An uncertainty principle for star formation - II. A new method for characterising the cloud-scale physics of star formation and feedback across cosmic history

NASA Astrophysics Data System (ADS)

Kruijssen, J. M. Diederik; Schruba, Andreas; Hygate, Alexander P. S.; Hu, Chia-Yu; Haydon, Daniel T.; Longmore, Steven N.

2018-05-01

The cloud-scale physics of star formation and feedback represent the main uncertainty in galaxy formation studies. Progress is hampered by the limited empirical constraints outside the restricted environment of the Local Group. In particular, the poorly-quantified time evolution of the molecular cloud lifecycle, star formation, and feedback obstructs robust predictions on the scales smaller than the disc scale height that are resolved in modern galaxy formation simulations. We present a new statistical method to derive the evolutionary timeline of molecular clouds and star-forming regions. By quantifying the excess or deficit of the gas-to-stellar flux ratio around peaks of gas or star formation tracer emission, we directly measure the relative rarity of these peaks, which allows us to derive their lifetimes. We present a step-by-step, quantitative description of the method and demonstrate its practical application. The method's accuracy is tested in nearly 300 experiments using simulated galaxy maps, showing that it is capable of constraining the molecular cloud lifetime and feedback time-scale to <0.1 dex precision. Access to the evolutionary timeline provides a variety of additional physical quantities, such as the cloud-scale star formation efficiency, the feedback outflow velocity, the mass loading factor, and the feedback energy or momentum coupling efficiencies to the ambient medium. We show that the results are robust for a wide variety of gas and star formation tracers, spatial resolutions, galaxy inclinations, and galaxy sizes. Finally, we demonstrate that our method can be applied out to high redshift (z≲ 4) with a feasible time investment on current large-scale observatories. This is a major shift from previous studies that constrained the physics of star formation and feedback in the immediate vicinity of the Sun.

A Review of Literature on Formative Evaluation of Teachers through Mid-Term Student Feedback and How the Reiser and Dick Instructional Planning Model Can Enhance This Feedback.

ERIC Educational Resources Information Center

Hampton, Scott E.

Research has shown that student mid-term feedback has significantly increased subsequent ratings of teacher effectiveness, student achievement, and student attitudes when the feedback results were accompanied by expert consultation. A gap in the literature is an instrument intended to provide specific feedback on systematic planning and delivery…

Feedback Codes and Action Plans: Building the Capacity of First-Year Students to Apply Feedback to a Scientific Report

ERIC Educational Resources Information Center

Bird, Fiona L.; Yucel, Robyn

2015-01-01

Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…

Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology

ERIC Educational Resources Information Center

Pagano, Rosane; Paucar-Caceres, Alberto

2013-01-01

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…

Motivating student learning using a formative assessment journey

PubMed Central

Evans, Darrell J R; Zeun, Paul; Stanier, Robert A

2014-01-01

Providing formative assessment opportunities has been recognised as a significant benefit to student learning. The outcome of any formative assessment should be one that ultimately helps improve student learning through familiarising students with the levels of learning required, informing them about gaps in their learning and providing feedback to guide the direction of learning. This article provides an example of how formative assessments can be developed into a formative assessment journey where a number of different assessments can be offered to students during the course of a module of teaching, thus utilising a spaced-education approach. As well as incorporating the specific drivers of formative assessment, we demonstrate how approaches deemed to be stimulating, interactive and entertaining with the aim of maximising enthusiasm and engagement can be incorporated. We provide an example of a mixed approach to evaluating elements of the assessment journey that focuses student reaction, appraisal of qualitative and quantitative feedback from student questionnaires, focus group analysis and teacher observations. Whilst it is not possible to determine a quantifiable effect of the assessment journey on student learning, usage data and student feedback shows that formative assessment can achieve high engagement and positive response to different assessments. Those assessments incorporating an active learning element and a quiz-based approach appear to be particularly popular. A spaced-education format encourages a building block approach to learning that is continuous in nature rather than focussed on an intense period of study prior to summative examinations. PMID:24111930

Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study

NASA Astrophysics Data System (ADS)

Biggam, John

There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.

Feedback in Technology-Based Instruction: Learner Preferences

ERIC Educational Resources Information Center

Lefevre, David; Cox, Benita

2016-01-01

This research investigates learner preferences for the format of feedback?when using technology-based instruction (TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback…

Reengineering Activities in K-8 Classrooms: Focus on Formative Feedback

ERIC Educational Resources Information Center

Foster, Patrick N.

2006-01-01

Almost every K-8 technology activity includes feedback. Technology teachers generally view the input-process-output paradigm as being incomplete. A step toward completion would be the inclusion of a "feedback" component incorporating reengineering. This article provides an example of how one activity evolved through several stages to include…

Self Adapted Testing as Formative Assessment: Effects of Feedback and Scoring on Engagement and Performance

ERIC Educational Resources Information Center

Arieli-Attali, Meirav

2016-01-01

This dissertation investigated the feasibility of self-adapted testing (SAT) as a formative assessment tool with the focus on learning. Under two different orientation goals--to excel on a test (performance goal) or to learn from the test (learning goal)--I examined the effect of different scoring rules provided as interactive feedback, on test…

The dangers of being trigger-happy

NASA Astrophysics Data System (ADS)

Dale, J. E.; Haworth, T. J.; Bressert, E.

2015-06-01

We examine the evidence offered for triggered star formation against the backdrop provided by recent numerical simulations of feedback from massive stars at or below giant molecular cloud sizescales. We compile a catalogue of 67 observational papers, mostly published over the last decade, and examine the signposts most commonly used to infer the presence of triggered star formation. We then determine how well these signposts perform in a recent suite of hydrodynamic simulations of star formation including feedback from O-type stars performed by Dale et al. We find that none of the observational markers improve the chances of correctly identifying a given star as triggered by more than factors of 2 at most. This limits the fidelity of these techniques in interpreting star formation histories. We therefore urge caution in interpreting observations of star formation near feedback-driven structures in terms of triggering.

Competency-based achievement system: using formative feedback to teach and assess family medicine residents' skills.

PubMed

Ross, Shelley; Poth, Cheryl N; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-09-01

Family medicine residency programs require innovative means to assess residents' competence in "soft" skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. To develop a method to assess residents' competence in various skills and to identify residents who are having difficulty. The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents' knowledge of and competence in important skills. By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence.

Feedback in Plastic and Reconstructive Surgery Education: Past, Present, and Future.

PubMed

Connolly, Katharine A; Azouz, Solomon M; Smith, Anthony A

2015-11-01

Education is to be provided efficiently and effectively according to guidelines in the United States by the Accreditation Council for Graduate Medical Education as core competencies and in Canada by the Royal College according to the CanMEDS framework. This article defines formative feedback, reviews the currently available validated feedback tools, and describes the future use of technology to enhance feedback in plastic surgery education.

The Value of Peer Feedback Opportunities for Students in Writing Intensive Classes

ERIC Educational Resources Information Center

Kennette, Lynne N.; Frank, Nichole M.

2013-01-01

The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to…

Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

ERIC Educational Resources Information Center

Court, Krista

2014-01-01

Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

ERIC Educational Resources Information Center

Adiguzel, Tufan; Varank, Ilhan; Erkoç, Mehmet Fatih; Buyukimdat, Meryem Koskeroglu

2017-01-01

This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was…

Barriers to the Uptake and Use of Feedback in the Context of Summative Assessment

ERIC Educational Resources Information Center

Harrison, Christopher J.; Könings, Karen D.; Schuwirth, Lambert; Wass, Valerie; van der Vleuten, Cees

2015-01-01

Despite calls for feedback to be incorporated in all assessments, a dichotomy exists between formative and summative assessments. When feedback is provided in a summative context, it is not always used effectively by learners. In this study we explored the reasons for this. We conducted individual interviews with 17 students who had recently…

Focus on Formative Feedback

ERIC Educational Resources Information Center

Shute, Valerie J.

2008-01-01

This article reviews the corpus of research on feedback, with a focus on formative feedback--defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is…

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice

PubMed Central

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-01-01

Background UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. Aim To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. Design and setting A qualitative study in UK general practice. Method In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Results Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, ‘self’ selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Conclusion Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised. PMID:22546590

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice.

PubMed

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-05-01

UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. A qualitative study in UK general practice. In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, 'self' selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised.

Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.

PubMed

Deane, Richard P; Joyce, Pauline; Murphy, Deirdre J

2015-10-09

Team Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a team of medical students undertake a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan and receive immediate feedback on their performance from a facilitator. TOSBA was introduced as formative assessment to an 8-week undergraduate teaching programme in Obstetrics and Gynaecology (O&G) in 2013/14. Each student completed 5 TOSBA sessions during the rotation. The aim of the study was to evaluate TOSBA as a teaching method to provide formative assessment for medical students during their clinical rotation. The research questions were: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback? A prospective cohort study was conducted over a full academic year (2013/14). The study used 2 methods to evaluate TOSBA as a teaching method to provide formative assessment: (1) an online survey of TOSBA at the end of the rotation and (2) a comparison of the student performance in TOSBA with their performance in the final summative examination. During the 2013/14 academic year, 157 students completed the O&G programme and the final summative examination . Each student completed the required 5 TOSBA tasks. The response rate to the student survey was 68 % (n = 107/157). Students reported that TOSBA was a beneficial learning experience with a positive impact on clinical, communication and reasoning skills. Students rated the quality of feedback provided by TOSBA as high. Students identified the observation of the performance and feedback of other students within their TOSBA team as key features. High achieving students performed well in both TOSBA and summative assessments. The majority of students who performed poorly in TOSBA subsequently passed the summative assessments (n = 20/21, 95 %). Conversely, the majority of students who failed the summative assessments had satisfactory scores in TOSBA (n = 6/7, 86 %). TOSBA has a positive impact on the clinical, communication and reasoning skills of medical students through the provision of high-quality feedback. The use of structured pre-defined tasks, the observation of the performance and feedback of other students and the use of real patients are key elements of TOSBA. Avoiding student complacency and providing accurate feedback from TOSBA are on-going challenges.

