionally, two different hydrology models were used to identify any potential differences in interactive search outcomes that could arise from differences in the numerical values of benefits displayed to participants. Results indicate that stakeholders, in comparison to their surrogates, were more likely to use multiple features of the DSS interface to collect information before giving feedback, and dissimilarities existed among participants in the objective space of design alternatives.

Multisource feedback analysis of pediatric outpatient teaching

PubMed Central

2013-01-01

Background This study aims to evaluate the outpatient communication skills of medical students via multisource feedback, which may be useful to map future directions in improving physician-patient communication. Methods Family respondents of patients, a nurse, a clinical teacher, and a research assistant evaluated video-recorded medical students’ interactions with outpatients by using multisource feedback questionnaires; students also assessed their own skills. The questionnaire was answered based on the video-recorded interactions between outpatients and the medical students. Results A total of 60 family respondents of the 60 patients completed the questionnaires, 58 (96.7%) of them agreed with the video recording. Two reasons for reluctance were “personal privacy” issues and “simply disagree” with the video recording. The average satisfaction score of the 58 students was 85.1 points, indicating students’ performance was in the category between satisfied and very satisfied. The family respondents were most satisfied with the “teacher”s attitude,“ followed by ”teaching quality”. In contrast, the family respondents were least satisfied with “being open to questions”. Among the 6 assessment domains of communication skills, the students scored highest on “explaining” and lowest on “giving recommendations”. In the detailed assessment by family respondents, the students scored lowest on “asking about life/school burden”. In the multisource analysis, the nurses’ mean score was much higher and the students’ mean self-assessment score was lower than the average scores on all domains. Conclusion The willingness and satisfaction of family respondents were high in this study. Students scored the lowest on giving recommendations to patients. Multisource feedback with video recording is useful in providing more accurate evaluation of students’ communication competence and in identifying the areas of communication that require enhancement. PMID:24180615

Tips for Working with ADHD Students of All Ages.

ERIC Educational Resources Information Center

Robelia, Beth

1997-01-01

Tips for working with students who have attention deficit hyperactivity disorder include putting them in charge of something, providing structure, giving feedback, using logical consequences for unwanted behavior, being patient, teaching in novel ways, helping them with their gear, pairing them with another student, allowing blow-out time, and…

Modeling Molecular Machinery

ERIC Educational Resources Information Center

Hunter, Christine

2015-01-01

Imagine a microscopic world filled with tiny motors, ratchets, switches, and pumps controlled by complex signaling and feedback systems. Now imagine that these parts can assemble themselves. This is the world presented to students in the protein structure unit of a genetic engineering course. Students learn how protein folding gives rise to the…

76 FR 66339 - Inaugural Roundtable of the Financial Reporting Series Entitled “Uncertainty in Financial...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-26

... uncertainty in an accounting measurement is less useful to investors and why a more certain measurement would be preferable. Likewise, provide feedback on those topics where a measurement with uncertainty gives... discussion to consider financial statement measurements (and associated disclosures) that incorporate...

How Might "You"…? Seeking Inquiry in the Museum Studio

ERIC Educational Resources Information Center

Ecker, Hollie; Mostow, Sarah

2015-01-01

Hands-on workshops in museums have become ubiquitous. What is the best approach to leading these materials-based experiences and how might they relate to gallery teaching? This article outlines best practices for facilitating museum workshops. Describing a framework for designing activities, giving feedback, and sharing information, it draws…

Using Classroom Competitions to Prepare Students for the Competitive Business World

ERIC Educational Resources Information Center

Gibson, Fay Y.; Kincade, Doris H.; Frasier, Pamela Y.

2013-01-01

This paper describes how a university, collaborating with industry, integrated research with active learning (e.g., collaboration in teams and competitions) for fashion majors. The redesigned introductory course uses two strategies: team competitions and a genius bar to guide students, give ongoing feedback, and judge final competitions. Active…

Toward Facilitative Mentoring and Catalytic Interventions

ERIC Educational Resources Information Center

Smith, Melissa K.; Lewis, Marilyn

2015-01-01

In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on…

Reviewing Student Papers Electronically

ERIC Educational Resources Information Center

Dunford, Spencer

2011-01-01

In order to consistently give quality feedback to students, the author introduces the revision and automation tools in Microsoft Word 2007. These features, Comments, Tracking, and Changes, are part of the Review group in MS Word 2007. Additionally, the AutoCorrect feature can be used to enhance and support editing endeavors. This article offers a…

Service Quality in Higher Education Using an Enhanced SERVQUAL Approach

ERIC Educational Resources Information Center

Tan, Kay C.; Kek, Sei W.

2004-01-01

Customer service and quality are driving forces in the business community. As higher educational institutions tussle for competitive advantage and high service quality, the evaluation of educational service quality is essential to provide motivation for and to give feedback on the effectiveness of educational plans and implementation. This…

Reverse coherent information.

PubMed

García-Patrón, Raúl; Pirandola, Stefano; Lloyd, Seth; Shapiro, Jeffrey H

2009-05-29

In this Letter we define a family of entanglement distribution protocols assisted by feedback classical communication that gives an operational interpretation to reverse coherent information, i.e., the symmetric counterpart of the well-known coherent information. This leads to the definition of a new entanglement distribution capacity that exceeds the unassisted capacity for some interesting channels.

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Independent School Teachers' Perceptions of Supervision and Evaluation

ERIC Educational Resources Information Center

Graybeal, Anne E.

2017-01-01

This dissertation addressed the teacher supervision process in one independent school in the United States. It explored teachers' approaches to giving and receiving feedback, their perceptions of students' motivation for learning versus their own, and the significance of their professional identities as teachers. The study was motivated by three…

Consistency and Enhancement Processes in Understanding Emotions

ERIC Educational Resources Information Center

Stets, Jan E.; Asencio, Emily K.

2008-01-01

Many theories in the sociology of emotions assume that emotions emerge from the cognitive consistency principle. Congruence among cognitions produces good feelings whereas incongruence produces bad feelings. A work situation is simulated in which managers give feedback to workers that is consistent or inconsistent with what the workers expect to…

Determination of Teacher Characteristics That Support Constructivist Learning Environments

ERIC Educational Resources Information Center

Aydogdu, Bulent; Selanik-Ay, Tugba

2016-01-01

Problem Statement: Exploring the variables that affect teachers' teaching approaches in learning environments is crucial to determining their response to new trends. Their teaching and learning characteristics set the success level of the new reforms. In addition, monitoring the usage of constructivist pedagogies and giving feedback about them are…

Implementation of a six-degree-of-freedom manual controller with passive force feedback

NASA Astrophysics Data System (ADS)

Will, Carol C.; Crane, Carl D., III; Adsit, Phillip

1995-12-01

Force reflective controllers can be divided into two classes; active and passive with the most common being active. Active force-feedback controllers are prone to self-actuation which can generate unintended commands and may injure the user. A six-degree-of-freedom positional input device was designed and constructed that was capable of providing force-feedback passively through the use of six magnetic hysteresis brakes. Special hardware and control strategies were developed to account for some of the limitations of a passive system and the characteristics of hysteresis brakes. The force-feedback input device has been interfaced to a six-degree-of-freedom robot to perform a variety of tasks. Initial research was conducted with a peg-in-hole task. Future research is to include contour following and bead-on-wire tests. Initial results indicated that force-feedback may only be an improvement in situations where visual cues are not clear, and may actually be a hindrance when a clear line of sight exists.

Capturing patient experience: a qualitative study of implementing real-time feedback in primary care

PubMed Central

Carter, Mary; Davey, Antoinette; Wright, Christine; Elmore, Natasha; Newbould, Jenny; Roland, Martin; Campbell, John; Burt, Jenni

2016-01-01

Background In recent years, hospitals have made use of new technologies, such as real-time feedback, to collect patient experience information. This approach is currently rarely used in primary care settings, but may provide practices with a useful tool that enables them to take prompt, focused action to improve their services. Aim To identify the factors inhibiting and enabling the implementation of real-time feedback in general practices. Design and setting Qualitative study embedded within an exploratory trial (July 2014 to February 2015) of a real-time feedback intervention targeting patient experience in general practices in south-west England and Cambridgeshire. Method Semi-structured interviews (n = 22) and focus groups (n = 4, total of 28 attendees) with practice staff were audiorecorded, transcribed, and analysed thematically, using a framework based on constructs from normalisation process theory. Results Staff engagement with real-time feedback varied considerably, and staff made sense of real-time feedback by comparing it with more familiar feedback modalities. Effective within-team communication was associated with positive attitudes towards real-time feedback. Timing of requests for feedback was important in relation to patient engagement. Real-time feedback may offer potential as a means of informing practice development, perhaps as a component of a wider programme of capturing and responding to patients’ comments. Conclusion Successful implementation of real-time feedback requires effective communication across the practice team to engender thorough engagement. Feedback processes should be carefully introduced to fit with existing patient and practice routines. Future studies should consider making real-time feedback content relevant to specific practice needs, and support participation by all patient groups. PMID:27621292

NREL and iUnit: Leading the Design for Net Zero Multifamily Construction |

Science.gov Websites

Capabilities for iUnit NREL and iUnit: Leading the Design for Net Zero Multifamily Construction NREL is research capabilities and energy modeling tools to lead the design, demonstration, and integration of net housing, such as iUNIT's integrated design that incorporates a tenant feedback platform, could save $3.4

Niche construction on Bali: the gods of the countryside

PubMed Central

Lansing, J. Stephen; Fox, Karyn M.

2011-01-01

Human niche construction encompasses both purely biological phenomena, such as the evolution of lactose tolerance, and dual inheritance theory, which investigates the transmission of cultural information. But does niche construction help to explain phenomena in which conscious intention also plays a role? The creation of the engineered landscape of Balinese rice terraces offers a test case. Population genetic analysis and archaeological evidence are used to investigate whether this phenomenon emerged historically from trial and error by generations of farmers, or alternatively was designed by Bali's rulers. In light of strong support for the former hypothesis, two models are developed to explore the emergence of functional structure at both local and global scales. As time goes forward and selected patterns of irrigation schedules are implemented, local variation in rice harvests influences future decisions by the farmers, creating a coupled human–natural system governed by feedback from the environment. This mathematical analysis received a measure of empirical support when government agricultural policies severed the local feedback channels, resulting in the almost instantaneous collapse of rice harvests. The historical process of niche construction may also have included an evolution of religious consciousness, reflected in the beliefs and practices of the water temple cult. PMID:21320905

Written feedback and continuity of learning in a geographically distributed medical education program.

PubMed

Harvey, Pam; Radomski, Natalie; O'Connor, Dennis

2013-12-01

The provision of effective feedback on clinical performance for medical students is important for their continued learning. Written feedback is an underutilised medium for linking clinical performances over time. The aim of this study is to investigate how clinical supervisors construct performance orientated written feedback and learning goals for medical students in a geographically distributed medical education (GDME) programme. This qualitative study uses textual analysis to examine the structure and content of written feedback statements in 1000 mini-CEX records from 33 Australian undergraduate medical students during their 36 week GDME programme. The students were in their second clinical year. Forty percent of mini-CEX records contained written feedback statements. Within these statements, 80% included comments relating to student clinical performance. The way in which written feedback statements were recorded varied in structure and content. Only 16% of the statements contained student learning goals focused on improving a student's clinical performance over time. Very few of the written feedback statements identified forward-focused learning goals. Training clinical supervisors in understanding how their feedback contributes to a student's continuity of learning across their GDME clinical placements will enable more focused learning experiences based on student need. To enhance student learning over time and place, effective written feedback should contain focused, coherent phrases that help reflection on current and future clinical performance. It also needs to provide enough detail for other GDME clinical supervisors to understand current student performance and plan future directions for their teaching.

Source-drain burnout mechanism of GaAs power MESFETS: Three terminal effects

NASA Astrophysics Data System (ADS)

Takamiya, Saburo; Sonoda, Takuji; Yamanouchi, Masahide; Fujioka, Takashi; Kohno, Masaki

1997-03-01

Theoretical expressions for thermal and electrical feedback effects are derived. These limit the power capability of a power FET and lead a device to catastrophic breakdown (source-drain burnout) when the loop gain of the former reaches unity. Field emission of thermally excited electrons at the Schottky gate plays the key role in thermal feedback, while holes being impact ionized by the drain current play a similar role in the electrical feedback. Thermal feedback is dominant in a high temperature and low drain voltage area. Electrical feedback is dominant in a high drain voltage and low temperature area. In the first area, a high junction temperature is the main factor causing the thermal runaway of the device. In the second area, the electrcal feedback increases the drain current and the temperature and gives a trigger to the thermal feedback so that it reaches unity more easily. Both effects become significant in proportion to transconductance and gate bias resistance, and cause simultaneous runaway of the gate and drain currents. The expressions of the loop gains clearly indicate the safe operating conditions for a power FET. C-band 4 W (1 chip) and 16 W (4 chip) GaAs MESFETs were used as the experimental samples. With these devices the simultaneous runaway of the gate and the drain currents, apparent dependence of the three teminal breakdown voltage on the gate bias resistance in the region dominated by electrical feedback, the rapid increase of the field emitted current at the critical temperature and clear coincidence between the measured and calculated three terminal gate currents both in the thermal feedback dominant region, etc. are demonstrated. The theory explains the experimental results well.

Getting on the same page: The effect of normative feedback interventions on structured interview ratings.

PubMed

Hartwell, Christopher J; Campion, Michael A

2016-06-01

This study explores normative feedback as a way to reduce rating errors and increase the reliability and validity of structured interview ratings. Based in control theory and social comparison theory, we propose a model of normative feedback interventions (NFIs) in the context of structured interviews and test our model using data from over 20,000 interviews conducted by more than 100 interviewers over a period of more than 4 years. Results indicate that lenient and severe interviewers reduced discrepancies between their ratings and the overall normative mean rating after receipt of normative feedback, though changes were greater for lenient interviewers. When various waves of feedback were presented in later NFIs, the combined normative mean rating over multiple time periods was more predictive of subsequent rating changes than the normative mean rating from the most recent time period. Mean within-interviewer rating variance, along with interrater agreement and interrater reliability, increased after the initial NFI, but results from later NFIs were more complex and revealed that feedback interventions may lose effectiveness over time. A second study using simulated data indicated that leniency and severity errors did not impact rating validity, but did affect which applicants were hired. We conclude that giving normative feedback to interviewers will aid in minimizing interviewer rating differences and enhance the reliability of structured interview ratings. We suggest that interviewer feedback might be considered as a potential new component of interview structure, though future research is needed before a definitive conclusion can be drawn. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation.

PubMed

Daelmans, H E M; Overmeer, R M; van der Hem-Stokroos, H H; Scherpbier, A J J A; Stehouwer, C D A; van der Vleuten, C P M

2006-01-01

Supervision and feedback are essential factors that contribute to the learning environment in the context of workplace learning and their frequency and quality can be improved. Assessment is a powerful tool with which to influence students' learning and supervisors' teaching and thus the learning environment. To investigate an in-training assessment (ITA) programme in action and to explore its effects on supervision and feedback. A qualitative study using individual, semistructured interviews. Eight students and 17 assessors (9 members of staff and 8 residents) in the internal medicine undergraduate clerkship at Vrije Universiteit Medical Centre, Amsterdam, the Netherlands. The ITA programme in action differed from the intended programme. Assessors provided hardly any follow-up on supervision and feedback given during assessments. Although students wanted more supervision and feedback, they rarely asked for it. Students and assessors failed to integrate the whole range of competencies included in the ITA programme into their respective learning and supervision and feedback. When giving feedback, assessors rarely gave borderline or fail judgements. If an ITA programme in action is to be congruent with the intended programme, the implementation of the programme must be monitored. It is also necessary to provide full information about the programme and to ensure this information is given repeatedly. Introducing an ITA programme that includes the assessment of several competencies does not automatically lead to more attention being paid to these competencies in terms of supervision and feedback. Measures that facilitate change in the learning environment seem to be a prerequisite for enabling the assessment programme to steer the learning environment.

Generation of flat-top pulsed magnetic fields with feedback control approach.

PubMed

Kohama, Yoshimitsu; Kindo, Koichi

2015-10-01

We describe the construction of a simple, compact, and cost-effective feedback system that produces flat-top field profiles in pulsed magnetic fields. This system is designed for use in conjunction with a typical capacitor-bank driven pulsed magnet and was tested using a 60-T pulsed magnet. With the developed feedback controller, we have demonstrated flat-top magnetic fields as high as 60.64 T with an excellent field stability of ±0.005 T. The result indicates that the flat-top pulsed magnetic field produced features high field stability and an accessible field strength. These features make this system useful for improving the resolution of data with signal averaging.

Personality Constructs and Measures

ERIC Educational Resources Information Center

Teglasi, Hedwig; Simcox, April G.; Kim, Na-Young

2007-01-01

A psychological construct, such as personality, is an abstraction that is not directly seen but inferred through observed regularities in cognitive, affective, and behavioral responses in various settings. Two assumptions give meaning to the idea of construct validity. First, constructs represent real phenomena that exist apart from the potential…

Validation of the PASSPORT V2 training environment for arthroscopic skills.

PubMed

Stunt, J J; Kerkhoffs, G M M J; Horeman, T; van Dijk, C N; Tuijthof, G J M

2016-06-01

Virtual reality simulators used in the education of orthopaedic residents often lack realistic haptic feedback. To solve this, the (Practice Arthroscopic Surgical Skills for Perfect Operative Real-life Treatment) PASSPORT simulator was developed, which was subjected to fundamental changes: improved realism and user interface. The purpose was to demonstrate its face and construct validity. Thirty-one participants were divided into three groups having different levels of arthroscopic experience. Participants answered questions regarding general information and the outer appearance of the simulator for face validity. Construct validity was assessed with one standardized navigation task, which was timed. Face validity, educational value and user-friendliness were determined with two representative exercises and by asking participants to fill out the questionnaire. A value of 7 or greater was considered sufficient. Construct validity was demonstrated between experts and novices. Median task time for the fifth trial was 55 s (range 17-139 s) for the novices, 33 s (range 17-59 s) for the intermediates, and 26 s (range 14-52 s) for the experts. Median task times of three trials were not significantly different between the novices and intermediates, and none of the trials between intermediates and experts. Face validity, educational value and user-friendliness were perceived as sufficient (median >7). The presence of realistic tactile feedback was considered the biggest asset of the simulator. Proper preparation for arthroscopic operations will increase the quality of real-life surgery and patients' safety. The PASSPORT simulator can assist in achieving this, as it showed construct and face validity, and its physical nature offered adequate haptic feedback during training. This indicates that PASSPORT has potential to evolve as a valuable training modality.

Improvement of time-delayed feedback control by periodic modulation: analytical theory of Floquet mode control scheme.

PubMed

Just, Wolfram; Popovich, Svitlana; Amann, Andreas; Baba, Nilüfer; Schöll, Eckehard

2003-02-01

We investigate time-delayed feedback control schemes which are based on the unstable modes of the target state, to stabilize unstable periodic orbits. The periodic time dependence of these modes introduces an external time scale in the control process. Phase shifts that develop between these modes and the controlled periodic orbit may lead to a huge increase of the control performance. We illustrate such a feature on a nonlinear reaction diffusion system with global coupling and give a detailed investigation for the Rössler model. In addition we provide the analytical explanation for the observed control features.

Output Feedback Slewing Control of Flewible Spacecraft by

NASA Astrophysics Data System (ADS)

Kim, Daesik; Kim, Chun-Hwey; Bang, Hyochoong

1997-12-01

Slewing maneuver and vibration suppression control of flexible spacecraft model by Lyapunov stability theory are considered. The specific model considered in this paper consists of a rigid hub with an elastic appendage attached to the central hub and tip mass. Attitude control to point and stabilize single axis using reaction wheel type device is tested. To control all flexible modes is so critical to designing an active control law. We therefore considered an direct output feeback control design by using Lyapunov stability theory. It is shown that the ouput feedback control law design with proposed configuration gives satisfactory result in slewing performance and vibration suppression control.

Reinforcement learning for stabilizing an inverted pendulum naturally leads to intermittent feedback control as in human quiet standing.

PubMed

Michimoto, Kenjiro; Suzuki, Yasuyuki; Kiyono, Ken; Kobayashi, Yasushi; Morasso, Pietro; Nomura, Taishin

2016-08-01

Intermittent feedback control for stabilizing human upright stance is a promising strategy, alternative to the standard time-continuous stiffness control. Here we show that such an intermittent controller can be established naturally through reinforcement learning. To this end, we used a single inverted pendulum model of the upright posture and a very simple reward function that gives a certain amount of punishments when the inverted pendulum falls or changes its position in the state space. We found that the acquired feedback controller exhibits hallmarks of the intermittent feedback control strategy, namely the action of the feedback controller is switched-off intermittently when the state of the pendulum is located near the stable manifold of the unstable saddle-type upright equilibrium of the inverted pendulum with no active control: this action provides an opportunity to exploit transiently converging dynamics toward the unstable upright position with no help of the active feedback control. We then speculate about a possible physiological mechanism of such reinforcement learning, and suggest that it may be related to the neural activity in the pedunculopontine tegmental nucleus (PPN) of the brainstem. This hypothesis is supported by recent evidence indicating that PPN might play critical roles for generation and regulation of postural tonus, reward prediction, as well as postural instability in patients with Parkinson's disease.

Reversed field pinch operation with intelligent shell feedback control in EXTRAP T2R

NASA Astrophysics Data System (ADS)

Brunsell, P. R.; Kuldkepp, M.; Menmuir, S.; Cecconello, M.; Hedqvist, A.; Yadikin, D.; Drake, J. R.; Rachlew, E.

2006-11-01

Discharges in the thin shell reversed field pinch (RFP) device EXTRAP T2R without active feedback control are characterized by growth of non-resonant m = 1 unstable resistive wall modes (RWMs) in agreement with linear MHD theory. Resonant m = 1 tearing modes (TMs) exhibit initially fast rotation and the associated perturbed radial fields at the shell are small, but eventually TMs wall-lock and give rise to a growing radial field. The increase in the radial field at the wall due to growing RWMs and wall-locked TMs is correlated with an increase in the toroidal loop voltage, which leads to discharge termination after 3-4 wall times. An active magnetic feedback control system has been installed in EXTRAP T2R. A two-dimensional array of 128 active saddle coils (pair-connected into 64 independent m = 1 coils) is used with intelligent shell feedback control to suppress the m = 1 radial field at the shell. With feedback control, active stabilization of the full toroidal spectrum of 16 unstable m = 1 non-resonant RWMs is achieved, and TM wall locking is avoided. A three-fold extension of the pulse length, up to the power supply limit, is observed. Intelligent shell feedback control is able to maintain the plasma equilibrium for 10 wall times, with plasma confinement parameters sustained at values comparable to those obtained in thick shell devices of similar size.

Feedback-Equivalence of Nonlinear Systems with Applications to Power System Equations.

NASA Astrophysics Data System (ADS)

Marino, Riccardo

The key concept of the dissertation is feedback equivalence among systems affine in control. Feedback equivalence to linear systems in Brunovsky canonical form and the construction of the corresponding feedback transformation are used to: (i) design a nonlinear regulator for a detailed nonlinear model of a synchronous generator connected to an infinite bus; (ii) establish which power system network structures enjoy the feedback linearizability property and design a stabilizing control law for these networks with a constraint on the control space which comes from the use of d.c. lines. It is also shown that the feedback linearizability property allows the use of state feedback to contruct a linear controllable system with a positive definite linear Hamiltonian structure for the uncontrolled part if the state space is even; a stabilizing control law is derived for such systems. Feedback linearizability property is characterized by the involutivity of certain nested distributions for strongly accessible analytic systems; if the system is defined on a manifold M diffeomorphic to the Euclidean space, it is established that the set where the property holds is a submanifold open and dense in M. If an analytic output map is defined, a set of nested involutive distributions can be always defined and that allows the introduction of an observability property which is the dual concept, in some sense, to feedback linearizability: the goal is to investigate when a nonlinear system affine in control with an analytic output map is feedback equivalent to a linear controllable and observable system. Finally a nested involutive structure of distributions is shown to guarantee the existence of a state feedback that takes a nonlinear system affine in control to a single input one, both feedback equivalent to linear controllable systems, preserving one controlled vector field.

Effects of two types of intra-team feedback on developing a shared mental model in Command & Control teams.

PubMed

Rasker, P C; Post, W M; Schraagen, J M

2000-08-01

In two studies, the effect of two types of intra-team feedback on developing a shared mental model in Command & Control teams was investigated. A distinction is made between performance monitoring and team self-correction. Performance monitoring is the ability of team members to monitor each other's task execution and give feedback during task execution. Team self-correction is the process in which team members engage in evaluating their performance and in determining their strategies after task execution. In two experiments the opportunity to engage in performance monitoring, respectively team self-correction, was varied systematically. Both performance monitoring as well as team self-correction appeared beneficial in the improvement of team performance. Teams that had the opportunity to engage in performance monitoring, however, performed better than teams that had the opportunity to engage in team self-correction.

Leveraging M and S in Soft Skills Training for the DoD

NASA Technical Reports Server (NTRS)

Cimino, James D.

2011-01-01

Soft skills, also called "people skills," are typically hard to observe, quantify and measure. These skills have to do with how we relate to each other; communicating, listening, engaging in dialogue, giving feedback, cooperating as a team member, solving problems and resolving conflicts. Most of the soft skills training is scenario based, utilizing written or video-based scenarios. with limited or no branching, as well as quantitative feedback. This paper will outline a game-based approach to configurable, scenario-based, soft skills training. The paper will discuss the application of realistic visual behavior cues (e.g. body language, vocal inflection, facial expressions) and how these can benefit the learner. Using the concept of a "virtual vignette" this paper will discuss a prototype system intended to leach suicide prevention and provide qualitative feedback to the learner. The paper will also explore other soft skills training applications for this technology

Vibrotactile Feedbacks System for Assisting the Physically Impaired Persons for Easy Navigation

NASA Astrophysics Data System (ADS)

Safa, M.; Geetha, G.; Elakkiya, U.; Saranya, D.

2018-04-01

NAYAN architecture is for a visually impaired person to help for navigation. As well known, all visually impaired people desperately requires special requirements even to access services like the public transportation. This prototype system is a portable device; it is so easy to carry in any conduction to travel through a familiar and unfamiliar environment. The system consists of GPS receiver and it can get NEMA data through the satellite and it is provided to user's Smartphone through Arduino board. This application uses two vibrotactile feedbacks that will be placed in the left and right shoulder for vibration feedback, which gives information about the current location. The ultrasonic sensor is used for obstacle detection which is found in front of the visually impaired person. The Bluetooth modules connected with Arduino board is to send information to the user's mobile phone which it receives from GPS.

Monthly communication skill coaching for healthcare staff.

PubMed

Rowan, Katherine E

2008-06-01

To promote monthly interpersonal skill communication role-play and coaching for front-office staff. For 15 min a month, during staff meetings, healthcare staff such as receptionists and medical assistants should participate in communication skill coaching. Participants should discuss a recurring communication challenge (e.g., patients irritated by repeated requests for health histories), role-play options for communication, and receive feedback. Interpersonal communication skills such as acknowledging the concerns of others are acquired slowly. Repeated practice and supportive feedback increase the likelihood that these skills will be valued and mastered. Research shows communication skills develop when they are modeled and role-played frequently and are less likely to develop with occasional interventions. Health care professionals should devote time to role-playing interaction with patients for brief intervals at least monthly. Staff should give one another feedback on the best options for managing challenging communication situations.

Autonomous learning by simple dynamical systems with delayed feedback.

PubMed

Kaluza, Pablo; Mikhailov, Alexander S

2014-09-01

A general scheme for the construction of dynamical systems able to learn generation of the desired kinds of dynamics through adjustment of their internal structure is proposed. The scheme involves intrinsic time-delayed feedback to steer the dynamics towards the target performance. As an example, a system of coupled phase oscillators, which can, by changing the weights of connections between its elements, evolve to a dynamical state with the prescribed (low or high) synchronization level, is considered and investigated.

Web-based video and feedback in the teaching of cardiopulmonary resuscitation.

PubMed

Bowden, Tracey; Rowlands, Angela; Buckwell, Margot; Abbott, Stephen

2012-05-01

Knowledge and skills relating to cardiopulmonary resuscitation tend to be lost over time. The combination of simulation sessions with online video records and online feedback allows for an enduring record of skills sessions to assist students in retaining and revising their learning. This paper reports a qualitative evaluation of such a combination used in inter-disciplinary sessions for volunteer nursing and medical students. Methods included focus groups and free text questionnaires; data were gathered from fourteen students and three teachers. Students had used the online material in a variety of personal ways, and found that the addition to their learning was significant. Their memories of the simulation sessions and of the feedback received immediately afterwards were incomplete, and repeated viewing enabled them to identify good and poor practice with more confidence, and to reflect more carefully on their own and others' practice. Teachers found it easier to give more detailed feedback when given the chance to watch the video than immediately after the session. All felt that the sessions would ideally be embedded in the curriculum. Copyright © 2011 Elsevier Ltd. All rights reserved.

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement.