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.

What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

ERIC Educational Resources Information Center

Caulfield, Jay

2007-01-01

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

Follower-Centered Perspective on Feedback: Effects of Feedback Seeking on Identification and Feedback Environment.

PubMed

Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na

2017-01-01

In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals' need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environment through supervisor identification. The article consists of an empirical study with a sample of 264 employees in China; here, participants complete a series of questionnaires in three waves. After controlling for the effects of demography, the results indicate that supervisor identification partially mediates the relationship between feedback-seeking (including feedback monitoring and feedback inquiry) and the supervisor-feedback environment. Implications are also discussed.

A compliance assessment of midpoint formative assessments completed by APPE preceptors.

PubMed

Lea Bonner, C; Staton, April G; Naro, Patricia B; McCullough, Elizabeth; Lynn Stevenson, T; Williamson, Margaret; Sheffield, Melody C; Miller, Mindi; Fetterman, James W; Fan, Shirley; Momary, Kathryn M

Experiential pharmacy preceptors should provide formative and summative feedback during a learning experience. Preceptors are required to provide colleges and schools of pharmacy with assessments or evaluations of students' performance. Students and experiential programs value on-time completion of midpoint evaluations by preceptors. The objective of this study was to determine the number of on-time electronically documented formative midpoint evaluations completed by preceptors during advanced pharmacy practice experiences (APPEs). Compliance rates of on-time electronically documented formative midpoint evaluations were reviewed by the Office of Experiential Education of a five-member consortium during the two-year study period prior to the adoption of Standards 2016. Pearson chi-square test and generalized linear models were used to determine if statistically significant differences were present. Average midpoint compliance rates for the two-year research period were 40.7% and 41% respectively. No statistical significance was noted comparing compliance rates for year one versus year two. However, statistical significance was present when comparing compliance rates between schools during year two. Feedback from students and preceptors pointed to the need for brief formal midpoint evaluations that require minimal time to complete, user friendly experiential management software, and methods for documenting verbal feedback through student self-reflection. Additional education and training to both affiliate and faculty preceptors on the importance of written formative feedback at midpoint is critical to remaining in compliance with Standards 2016. Copyright © 2017 Elsevier Inc. All rights reserved.

Catastrophic desert formation in Daisyworld.

PubMed

Ackland, Graeme J; Clark, Michael A; Lenton, Timothy M

2003-07-07

Feedback between life and its environment is ubiquitous but the strength of coupling and its global implications remain hotly debated. Abrupt changes in the abundance of life for small changes in forcing provide one indicator of regulation, for example, when vegetation-climate feedback collapses in the formation of a desert. Here we use a two-dimensional "Daisyworld" model with curvature to show that catastrophic collapse of life under gradual forcing provides a testable indicator of environmental feedback. When solar luminosity increases to a critical value, a desert forms across a wide band of the planet. The scale of collapse depends on the strength of feedback. The efficiency of temperature regulation is limited by mutation rate in an analogous manner to the limitation of adaptive fitness in evolutionary theories. The final state of the system emerging from single-site rules can be described by two global quantities: optimization of temperature regulation and maximization of diversity, which are mathematically analogous to energy and entropy in thermodynamics.

Testing Quick Response (QR) Codes as an Innovation to Improve Feedback Among Geographically-Separated Clerkship Sites.

PubMed

Snyder, Matthew J; Nguyen, Dana R; Womack, Jasmyne J; Bunt, Christopher W; Westerfield, Katie L; Bell, Adriane E; Ledford, Christy J W

2018-03-01

Collection of feedback regarding medical student clinical experiences for formative or summative purposes remains a challenge across clinical settings. The purpose of this study was to determine whether the use of a quick response (QR) code-linked online feedback form improves the frequency and efficiency of rater feedback. In 2016, we compared paper-based feedback forms, an online feedback form, and a QR code-linked online feedback form at 15 family medicine clerkship sites across the United States. Outcome measures included usability, number of feedback submissions per student, number of unique raters providing feedback, and timeliness of feedback provided to the clerkship director. The feedback method was significantly associated with usability, with QR code scoring the highest, and paper second. Accessing feedback via QR code was associated with the shortest time to prepare feedback. Across four rotations, separate repeated measures analyses of variance showed no effect of feedback system on the number of submissions per student or the number of unique raters. The results of this study demonstrate that preceptors in the family medicine clerkship rate QR code-linked feedback as a high usability platform. Additionally, this platform resulted in faster form completion than paper or online forms. An overarching finding of this study is that feedback forms must be portable and easily accessible. Potential implementation barriers and the social norm for providing feedback in this manner need to be considered.

Feedback in formative OSCEs: comparison between direct observation and video-based formats

PubMed Central

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Introduction Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. Methods In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Results Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p=0.002 and 3.71 vs. 2.04, p=0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p=0.007; active problem-solving: 3.92 vs. 3.42, p=0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Conclusion Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal. PMID:27834170

Feedback in formative OSCEs: comparison between direct observation and video-based formats.

PubMed

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p= 0.002 and 3.71 vs. 2.04, p= 0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p= 0.007; active problem-solving: 3.92 vs. 3.42, p= 0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal.

Peer feedback as an aid to learning--what do we want? Feedback. When do we want it? Now!

PubMed

Cushing, Annie; Abbott, Stephen; Lothian, Doug; Hall, Angela; Westwood, Olwyn M R

2011-01-01

With 360° appraisals integral to professional life, learning how to give constructive feedback is an essential generic skill. To use a formative objective structured clinical examination (OSCE) for skills acquisition and development in giving feedback, whilst facilitating awareness of the importance of communication skills in clinical practice. Medical and nursing students took part in a formative OSCE. Using actors as simulated patients, a three-station OSCE circuit was repeated three times so that students could rotate through the roles as 'candidate', 'examiner' and 'observer'. As 'candidates', they received immediate feedback on their consultation from the 'examiner'/'observer'. The events were evaluated using a questionnaire and focus groups. Students immensely valued this learning event for considering expectations for a performance (91-100%). Concerns around giving peers feedback were acknowledged, and they were divided on preference for feedback from peers or tutors (48% versus 52%). But training in providing feedback and criteria for assessment were considered helpful, as was instruction by faculty to give corrective feedback to peers. Peer observation and professional accountability for giving constructive feedback enhanced awareness of their skills education and training needs. It also opened the dialogue for identifying opportunities for peer assessment and feedback to support work-based education and skills development.

Electronic Repositories of Marked Student Work and Their Contributions to Formative Evaluation

ERIC Educational Resources Information Center

Heinrich, Eva

2004-01-01

The educational literature shows that formative assessment is highly conducive to learning. The tasks given to students in formative assessment generally require open-ended responses that can be given, for example, in essay-type format and that are assessed by a human marker. An essential component is the formative feedback provided by the marker…

Formative feedback from the first-person perspective using Google Glass in a family medicine objective structured clinical examination station in the United States.

PubMed

Youm, Julie; Wiechmann, Warren

2018-01-01

This case study explored the use of Google Glass in a clinical examination scenario to capture the first-person perspective of a standardized patient as a way to provide formative feedback on students' communication and empathy skills 'through the patient's eyes.' During a 3-year period between 2014 and 2017, third-year students enrolled in a family medicine clerkship participated in a Google Glass station during a summative clinical examination. At this station, standardized patients wore Google Glass to record an encounter focused on communication and empathy skills 'through the patient's eyes.' Students completed an online survey using a 4-point Likert scale about their perspectives on Google Glass as a feedback tool (N= 255). We found that the students' experiences with Google Glass 'through the patient's eyes' were largely positive and that students felt the feedback provided by the Google Glass recording to be helpful. Although a third of the students felt that Google Glass was a distraction, the majority believed that the first-person perspective recordings provided an opportunity for feedback that did not exist before. Continuing exploration of first-person perspective recordings using Google Glass to improve education on communication and empathy skills is warranted.

Follower-Centered Perspective on Feedback: Effects of Feedback Seeking on Identification and Feedback Environment

PubMed Central

Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na

2017-01-01

In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals’ need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environment through supervisor identification. The article consists of an empirical study with a sample of 264 employees in China; here, participants complete a series of questionnaires in three waves. After controlling for the effects of demography, the results indicate that supervisor identification partially mediates the relationship between feedback-seeking (including feedback monitoring and feedback inquiry) and the supervisor-feedback environment. Implications are also discussed. PMID:28919872

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment.

PubMed

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment

PubMed Central

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action. PMID:28992759

Designing K-2 Formative Assessment Tasks

ERIC Educational Resources Information Center

Reed, Kristen E.; Goldenberg, E. Paul

2016-01-01

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievements of intended instructional outcomes. Formative assessment means assessment embedded in instruction. That definition was adopted in 2006 by the Council of Chief State…

Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.