PubMed

Johnson, Christina E; Keating, Jennifer L; Boud, David J; Dalton, Megan; Kiegaldie, Debra; Hay, Margaret; McGrath, Barry; McKenzie, Wendy A; Nair, Kichu Balakrishnan R; Nestel, Debra; Palermo, Claire; Molloy, Elizabeth K

2016-03-22

Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator's role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. An extensive literature review was conducted to identify i) information substantiating specific components of an educator's role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator's role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. This research clarifies the distinct elements of an educator's role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance.

Attitude stabilization of a rigid spacecraft using two momentum wheel actuators

NASA Technical Reports Server (NTRS)

Krishnan, Hariharan; Mcclamroch, N. Harris; Reyhanoglu, Mahmut

1993-01-01

It is well known that three momentum wheel actuators can be used to control the attitude of a rigid spacecraft and that arbitrary reorientation maneuvers of the spacecraft can be accomplished using smooth feedback. If failure of one of the momentum wheel actuators occurs, it is demonstrated that two momentum wheel actuators can be used to control the attitude of a rigid spacecraft and that arbitrary reorientation maneuvers of the spacecraft can be accomplished. Although the complete spacecraft equations are not controllable, the spacecraft equations are small time locally controllable in a reduced nonlinear sense. The reduced spacecraft dynamics cannot be asymptotically stabilized to any equilibrium attitude using a time-variant continuous feedback control law, but discontinuous feedback control strategies are constructed which stabilize any equilibrium attitude of the spacecraft in finite time. Consequently, reorientation of the spacecraft can be accomplished using discontinuous feedback control.

An Integrative, Multi-Scale Computational Model of a Swimming Lamprey Fully Coupled to Its Fluid Environment and Incorporating Proprioceptive Feedback

NASA Astrophysics Data System (ADS)

Hamlet, C. L.; Hoffman, K.; Fauci, L.; Tytell, E.

2016-02-01

The lamprey is a model organism for both neurophysiology and locomotion studies. To study the role of sensory feedback as an organism moves through its environment, a 2D, integrative, multi-scale model of an anguilliform swimmer driven by neural activation from a central pattern generator (CPG) is constructed. The CPG in turn drives muscle kinematics and is fully coupled to the surrounding fluid. The system is numerically evolved in time using an immersed boundary framework producing an emergent swimming mode. Proprioceptive feedback to the CPG based on experimental observations adjust the activation signal as the organism interacts with its environment. Effects on the speed, stability and cost (metabolic work) of swimming due to nonlinear dependencies associated with muscle force development combined with proprioceptive feedback to neural activation are estimated and examined.

Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes.

PubMed

Weiss, Maureen R; Amorose, Anthony J; Wilko, Anna Marie

2009-11-01

Based on Harter's (12,13) competence motivation theory, this study examined the relationship of coaches' performance feedback and motivational climate with female athletes' perceived competence, enjoyment, and intrinsic motivation. Female adolescent soccer players (N = 141) completed measures of relevant constructs toward the latter part of their season. Canonical correlation analysis revealed that athletes' perceptions of greater positive and informational feedback given by coaches in response to successful performance attempts, greater emphasis placed on a mastery climate, and less emphasis placed on a performance climate, were significantly related to greater ability perceptions, enjoyment, and intrinsic motivation. Exploratory analyses also showed that the relationship between feedback and the psychosocial outcomes may vary as a function of the perceived motivational climate. Overall, these results suggest that coaching feedback and motivational climate are important contributors to explaining adolescent females' continued motivation to participate in sport.

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396

Visual crowding illustrates the inadequacy of local vs. global and feedforward vs. feedback distinctions in modeling visual perception

PubMed Central

Clarke, Aaron M.; Herzog, Michael H.; Francis, Gregory

2014-01-01

Experimentalists tend to classify models of visual perception as being either local or global, and involving either feedforward or feedback processing. We argue that these distinctions are not as helpful as they might appear, and we illustrate these issues by analyzing models of visual crowding as an example. Recent studies have argued that crowding cannot be explained by purely local processing, but that instead, global factors such as perceptual grouping are crucial. Theories of perceptual grouping, in turn, often invoke feedback connections as a way to account for their global properties. We examined three types of crowding models that are representative of global processing models, and two of which employ feedback processing: a model based on Fourier filtering, a feedback neural network, and a specific feedback neural architecture that explicitly models perceptual grouping. Simulations demonstrate that crucial empirical findings are not accounted for by any of the models. We conclude that empirical investigations that reject a local or feedforward architecture offer almost no constraints for model construction, as there are an uncountable number of global and feedback systems. We propose that the identification of a system as being local or global and feedforward or feedback is less important than the identification of a system's computational details. Only the latter information can provide constraints on model development and promote quantitative explanations of complex phenomena. PMID:25374554

State transitions and feedback mechanisms control hydrology in the constructed catchment ´Chicken Creeḱ

NASA Astrophysics Data System (ADS)

Schaaf, Wolfgang; Gerwin, Werner; Hinz, Christoph; Zaplata, Markus

2016-04-01

Landscapes and ecosystems are complex systems with many feedback mechanisms acting between the various abiotic and biotic components. The knowledge about these interacting processes is mainly derived from mature ecosystems. The initial development of ecosystem complexity may involve state transitions following catastrophic shifts, disturbances or transgression of thresholds. The Chicken Creek catchment was constructed in 2005 in the mining area of Lusatia/Germany to study processes and feedback mechanisms during ecosystem evolution. The hillslope-shaped 6 ha site has defined boundary conditions and well-documented inner structures. The dominating substrate above the underlying clay layer is Pleistocene sandy material representing mainly the lower C horizon of the former landscape. Since 2005, the unrestricted, unmanaged development of the catchment was intensively monitored. During the ten years since then, we observed characteristic state transitions in catchment functioning driven by feedbacks between original substrate properties, surface structures, soil development and vegetation succession. Whereas surface runoff induced by surface crusting and infiltration dominated catchment hydrology in the first years, the impact of vegetation on hydrological pathways and groundwater levels became more and more evident during the last years. Discharge from the catchment changed from episodic events driven by precipitation and surface runoff to groundwater driven. This general picture is overlain by spatial patterns and single episodic events of external drivers. The scientific value of the Chicken Creek site with known boundary conditions and structure information could help in disentangling general feedback mechanisms between hydrologic, pedogenic, biological and geomorphological processes as well as a in gaining a more integrative view of succession and its drivers during the transition from initial, less complex systems to more mature ecosystems. Long-term time series of data are a key for a better understanding of these processes and the effects on ecosystem resilience and self-organization.

Identifying the subtle signatures of feedback from distant AGN using ALMA observations and the EAGLE hydrodynamical simulations

NASA Astrophysics Data System (ADS)

Scholtz, J.; Alexander, D. M.; Harrison, C. M.; Rosario, D. J.; McAlpine, S.; Mullaney, J. R.; Stanley, F.; Simpson, J.; Theuns, T.; Bower, R. G.; Hickox, R. C.; Santini, P.; Swinbank, A. M.

2018-03-01

We present sensitive 870 μm continuum measurements from our ALMA programmes of 114 X-ray selected active galactic nuclei (AGN) in the Chandra Deep Field-South and Cosmic Evolution Survey fields. We use these observations in combination with data from Spitzer and Herschel to construct a sample of 86 X-ray selected AGN, 63 with ALMA constraints at z = 1.5-3.2 with stellar mass >2 × 1010 M⊙. We constructed broad-band spectral energy distributions in the infrared band (8-1000 μm) and constrain star-formation rates (SFRs) uncontaminated by the AGN. Using a hierarchical Bayesian method that takes into account the information from upper limits, we fit SFR and specific SFR (sSFR) distributions. We explore these distributions as a function of both X-ray luminosity and stellar mass. We compare our measurements to two versions of the Evolution and Assembly of GaLaxies and their Environments (EAGLE) hydrodynamical simulations: the reference model with AGN feedback and the model without AGN. We find good agreement between the observations and that predicted by the EAGLE reference model for the modes and widths of the sSFR distributions as a function of both X-ray luminosity and stellar mass; however, we found that the EAGLE model without AGN feedback predicts a significantly narrower width when compared to the data. Overall, from the combination of the observations with the model predictions, we conclude that (1) even with AGN feedback, we expect no strong relationship between the sSFR distribution parameters and instantaneous AGN luminosity and (2) a signature of AGN feedback is a broad distribution of sSFRs for all galaxies (not just those hosting an AGN) with stellar masses above ≈1010 M⊙.

A Suggested Automated Branch Program for Foreign Languages.

ERIC Educational Resources Information Center

Barrutia, Richard

1964-01-01

Completely automated and operated by student feedback, this program teaches and tests foreign language recognition and retention, gives repeated audiolingual practice on model structures, and allows the student to tailor the program to his individual needs. The program is recorded on four tape tracks (track 1 for the most correct answer, etc.).…

Lessons from the Introduction of Fees for Overseas Students.

ERIC Educational Resources Information Center

Baker, Ian

1993-01-01

Australia's new policy of encouraging higher education to market its services to foreign students and introduce fees is examined. It is suggested that higher education needs to give more attention to long-term implications of the policy, including pricing, marketing, obtaining feedback, and clarity of communication with other cultural groups. (MSE)

Using Open Educational Resources to Help Students Understand the Sub-Prime Lending Crisis

ERIC Educational Resources Information Center

McDowell, Evelyn A.

2010-01-01

In this paper, I describe an assignment designed to give students an intermediate level of understanding of the causes of the crisis using online educational resources widely available on the internet. I implemented the assignment in an undergraduate intermediate accounting course. Feedback from students indicate the assignment enhanced their…

Giving Feedback: Preparing Students for Peer Review and Self-Evaluation

ERIC Educational Resources Information Center

Philippakos, Zoi A.

2017-01-01

Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written…

eCPD in Action and Self-Assessment

ERIC Educational Resources Information Center

Butler, Steve

2007-01-01

Self-assessment is an integral component in the life of any education and training organisation so as to ensure quality improvement. This publication illustrates an individual self-assessment tool developed by the Learning and Skills Network (LSN) which gives feedback and support to assist staff to enhance their teaching and learning through the…

The "VoiceForum" Platform for Spoken Interaction

ERIC Educational Resources Information Center

Fynn, Fohn; Wigham, Chiara R.

2011-01-01

Showcased in the courseware exhibition, "VoiceForum" is a web-based software platform for asynchronous learner interaction in threaded discussions using voice and text. A dedicated space is provided for the tutor who can give feedback on a posted message and dialogue with the participants at a separate level from the main interactional…

Pilot Guidelines for Improving Instructional Materials Through the Process of Learner Verification and Revision.

ERIC Educational Resources Information Center

Educational Products Information Exchange Inst., Stony Brook, NY.

Learner Verification and Revision (LVR) Process of Instructional Materials is an ongoing effort for the improvement of instructional materials based on systematic feedback from learners who have used the materials. This evaluation gives publishers a method of identifying instructional strengths and weaknesses of a product and provides an…

Web-Based Walk-Throughs

ERIC Educational Resources Information Center

Granada, Janet; Vriesenga, Michael

2008-01-01

Walk-through classroom observations are an effective way for principals to learn about and shape instruction and culture in their schools. But many principals don't use walk-throughs to their potential because of the time it takes to store, process, analyze, and give feedback. To facilitate the use of this valuable observation tool, the Kentucky…

Development of Integrated Public Administration Custom Services in Hungary.

PubMed

Laki, Tamas

2015-01-01

The paper is a case-study introducing a national project in Hungary establishing a countrywide public administration customer service system where accessibility was a key issue. Starting from the concept the paper describes the methods and organisational background how accessible design was integrated in the planning method and gives a feedback of site experiences.

The Pay-for-Performance Dilemma.

ERIC Educational Resources Information Center

Meyer, Herbert H.

1975-01-01

The basis for most problems with merit pay plans is that the great majority of employees believe their own job performance is above average. Even a well-administered merit pay plan cannot give positive feedback to this majority. The likely consequence is that the employee's self-esteem is threatened. Often one copes with such a threat by demeaning…

Summative Evaluation on the Hospital Wards. What Do Faculty Say to Learners?

ERIC Educational Resources Information Center

Hasley, Peggy B.; Arnold, Robert M.

2009-01-01

No previous studies have described how faculty give summative evaluations to learners on the medical wards. The aim of this study was to describe summative evaluations on the medical wards. Participants were students, house staff and faculty at the University of Pittsburgh. Ward rotation evaluative sessions were tape recorded. Feedback was…

Effective Writing Content Conferences in a Sixth Grade Classroom: A Cross-Case Analysis

ERIC Educational Resources Information Center

Ricks, Paul H.; Morrison, Timothy G.; Wilcox, Brad; Cutri, Ramona

2017-01-01

Conferencing gives teachers and students opportunities to discuss student writing and provide feedback in individual settings. Practitioner guides offer suggestions on how conferences can be conducted, but little is known about what types of interactions occur. Two case studies, including a cross-case analysis, were conducted to describe key…

Liking for Evaluators as a Function of Self-Esteem.

ERIC Educational Resources Information Center

Harper, Wesley E.

The effect of self-esteem on liking for evaluators was tested by first measuring the self-esteem of 64 junior college students; then giving them positive, ambiguous, or negative feedback in an interview concerning how they would handle group situations; and finally assessing their liking for the interviewer. Because subjects anticipated…

77 FR 2265 - Request for Extension and Revision of a Currently Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-17

... States Grain Standards Act and the Agricultural Marketing Act of 1946. This voluntary survey gives... the Agricultural Marketing Act (AMA) (7 U.S.C. 1621-1627) to facilitate the marketing of grain... agricultural commodity markets an opportunity to provide feedback on the quality of services they receive and...

New Project System for Undergraduate Electronic Engineering

ERIC Educational Resources Information Center

Chiu, Dirk M.; Chiu, Shen Y.

2005-01-01

A new approach to projects for undergraduate electronic engineering in an Australian university has been applied successfully for over 10 years. This approach has a number of projects running over three year period. Feedback from past graduates and their managers has confirmed that these projects train the students well, giving them the ability…

Computer Grading As an Instructional Tool.

ERIC Educational Resources Information Center

Rottmann, Ray M.; Hudson, H. T.

1983-01-01

Describes computer grading system providing/storing scores and giving feedback to instructors on how students are performing on a day-to-day basis and how they are handling course concepts. Focuses on the hardware and software of this efficient computerized grading package, which can be used with classes of 250 students (or larger). (Author/JN)

Towards a predictive understanding of belowground process responses to climate change: have we moved any closer?

Treesearch

Elise Pendall; Lindsey Rustad; Josh Schimel

2008-01-01

Belowground processes, including root production and exudation, microbial activity and community dynamics, and biogeochemical cycling interact to help regulate climate change. Feedbacks associated with these processes, such as warming-enhanced decomposition rates, give rise to major uncertainties in predictions of future climate. Uncertainties associated with these...