PubMed

Schlegel, Elisabeth F M; Selfridge, Nancy J

2014-05-01

Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.

Methods & Strategies: Teaching in Real Time

ERIC Educational Resources Information Center

Miranda, Rommel J.; Hermann, Ronald S.

2015-01-01

Any assessment activity can help student learning if it provides information that both teachers and students can use as feedback in assessing themselves. However, such assessment only becomes "formative" assessment when teachers actually use the feedback to adapt their teaching to meet the learning needs of students. This column provides…

Students' Response to Traditional and Computer-Assisted Formative Feedback: A Comparative Case Study

ERIC Educational Resources Information Center

Denton, Philip; Madden, Judith; Roberts, Matthew; Rowe, Philip

2008-01-01

The national movement towards progress files, incorporating personal development planning and reflective learning, is supported by lecturers providing effective feedback to their students. Recent technological advances mean that higher education tutors are no longer obliged to return comments in the "traditional" manner, by annotating…

Using Student-Generated Instructional Materials in an e-Homework Platform

ERIC Educational Resources Information Center

Zurcher, Danielle M.; Phadke, Sameer; Coppola, Brian P.; McNeil, Anne J.

2016-01-01

Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that…

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.

Regulative feedback in pattern formation: towards a general relativistic theory of positional information.

PubMed

Jaeger, Johannes; Irons, David; Monk, Nick

2008-10-01

Positional specification by morphogen gradients is traditionally viewed as a two-step process. A gradient is formed and then interpreted, providing a spatial metric independent of the target tissue, similar to the concept of space in classical mechanics. However, the formation and interpretation of gradients are coupled, dynamic processes. We introduce a conceptual framework for positional specification in which cellular activity feeds back on positional information encoded by gradients, analogous to the feedback between mass-energy distribution and the geometry of space-time in Einstein's general theory of relativity. We discuss how such general relativistic positional information (GRPI) can guide systems-level approaches to pattern formation.

Problem-Solving Modules in Large Introductory Biology Lectures Enhance Student Understanding

ERIC Educational Resources Information Center

Cooper, Scott; Hanmer, Deborah; Cerbin, Bill

2006-01-01

We studied the effect of formative assessment and feedback on learning. Students produced phylogenetic trees based upon morphological and molecular data. The trees were projected in class, feedback provided, and the process repeated twice with new data. Assessment revealed that these in-class modules resulted in significant improvement in student…

77 FR 1487 - Privacy Act System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-10

.... These formats provide a means by which PSHSB receives feed-back as part of PSHSB's public relations and... means by which PSHSB receives feed-back as part of PSHSB's public relations and outreach activities... proposes to add one new system of records, FCC/PSHSB-2, ``PSHSB Contact Database.'' The FCC's Public Safety...

Automated Detection of Essay Revising Patterns: Applications for Intelligent Feedback in a Writing Tutor

ERIC Educational Resources Information Center

Roscoe, Rod D.; Snow, Erica L.; Allen, Laura K.; McNamara, Danielle S.

2015-01-01

The Writing Pal is an intelligent tutoring system designed to support writing proficiency and strategy acquisition for adolescent writers. A fundamental aspect of the instructional model is automated formative feedback that provides concrete information and strategies oriented toward student improvement. In this paper, the authors explore…

Effects of Androgyny, Attribution, and Success or Failure on Women's Cognitive Performance.

ERIC Educational Resources Information Center

Welch, Renate L.

Using Seligman's "learned helplessness" paradigm, androgynous and feminine women (as defined by the Bem Sex Role Inventory) either succeeded (contingent feedback) or failed (non-contingent feedback) at a concept formation task and were provided with internal (ability, effort), external (task difficulty, luck), or no causal attributions for their…

Development and psychometric evaluation of the Assessment of Core CBT Skills (ACCS): An observation-based tool for assessing cognitive behavioral therapy competence.

PubMed

Muse, Kate; McManus, Freda; Rakovshik, Sarah; Thwaites, Richard

2017-05-01

This article outlines the development and psychometric evaluation of the Assessment of Core CBT Skills (ACCS) rating scale. The ACCS aims to provide a novel assessment framework to deliver formative and summative feedback regarding therapists' performance within observed cognitive-behavioral treatment sessions, and for therapists to rate and reflect on their own performance. Findings from 3 studies are outlined: (a) a feedback study (n = 66) examining content validity, face validity and usability; (b) a focus group (n = 9) evaluating usability and utility; and (c) an evaluation of the psychometric properties of the ACCS in real world cognitive behavioral therapy (CBT) training and routine clinical practice contexts. Results suggest that the ACCS has good face validity, content validity, and usability and provides a user-friendly tool that is useful for promoting self-reflection and providing formative feedback. Scores on both the self and assessor-rated versions of the ACCS demonstrate good internal consistency, interrater reliability, and discriminant validity. In addition, ACCS scores were found to be correlated with, but distinct from, the Revised Cognitive Therapy Scale (CTS-R) and were comparable to CTS-R scores in terms of internal consistency and discriminant validity. In addition, the ACCS may have advantages over the CTS-R in terms of interrater reliability of scores. The studies also provided insight into areas for refinement and a number of modifications were undertaken to improve the scale. In summary, the ACCS is an appropriate and useful measure of CBT competence that can be used to promote self-reflection and provide therapists with formative and summative feedback. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A Case Study of Teachers' Practices Using Formative Assessment for Fifth Grade Mathematics Students

ERIC Educational Resources Information Center

Veon, Kenneth E.

2016-01-01

Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the…

The Influence of Relational Formative Discourse on Students' Positional Identities in a Middle School Science Classroom

ERIC Educational Resources Information Center

Trauth-Nare, Amy

2012-01-01

Formative assessment is the process of eliciting students' understanding during instruction in order to make sensitive instructional decisions and provide feedback to enhance students' learning. Research indicates that when used properly, formative assessment can lead to significant learning gains and enhance students'…

Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities.

PubMed

Tait, Lauren; Lee, Kenneth; Rasiah, Rohan; Cooper, Joyce M; Ling, Tristan; Geelan, Benjamin; Bindoff, Ivan

2018-05-03

Background . There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods . We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results . Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion . Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format.

Focus on Formative Feedback. Research Report. ETS RR-07-11

ERIC Educational Resources Information Center

Shute, Valerie J.

2007-01-01

This paper reviews the corpus of research on feedback, with a particular focus on formative feedback--defined as information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional,…

Motivational Beliefs, Student Effort, and Feedback Behaviour in Computer-Based Formative Assessment

ERIC Educational Resources Information Center

Timmers, Caroline F.; Braber-van den Broek, Jannie; van den Berg, Stephanie M.

2013-01-01

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the…

Effect of online formative assessment on summative performance in integrated musculoskeletal system module.

PubMed

Mitra, Nilesh Kumar; Barua, Ankur

2015-03-03

The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback. This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module. In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C. The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.

The Usability of WeChat as a Mobile and Interactive Medium in Student-Centered Medical Teaching

ERIC Educational Resources Information Center

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-01-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat,…

Mind the Gap! Students' Use of Exemplars and Detailed Rubrics as Formative Assessment

ERIC Educational Resources Information Center

Lipnevich, Anastasiya A.; McCallen, Leigh N.; Miles, Katharine Pace; Smith, Jeffrey K.

2014-01-01

The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal. Two forms of standardized feedback (detailed rubric and proposal exemplars) were utilized is an experimental design with undergraduate students (N = 100)…

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…

Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology

ERIC Educational Resources Information Center

Roble, Amanda Jean

2015-01-01

The use of formative assessment can increase student achievement (Black & Wiliam, 1998a). However, some of the challenges of incorporating formative assessment into instruction include the length of time needed to collect, assess and provide feedback to all students and dealing with students misunderstandings and incorrect answers that are…

Providing Formative Assessment to Students Solving Multipath Engineering Problems with Complex Arrangements of Interacting Parts: An Intelligent Tutor Approach

ERIC Educational Resources Information Center

Steif, Paul S.; Fu, Luoting; Kara, Levent Burak

2016-01-01

Problems faced by engineering students involve multiple pathways to solution. Students rarely receive effective formative feedback on handwritten homework. This paper examines the potential for computer-based formative assessment of student solutions to multipath engineering problems. In particular, an intelligent tutor approach is adopted and…

What's Stopping Them? A Study of Teachers' Use of Formative Feedback with Students Learning in the Clinical Setting

ERIC Educational Resources Information Center

Campos, Susan

2013-01-01

Acknowledging the powerful that role formative feedback plays in learning, students who are training for professions in the clinical setting and learn while working alongside professionals in their field report that they receive limited feedback. Formative feedback helps students gauge progress, identify weaknesses, and improve performance as well…

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.

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana; Talmo, Tord

2014-01-01

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors'…

Implications of Stellar Feedback for Dynamical Modeling of the Milky Way and Dwarf Galaxies

NASA Astrophysics Data System (ADS)

Wetzel, Andrew

2018-04-01

I will present recent results on dynamical modeling of stellar populations from the FIRE cosmological zoom-in baryonic simulations of Milky Way-like and dwarf galaxies. First, I will discuss the dynamical formation of the Milky Way, including the origin of thin+thick stellar disk morphology. I also will discuss the curious origin of metal-rich stars on halo-like orbits near the Sun, as recently measured by Gaia, with new insights from FIRE simulations on stellar radial migration/heating. Next, I will discuss role of stellar feedback in generating non-equilibrium fluctuations of the gravitational potential in low-mass 'dwarf' galaxies, which can explain the origin of cores in their dark-matter density profiles. In particular, we predict significant observable effects on stellar dynamics, including radial migration, size fluctuations, and population gradients, which can provide observational tests of feedback-driven core formation. Finally, this scenario can explain the formation of newly discovered 'ultra-diffuse' galaxies.

The Impact of Feedback as Formative Assessment on Student Performance

ERIC Educational Resources Information Center

Owen, Leanne

2016-01-01

This article provides an evaluation of the redesign of a research methods course intended to enhance students' learning for understanding and transfer. Drawing on principles of formative assessment from the existing academic literature, the instructor introduced a number of increasingly complex low-stakes assignments for students to complete prior…

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

ERIC Educational Resources Information Center

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer…

Developing Classroom Formative Assessment in Dutch Primary Mathematics Education

ERIC Educational Resources Information Center

van den Berg, M.; Harskamp, E. G.; Suhre, C. J. M.

2016-01-01

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students' understanding of learning goals and provide timely feedback. To improve the teachers' formative assessment practice, researchers, curriculum…

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

Can Item Keyword Feedback Help Remediate Knowledge Gaps?

PubMed

Feinberg, Richard A; Clauser, Amanda L

2016-10-01

In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation.

Radiative and Kinetic Feedback by Low-Mass Primordial Stars

NASA Astrophysics Data System (ADS)

Whalen, Daniel; Hueckstaedt, Robert M.; McConkie, Thomas O.

2010-03-01

Ionizing UV radiation and supernova (SN) flows amidst clustered minihalos at high redshift regulated the rise of the first stellar populations in the universe. Previous studies have addressed the effects of very massive primordial stars on the collapse of nearby halos into new stars, but the absence of the odd-even nucleosynthetic signature of pair-instability SNe in ancient metal-poor stars suggests that Population III stars may have been less than 100 M sun. We extend our earlier survey of local UV feedback on star formation to 25-80 M sun stars and include kinetic feedback by SNe for 25-40 M sun stars. We find radiative feedback to be relatively uniform over this mass range, primarily because the larger fluxes of more massive stars are offset by their shorter lifetimes. Our models demonstrate that prior to the rise of global UV backgrounds, Lyman-Werner (LW) photons from nearby stars cannot prevent halos from forming new stars. These calculations also reveal that violent dynamical instabilities can erupt in the UV radiation front enveloping a primordial halo, but that they ultimately have no effect on the formation of a star. Finally, our simulations suggest that relic H II regions surrounding partially evaporated halos may expel LW backgrounds at lower redshifts, allowing stars to form that were previously suppressed. We provide fits to radiative and kinetic feedback on star formation for use in both semianalytic models and numerical simulations.

Playing Games with Formative Assessment

ERIC Educational Resources Information Center

Cassie, Jonathan

2018-01-01

Games can be great tools to engage reluctant learners and provide ongoing feedback to educators about how their lessons are "sticking." Cassie discusses how to use gamified formative assessments to measure different kinds of skills and looks at the different ways teachers can use games in the classroom--from out-of-the-box board games to…

Validation of Automated Scoring for a Formative Assessment That Employs Scientific Argumentation

ERIC Educational Resources Information Center

Mao, Liyang; Liu, Ou Lydia; Roohr, Katrina; Belur, Vinetha; Mulholland, Matthew; Lee, Hee-Sun; Pallant, Amy

2018-01-01

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students' construction and revision of scientific arguments. The assessment is built upon automated scoring of students' arguments and provides feedback to students and teachers.…

Differential Effects of Two Types of Formative Assessment in Predicting Performance of First-Year Medical Students

ERIC Educational Resources Information Center

Krasne, Sally; Wimmers, Paul F.; Relan, Anju; Drake, Thomas A.

2006-01-01

Formative assessments are systematically designed instructional interventions to assess and provide feedback on students' strengths and weaknesses in the course of teaching and learning. Despite their known benefits to student attitudes and learning, medical school curricula have been slow to integrate such assessments into the curriculum. This…

Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study.

PubMed

Pelgrim, E A M; Kramer, A W M; Mokkink, H G A; van der Vleuten, C P M

2013-09-01

Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion. We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that feedback and reflection present a cumulative sequence (i.e. trainers only pay attention to trainees' reflections when they provided specific feedback) and we hypothesised a supplementary effect of reflection. We analysed copies of assessment forms containing trainees' reflections and trainers' feedback on observed clinical performance. We determined whether the response patterns revealed cumulative sequences in line with the Guttman scale. We further examined the relationship between reflection, feedback and the mean number of specific comments related to an action plan (ANOVA) and we calculated two effect sizes. Both hypotheses were confirmed by the results. The response pattern found showed an almost perfect fit with the Guttman scale (0.99) and reflection seems to have supplementary effect on the variable action plan. Reflection only occurs when a trainer has provided specific feedback; trainees who reflect on their performance are more likely to make use of feedback. These results confirm findings and suggestions reported in the literature.

Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System

ERIC Educational Resources Information Center

Hatziapostolou, Thanos; Paraskakis, Iraklis

2010-01-01

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily…

An Exploration of the Relationship between Students' Preferences for Formative Feedback and Self-Regulated Learning Skills

ERIC Educational Resources Information Center

Çakir, Recep; Korkmaz, Özgen; Bacanak, Ahmet; Arslan, Ömer

2016-01-01

The purpose of this study is to explore students' preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. "Preferences toward Formative Feedback"…

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.

Spacecraft Formation Flying near Sun-Earth L2 Lagrange Point: Trajectory Generation and Adaptive Full-State Feedback Control

NASA Technical Reports Server (NTRS)

Wong, Hong; Kapila, Vikram

2004-01-01

In this paper, we present a method for trajectory generation and adaptive full-state feedback control to facilitate spacecraft formation flying near the Sun-Earth L2 Lagrange point. Specifically, the dynamics of a spacecraft in the neighborhood of a Halo orbit reveals that there exist quasi-periodic orbits surrounding the Halo orbit. Thus, a spacecraft formation is created by placing a leader spacecraft on a desired Halo orbit and placing follower spacecraft on desired quasi-periodic orbits. To produce a formation maintenance controller, we first develop the nonlinear dynamics of a follower spacecraft relative to the leader spacecraft. We assume that the leader spacecraft is on a desired Halo orbit trajectory and the follower spacecraft is to track a desired quasi-periodic orbit surrounding the Halo orbit. Then, we design an adaptive, full-state feedback position tracking controller for the follower spacecraft providing an adaptive compensation for the unknown mass of the follower spacecraft. The proposed control law is simulated for the case of the leader and follower spacecraft pair and is shown to yield global, asymptotic convergence of the relative position tracking errors.

Calibrating Star Formation: The Link between Feedback and Galaxy Evolution

NASA Astrophysics Data System (ADS)

Calzetti, Daniela

2005-07-01

Stellar feedback - the return of mass and energy from star formation to the interstellar medium - is one of the primary engines of galaxy evolution. Yet, the theoretical foundation of mechanical feedback is, to date, unconstrained by observations. We propose to investigate this fundamental aspect of star formation on a sample of two local actively star-forming galaxies, NGC4449, and Holmberg II. The two galaxies have been selected to occupy an unexplored, yet crucial for quantifying mechanical feedback, niche in the two-parameter space of star formation intensity and galaxy mass. ACS/WFC and WFPC2 narrow-band observations in the light of H-beta, [OIII], H-alpha, and [NII] will be obtained for both galaxies, in order to: {1} discriminate the feedback-induced shock fronts from the photoionization regions; {2} map the shocks inside and around the starburst regions; and {3} measure the energy budget of the star-formation-produced shocks. These observations, complemented by existing data, will yield: {1} the efficiency of the feedback, i.e. the fraction of the star formation's mechanical energy that is transported out of the starburst volume rather than confined or radiated away; {2} the dependence of this efficiency on the two fundamental parameters of star formation intensity and stellar mass. The high angular resolution of HST is crucial for separating the spatially narrow shock fronts { 5 pc, 0.25" at 4 Mpc} from the more extended photoionization fronts. The legacy from this project will be the most complete quantitative measurement of the energetics associated with feedback processes. We will secure the first milestone for placing feedback mechanisms on a solid physical ground, and for understanding quantitatively their role on the energetics, structure, and star formation history of galaxies at all redshifts.