Digital Storytelling across Cultures: Connecting Chinese & Australian Schools

ERIC Educational Resources Information Center

Pegrum, Mark; Oakley, Grace; Lim, Cher Ping; Xiong, Xi Bei; Yan, Hanbing

2014-01-01

This paper reflects on a 2013-2014 Australia-China Council project in which school students in Australia and China produced and shared digital stories about their everyday lives and local cultures, with students being invited to give feedback on the language and content of the stories produced by their overseas peers. The main lessons learned…

Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners

ERIC Educational Resources Information Center

Koenig, Rhoda

2010-01-01

How can teachers ensure instruction is aligned with 21st century demands for self-directed, collaborative problem solvers? Practice exercises are not the answer. Instead, here's a book that explains why the key is to use explicit instruction that includes proficient models, specific feedback, and supportive coaching. Rhoda Koenig gives you insight…

Teachers Little Helper: Multi-Math-Coach

ERIC Educational Resources Information Center

Ebner, Martin; Schön, Martin; Taraghi, Behnam; Steyre, Michael

2013-01-01

Individual learning is out of sync with the elements of a curricula and the daily program of a teacher. At a time when multidigit multiplication methods are taught, many children are not perfectly performing the basic multiplication table. Teachers organize settings for learning and they usually have no time to give an individual feedback to every…

Twenty Golden Opportunities To Enhance Student Learning: Use Them or Lose Them.

ERIC Educational Resources Information Center

Sponder, Barry

In an average classroom period, a teacher has twenty or more opportunities to interact with students and thereby influence learning outcomes. As such, teachers should use these opportunities to reinforce instruction or give positive corrective feedback. Typical methods used in schools emphasize error correction at the expense of calling attention…

Redefining the Repertoire of Reluctant Readers at the Secondary School Level.

ERIC Educational Resources Information Center

Armstead, Major, Jr.

An inservice program designed to assist teachers to develop instructional strategies for high school students with poor cognitive skills is described in this paper. The discussion focuses on the employment of a "prima-facie analysis technique" designed to give the teacher and student immediate feedback about the student's reading behavior, to…

Instant Feedback for Learner Training: Using Individual Assessment Cards.

ERIC Educational Resources Information Center

Lovelock, Clive

2002-01-01

Describes individual assessment cards devised by an English-as-a-Foreign-Language teacher in Japan. This system consists of giving each student her own individual assessment card at the beginning of each lesson. The focus of the information recorded on the card relates to the process of learning English. (Author/VWL)

EFL Writing Revision with Blind Expert and Peer Review Using a CMC Open Forum

ERIC Educational Resources Information Center

Wu, Wen-Chi Vivian; Petit, Emily; Chen, Ching-Huei

2015-01-01

This exploratory computer assisted-language learning (CALL) study used a computer-mediated communication (CMC) interface to allow English as a foreign language (EFL) writing students in classes at two universities to give each other anonymous peer feedback about essay-writing assignments reacting to selected news stories. Experts also provided…

Integration of an Intelligent Tutoring System in a Course of Computer Network Design

ERIC Educational Resources Information Center

Verdú, Elena; Regueras, Luisa M.; Gal, Eran; de Castro, Juan P.; Verdú, María J.; Kohen-Vacs, Dan

2017-01-01

INTUITEL is a research project aiming to offer a personalized learning environment. The INTUITEL approach includes an Intelligent Tutoring System that gives students recommendations and feedback about what the best learning path is for them according to their profile, learning progress, context and environmental influences. INTUITEL combines…

The "Living with Dysarthria" Group for Post-Stroke Dysarthria: The Participant Voice

ERIC Educational Resources Information Center

Mackenzie, C.; Kelly, S.; Paton, G.; Brady, M.; Muir, M.

2013-01-01

Background:The "Living with Dysarthria" group programme, devised for people with post-stroke dysarthia and family members, was piloted twice. Feedback from those who experience an intervention contributes to the evaluation of speech and language therapy programmes, giving the participant view of the intervention's value and guiding…

Formative Assessment in Higher Education: Moves towards Theory and the Enhancement of Pedagogic Practice.

ERIC Educational Resources Information Center

Yorke, Mantz

2003-01-01

Argues that there is a need for further theoretical development regarding formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. Sketches the direction this development might…

Can Online Peer Assessment Be Trusted?

ERIC Educational Resources Information Center

Bouzidi, L'hadi; Jaillet, Alain

2009-01-01

The excessive workload generated by the assessment of exam papers in large classes and the need to give feedback in time often constitute a rather heavy burden for teachers. The online peer assessment can contribute to reduce this workload and, possibly, to improve learning quality by assigning the assessment task to students. However, this raises…

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

NASA Astrophysics Data System (ADS)

Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

The Process of Student Cognition in Constructing Mathematical Conjecture

ERIC Educational Resources Information Center

Astawa, I. Wayan Puja; Budayasa, I. Ketut; Juniati, Dwi

2018-01-01

This research aims to describe the process of student cognition in constructing mathematical conjecture. Many researchers have studied this process but without giving a detailed explanation of how students understand the information to construct a mathematical conjecture. The researchers focus their analysis on how to construct and prove the…

Fear of feedback.

PubMed

Jackman, Jay M; Strober, Myra H

2003-04-01

Nobody likes performance reviews. Subordinates are terrified they'll hear nothing but criticism. Bosses think their direct reports will respond to even the mildest criticism with anger or tears. The result? Everyone keeps quiet. That's unfortunate, because most people need help figuring out how to improve their performance and advance their careers. This fear of feedback doesn't come into play just during annual reviews. At least half the executives with whom the authors have worked never ask for feedback. Many expect the worst: heated arguments, even threats of dismissal. So rather than seek feedback, people try to guess what their bosses are thinking. Fears and assumptions about feedback often manifest themselves in psychologically maladaptive behaviors such as procrastination, denial, brooding, jealousy, and self-sabotage. But there's hope, say the authors. Those who learn adaptive techniques can free themselves from destructive responses. They'll be able to deal with feedback better if they acknowledge negative emotions, reframe fear and criticism constructively, develop realistic goals, create support systems, and reward themselves for achievements along the way. Once you've begun to alter your maladaptive behaviors, you can begin seeking regular feedback from your boss. The authors take you through four steps for doing just that: self-assessment, external assessment, absorbing the feedback, and taking action toward change. Organizations profit when employees ask for feedback and deal well with criticism. Once people begin to know how they are doing relative to management's priorities, their work becomes better aligned with organizational goals. What's more, they begin to transform a feedback-averse environment into a more honest and open one, in turn improving performance throughout the organization.

Utilising feedback from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: a qualitative study.

PubMed

Pal, Laura M; Dixon, Rachael E; Faull, Christina M

2014-03-01

In the UK, support workers provide much of the care that palliative care patients receive, and a novel Foundation Degree was developed to enhance their skills. Feedback on performance is a recognised educational tool that reinforces good practice, and gives insight into areas of weakness, but its use with this workforce has not been described. The aim of this qualitative study is to explore tutor and support workers' experiences of seeking and receiving feedback from patients and their families; focusing on its values and challenges. Support workers enrolled onto the Foundation Degree in Palliative and Supportive Care, were asked to seek feedback from patients and/or their families about the care that they provided using a 'My Experience' questionnaire. Forms were returned anonymously to the course tutor who discussed results with the student as a formative education strategy. The students' experience of this was explored in focus group interviews at three time points. Two tutors' experiences were similarly explored. Results were analysed thematically. Students enjoyed receiving feedback. Positive feedback helped to increase confidence, and negative feedback allowed students to look critically at their practice and identify areas of weakness. Some experienced challenges in approaching patients/families due to having a small number of suitable patients/families; a reluctance to burden patients; high patient turnover and brevity of care relationships. The tutors enjoyed delivering feedback, recognising its benefits as an educational strategy. Some concern was expressed about how to balance delivering negative feedback while continuing to provide tutorial support throughout the Foundation Degree. User feedback is considered a key formative educational strategy. Its use in health and social support workers is not established. The experiences of students and tutors in this Foundation Degree demonstrate some of the benefits and challenges of this as an educational strategy. Copyright © 2013 Elsevier Ltd. All rights reserved.

Synthetic in vitro transcriptional oscillators

PubMed Central

Kim, Jongmin; Winfree, Erik

2011-01-01

The construction of synthetic biochemical circuits from simple components illuminates how complex behaviors can arise in chemistry and builds a foundation for future biological technologies. A simplified analog of genetic regulatory networks, in vitro transcriptional circuits, provides a modular platform for the systematic construction of arbitrary circuits and requires only two essential enzymes, bacteriophage T7 RNA polymerase and Escherichia coli ribonuclease H, to produce and degrade RNA signals. In this study, we design and experimentally demonstrate three transcriptional oscillators in vitro. First, a negative feedback oscillator comprising two switches, regulated by excitatory and inhibitory RNA signals, showed up to five complete cycles. To demonstrate modularity and to explore the design space further, a positive-feedback loop was added that modulates and extends the oscillatory regime. Finally, a three-switch ring oscillator was constructed and analyzed. Mathematical modeling guided the design process, identified experimental conditions likely to yield oscillations, and explained the system's robust response to interference by short degradation products. Synthetic transcriptional oscillators could prove valuable for systematic exploration of biochemical circuit design principles and for controlling nanoscale devices and orchestrating processes within artificial cells. PMID:21283141

The Group Objective Structured Clinical Experience: building communication skills in the clinical reasoning context.

PubMed

Konopasek, Lyuba; Kelly, Kevin V; Bylund, Carma L; Wenderoth, Suzanne; Storey-Johnson, Carol

2014-07-01

Students are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners' self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback. GOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback. Results indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE. The GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting. The GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Guidelines: the do's, don'ts and don't knows of feedback for clinical education.

PubMed

Lefroy, Janet; Watling, Chris; Teunissen, Pim W; Brand, Paul

2015-12-01

The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do's, Don'ts and Don't Knows for individual clinical supervisors and for the institutions that support clinical learning. The authors built consensus by an iterative process. Do's and Don'ts were proposed based on authors' individual teaching experience and awareness of the literature, and the amalgamated set of guidelines were then refined by all authors and the evidence was summarized for each guideline. Don't Knows were identified as being important questions to this international group of educators which if answered would change practice. The criteria for inclusion of evidence for these guidelines were not those of a systematic review, so indicators of strength of these recommendations were developed which combine the evidence with the authors' consensus. A set of 32 Do and Don't guidelines with the important Don't Knows was compiled along with a summary of the evidence for each. These are divided into guidelines for the individual clinical supervisor giving feedback to their trainee (recommendations about both the process and the content of feedback) and guidelines for the learning culture (what elements of learning culture support the exchange of meaningful feedback, and what elements constrain it?) Feedback is not easy to get right, but it is essential to learning in medicine, and there is a wealth of evidence supporting the Do's and warning against the Don'ts. Further research into the critical Don't Knows of feedback is required. A new definition is offered: Helpful feedback is a supportive conversation that clarifies the trainee's awareness of their developing competencies, enhances their self-efficacy for making progress, challenges them to set objectives for improvement, and facilitates their development of strategies to enable that improvement to occur.

Plant-soil feedbacks from 30-year family-specific soil cultures: phylogeny, soil chemistry and plant life stage.

PubMed

Mehrabi, Zia; Bell, Thomas; Lewis, Owen T

2015-06-01

Intraspecific negative feedback effects, where performance is reduced on soils conditioned by conspecifics, are widely documented in plant communities. However, interspecific feedbacks are less well studied, and their direction, strength, causes, and consequences are poorly understood. If more closely related species share pathogens, or have similar soil resource requirements, plants may perform better on soils conditioned by more distant phylogenetic relatives. There have been few empirical tests of this prediction across plant life stages, and none of which attempt to account for soil chemistry. Here, we test the utility of phylogeny for predicting soil feedback effects on plant survival and performance (germination, seedling survival, growth rate, biomass). We implement a full factorial experiment growing species representing five families on five plant family-specific soil sources. Our experiments exploit soils that have been cultured for over 30 years in plant family-specific beds at Oxford University Botanic Gardens. Plant responses to soil source were idiosyncratic, and species did not perform better on soils cultured by phylogenetically more distant relatives. The magnitude and sign of feedback effects could, however, be explained by differences in the chemical properties of "home" and "away" soils. Furthermore, the direction of soil chemistry-related plant-soil feedbacks was dependent on plant life stage, with the effects of soil chemistry on germination success and accumulation of biomass inversely related. Our results (1) suggest that the phylogenetic distance between plant families cannot predict plant-soil feedbacks across multiple life stages, and (2) highlight the need to consider changes in soil chemistry as an important driver of population responses. The contrasting responses at plant life stages suggest that studies focusing on brief phases in plant demography (e.g., germination success) may not give a full picture of plant-soil feedback effects.

Model-independent particle accelerator tuning

DOE PAGES

Scheinker, Alexander; Pang, Xiaoying; Rybarcyk, Larry

2013-10-21

We present a new model-independent dynamic feedback technique, rotation rate tuning, for automatically and simultaneously tuning coupled components of uncertain, complex systems. The main advantages of the method are: 1) It has the ability to handle unknown, time-varying systems, 2) It gives known bounds on parameter update rates, 3) We give an analytic proof of its convergence and its stability, and 4) It has a simple digital implementation through a control system such as the Experimental Physics and Industrial Control System (EPICS). Because this technique is model independent it may be useful as a real-time, in-hardware, feedback-based optimization scheme formore » uncertain and time-varying systems. In particular, it is robust enough to handle uncertainty due to coupling, thermal cycling, misalignments, and manufacturing imperfections. As a result, it may be used as a fine-tuning supplement for existing accelerator tuning/control schemes. We present multi-particle simulation results demonstrating the scheme’s ability to simultaneously adaptively adjust the set points of twenty two quadrupole magnets and two RF buncher cavities in the Los Alamos Neutron Science Center Linear Accelerator’s transport region, while the beam properties and RF phase shift are continuously varying. The tuning is based only on beam current readings, without knowledge of particle dynamics. We also present an outline of how to implement this general scheme in software for optimization, and in hardware for feedback-based control/tuning, for a wide range of systems.« less

Students aggress against professors in reaction to receiving poor grades: an effect moderated by student narcissism and self-esteem.

PubMed

Vaillancourt, Tracy

2013-01-01

Laboratory evidence about whether students' evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η(2) = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self-esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self-serving biases, participants higher in self-esteem who were in the positive grade/feedback condition exhibited a self-enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self-esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self-enhancing biases are robust among those with high self-esteem. © 2012 Wiley Periodicals, Inc.

A "Resident-as-Teacher" Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective?

PubMed

Chokshi, Binny D; Schumacher, Heidi K; Reese, Kristen; Bhansali, Priti; Kern, Jeremy R; Simmens, Samuel J; Blatt, Benjamin; Greenberg, Larrie W

2017-04-01

The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions. The curriculum included four 1-hour workshops focusing on adult learning principles, giving feedback, teaching a skill, and orienting a learner. Each workshop, preceded by independent reading, featured peer co-teaching, application, and feedback. The authors evaluated the curriculum using pre- and postworkshop objective structured teaching examinations (OSTEs) and attitudinal and self-efficacy teaching questionnaires. Residents demonstrated statistically significant improvements in performance between pre- and postworkshop OSTEs on each of three core skills: giving feedback (P = .005), orienting a learner (P < .001), and teaching a skill (P < .001). Residents expressed positive attitudes surrounding teaching on the retrospective pre-post attitudinal instrument (P < .001) and rated themselves as more effective teachers (P < .001) after the training. The authors have demonstrated that the flipped classroom approach is an efficient and effective method for training residents to improve teaching skills, especially in an era of work hour restrictions. They have committed to the continuation of this curriculum and are planning to include assessment of its long-term effects on resident behavior change and educational outcomes.

Decentralised output feedback control of Markovian jump interconnected systems with unknown interconnections

NASA Astrophysics Data System (ADS)

Li, Li-Wei; Yang, Guang-Hong

2017-07-01

The problem of decentralised output feedback control is addressed for Markovian jump interconnected systems with unknown interconnections and general transition rates (TRs) allowed to be unknown or known with uncertainties. A class of decentralised dynamic output feedback controllers are constructed, and a cyclic-small-gain condition is exploited to dispose the unknown interconnections so that the resultant closed-loop system is stochastically stable and satisfies an H∞ performance. With slack matrices to cope with the nonlinearities incurred by unknown and uncertain TRs in control synthesis, a novel controller design condition is developed in linear matrix inequality formalism. Compared with the existing works, the proposed approach leads to less conservatism. Finally, two examples are used to illustrate the effectiveness of the new results.

Phenotypic Evolution With and Beyond Genome Evolution.

PubMed

Félix, M-A

2016-01-01

DNA does not make phenotypes on its own. In this volume entitled "Genes and Phenotypic Evolution," the present review draws the attention on the process of phenotype construction-including development of multicellular organisms-and the multiple interactions and feedbacks between DNA, organism, and environment at various levels and timescales in the evolutionary process. First, during the construction of an individual's phenotype, DNA is recruited as a template for building blocks within the cellular context and may in addition be involved in dynamical feedback loops that depend on the environmental and organismal context. Second, in the production of phenotypic variation among individuals, stochastic, environmental, genetic, and parental sources of variation act jointly. While in controlled laboratory settings, various genetic and environmental factors can be tested one at a time or in various combinations, they cannot be separated in natural populations because the environment is not controlled and the genotype can rarely be replicated. Third, along generations, genotype and environment each have specific properties concerning the origin of their variation, the hereditary transmission of this variation, and the evolutionary feedbacks. Natural selection acts as a feedback from phenotype and environment to genotype. This review integrates recent results and concrete examples that illustrate these three points. Although some themes are shared with recent calls and claims to a new conceptual framework in evolutionary biology, the viewpoint presented here only means to add flesh to the standard evolutionary synthesis. © 2016 Elsevier Inc. All rights reserved.

[Development of MEDUC-PG14 survey to assess postgraduate teaching in medical specialties].

PubMed

Pizarro, Margarita; Solís, Nancy; Rojas, Viviana; Díaz, Luis Antonio; Padilla, Oslando; Letelier, Luz María; Aizman, Andrés; Sarfatis, Alberto; Olivos, Trinidad; Soza, Alejandro; Delfino, Alejandro; Latorre, Gonzalo; Ivanovic-Zuvic, Danisa; Hoyl, Trinidad; Bitran, Marcela; Arab, Juan Pablo; Riquelme, Arnoldo

2015-08-01

Feedback is one of the most important tools to improve teaching in medical education. To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties. A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbach’s alpha). Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an expert’s Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers’ strength, as evaluated by their residents was “respectful behavior” with 4.85 ± 0.42 (97% of the maximum). “Providing feedback” obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbach’s alpha coefficient of 0.947. MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

PubMed

Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

2016-12-01

Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.

The Art and Science of Learning, Teaching, and Delivering Feedback in Psychosomatic Medicine.

PubMed

Lokko, Hermioni N; Gatchel, Jennifer R; Becker, Madeleine A; Stern, Theodore A

2016-01-01

The teaching and learning of psychosomatic medicine has evolved with the better understanding of effective teaching methods and feedback delivery in medicine and psychiatry. We sought to review the variety of teaching methods used in psychosomatic medicine, to present principles of adult learning (and how these theories can be applied to students of psychosomatic medicine), and to discuss the role of effective feedback delivery in the process of teaching and learning psychosomatic medicine. In addition to drawing on the clinical and teaching experiences of the authors of the paper, we reviewed the literature on teaching methods, adult learning theories, and effective feedback delivery methods in medicine to draw parallels for psychosomatic medicine education. We provide a review of teaching methods that have been employed to teach psychosomatic medicine over the past few decades. We outline examples of educational methods using the affective, behavioral, and cognitive domains. We provide examples of learning styles together with the principles of adult learning theory and how they can be applied to psychosomatic medicine learners. We discuss barriers to feedback delivery and offer suggestions as to how to give feedback to trainees on a psychosomatic medicine service. The art of teaching psychosomatic medicine is dynamic and will continue to evolve with advances in the field. Psychosomatic medicine educators must familiarize themselves with learning domains, learning styles, and principles of adult learning in order to be impactful. Effective feedback delivery methods are critical to fostering a robust learning environment for psychosomatic medicine. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

Biocybernetic system evaluates indices of operator engagement in automated task

NASA Technical Reports Server (NTRS)

Pope, A. T.; Bogart, E. H.; Bartolome, D. S.

1995-01-01

A biocybernetic system has been developed as a method to evaluate automated flight deck concepts for compatibility with human capabilities. A biocybernetic loop is formed by adjusting the mode of operation of a task set (e.g., manual/automated mix) based on electroencephalographic (EEG) signals reflecting an operator's engagement in the task set. A critical issue for the loop operation is the selection of features of the EEG to provide an index of engagement upon which to base decisions to adjust task mode. Subjects were run in the closed-loop feedback configuration under four candidate and three experimental control definitions of an engagement index. The temporal patterning of system mode switching was observed for both positive and negative feedback of the index. The indices were judged on the basis of their relative strength in exhibiting expected feedback control system phenomena (stable operation under negative feedback and unstable operation under positive feedback). Of the candidate indices evaluated in this study, an index constructed according to the formula, beta power/(alpha power + theta power), reflected task engagement best.

Insights from Synthetic Star-forming Regions. III. Calibration of Measurement and Techniques of Star Formation Rates

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koepferl, Christine M.; Robitaille, Thomas P.; Dale, James E., E-mail: koepferl@usm.lmu.de

Through an extensive set of realistic synthetic observations (produced in Paper I), we assess in this part of the paper series (Paper III) how the choice of observational techniques affects the measurement of star formation rates (SFRs) in star-forming regions. We test the accuracy of commonly used techniques and construct new methods to extract the SFR, so that these findings can be applied to measure the SFR in real regions throughout the Milky Way. We investigate diffuse infrared SFR tracers such as those using 24 μ m, 70 μ m and total infrared emission, which have been previously calibrated formore » global galaxy scales. We set up a toy model of a galaxy and show that the infrared emission is consistent with the intrinsic SFR using extra-galactic calibrated laws (although the consistency does not prove their reliability). For local scales, we show that these techniques produce completely unreliable results for single star-forming regions, which are governed by different characteristic timescales. We show how calibration of these techniques can be improved for single star-forming regions by adjusting the characteristic timescale and the scaling factor and give suggestions of new calibrations of the diffuse star formation tracers. We show that star-forming regions that are dominated by high-mass stellar feedback experience a rapid drop in infrared emission once high-mass stellar feedback is turned on, which implies different characteristic timescales. Moreover, we explore the measured SFRs calculated directly from the observed young stellar population. We find that the measured point sources follow the evolutionary pace of star formation more directly than diffuse star formation tracers.« less

GamTest: Psychometric Evaluation and the Role of Emotions in an Online Self-Test for Gambling Behavior.

PubMed

Jonsson, Jakob; Munck, Ingrid; Volberg, Rachel; Carlbring, Per

2017-06-01

Recent increases in the number of online gambling sites have made gambling more available, which may contribute to an increase in gambling problems. At the same time, online gambling provides opportunities to introduce measures intended to prevent problem gambling. GamTest is an online test of gambling behavior that provides information that can be used to give players individualized feedback and recommendations for action. The aim of this study is to explore the dimensionality of GamTest and validate it against the Problem Gambling Severity Index (PGSI) and the gambler's own perceived problems. A recent psychometric approach, exploratory structural equation modeling (ESEM) is used. Well-defined constructs are identified in a two-step procedure fitting a traditional exploratory factor analysis model as well as a so-called bifactor model. Using data collected at four Nordic gambling sites in the autumn of 2009 (n = 10,402), the GamTest ESEM analyses indicate high correspondence with the players' own understanding of their problems and with the PGSI, a validated measure of problem gambling. We conclude that GamTest captures five dimensions of problematic gambling (i.e., overconsumption of money and time, and monetary, social and emotional negative consequences) with high reliability, and that the bifactor approach, composed of a general factor and specific residual factors, reproduces all these factors except one, the negative consequences emotional factor, which contributes to the dominant part of the general factor. The results underscore the importance of tailoring feedback and support to online gamblers with a particular focus on how to handle emotions in relation to their gambling behavior.

The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit

NASA Astrophysics Data System (ADS)

Glassman, Sarah J.

Student engagement is an important aspect of teaching and learning. Traditionally, engagement has been measured as a static trait. This study measured engagement as a fluid trait in order to explore the relationship between seventh grade students' situational engagement over a science unit and five specific task characteristics. Further, this study investigated how the changing pattern of instruction is related to a changing pattern of student engagement. Informed by Self-Determination Theory, the five specific task characteristics investigated were: the use of tasks that give students opportunities to act autonomously (choice), the use of tasks that challenge students (challenge), constructive feedback from the teacher or peers that guides students work on the current task (feedback), the inclusion of tasks that require student collaboration (collaboration), and tasks in which the importance or relevance is explained to students or the task includes a real-world problem or scenario (real-life significance). Student engagement was measured as a multidimensional trait consisting of behavioral, emotional, and cognitive dimensions. Participants included two teachers and 37 students. Two classrooms were observed and video-recorded for 10 consecutive 1.5 hour blocks during a unit investigating cells. At the end of each block students completed a three item survey for each task. For all tasks in both classrooms, the cumulative presence of task characteristics correlated with student engagement. However, students' behavioral engagement negatively correlated with the use of choice. Students' engagement increased from low to high during four related tasks exhibiting the highest cumulative presence of task characteristics. Nine out of 10 tasks with the highest student engagement involved hands-on learning. However, students' engagement was lower during tasks elaborating on those hands-on tasks.

An Extended Validity Argument for Assessing Feedback Culture.

PubMed

Rougas, Steven; Clyne, Brian; Cianciolo, Anna T; Chan, Teresa M; Sherbino, Jonathan; Yarris, Lalena M

2015-01-01

NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocracy, Clan, Hierarchy) reflecting an organization's values with respect to focus (internal vs. external) and process (flexibility vs. stability and control) were used to characterize one department's receptiveness to formative feedback. The prevalence of residents' identification with certain archetypes served as an indicator of the department's organizational feedback culture. New regulations have forced academic institutions to implement wide-ranging changes to accommodate competency-based milestones and their assessment. These changes challenge residencies that use formative feedback from faculty as a major source of data for determining training advancement. Though various approaches have been taken to improve formative feedback to residents, there currently exists no tool to objectively measure the organizational culture that surrounds this process. Assessing organizational culture, commonly used in the business sector to represent organizational health, may help residency directors gauge their program's success in fostering formative feedback. The Organizational Culture Assessment Instrument (OCAI) is widely used, extensively validated, applicable to survey research, and theoretically based and may be modifiable to assess formative feedback culture in the emergency department. Using a modified Delphi technique and several iterations of focus groups amongst educators at one institution, four of the original six OCAI domains (which each contain 4 possible responses) were modified to create a 16-item Formative Feedback Culture Tool (FFCT) that was administered to 26 residents (response rate = 55%) at a single academic emergency medicine department. The mean score of each item on the FFCT (range = 0-100) was analyzed. Convergent and divergent properties of the four archetypes were assessed using a multitrait-multimethod matrix of Pearson's coefficients. Expecting that items in one archetype would diverge from the others, whereas items within an archetype should have strong convergent properties, convergent validity was assessed by comparing items across domains that all related to the same archetype. Similarly, divergent validity was assessed by comparing the correlation of items within an archetype to the correlations of those items within a hetero-domain block (i.e., to other items within the same domain). Three of the four domains of the FFCT (Overall Departmental Characteristics 35.4 ± 15.4, Departmental Foundation of Feedback 46.1 ± 16.7, and Departmental Emphasis of Feedback 30.3 ± 17.7) had the highest mean in the Market archetype (results/achievement oriented), whereas the final domain (Departmental Definition of Successful Feedback 34.8 ± 22.1) had the highest mean in the Clan archetype (personal growth/team achievement). Item responses in the Clan and Hierarchy archetypes had the strongest convergent and divergent validity, respectively. Item responses in the Adhocracy archetype had the weakest convergent and divergent validity. Although the sample size was small, this initial study demonstrates that a modified organizational culture assessment tool can feasibly be utilized to identify the primary formative feedback archetype of a cohort of residents. This may have future implications for measuring changes in culture after the implementation of strategic programs to address formative feedback. Future studies should examine the generalizability of the FFCT to other institutions, as well as address the weak validity evidence of the Adhocracy archetype in the FFCT.

ANALYSIS: mobile phones integrated into diabetes management: a logical progression.

PubMed

Malasanos, Toree

2008-01-01

In this issue of Journal of Diabetes Science and Technology, the intervention described by D. Katz, "Novel Interactive Cell-Phone Technology for Health Enhancement," uses cell phones to provide the rapid communication necessary for the support of intensive management of diabetes. Mobile technology is widely accepted in today's society and can be an effective tool for this cause. There have been numerous interventions using various communication tools, including cell phones, to manage chronic disease, which all propose that improved communication and feedback to patients would improve health status. Dr. Katz has taken the next step by giving semiautomated, real-time, immediate feedback on each data point all transmitted by cell phone.