Combining the Formative with the Summative: The Development of a Two-Stage Online Test to Encourage Engagement and Provide Personal Feedback in Large Classes

ERIC Educational Resources Information Center

Voelkel, Susanne

2013-01-01

The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated…

Stellar Feedback Up and Close

NASA Astrophysics Data System (ADS)

Gadotti, Dimitri; Timer Team

2017-07-01

We report the serendipitous discovery of ongoing stellar feedback in the star-bursting nuclear ring of a nearby spiral galaxy, as part of the TIMER survey with MUSE. Combining MUSE and ALMA data we show bubbles of ionised gas expanding from the ring and shocking with the cold ISM. We demonstrate how much energy is being released into the ISM corresponding to the star formation observed, how fast the heated ISM is expanding from the centre, and provide a physical description of the shocks happening at the interface between the heated and cold phases of the ISM. Further, we quantitatively show how the exchange of energy between the two phases impacts the dynamics of the cold ISM. Finally, applying a model to the spatially-resolved spectral properties of this system, we find that about 60% of the energy input into the ISM is produced via the direct transfer of momentum from photons scattering onto dust grains, and 27% produced by mass loss in supernova explosions. The remaining energy input is produced via photoionisation heating ( 12%) and stellar winds ( 1%). These analyses provide invaluable measurements against which our theoretical understanding of stellar feedback can be compared, particularly state-of-the-art simulations that aim at reproducing star formation and stellar feedback in galaxies.

Competency-Based Achievement System

PubMed Central

Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-01-01

Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

Comparing Student Learning Experiences of In-Text Commentary and Rubric-Articulated Feedback: Strategies for Formative Assessment

ERIC Educational Resources Information Center

Nordrum, Lene; Evans, Katherine; Gustafsson, Magnus

2013-01-01

This study compares students' experiences of two types of criteria-based assessment: in-text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels. The main aim is to use students' responses to shed light on how feedback strategies for formative assessment can be optimised. Following action…

Training Effects on Teachers' Feedback Practice: The Mediating Function of Feedback Knowledge and the Moderating Role of Self-Efficacy

ERIC Educational Resources Information Center

Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik

2017-01-01

Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice,…

The Development and Validation of a Concise Instrument for Formative Assessment of Team Leader Performance During Simulated Pediatric Resuscitations.

PubMed

Nadkarni, Lindsay D; Roskind, Cindy G; Auerbach, Marc A; Calhoun, Aaron W; Adler, Mark D; Kessler, David O

2018-04-01

The aim of this study was to assess the validity of a formative feedback instrument for leaders of simulated resuscitations. This is a prospective validation study with a fully crossed (person × scenario × rater) study design. The Concise Assessment of Leader Management (CALM) instrument was designed by pediatric emergency medicine and graduate medical education experts to be used off the shelf to evaluate and provide formative feedback to resuscitation leaders. Four experts reviewed 16 videos of in situ simulated pediatric resuscitations and scored resuscitation leader performance using the CALM instrument. The videos consisted of 4 pediatric emergency department resuscitation teams each performing in 4 pediatric resuscitation scenarios (cardiac arrest, respiratory arrest, seizure, and sepsis). We report on content and internal structure (reliability) validity of the CALM instrument. Content validity was supported by the instrument development process that involved professional experience, expert consensus, focused literature review, and pilot testing. Internal structure validity (reliability) was supported by the generalizability analysis. The main component that contributed to score variability was the person (33%), meaning that individual leaders performed differently. The rater component had almost zero (0%) contribution to variance, which implies that raters were in agreement and argues for high interrater reliability. These results provide initial evidence to support the validity of the CALM instrument as a reliable assessment instrument that can facilitate formative feedback to leaders of pediatric simulated resuscitations.

How to Know What Students Know

ERIC Educational Resources Information Center

Himmele, William; Himmele, Persida

2012-01-01

"Total participation techniques" provide teachers with evidence of active participation and cognitive engagement from all students at the same time. These techniques function as formative assessments that help teachers accurately monitor progress, provide feedback, and modify instruction. Compared with the traditional question-and-answer scenario,…

Can Item Keyword Feedback Help Remediate Knowledge Gaps?

PubMed Central

Feinberg, Richard A.; Clauser, Amanda L.

2016-01-01

ABSTRACT Background  In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. Objective  The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Methods  Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Results  Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Conclusions  Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation. PMID:27777664

Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training.

PubMed

O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne

2008-09-01

Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.

Interns reflect: the effect of formative assessment with feedback during pre-internship.

PubMed

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with "one-to-one" formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4-5 months after having received feedback on their performance of U/C as PrInt students. Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not ( p =0.03). Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns' performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal.

Interns reflect: the effect of formative assessment with feedback during pre-internship

PubMed Central

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

Background It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students. Methods Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Results Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not (p=0.03). Conclusion Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal. PMID:28138270

Feed-forward and feedback projections of midbrain reticular formation neurons in the cat

PubMed Central

Perkins, Eddie; May, Paul J.; Warren, Susan

2014-01-01

Gaze changes involving the eyes and head are orchestrated by brainstem gaze centers found within the superior colliculus (SC), paramedian pontine reticular formation (PPRF), and medullary reticular formation (MdRF). The mesencephalic reticular formation (MRF) also plays a role in gaze. It receives a major input from the ipsilateral SC and contains cells that fire in relation to gaze changes. Moreover, it provides a feedback projection to the SC and feed-forward projections to the PPRF and MdRF. We sought to determine whether these MRF feedback and feed-forward projections originate from the same or different neuronal populations by utilizing paired fluorescent retrograde tracers in cats. Specifically, we tested: 1. whether MRF neurons that control eye movements form a single population by injecting the SC and PPRF with different tracers, and 2. whether MRF neurons that control head movements form a single population by injecting the SC and MdRF with different tracers. In neither case were double labeled neurons observed, indicating that feedback and feed-forward projections originate from separate MRF populations. In both cases, the labeled reticulotectal and reticuloreticular neurons were distributed bilaterally in the MRF. However, neurons projecting to the MdRF were generally constrained to the medial half of the MRF, while those projecting to the PPRF, like MRF reticulotectal neurons, were spread throughout the mediolateral axis. Thus, the medial MRF may be specialized for control of head movements, with control of eye movements being more widespread in this structure. PMID:24454280

Feed-forward and feedback projections of midbrain reticular formation neurons in the cat.

PubMed

Perkins, Eddie; May, Paul J; Warren, Susan

2014-01-10

Gaze changes involving the eyes and head are orchestrated by brainstem gaze centers found within the superior colliculus (SC), paramedian pontine reticular formation (PPRF), and medullary reticular formation (MdRF). The mesencephalic reticular formation (MRF) also plays a role in gaze. It receives a major input from the ipsilateral SC and contains cells that fire in relation to gaze changes. Moreover, it provides a feedback projection to the SC and feed-forward projections to the PPRF and MdRF. We sought to determine whether these MRF feedback and feed-forward projections originate from the same or different neuronal populations by utilizing paired fluorescent retrograde tracers in cats. Specifically, we tested: 1. whether MRF neurons that control eye movements form a single population by injecting the SC and PPRF with different tracers, and 2. whether MRF neurons that control head movements form a single population by injecting the SC and MdRF with different tracers. In neither case were double labeled neurons observed, indicating that feedback and feed-forward projections originate from separate MRF populations. In both cases, the labeled reticulotectal and reticuloreticular neurons were distributed bilaterally in the MRF. However, neurons projecting to the MdRF were generally constrained to the medial half of the MRF, while those projecting to the PPRF, like MRF reticulotectal neurons, were spread throughout the mediolateral axis. Thus, the medial MRF may be specialized for control of head movements, with control of eye movements being more widespread in this structure.

What Are Our International Students Telling Us? Further Explorations of a Formative Feedback Intervention, to Support Academic Literacy

ERIC Educational Resources Information Center

Burns, Caroline; Foo, Martin

2014-01-01

This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade…

The impact of immediate or delayed feedback on driving behaviour in a simulated Pay-As-You-Drive system.

PubMed

Dijksterhuis, Chris; Lewis-Evans, Ben; Jelijs, Bart; de Waard, Dick; Brookhuis, Karel; Tucha, Oliver

2015-02-01

Pay-As-You-Drive (PAYD) insurance links an individual's driving behaviour to the insurance fee that they pay, making car insurance more actuarially accurate. The best known PAYD insurance format is purely mileage based and is estimated to reduce accidents by about 15% (Litman, 2011). However, these benefits could be further enhanced by incorporating a wider range of driving behaviours, such as lateral and longitudinal accelerations and speeding behaviour, thereby stimulating not only a safe but also an eco-friendly driving style. Currently, feedback on rewards and driver behaviour is mostly provided through a web-based interface, which is presented temporally separated from driving. However, providing immediate feedback within the vehicle itself could elicit more effect. To investigate this hypothesis, two groups of 20 participants drove with a behavioural based PAYD system in a driving simulator and were provided with either delayed feedback through a website, or immediate feedback through an in-car interface, allowing them to earn up to €6 extra. To be clear, every participant in the web group did actually view their feedback during the one week between sessions. Results indicate clear driving behaviour improvements for both PAYD groups as compared to baseline rides and an equal sized control group. After both PAYD groups had received feedback, the initial advantage of the in-car group was reduced substantially. Taken together with usability ratings and driving behaviours in specific situations these results show a moderate advantage of using immediate in-car feedback. However, the study also showed that under conditions of feedback certainty, the effectiveness of delayed feedback approaches that of immediate feedback as compared to a naïve control group. Copyright © 2014 Elsevier Ltd. All rights reserved.

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format

PubMed Central

Angus, Steven; Moriarty, John; Nardino, Robert J.; Chmielewski, Amy; Rosenblum, Michael J.