Aerodynamic flight control to increase payload capability of future launch vehicles

NASA Technical Reports Server (NTRS)

Cochran, John E., Jr.; Cheng, Y.-M.; Leleux, Todd; Bigelow, Scott; Hasbrook, William

1993-01-01

In this report, we provide some examples of French, Russian, Chinese, and Japanese launch vehicles that have utilized fins in their designs. Next, the aerodynamic design of the fins is considered in Section 3. Some comments on basic static stability and control theory are followed by a brief description of an aerodynamic characteristics prediction code that was used to estimate the characteristics of a modified NLS 1.5 Stage vehicle. Alternative fin designs are proposed and some estimated aerodynamic characteristics presented and discussed. Also included in Section 3 is a discussion of possible methods of enhancement of the aerodynamic efficiency of fins, such as vortex generators and jet flaps. We consider the construction of fins for launch vehicles in Section 4 and offer an assessment of the state-of-the-art in the use of composites for aerodynamic control surfaces on high speed vehicles. We also comment on the use of smart materials for launch vehicle fins. The dynamic stability and control of a launch vehicle that utilizes both thrust vector control (engine nozzle gimballing) and movable fins is the subject addressed in Section 5. We give a short derivation of equations of motion for a launch vehicle moving in a vertical plane above a spherical earth, discuss the use of a gravity-turn nominal trajectory, and give the form of the period equations linearized about such a nominal. We then consider feedback control of vehicle attitude using both engine gimballing and fin deflection. Conclusions are stated and recommendations made in Section 6. An appendix contains aerodynamic data in tabular and graphical formats.

System Simulation by Recursive Feedback: Coupling a Set of Stand-Alone Subsystem Simulations

NASA Technical Reports Server (NTRS)

Nixon, D. D.

2001-01-01

Conventional construction of digital dynamic system simulations often involves collecting differential equations that model each subsystem, arran g them to a standard form, and obtaining their numerical gin solution as a single coupled, total-system simultaneous set. Simulation by numerical coupling of independent stand-alone subsimulations is a fundamentally different approach that is attractive because, among other things, the architecture naturally facilitates high fidelity, broad scope, and discipline independence. Recursive feedback is defined and discussed as a candidate approach to multidiscipline dynamic system simulation by numerical coupling of self-contained, single-discipline subsystem simulations. A satellite motion example containing three subsystems (orbit dynamics, attitude dynamics, and aerodynamics) has been defined and constructed using this approach. Conventional solution methods are used in the subsystem simulations. Distributed and centralized implementations of coupling have been considered. Numerical results are evaluated by direct comparison with a standard total-system, simultaneous-solution approach.

The Self-Regulating Brain: Cortical-Subcortical Feedback and the Development of Intelligent Action

ERIC Educational Resources Information Center

Lewis, Marc D.; Todd, Rebecca M.

2007-01-01

To speak of cognitive regulation versus emotion regulation may be misleading. However, some forms of regulation are carried out by executive processes, subject to voluntary control, while others are carried out by "automatic" processes that are far more primitive. Both sets of processes are in constant interaction, and that interaction gives rise…

Use of Formative Classroom Assessment Techniques in a Project Management Course

ERIC Educational Resources Information Center

Purcell, Bernice M.

2014-01-01

Formative assessment is considered to be an evaluation technique that informs the instructor of the level of student learning, giving evidence when it may be necessary for the instructor to make a change in delivery based upon the results. Several theories of formative assessment exist, all which propound the importance of feedback to the student.…

The management service company's expectation of the customer.

PubMed

Kuykendall, R D

1992-02-01

The one constant factor in health care today is change. Choose your management support company carefully, expect high quality results, and communicate both positive and negative feedback immediately. This formula will give you excellent results as well as a long-term productive partnership in which cost, risk, and the end objectives can be balanced for maximum benefit.

An Educational Software for Simulating the Sample Size of Molecular Marker Experiments

ERIC Educational Resources Information Center

Helms, T. C.; Doetkott, C.

2007-01-01

We developed educational software to show graduate students how to plan molecular marker experiments. These computer simulations give the students feedback on the precision of their experiments. The objective of the software was to show students using a hands-on approach how: (1) environmental variation influences the range of the estimates of the…

A View from the Inside: Collaborating with Students to Flip the Classroom in Real Time

ERIC Educational Resources Information Center

Zavattaro, Staci M.; Kus, Kristina; Lademann, Jason; Peeple-Briggs, Elizabeth

2018-01-01

This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom.…

A Conversation Analysis of the Function of Silence in Writing Conferences

ERIC Educational Resources Information Center

Mirzaee, Milad; Yaqubi, Baqer

2016-01-01

One of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been the quest for a more effective way to give feedback to L2 learners' writing drafts. Although teacher-learner writing conferences have been increasingly used for providing ample opportunity for negotiating revisions, relatively little attention…

Improving the College Scorecard: Using Student Feedback to Create an Effective Disclosure

ERIC Educational Resources Information Center

Morgan, Julie Margetta; Dechter, Gadi

2012-01-01

The White House will soon unveil a final version of its "college scorecard"--an online tool giving college-bound students and their families a hype-free snapshot of reliable information about any U.S. campus: real costs, graduation rates, student debt statistics, and earning potential of graduates. The college scorecard is a good idea…

Empowering Learners as the Owners of Feedback while YouTube-ing

ERIC Educational Resources Information Center

Ng, Huey Zher; Hussain, Raja Maznah Raja

2009-01-01

Purpose: The application of a new technology (YouTube) can help lecturers in solving some of the issues related to workload and shifts support to students by giving them more responsibilities in their assessment. The purpose of this paper is to re-characterize the role of the students in the assessment process. Design/methodology/approach:…

Is No Praise Good Praise? Effects of Positive Feedback on Children's and University Students' Responses to Subsequent Failures

ERIC Educational Resources Information Center

Skipper, Yvonne; Douglas, Karen

2012-01-01

Background: According to Dweck and colleagues, praise can be delivered using person ("you are clever") or process terms ("you worked hard"). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability.…

Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning

ERIC Educational Resources Information Center

Slinger-Friedman, Vanessa; Patterson, Lynn M.

2016-01-01

One concern about teaching online or in large, lecturestyle classes is the inability to see students' reactions to course material. These visual cues give instructors feedback on student comprehension, material clarity, and effective delivery modes. Instructors have to see the results of student assignments and exams or end-of-semester evaluations…

The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

ERIC Educational Resources Information Center

Hamnett, Hilary J.; Korb, Ann-Sophie

2017-01-01

This study describes a new module design for teaching research skills to analytical chemists based on the use of a student-led, in-class experiment involving coffee. The module was redesigned in response to feedback from students, and aims to give them the skills they need to be productive in future research projects both within the institution…

Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

ERIC Educational Resources Information Center

Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

2017-01-01

Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

Linear Algebra and the Experiences of a "Flipper"

ERIC Educational Resources Information Center

Wright, Sarah E.

2015-01-01

This paper describes the linear algebra class I taught during Spring 2014 semester at Adelphi University. I discuss the details of how I flipped the class and incorporated elements of inquiry-based learning as well as the reasoning behind specific decisions I made. I give feedback from the students on the success of the course and provide my own…

Effectiveness of Mathetics in Achievement in Chemistry at Higher Secondary Level

ERIC Educational Resources Information Center

Elias, Jijish

2009-01-01

The application of psychology and technology are used in the learning process while we use programmed learning modules. In programmed learning we use the small steps of learning resulting in mastery. The modules helps to respond the learners activity and to give immediate feedback. The learners will get their own timing to go through the lessons…

Accountability: Teaching through Assessment and Feedback, Not Grading

ERIC Educational Resources Information Center

Wormeli, Rick

2006-01-01

Grading policies such as refusing to accept late work, giving grades of zero, and refusing to allow students to redo their work may be intended as punishment for poor performance, but such policies will not really teach students to be accountable, and they provide very little useful information about students' mastery of the material. This article…

Controllable Bidirectional dc Power Sources For Large Loads

NASA Technical Reports Server (NTRS)

Tripp, John S.; Daniels, Taumi S.

1995-01-01

System redesigned for greater efficiency, durability, and controllability. Modern electronically controlled dc power sources proposed to supply currents to six electromagnets used to position aerodynamic test model in wind tunnel. Six-phase bridge rectifier supplies load with large current at voltage of commanded magnitude and polarity. Current-feedback circuit includes current-limiting feature giving some protection against overload.

Bridging the Gap Between Understanding and Doing in Structural Geology - Coring the Subsurface with Scratch-Art

NASA Astrophysics Data System (ADS)

Bilsley, N. A.; Cook, H. M.

2016-12-01

Although most geology students feel the joy of interpreting geologic cross sections, few experience the challenges career geologists face in order to create these visual representations. Without a hefty budget and a drill rig, students generally miss out on the challenge of extrapolating subsurficial features from limited datasets, and jump to narrating geologic time through beautifully pre-drawn cross sections. Although this method allows students to practice relative dating techniques, they miss the practical step of learning how we have come to understand what the subsurface looks like in the first place. This activity was designed to close that gap, while giving students the opportunity to engage in peer learning by strategizing in groups, critiquing each other's work, and evaluating their own work. Broken into groups, students are instructed to create a geologic cross section that must include specific structural features. The cross sections are traded with another group, who reviews and provides feedback on the drawing before returning it back to the original group. The feedback is reviewed and incorporated, before the cross sections are colored and covered with black coated, clear scratch-art paper. The hidden cross sections are traded with a new group, who must decide where and how deep to scratch, or "core", on their cross section. Utilizing the data obtained from the cores, the students interpret and draw a new cross section. Finally, the scratch-art paper is removed, and the original cross section revealed. The differences between the original and interpreted subsurface as well as evaluation of sampling methods (e.g. location and depth of cores) are discussed within the groups and with the class. This activity bridges the gap between developing the intuition needed to create cross sections with realistic geoscientific techniques and utilizing cross sections to understand geologic time. In addition, not only does the activity require few supplies and minimal time of the instructor, but its peer-based learning approach stimulates creativity, allows students to effectively generate and communicate constructive feedback, and encourages students to evaluate and critique their methods and assumptions.

Brain Activation in Response to Personalized Behavioral and Physiological Feedback From Self-Monitoring Technology: Pilot Study

PubMed Central

Morgan, Paul S; Sherar, Lauren B; Kingsnorth, Andrew P; Magistro, Daniele; Esliger, Dale W

2017-01-01

Background The recent surge in commercially available wearable technology has allowed real-time self-monitoring of behavior (eg, physical activity) and physiology (eg, glucose levels). However, there is limited neuroimaging work (ie, functional magnetic resonance imaging [fMRI]) to identify how people’s brains respond to receiving this personalized health feedback and how this impacts subsequent behavior. Objective Identify regions of the brain activated and examine associations between activation and behavior. Methods This was a pilot study to assess physical activity, sedentary time, and glucose levels over 14 days in 33 adults (aged 30 to 60 years). Extracted accelerometry, inclinometry, and interstitial glucose data informed the construction of personalized feedback messages (eg, average number of steps per day). These messages were subsequently presented visually to participants during fMRI. Participant physical activity levels and sedentary time were assessed again for 8 days following exposure to this personalized feedback. Results Independent tests identified significant activations within the prefrontal cortex in response to glucose feedback compared with behavioral feedback (P<.001). Reductions in mean sedentary time (589.0 vs 560.0 minutes per day, P=.014) were observed. Activation in the subgyral area had a moderate correlation with minutes of moderate-to-vigorous physical activity (r=0.392, P=.043). Conclusion Presenting personalized glucose feedback resulted in significantly more brain activation when compared with behavior. Participants reduced time spent sedentary at follow-up. Research on deploying behavioral and physiological feedback warrants further investigation. PMID:29117928

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-11-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill.

PubMed

Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback achieved high mean Likert grades as recorded by the participants (4.42 [range: 2-5] and 4.71 [range: 4-5], respectively; p = 0.274). e-Feedback after watching a video recording appears to be acceptable and is not quantitatively different than standard feedback in improving suturing skills among novice trainees. Video assessment of procedural skills is reliable. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments.

PubMed

Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham; Blanco, Maria

2018-01-01

Construct: Medical educators consider feedback a core component of the educational process. Effective feedback allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of feedback are an important aspect to assess with valid methods in order to improve the feedback skills of educators and the feedback culture. Although guidelines for delivering effective feedback have existed for several decades, medical students and residents often indicate that they receive little feedback. A recent scoping review on feedback in medical education did not reveal any validity evidence on instruments to assess learner's perceptions of feedback. The purpose of our study was to gather validity evidence on two novel FEEDME (Feedback in Medical Education) instruments to assess medical students' and residents' perceptions of the feedback that they receive. After the authors developed an initial instrument with 54 items, cognitive interviews with medical students and residents suggested that 2 separate instruments were needed, one focused on the feedback culture (FEEDME-Culture) and the other on the provider of feedback (FEEDME-Provider). A Delphi study with 17 medical education experts and faculty members assessed content validity. The response process was explored involving 31 medical students and residents at 2 academic institutions. Exploratory factor analysis and reliability analyses were performed on completed instruments. Two Delphi consultation rounds refined the wording of items and eliminated several items. Learners found both instruments easy and quick to answer; it took them less than 5 minutes to complete. Learners preferred an electronic format of the instruments over paper. Factor analysis revealed a two- and three-factor solution for the FEEDME-Culture and FEEDME-Provider instruments, respectively. Cronbach's alpha was greater than 0.80 for all factors. Items on both instruments were moderately to highly correlated (range, r = .3-.7). Our results provide preliminary validity evidence of 2 novel feedback instruments. After further validation of both FEEDME instruments, sharing the results of the FEEDME-Culture instrument with educational leaders and faculty may improve the culture of feedback on specific educational rotations and at the institutional level. The FEEDME-Provider instrument could be useful for faculty development targeting feedback skills. Additional research studies could assess whether both instruments may be used to help learners receive feedback and prompt reflective learning.

H∞ control of combustion in diesel engines using a discrete dynamics model

NASA Astrophysics Data System (ADS)

Hirata, Mitsuo; Ishizuki, Sota; Suzuki, Masayasu

2016-09-01

This paper proposes a control method for combustion in diesel engines using a discrete dynamics model. The proposed two-degree-of-freedom control scheme achieves not only good feedback properties such as disturbance suppression and robust stability but also a good transient response. The method includes a feedforward controller constructed from the inverse model of the plant, and a feedback controller designed by an Hcontrol method, which reduces the effect of the turbocharger lag. The effectiveness of the proposed method is evaluated via numerical simulations.

Thermo-optic locking of a semiconductor laser to a microcavity resonance.

PubMed

McRae, T G; Lee, Kwan H; McGovern, M; Gwyther, D; Bowen, W P

2009-11-23

We experimentally demonstrate thermo-optic locking of a semiconductor laser to an integrated toroidal optical microcavity. The lock is maintained for time periods exceeding twelve hours, without requiring any electronic control systems. Fast control is achieved by optical feedback induced by scattering centers within the microcavity, with thermal locking due to optical heating maintaining constructive interference between the cavity and the laser. Furthermore, the optical feedback acts to narrow the laser linewidth, with ultra high quality microtoroid resonances offering the potential for ultralow linewidth on-chip lasers.

Optimal feedback strategies for pursuit-evasion and interception in a plane

NASA Technical Reports Server (NTRS)

Rajan, N.; Ardema, M. D.

1983-01-01

Variable-speed pursuit-evasion and interception for two aircraft moving in a horizontal plane are analyzed in terms of a coordinate frame fixed in the plane at termination. Each participant's optimal motion can be represented by extremal trajectory maps. These maps are used to discuss sub-optimal approximations that are independent of the other participant. A method of constructing sections of the barrier, dispersal, and control-level surfaces and thus determining feedback strategies is described. Some examples are shown for pursuit-evasion and the minimum-time interception of a straight-flying target.

Feedbacks in human-landscape systems

NASA Astrophysics Data System (ADS)

Chin, Anne

2015-04-01

As human interactions with Earth systems intensify in the "Anthropocene", understanding the complex relationships among human activity, landscape change, and societal responses to those changes is increasingly important. Interdisciplinary research centered on the theme of "feedbacks" in human-landscape systems serves as a promising focus for unraveling these interactions. Deciphering interacting human-landscape feedbacks extends our traditional approach of considering humans as unidirectional drivers of change. Enormous challenges exist, however, in quantifying impact-feedback loops in landscapes with significant human alterations. This paper illustrates an example of human-landscape interactions following a wildfire in Colorado (USA) that elicited feedback responses. After the 2012 Waldo Canyon Fire, concerns for heightened flood potential and debris flows associated with post-fire hydrologic changes prompted local landowners to construct tall fences at the base of a burned watershed. These actions changed the sediment transport regime and promoted further landscape change and human responses in a positive feedback cycle. The interactions ultimately increase flood and sediment hazards, rather than dampening the effects of fire. A simple agent-based model, capable of integrating social and hydro-geomorphological data, demonstrates how such interacting impacts and feedbacks could be simulated. Challenges for fully capturing human-landscape feedback interactions include the identification of diffuse and subtle feedbacks at a range of scales, the availability of data linking impact with response, the identification of multiple thresholds that trigger feedback mechanisms, and the varied metrics and data needed to represent both the physical and human systems. By collaborating with social scientists with expertise in the human causes of landscape change, as well as the human responses to those changes, geoscientists could more fully recognize and anticipate the coupled human-landscape interactions that will drive the evolution of Earth systems into the future.

General practitioner registrars' experiences of multisource feedback: a qualitative study.

PubMed

Findlay, Nigel

2012-09-01

To explore the experiences of general practitioner (GP) specialty training registrars, thereby generating more understanding of the ways in which multisource feedback impacts upon their self-perceptions and professional behaviour, and provide information that might guide its use in the revalidation process of practising GPs. Complete transcripts of semi-structured, audio-taped qualitative interviews were analysed using the constant comparative method, to describe the experiences of multisource feedback for individual registrars. Five GP registrars participated. The first theme to emerge was the importance of the educational supervisor in encouraging the registrar through the emotional response, then facilitating interpretation of feedback and personal development. The second was the differing attitudes to learning and development, which may be in conflict with threats to self-image. The current RCGP format for obtaining multisource feedback for GP registrars may not always be achieving its purpose of challenging self-perceptions and motivating improved performance. An enhanced qualitative approach, through personal interviews rather than anonymous questionnaires, may provide a more accurate picture. This would address the concerns of some registrars by reducing their logistical burden and may facilitate more constructive feedback. The educational supervisor has an important role in promoting personal development, once this feedback is shared. The challenge for teaching organisations is to create a climate of comfort for learning, yet encourage learning beyond a 'comfort zone'.

Comprehending Consumption: The Behavioral Basis and Implementation of Driver Feedback for Reducing Vehicle Energy Use

NASA Astrophysics Data System (ADS)

Stillwater, Tai

A large body of evidence suggests that drivers who receive real-time fuel economy information can increase their vehicle fuel economy by 5%, a process commonly known as ecodriving. However, few studies have directly addressed the human side of the feedback, that is, why drivers would (or would not) be motivated to change their behavior and how to design feedback devices to maximize the motivation to ecodrive. This dissertation approaches the question using a mixed qualitative and quantitative approach to explore driver responses and psychology as well as to quantify the process of behavior change. The first chapter discusses the use of mile-per-gallon fuel economy as a metric for driver feedback and finds that an alternative energy economy metric is superior for real-time feedback. The second chapter reviews behavioral theories and proposes a number of practical solutions for the ecodriving context. In the third chapter the theory of planned behavior is tested against driver responses to an existing feedback system available in the 2008 model Toyota Prius. The fourth chapter presents a novel feedback design based on behavioral theories and drivers' responses to the feedback. Finally, chapter five presents the quantitative results of a natural-driving study of fuel economy feedback. The dissertation findings suggest that behavior theories such as the Theory of Planned Behavior can provide important improvements to existing feedback designs. In addition, a careful analysis of vehicle energy flows indicates that the mile-per-gallon metric is deeply flawed as a real-time feedback metric, and should be replaced. Chapters 2 and 3 conclude that behavior theories have both a theoretical and highly practical role in feedback design, although the driving context requires just as much care in the application. Chapters 4 and 5 find that a theory-inspired interface provides drivers with engaging and motivating feedback, and that integrating personal goal into the feedback is the most motivating theory-based addition. Finally, the behavioral model results in chapter 5 suggest that driver goals not only influence in-vehicle energy use, but are themselves flexible constructs that can be directly influenced by energy feedback.

Taking sociality seriously: the structure of multi-dimensional social networks as a source of information for individuals

PubMed Central

Barrett, Louise; Henzi, S. Peter; Lusseau, David

2012-01-01

Understanding human cognitive evolution, and that of the other primates, means taking sociality very seriously. For humans, this requires the recognition of the sociocultural and historical means by which human minds and selves are constructed, and how this gives rise to the reflexivity and ability to respond to novelty that characterize our species. For other, non-linguistic, primates we can answer some interesting questions by viewing social life as a feedback process, drawing on cybernetics and systems approaches and using social network neo-theory to test these ideas. Specifically, we show how social networks can be formalized as multi-dimensional objects, and use entropy measures to assess how networks respond to perturbation. We use simulations and natural ‘knock-outs’ in a free-ranging baboon troop to demonstrate that changes in interactions after social perturbations lead to a more certain social network, in which the outcomes of interactions are easier for members to predict. This new formalization of social networks provides a framework within which to predict network dynamics and evolution, helps us highlight how human and non-human social networks differ and has implications for theories of cognitive evolution. PMID:22734054

Extending human proprioception to cyber-physical systems

NASA Astrophysics Data System (ADS)

Keller, Kevin; Robinson, Ethan; Dickstein, Leah; Hahn, Heidi A.; Cattaneo, Alessandro; Mascareñas, David

2016-04-01

Despite advances in computational cognition, there are many cyber-physical systems where human supervision and control is desirable. One pertinent example is the control of a robot arm, which can be found in both humanoid and commercial ground robots. Current control mechanisms require the user to look at several screens of varying perspective on the robot, then give commands through a joystick-like mechanism. This control paradigm fails to provide the human operator with an intuitive state feedback, resulting in awkward and slow behavior and underutilization of the robot's physical capabilities. To overcome this bottleneck, we introduce a new human-machine interface that extends the operator's proprioception by exploiting sensory substitution. Humans have a proprioceptive sense that provides us information on how our bodies are configured in space without having to directly observe our appendages. We constructed a wearable device with vibrating actuators on the forearm, where frequency of vibration corresponds to the spatial configuration of a robotic arm. The goal of this interface is to provide a means to communicate proprioceptive information to the teleoperator. Ultimately we will measure the change in performance (time taken to complete the task) achieved by the use of this interface.

Using Basic Quality Management Concepts to Produce Total Quality School Buildings.

ERIC Educational Resources Information Center

Herman, Jerry J.

1994-01-01

Quality control in designing and building school buildings depends on customer feedback. Outlines and graphically demonstrates the interrelationships among the input sources; the information acquired; and the three phases of predesign, construction, and completion. (MLF)

Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport.

PubMed

Saville, Paul D; Bray, Steven R; Martin Ginis, Kathleen A; Cairney, John; Marinoff-Shupe, Deborah; Pettit, Andrew

2014-04-01

Interpersonal feedback from coaches may be instrumental in the formation of children's self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7-12) and focus groups with recreational league participants (N = 28; ages 8-12). Participants' responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura's (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez's (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children's RISE and self-efficacy.

Self-organization and feedback effects in the shock compressed media

NASA Astrophysics Data System (ADS)

Khantuleva, Tatyana

2005-07-01

New theoretical approach to the transport in condensed matter far from equilibrium combines methods of statistical mechanics and cybernetic physics in order to construct closed mathematical model of a system with self-organization and self-regulation. Mesoscopic effects are considered as a result of the structure formation and the feedback effects in an open system under dynamic loading. Nonequilibrium state equations had been involved to incorporate the velocity dispersion. Integrodifferential balance equations describe both wave and dissipative transport properties. Boundary conditions determine the internal scale spectra. The model is completed by the feedback that introduces the structure evolution basing the methods of cybernetic physics. The obtained results open a wide prospective for the control methods in applications to new technologies, intellectual systems and prediction of catastrophic phenomena.

Motives of Log Schemes

NASA Astrophysics Data System (ADS)

Howell, Nicholas L.

This thesis introduces two notions of motive associated to a log scheme. We introduce a category of log motives a la Voevodsky, and prove that the embedding of Voevodsky motives is an equivalence, in particular proving that any homotopy-invariant cohomology theory of schemes extends uniquely to log schemes. In the case of a log smooth degeneration, we give an explicit construction of the motivic Albanese of the degeneration, and show that the Hodge realization of this construction gives the Albanese of the limit Hodge structure.

Nest Boxes Artificial Homes for Woodland Mammals.

ERIC Educational Resources Information Center

Decker, Daniel J.; Kelley, John W.

1983-01-01

Provides instructions for constructing artificial "homes" for squirrels, raccoons, and rabbits. These include squirrel dens constructed from discarded automobile tires and squirrel nest boxes, raccoon dens, and rabbit burrows constructed from wood. Includes a chart giving dimensions of materials needed and suggestions on where to place the…

Black Hole Foraging: Feedback Drives Feeding

NASA Astrophysics Data System (ADS)

Dehnen, Walter; King, Andrew

2013-11-01

We suggest a new picture of supermassive black hole (SMBH) growth in galaxy centers. Momentum-driven feedback from an accreting hole gives significant orbital energy, but little angular momentum to the surrounding gas. Once central accretion drops, the feedback weakens and swept-up gas falls back toward the SMBH on near-parabolic orbits. These intersect near the black hole with partially opposed specific angular momenta, causing further infall and ultimately the formation of a small-scale accretion disk. The feeding rates into the disk typically exceed Eddington by factors of a few, growing the hole on the Salpeter timescale and stimulating further feedback. Natural consequences of this picture include (1) the formation and maintenance of a roughly toroidal distribution of obscuring matter near the hole; (2) random orientations of successive accretion disk episodes; (3) the possibility of rapid SMBH growth; (4) tidal disruption of stars and close binaries formed from infalling gas, resulting in visible flares and ejection of hypervelocity stars; (5) super-solar abundances of the matter accreting on to the SMBH; and (6) a lower central dark-matter density, and hence annihilation signal, than adiabatic SMBH growth implies. We also suggest a simple subgrid recipe for implementing this process in numerical simulations.

The policies-inequality feedback and health: the case of globalisation.

PubMed

De Vogli, R; Gimeno, D; Mistry, R

2009-09-01

Major research contributions aimed at explaining the association between economic inequality and health have concentrated on the plausibility of the material deprivation and psychosocial factors pathways. However, little work has analysed the reciprocal associations between public policies and inequality and their effect on health. A conceptual framework was first proposed explaining how the public policies-inequality feedback can influence health outcomes via material deprivation and psychosocial factors. Then, a critical review of the literature was conducted and an analysis of the health effects of the globalisation-inequality feedback as a case study. Different bodies of evidence seem to give support to the hypothesis of a public policies-inequality feedback influencing health-related outcomes. This seems to be particularly true when considering globalisation policies. Since the widespread adoption of the so-called "Washington Consensus", economic inequalities have sharply increased worldwide. The rise in inequality has, in turn, further consolidated the adoption of these policies through an increasing "democratic deficit". The reciprocal effects of globalisation and inequality have produced adverse health outcomes between and within societies through both material deprivation and psychosocial stress. Public policies and economic inequality are inextricably interrelated and can affect health through multiple, indirect, reciprocal pathways.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

PubMed

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Plug-in module acceleration feedback control for fast steering mirror-based beam stabilization systems

NASA Astrophysics Data System (ADS)

Deng, Chao; Ren, Wei; Mao, Yao; Ren, Ge

2017-08-01

A plug-in module acceleration feedback control (Plug-In AFC) strategy based on the disturbance observer (DOB) principle is proposed for charge-coupled device (CCD)-based fast steering mirror (FSM) stabilization systems. In classical FSM tracking systems, dual-loop control (DLC), including velocity feedback and position feedback, is usually utilized to enhance the closed-loop performance. Due to the mechanical resonance of the system and CCD time delay, the closed-loop bandwidth is severely restricted. To solve this problem, cascade acceleration feedback control (AFC), which is a kind of high-precision robust control method, is introduced to strengthen the disturbance rejection property. However, in practical applications, it is difficult to realize an integral algorithm in an acceleration controller to compensate for the quadratic differential contained in the FSM acceleration model, resulting in a challenging controller design and a limited improvement. To optimize the acceleration feedback framework in the FSM system, different from the cascade AFC, the accelerometers are used to construct DOB to compensate for the platform vibrations directly. The acceleration nested loop can be plugged into the velocity loop without changing the system stability, and the controller design is quite simple. A series of comparative experimental results demonstrate that the disturbance rejection property of the CCD-based FSM can be effectively improved by the proposed approach.