2015-01-01

Background In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied. Objective We assessed internal medicine (IM) residents' perceptions of receiving feedback in the milestone framework, particularly assessing perception of the utility of milestone-based feedback compared to non–milestone-based feedback. Methods We surveyed a total of 510 IM residents from 7 institutions. Survey questions assessed resident perception of milestone feedback in identifying strengths, weaknesses, and trajectory of professional development. Postgraduate years 2 and 3 (PGY-2 and PGY-3) residents were asked to compare milestones with prior methods of feedback. Results Of 510 residents, 356 (69.8%) responded. Slightly less than half of the residents found milestone-based feedback “extremely useful” or “very useful” in identifying strengths (44%), weaknesses (43%), specific areas for improvement (45%), and appropriate education progress (48%). Few residents found such feedback “not very useful” or “not at all useful” in these domains. A total of 51% of PGY-2 and PGY-3 residents agreed that receiving milestone-based feedback was more helpful than previous forms of feedback. Conclusions IM residents are aware of the concepts of milestones, and half of the residents surveyed found milestone feedback more helpful than previous forms of feedback. More work needs to be done to understand how milestone-based feedback could be delivered more effectively to enhance resident development. PMID:26221438

Two-dimensional dissipative rogue waves due to time-delayed feedback in cavity nonlinear optics.

PubMed

Tlidi, Mustapha; Panajotov, Krassimir

2017-01-01

We demonstrate a way to generate two-dimensional rogue waves in two types of broad area nonlinear optical systems subject to time-delayed feedback: in the generic Lugiato-Lefever model and in the model of a broad-area surface-emitting laser with saturable absorber. The delayed feedback is found to induce a spontaneous formation of rogue waves. In the absence of delayed feedback, spatial pulses are stationary. The rogue waves are exited and controlled by the delay feedback. We characterize their formation by computing the probability distribution of the pulse height. The long-tailed statistical contribution, which is often considered as a signature of the presence of rogue waves, appears for sufficiently strong feedback. The generality of our analysis suggests that the feedback induced instability leading to the spontaneous formation of two-dimensional rogue waves is a universal phenomenon.

Kiloparsec-scale Simulations of Star Formation in Disk Galaxies. IV. Regulation of Galactic Star Formation Rates by Stellar Feedback

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

Butler, Michael J.; Tan, Jonathan C.; Teyssier, Romain

2017-06-01

Star formation from the interstellar medium of galactic disks is a basic process controlling the evolution of galaxies. Understanding the star formation rate (SFR) in a local patch of a disk with a given gas mass is thus an important challenge for theoretical models. Here we simulate a kiloparsec region of a disk, following the evolution of self-gravitating molecular clouds down to subparsec scales, as they form stars that then inject feedback energy by dissociating and ionizing UV photons and supernova explosions. We assess the relative importance of each feedback mechanism. We find that H{sub 2}-dissociating feedback results in themore » largest absolute reduction in star formation compared to the run with no feedback. Subsequently adding photoionization feedback produces a more modest reduction. Our fiducial models that combine all three feedback mechanisms yield, without fine-tuning, SFRs that are in excellent agreement with observations, with H{sub 2}-dissociating photons playing a crucial role. Models that only include supernova feedback—a common method in galaxy evolution simulations—settle to similar SFRs, but with very different temperatures and chemical states of the gas, and with very different spatial distributions of young stars.« less

Learning in an interactive simulation tool against landslide risks: the role of strength and availability of experiential feedback

NASA Astrophysics Data System (ADS)

Chaturvedi, Pratik; Arora, Akshit; Dutt, Varun

2018-06-01

Feedback via simulation tools is likely to help people improve their decision-making against natural disasters. However, little is known on how differing strengths of experiential feedback and feedback's availability in simulation tools influence people's decisions against landslides. We tested the influence of differing strengths of experiential feedback and feedback's availability on people's decisions against landslides in Mandi, Himachal Pradesh, India. Experiential feedback (high or low) and feedback's availability (present or absent) were varied across four between-subject conditions in a tool called the Interactive Landslide Simulation (ILS): high damage with feedback present, high damage with feedback absent, low damage with feedback present, and low damage with feedback absent. In high-damage conditions, the probabilities of damages to life and property due to landslides were 10 times higher than those in the low-damage conditions. In feedback-present conditions, experiential feedback was provided in numeric, text, and graphical formats in ILS. In feedback-absent conditions, the probabilities of damages were described; however, there was no experiential feedback present. Investments were greater in conditions where experiential feedback was present and damages were high compared to conditions where experiential feedback was absent and damages were low. Furthermore, only high-damage feedback produced learning in ILS. Simulation tools like ILS seem appropriate for landslide risk communication and for performing what-if analyses.

A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education.

PubMed

Dijksterhuis, Marja G K; Schuwirth, Lambert W T; Braat, Didi D M; Teunissen, Pim W; Scheele, Fedde

2013-08-01

Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

Simulating radiative feedback and star cluster formation in GMCs - II. Mass dependence of cloud destruction and cluster properties

NASA Astrophysics Data System (ADS)

Howard, Corey S.; Pudritz, Ralph E.; Harris, William E.

2017-09-01

The process of radiative feedback in giant molecular clouds (GMCs) is an important mechanism for limiting star cluster formation through the heating and ionization of the surrounding gas. We explore the degree to which radiative feedback affects early (≲5 Myr) cluster formation in GMCs having masses that range from 104 to 106 M⊙ using the flash code. The inclusion of radiative feedback lowers the efficiency of cluster formation by 20-50 per cent relative to hydrodynamic simulations. Two models in particular - 5 × 104 and 105 M⊙ - show the largest suppression of the cluster formation efficiency, corresponding to a factor of ˜2. For these clouds only, the internal energy, a measure of the energy injected by radiative feedback, exceeds the gravitational potential for a significant amount of time. We find a clear relation between the maximum cluster mass, Mc,max, formed in a GMC and the mass of the GMC itself, MGMC: Mc,max ∝ M_{GMC}^{0.81}. This scaling result suggests that young globular clusters at the necessary scale of 106 M⊙ form within host GMCs of masses near ˜5 × 107 M⊙. We compare simulated cluster mass distributions to the observed embedded cluster mass function [d log (N)/dlog (M) ∝ Mβ where β = -1] and find good agreement (β = -0.99 ± 0.14) only for simulations including radiative feedback, indicating this process is important in controlling the growth of young clusters. However, the high star formation efficiencies, which range from 16 to 21 per cent, and high star formation rates compared to locally observed regions suggest other feedback mechanisms are also important during the formation and growth of stellar clusters.

Formation of globular cluster candidates in merging proto-galaxies at high redshift: a view from the FIRE cosmological simulations

DOE PAGES

Kim, Ji-hoon; Ma, Xiangcheng; Grudić, Michael Y.; ...

2017-11-23

Using a state-of-the-art cosmological simulation of merging proto-galaxies at high redshift from the FIRE project, with explicit treatments of star formation and stellar feedback in the interstellar medium, we investigate the formation of star clusters and examine one of the formation hypotheses of present-day metal-poor globular clusters. Here, we find that frequent mergers in high-redshift proto-galaxies could provide a fertile environment to produce long-lasting bound star clusters. The violent merger event disturbs the gravitational potential and pushes a large gas mass of ≳ 10 5–6 M ⊙ collectively to high density, at which point it rapidly turns into stars beforemore » stellar feedback can stop star formation. The high dynamic range of the reported simulation is critical in realizing such dense star-forming clouds with a small dynamical time-scale, tff ≲ 3 Myr, shorter than most stellar feedback time-scales. Our simulation then allows us to trace how clusters could become virialized and tightly bound to survive for up to ~420 Myr till the end of the simulation. Finally, because the cluster's tightly bound core was formed in one short burst, and the nearby older stars originally grouped with the cluster tend to be preferentially removed, at the end of the simulation the cluster has a small age spread.« less

Formation of globular cluster candidates in merging proto-galaxies at high redshift: a view from the FIRE cosmological simulations

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

Kim, Ji-hoon; Ma, Xiangcheng; Grudić, Michael Y.

Using a state-of-the-art cosmological simulation of merging proto-galaxies at high redshift from the FIRE project, with explicit treatments of star formation and stellar feedback in the interstellar medium, we investigate the formation of star clusters and examine one of the formation hypotheses of present-day metal-poor globular clusters. Here, we find that frequent mergers in high-redshift proto-galaxies could provide a fertile environment to produce long-lasting bound star clusters. The violent merger event disturbs the gravitational potential and pushes a large gas mass of ≳ 10 5–6 M ⊙ collectively to high density, at which point it rapidly turns into stars beforemore » stellar feedback can stop star formation. The high dynamic range of the reported simulation is critical in realizing such dense star-forming clouds with a small dynamical time-scale, tff ≲ 3 Myr, shorter than most stellar feedback time-scales. Our simulation then allows us to trace how clusters could become virialized and tightly bound to survive for up to ~420 Myr till the end of the simulation. Finally, because the cluster's tightly bound core was formed in one short burst, and the nearby older stars originally grouped with the cluster tend to be preferentially removed, at the end of the simulation the cluster has a small age spread.« less

Formation of globular cluster candidates in merging proto-galaxies at high redshift: a view from the FIRE cosmological simulations

NASA Astrophysics Data System (ADS)

Kim, Ji-hoon; Ma, Xiangcheng; Grudić, Michael Y.; Hopkins, Philip F.; Hayward, Christopher C.; Wetzel, Andrew; Faucher-Giguère, Claude-André; Kereš, Dušan; Garrison-Kimmel, Shea; Murray, Norman

2018-03-01

Using a state-of-the-art cosmological simulation of merging proto-galaxies at high redshift from the FIRE project, with explicit treatments of star formation and stellar feedback in the interstellar medium, we investigate the formation of star clusters and examine one of the formation hypotheses of present-day metal-poor globular clusters. We find that frequent mergers in high-redshift proto-galaxies could provide a fertile environment to produce long-lasting bound star clusters. The violent merger event disturbs the gravitational potential and pushes a large gas mass of ≳ 105-6 M⊙ collectively to high density, at which point it rapidly turns into stars before stellar feedback can stop star formation. The high dynamic range of the reported simulation is critical in realizing such dense star-forming clouds with a small dynamical time-scale, tff ≲ 3 Myr, shorter than most stellar feedback time-scales. Our simulation then allows us to trace how clusters could become virialized and tightly bound to survive for up to ˜420 Myr till the end of the simulation. Because the cluster's tightly bound core was formed in one short burst, and the nearby older stars originally grouped with the cluster tend to be preferentially removed, at the end of the simulation the cluster has a small age spread.

Analysis of dental students' written peer feedback from a prospective peer assessment protocol.

PubMed

Tricio, J; Woolford, M; Escudier, M

2016-11-01

Peer assessment and feedback is encouraged to enhance students' learning. The aim of this study was to quantitatively and qualitatively analyse pre-clinical and clinical dental students' written peer feedback provided as part of a continuous, formative and structured peer assessment protocol. A total of 309 Year-2 and Year-5 dental students were invited to participate in a peer assessment and peer feedback protocol. Consenting volunteer students were trained to observe each other whilst working in the skills laboratory (Year-2) and in the dental clinic (Year-5). Subsequently, they followed a structured protocol of peer assessment and peer feedback using specially designed work-based forms during a complete academic year. The content of their written feedback was coded according to the UK General Dental Council domain, sign (positive or negative), specificity (task specific or general), and grouped into themes. A total of 108 participants (40 Year-2 and 68 Year-5) completed 1169 peer assessment work-based forms (516 pre-clinical and 653 clinical); 94% contained written feedback. The large majority (82%) of Year-2 feedback represented the clinical domain, 89% were positive, 77% were task specific, and they were grouped into 14 themes. Year-5 feedback was related mostly to Management and Leadership (37%) and Communication (32%), 64% were positive, 75% task specific, and they were clustered into 24 themes. The content of the feedback showed notable differences between Year-2 and Year-5 students. Senior students focused more on Communication and Management and Leadership skills, whilst juniors were more concerned with clinical skills. Year-5 students provided 13% negative feedback compared to only 2% from Year-2. Regulatory focus theory is discussed to explain these differences. Both groups provided peer feedback on a wide and different range of themes. However, four themes emerged in both groups: efficiency, infection control, time management and working speed. A structured peer assessment framework can be used to guide pre-clinical and clinical students to provide peer feedback focused on different domains, and on contrasting signs and specificities. It can also present an opportunity to complement tutors' feedback. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Use of Collaborative Midterm Student Evaluations to Provide Actionable Results

ERIC Educational Resources Information Center

Veeck, Ann; O'Reilly, Kelley; MacMillan, Amy; Yu, Hongyan

2016-01-01

Midterm student evaluations have been shown to be beneficial for providing formative feedback for course improvement. With the purpose of improving instruction in marketing courses, this research introduces and evaluates a novel form of midterm student evaluation of teaching: the online collaborative evaluation. Working in small teams, students…

The Effects of Formative Assessment with Detailed Feedback on Students' Science Learning Achievement and Attitudes Regarding Formative Assessment.

ERIC Educational Resources Information Center

Choi, Kyunghee; Nam, Jeong-Hee; Lee, Hyunju

2001-01-01

Examines the effects of a formative assessment with detailed feedback on students' science learning achievement and attitudes regarding formative assessment. Involves (n=133) ninth grade students from Seoul and administers pre- and post-tests for learning achievement and attitude regarding formative assessment. (Contains 16 references.)…

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes

NASA Astrophysics Data System (ADS)

Frank, Brian; Simper, Natalie; Kaupp, James

2018-07-01

This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to develop problem solving, communications, teamwork, modelling, and professional skills. Since then, formative feedback has been incorporated into: task and process-level feedback on scaffolded tasks in-class, formative assignments, and post-assignment review. Development in complex problem solving and modelling has been assessed through analysis of responses from student surveys, direct criterion-referenced assessment of course outcomes from 2013 to 2015, and an external longitudinal study. The findings suggest that students are improving in outcomes related to complex problem solving over the duration of the course. Most notably, the addition of new feedback and scaffolding coincided with improved student performance.

How stellar feedback simultaneously regulates star formation and drives outflows

NASA Astrophysics Data System (ADS)

Hayward, Christopher C.; Hopkins, Philip F.

2017-02-01

We present an analytic model for how momentum deposition from stellar feedback simultaneously regulates star formation and drives outflows in a turbulent interstellar medium (ISM). Because the ISM is turbulent, a given patch of ISM exhibits sub-patches with a range of surface densities. The high-density patches are 'pushed' by feedback, thereby driving turbulence and self-regulating local star formation. Sufficiently low-density patches, however, are accelerated to above the escape velocity before the region can self-adjust and are thus vented as outflows. When the gas fraction is ≳ 0.3, the ratio of the turbulent velocity dispersion to the circular velocity is sufficiently high that at any given time, of the order of half of the ISM has surface density less than the critical value and thus can be blown out on a dynamical time. The resulting outflows have a mass-loading factor (η ≡ dot{M}_{out}/M_{star }) that is inversely proportional to the gas fraction times the circular velocity. At low gas fractions, the star formation rate needed for local self-regulation, and corresponding turbulent Mach number, declines rapidly; the ISM is 'smoother', and it is actually more difficult to drive winds with large mass-loading factors. Crucially, our model predicts that stellar-feedback-driven outflows should be suppressed at z ≲ 1 in M⋆ ≳ 1010 M⊙ galaxies. This mechanism allows massive galaxies to exhibit violent outflows at high redshifts and then 'shut down' those outflows at late times, thereby enabling the formation of a smooth, extended thin stellar disc. We provide simple fitting functions for η that should be useful for sub-resolution and semi-analytic models.

Exploratory Evaluation of Audio Email Technology in Formative Assessment Feedback

ERIC Educational Resources Information Center

Macgregor, George; Spiers, Alex; Taylor, Chris

2011-01-01

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a…

The Role of Stellar Feedback on the Structure of the ISM and Star Formation in Galaxies

NASA Astrophysics Data System (ADS)

Grisdale, Kearn Michael

2017-08-01

Stellar feedback refers to the injection of energy, momentum and mass into the interstellar medium (ISM) by massive stars. This feedback owes to a combination of ionising radiation, radiation pressure, stellar winds and supernovae and is likely responsible both for the inefficiency of star formation in galaxies, and the observed super-sonic turbulence of the ISM. In this thesis, I study how stellar feedback shapes the ISM thereby regulating galaxy evolution. In particular, I focus on three key questions: (i) How does stellar feedback shape the gas density distribution of the ISM? (ii) How does feedback change or influence the distribution of the kinetic energy in the ISM? and (iii) What role does feedback play in determining the star formation efficiency of giant molecular clouds (GMCs)? To answer these questions, I run high resolution (Deltax 4.6 pc) numerical simulations of three isolated galaxies, both with and without stellar feedback. I compare these simulations to observations of six galaxies from The HI Nearby Galaxy Survey (THINGS) using power spectra, and I use clump finding techniques to identify GMCs in my simulations and calculate their properties. I find that the kinetic energy power spectra in stellar feedback- regulated galaxies, regardless of the galaxy's mass and size, show scalings in excellent agreement with supersonic turbulence on scales below the thickness of the HI layer. I show that feedback influences the gas density field, and drives gas turbulence, up to large (kiloparsec) scales. This is in stark contrast to the density fields generated by large-scale gravity-only driven turbulence (i.e. without stellar feedback). Simulations with stellar feedback are able to reproduce the internal properties of GMCs such as: mass, size and velocity dispersion. Finally, I demonstrate that my simulations naturally reproduce the observed scatter (3.5-4 dex) in the star formation efficiency per free-fall time of GMCs, despite only employing a simple Schmidt star formation law. I conclude that the neutral gas content of galaxies carries signatures of stellar feedback on all scales and that stellar feedback is, therefore, key to regulating the evolution of galaxies over cosmic time.

The macaque midbrain reticular formation sends side-specific feedback to the superior colliculus.

PubMed

Wang, Niping; Warren, Susan; May, Paul J

2010-04-01

The central mesencephalic reticular formation (cMRF) likely plays a role in gaze control, as cMRF neurons receive tectal input and provide a bilateral projection back to the superior colliculus (SC). We examined the important question of whether this feedback is excitatory or inhibitory. Biotinylated dextran amine (BDA) was injected into the cMRF of M. fascicularis monkeys to anterogradely label reticulotectal terminals and retrogradely label tectoreticular neurons. BDA labeled profiles in the ipsi- and contralateral intermediate gray layer (SGI) were examined electron microscopically. Postembedding GABA immunochemistry was used to identify putative inhibitory profiles. Nearly all (94.7%) of the ipsilateral BDA labeled terminals were GABA positive, but profiles postsynaptic to these labeled terminals were exclusively GABA negative. In addition, BDA labeled terminals were observed to contact BDA labeled dendrites, indicating the presence of a monosynaptic feedback loop connecting the cMRF and ipsilateral SC. In contrast, within the contralateral SGI, half of the BDA labeled terminals were GABA positive, while more than a third were GABA negative. All the postsynaptic profiles were GABA negative. These results indicate the cMRF provides inhibitory feedback to the ipsilateral side of the SC, but it has more complex effects on the contralateral side. The ipsilateral projection may help tune the "winner-take-all" mechanism that produces a unified saccade signal, while the contralateral projections may contribute to the coordination of activity between the two colliculi.