Human Water Use Impacts on the Strength of the Continental Sink for Atmospheric Water

NASA Astrophysics Data System (ADS)

Keune, Jessica; Sulis, Mauro; Kollet, Stefan; Siebert, Stefan; Wada, Yoshihide

2018-05-01

In the hydrologic cycle, continental landmasses constitute a sink for atmospheric moisture as annual terrestrial precipitation commonly exceeds evapotranspiration. Simultaneously, humans intervene in the hydrologic cycle and pump groundwater to sustain, for example, drinking water and food production. Here we use a coupled groundwater-to-atmosphere modeling platform, set up over the European continent, to study the influence of groundwater pumping and irrigation on the net atmospheric moisture import of the continental landmasses, which defines the strength of the continental sink. Water use scenarios are constructed to account for uncertainties of atmospheric feedback during the heatwave year 2003. We find that human water use induces groundwater-to-atmosphere feedback, which potentially weaken the continental sink over arid watersheds in southern Europe. This feedback is linked to groundwater storage, which suggests that atmospheric feedbacks to human water use may contribute to drying of watersheds, thereby raising water resources and socio-economic concerns beyond local sustainability considerations.

Cowpeas in Northern Ghana and the Factors that Predict Caregivers’ Intention to Give Them to Schoolchildren

PubMed Central

Abizari, Abdul-Razak; Pilime, Nerisa; Armar-Klemesu, Margaret; Brouwer, Inge D.

2013-01-01

Background Cowpeas are important staple legumes among the rural poor in northern Ghana. Our objectives were to assess the iron and zinc content of cowpea landraces and identify factors that predict the intention of mothers/caregivers to give cowpeas to their schoolchildren. Methods and Findings We performed biochemical analysis on 14 landraces of cowpeas and assessed the opinion of 120 caregiver-child pairs on constructs based on the combined model of the Theory of Planned Behaviour and Health Belief Model. We used correlations and multiple regressions to measure simple associations between constructs and identify predictive constructs. Cowpea landraces contained iron and zinc in the range of 4.9–8.2 mg/100 g d.w and 2.7–4.1 mg/100 g d.w respectively. The landraces also contained high amounts of phytate (477–1110 mg/100 g d.w) and polyphenol (327–1055 mg/100 g d.w). Intention of mothers was strongly associated (rs = 0.72, P<0.001) with and predicted (β = 0.63, P<0.001) behaviour. The constructs, barriers (β = –0.42, P = 0.001) and attitudes towards behaviour (β = 0.25, P<0.028), significantly predicted intention albeit the predictive ability of the model was weak. Conclusions We conclude that some cowpea landraces from northern Ghana have appreciable amounts of iron and zinc but probably with poor bioavailability. Attitudes towards giving cowpeas and perception of barriers are important predictors of caregivers’ intention to give cowpeas to their schoolchildren. Finally our results suggest that increasing knowledge on nutritional benefits of cowpeas may increase health values caregivers hold for their children in support of giving cowpeas to schoolchildren. PMID:23951289

A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity in Medical Education.

PubMed

Kost, Amanda; Combs, Heidi; Smith, Sherilyn; Klein, Eileen; Kritek, Patricia; Robins, Lynne; Cianciolo, Anna T; Butani, Lavjay; Gigante, Joseph; Ramani, Subha

2015-01-01

WGEA 2015 CONFERENCE ABSTRACT (EDITED). Faculty Perceptions of Receiving Feedback From Third-Year Clerkship Students. Amanda Kost, Heidi Combs, Sherilyn Smith, Eileen Klein, Patricia Kritek, and Lynne Robins. PHENOMENON: In addition to giving feedback to 3rd-year clerkship students, some clerkship instructors receive feedback, requested or spontaneous, from students prior to the clerkship's end. The concept of bidirectional feedback is appealing as a means of fostering a culture of respectful communication and improvement. However, little is known about how teachers perceive this feedback in practice or how it impacts the learning environment. We performed 24 semistructured 30-minute interviews with 3 to 7 attending physician faculty members each in Pediatrics, Internal Medicine, Family Medicine, Surgery, Psychiatry, and Obstetrics and Gynecology who taught in 3rd-year required clerkships during the 2012-2013 academic year. Questions probed teachers' experience with and attitudes toward receiving student feedback. Prompts were used to elicit stories and obtain participant demographics. Interviews were audio-recorded, transcribed, and entered into Dedoose for qualitative analysis. Researchers read transcripts holistically for meaning, designed a coding template, and then independently coded each transcript. A constant comparative approach and regular meetings were used to ensure consistent coding between research team members. Participants ranged in age from 37 to 74, with 5 to 35 years of teaching experience. Seventy-one percent were male, and 83% identified as White. In our preliminary analysis, our informants reported a range of experience in receiving student feedback prior to the end of a clerkship, varying from no experience to having developed mechanisms to regularly request specific feedback about their programs. Most expressed openness to actively soliciting and receiving student feedback on their teaching during the clerkship although many questioned whether this process was feasible. Actual responses to receiving student feedback were mixed. Some reported having received feedback that motivated change, and others rejected the feedback they received on the grounds that it lacked validity or was inappropriate. Others expressed uncertainty about how they would react to student feedback. Faculty expressed a preference for receiving feedback about behaviors and items that were within their control. INSIGHTS: These findings suggest there is opportunity to pilot implementation of a structured student feedback mechanism, separate from teacher evaluations, in selected 3rd-year clerkships. Materials should developed to help faculty solicit, understand, and respond to student feedback and to help students frame and provide the kinds of feedback to teachers that will lead to suggested improvements. Both these endeavors have the potential to improve the clinical learning environment during 3rd-year clerkships through the cultivation of respectful communication and the encouragement of improvement in teaching efforts.

Four-center bubbled BPS solutions with a Gibbons-Hawking base

NASA Astrophysics Data System (ADS)

Heidmann, Pierre

2017-10-01

We construct four-center bubbled BPS solutions with a Gibbons-Hawking base space. We give a systematic procedure to build scaling solutions: starting from three-supertube configurations and using generalized spectral flows and gauge transformations to extend to solutions with four Gibbons-Hawking centers. This allows us to construct very large families of smooth horizonless solutions that have the same charges and angular momentum as supersymmetric black holes with a macroscopically large horizon area. Our construction reveals that all scaling solutions with four Gibbons Hawking centers have an angular momentum at around 99% of the cosmic censorship bound. We give both an analytical and a numerical explanation for this unexpected feature.

Advanced communication skills: conflict management and persuasion.

PubMed

Ang, Marigene

2002-11-01

There is an increasing need in the medical school curriculum to adequately prepare students for professionalism in the workplace. This senior seminar is a four-week course designed to develop fluency in handling conflict and negotiation as well as understanding the elements of persuasive communication. Students used the Meyers-Brigg Personality Inventory as a paradigm for understanding different communication styles. The class was piloted in October and November 2001 and consisted of four modules. In module one, each student was given the Meyers-Brigg Personality Inventory to take. Discussions and exercises provided insight into the student's own communication style as well as styles the individual student might find more problematic. The second module consisted of four sessions focusing on conflict management and negotiating skills. Students were given strategies for dealing with conflict as well as specific approaches for communicating with "difficult" patients. In the subsequent sessions, students had a chance to further incorporate these strategies by (1) discussing in a small-group setting a conflict situation that they had either witnessed or experienced in order to systematically evaluate how to incorporate conflict-management approaches into their particular communication style. (2) Role-playing four conflict situations students' were likely to encounter in their professional lives. Role-plays were videotaped and individual feedback was given immediately after the role-play by the observing students, the patient-actor, and the evaluator, who had been trained to give specific feedback on the conflict strategies. (3) Watching specific videotaped role-plays as a class allowed students to see and give feedback on particularly effective strategies that their colleagues used. The third module was devoted to giving bad news and ways that different people prefer to receive bad news, using the MBTI personality types as examples. The final module outlined the principles used in persuasion. Each student had the opportunity to make a five-to-ten-minute persuasive speech, the topic to be applicable to the student's specialty, which was reviewed by his peers. Feedback was tailored specifically to the different principles of persuasion. The curriculum was judged to be effective in changing confidence and attitudes as evidenced by pre- and post-course evaluations that students filled out during the last session of the class. Six things contributed to its success: (1) the class was offered as a fourth-year seminar; students could see its relevance and therefore were motivated to learn. (2) Activities were designed to build on learning in ways that graduated from passive to active. In such a way the theoretical was made practical. (3) Feedback was immediate and congruent. For example, the evaluators and patient-actors were all trained in the conflict management principles taught. (4) Feedback done by peer review allowed students to internalize strategies. (5) Concrete steps were given for behavioral change. (6) Small-group sessions invited camaraderie and allowed for individualized attention. Future activities include integrating this curriculum into residency teaching; the course is a continuation of a first-year course on interviewing skills taken by every student.

Feedbacks between Reservoir Operation and Floodplain Development

NASA Astrophysics Data System (ADS)

Wallington, K.; Cai, X.

2017-12-01

The increased connectedness of socioeconomic and natural systems warrants the study of them jointly as Coupled Natural-Human Systems (CNHS) (Liu et al., 2007). One such CNHS given significant attention in recent years has been the coupled sociological-hydrological system of floodplains. Di Baldassarre et al. (2015) developed a model coupling floodplain development and levee heightening, a flood control measure, which demonstrated the "levee effect" and "adaptation effect" seen in observations. Here, we adapt the concepts discussed by Di Baldassarre et al. (2015) and apply them to floodplains in which the primary flood control measure is reservoir storage, rather than levee construction, to study the role of feedbacks between reservoir operation and floodplain development. Specifically, we investigate the feedback between floodplain development and optimal management of trade-offs between flood water conservation and flood control. By coupling a socio-economic model based on that of Di Baldassarre et al. (2015) with a reservoir optimization model based on that discussed in Ding et al. (2017), we show that reservoir operation rules can co-evolve with floodplain development. Furthermore, we intend to demonstrate that the model results are consistent with real-world data for reservoir operating curves and floodplain development. This model will help explain why some reservoirs are currently operated for purposes which they were not originally intended and thus inform reservoir design and construction.

The impact of online therapeutic feedback on outcome measures in Internet-CBTI for adolescents with insomnia.

PubMed

de Bruin, Eduard Jan; Meijer, Anne Marie

2017-01-01

Guided Internet cognitive behavioral therapy for insomnia (CBTI) offers an effective treatment for adolescents, but little is known about the active ingredients of therapeutic feedback on outcomes. This study aims to identify which factors can be distinguished in written therapeutic feedback in Internet CBTI, and examine whether these factors and participation in a chat session contribute to sleep outcomes. Internet CBTI was applied to 57 adolescents (mean age 15.43 years, SD 1.74, 82.5% girls). Symptoms of insomnia and chronic sleep reduction, and total sleep time, time in bed, and sleep efficiency from seven day sleep logs were measured at baseline, post-treatment, and at two month follow-up. With a coding instrument developed for this study, two independent researchers coded transcripts of the written therapeutic feedback of the Internet CBTI sessions with an event sampling method. Principal component analysis of the initial 17 items from the coding instrument yielded four distinct factors of therapeutic feedback, of which only Sleep expertise seemed to contribute to improvements after Internet CBTI. The other factors, indicating forms of encouragement, and participation in a chat session seemed counterproductive. This first longitudinal study into effects of therapeutic feedback in adolescent Internet CBTI indicated that emphasizing knowledge about sleep might contribute to insomnia improvement. The structured nature of the preprogrammed treatment content, delay of therapeutic feedback due to standardized timing, and unintentional reinforcement of undesirable behavior by giving attention to failures might explain the negative results of encouraging behavior. Further research to identify effective therapeutic factors in Internet therapy is warranted. Copyright © 2016 Elsevier B.V. All rights reserved.

Analytical study of robustness of a negative feedback oscillator by multiparameter sensitivity

PubMed Central

2014-01-01

Background One of the distinctive features of biological oscillators such as circadian clocks and cell cycles is robustness which is the ability to resume reliable operation in the face of different types of perturbations. In the previous study, we proposed multiparameter sensitivity (MPS) as an intelligible measure for robustness to fluctuations in kinetic parameters. Analytical solutions directly connect the mechanisms and kinetic parameters to dynamic properties such as period, amplitude and their associated MPSs. Although negative feedback loops are known as common structures to biological oscillators, the analytical solutions have not been presented for a general model of negative feedback oscillators. Results We present the analytical expressions for the period, amplitude and their associated MPSs for a general model of negative feedback oscillators. The analytical solutions are validated by comparing them with numerical solutions. The analytical solutions explicitly show how the dynamic properties depend on the kinetic parameters. The ratio of a threshold to the amplitude has a strong impact on the period MPS. As the ratio approaches to one, the MPS increases, indicating that the period becomes more sensitive to changes in kinetic parameters. We present the first mathematical proof that the distributed time-delay mechanism contributes to making the oscillation period robust to parameter fluctuations. The MPS decreases with an increase in the feedback loop length (i.e., the number of molecular species constituting the feedback loop). Conclusions Since a general model of negative feedback oscillators was employed, the results shown in this paper are expected to be true for many of biological oscillators. This study strongly supports that the hypothesis that phosphorylations of clock proteins contribute to the robustness of circadian rhythms. The analytical solutions give synthetic biologists some clues to design gene oscillators with robust and desired period. PMID:25605374

Creating an Excellent Patient Experience Through Service Education: Content and Methods for Engaging and Motivating Front-Line Staff.

PubMed

Kennedy, Denise M

2017-12-01

Service quality and patient satisfaction affect an organization's value-based payments. This new value paradigm calls for a new approach to service education and training for front-line staff. Thoughtfully conceived, department-specific content, infused with patient feedback, value creation, and science of service quality principles, was developed to give front-line staff a deeper understanding of the impact of their performance on patient experience, value creation, and value-based revenue. Feedback from nearly 1500 trainees in 60 educational sessions delivered over 7 years indicates good understanding of the content and appreciation of the targeted approach. On a 5-point scale ranging from 1 (least effective) to 5 (most effective), trainees' ratings of their understanding of service quality concepts and impact on value ranged from 4.7 to 4.9. Verbatim comments showed a positive impact on staff. Employee feedback suggests that value-based service education may be useful in motivating front-line staff, improving service quality, and creating value.

Creating an Excellent Patient Experience Through Service Education

PubMed Central

2017-01-01

Service quality and patient satisfaction affect an organization’s value-based payments. This new value paradigm calls for a new approach to service education and training for front-line staff. Thoughtfully conceived, department-specific content, infused with patient feedback, value creation, and science of service quality principles, was developed to give front-line staff a deeper understanding of the impact of their performance on patient experience, value creation, and value-based revenue. Feedback from nearly 1500 trainees in 60 educational sessions delivered over 7 years indicates good understanding of the content and appreciation of the targeted approach. On a 5-point scale ranging from 1 (least effective) to 5 (most effective), trainees’ ratings of their understanding of service quality concepts and impact on value ranged from 4.7 to 4.9. Verbatim comments showed a positive impact on staff. Employee feedback suggests that value-based service education may be useful in motivating front-line staff, improving service quality, and creating value. PMID:29276761