Feedback in low-mass galaxies in the early Universe.

PubMed

Erb, Dawn K

2015-07-09

The formation, evolution and death of massive stars release large quantities of energy and momentum into the gas surrounding the sites of star formation. This process, generically termed 'feedback', inhibits further star formation either by removing gas from the galaxy, or by heating it to temperatures that are too high to form new stars. Observations reveal feedback in the form of galactic-scale outflows of gas in galaxies with high rates of star formation, especially in the early Universe. Feedback in faint, low-mass galaxies probably facilitated the escape of ionizing radiation from galaxies when the Universe was about 500 million years old, so that the hydrogen between galaxies changed from neutral to ionized-the last major phase transition in the Universe.

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.

A minimalist feedback-regulated model for galaxy formation during the epoch of reionization

NASA Astrophysics Data System (ADS)

Furlanetto, Steven R.; Mirocha, Jordan; Mebane, Richard H.; Sun, Guochao

2017-12-01

Near-infrared surveys have now determined the luminosity functions of galaxies at 6 ≲ z ≲ 8 to impressive precision and identified a number of candidates at even earlier times. Here, we develop a simple analytic model to describe these populations that allows physically motivated extrapolation to earlier times and fainter luminosities. We assume that galaxies grow through accretion on to dark matter haloes, which we model by matching haloes at fixed number density across redshift, and that stellar feedback limits the star formation rate. We allow for a variety of feedback mechanisms, including regulation through supernova energy and momentum from radiation pressure. We show that reasonable choices for the feedback parameters can fit the available galaxy data, which in turn substantially limits the range of plausible extrapolations of the luminosity function to earlier times and fainter luminosities: for example, the global star formation rate declines rapidly (by a factor of ∼20 from z = 6 to 15 in our fiducial model), but the bright galaxies accessible to observations decline even faster (by a factor ≳ 400 over the same range). Our framework helps us develop intuition for the range of expectations permitted by simple models of high-z galaxies that build on our understanding of 'normal' galaxy evolution. We also provide predictions for galaxy measurements by future facilities, including James Webb Space Telescope and Wide-Field Infrared Survey Telescope.

Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning

ERIC Educational Resources Information Center

Hatzipanagos, Stylianos; Warburton, Steven

2009-01-01

The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment…

STAR CLUSTER FORMATION WITH STELLAR FEEDBACK AND LARGE-SCALE INFLOW

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

Matzner, Christopher D.; Jumper, Peter H., E-mail: matzner@astro.utoronto.ca

2015-12-10

During star cluster formation, ongoing mass accretion is resisted by stellar feedback in the form of protostellar outflows from the low-mass stars and photo-ionization and radiation pressure feedback from the massive stars. We model the evolution of cluster-forming regions during a phase in which both accretion and feedback are present and use these models to investigate how star cluster formation might terminate. Protostellar outflows are the strongest form of feedback in low-mass regions, but these cannot stop cluster formation if matter continues to flow in. In more massive clusters, radiation pressure and photo-ionization rapidly clear the cluster-forming gas when itsmore » column density is too small. We assess the rates of dynamical mass ejection and of evaporation, while accounting for the important effect of dust opacity on photo-ionization. Our models are consistent with the census of protostellar outflows in NGC 1333 and Serpens South and with the dust temperatures observed in regions of massive star formation. Comparing observations of massive cluster-forming regions against our model parameter space, and against our expectations for accretion-driven evolution, we infer that massive-star feedback is a likely cause of gas disruption in regions with velocity dispersions less than a few kilometers per second, but that more massive and more turbulent regions are too strongly bound for stellar feedback to be disruptive.« less

Real-time feedback on nonverbal clinical communication. Theoretical framework and clinician acceptance of ambient visual design.

PubMed

Hartzler, A L; Patel, R A; Czerwinski, M; Pratt, W; Roseway, A; Chandrasekaran, N; Back, A

2014-01-01

This article is part of the focus theme of Methods of Information in Medicine on "Pervasive Intelligent Technologies for Health". Effective nonverbal communication between patients and clinicians fosters both the delivery of empathic patient-centered care and positive patient outcomes. Although nonverbal skill training is a recognized need, few efforts to enhance patient-clinician communication provide visual feedback on nonverbal aspects of the clinical encounter. We describe a novel approach that uses social signal processing technology (SSP) to capture nonverbal cues in real time and to display ambient visual feedback on control and affiliation--two primary, yet distinct dimensions of interpersonal nonverbal communication. To examine the design and clinician acceptance of ambient visual feedback on nonverbal communication, we 1) formulated a model of relational communication to ground SSP and 2) conducted a formative user study using mixed methods to explore the design of visual feedback. Based on a model of relational communication, we reviewed interpersonal communication research to map nonverbal cues to signals of affiliation and control evidenced in patient-clinician interaction. Corresponding with our formulation of this theoretical framework, we designed ambient real-time visualizations that reflect variations of affiliation and control. To explore clinicians' acceptance of this visual feedback, we conducted a lab study using the Wizard-of-Oz technique to simulate system use with 16 healthcare professionals. We followed up with seven of those participants through interviews to iterate on the design with a revised visualization that addressed emergent design considerations. Ambient visual feedback on non- verbal communication provides a theoretically grounded and acceptable way to provide clinicians with awareness of their nonverbal communication style. We provide implications for the design of such visual feedback that encourages empathic patient-centered communication and include considerations of metaphor, color, size, position, and timing of feedback. Ambient visual feedback from SSP holds promise as an acceptable means for facilitating empathic patient-centered nonverbal communication.

MASS TRANSPORT AND TURBULENCE IN GRAVITATIONALLY UNSTABLE DISK GALAXIES. II. THE EFFECTS OF STAR FORMATION FEEDBACK

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

Goldbaum, Nathan J.; Krumholz, Mark R.; Forbes, John C., E-mail: ngoldbau@illinois.edu

2016-08-10

Self-gravity and stellar feedback are capable of driving turbulence and transporting mass and angular momentum in disk galaxies, but the balance between them is not well understood. In the previous paper in this series, we showed that gravity alone can drive turbulence in galactic disks, regulate their Toomre Q parameters to ∼1, and transport mass inwards at a rate sufficient to fuel star formation in the centers of present-day galaxies. In this paper we extend our models to include the effects of star formation feedback. We show that feedback suppresses galaxies’ star formation rates by a factor of ∼5 andmore » leads to the formation of a multi-phase atomic and molecular interstellar medium. Both the star formation rate and the phase balance produced in our simulations agree well with observations of nearby spirals. After our galaxies reach steady state, we find that the inclusion of feedback actually lowers the gas velocity dispersion slightly compared to the case of pure self-gravity, and also slightly reduces the rate of inward mass transport. Nevertheless, we find that, even with feedback included, our galactic disks self-regulate to Q ∼ 1, and transport mass inwards at a rate sufficient to supply a substantial fraction of the inner disk star formation. We argue that gravitational instability is therefore likely to be the dominant source of turbulence and transport in galactic disks, and that it is responsible for fueling star formation in the inner parts of galactic disks over cosmological times.« less

Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

PubMed Central

Schaffer, Henry E.; Young, Karen R.; Ligon, Emily W.; Chapman, Diane D.

2017-01-01

Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. PMID:28293202

Kinematic evidence for feedback-driven star formation in NGC 1893

NASA Astrophysics Data System (ADS)

Lim, Beomdu; Sung, Hwankyung; Bessell, Michael S.; Lee, Sangwoo; Lee, Jae Joon; Oh, Heeyoung; Hwang, Narae; Park, Byeong-Gon; Hur, Hyeonoh; Hong, Kyeongsoo; Park, Sunkyung

2018-06-01

OB associations are the prevailing star-forming sites in the Galaxy. Up to now, the process of how OB associations were formed remained a mystery. A possible process is self-regulating star formation driven by feedback from massive stars. However, although a number of observational studies uncovered various signposts of feedback-driven star formation, the effectiveness of such feedback has been questioned. Stellar and gas kinematics is a promising tool to capture the relative motion of newborn stars and gas away from ionizing sources. We present high-resolution spectroscopy of stars and gas in the young open cluster NGC 1893. Our findings show that newborn stars and the tadpole nebula Sim 130 are moving away from the central cluster containing two O-type stars, and that the time-scale of sequential star formation is about 1 Myr within a 9 pc distance. The newborn stars formed by feedback from massive stars account for at least 18 per cent of the total stellar population in the cluster, suggesting that this process can play an important role in the formation of OB associations. These results support the self-regulating star formation model.

No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes

ERIC Educational Resources Information Center

Huang, Shu-Chen

2016-01-01

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

The reflective diary as a method for the formative assessment of self-regulated learning

NASA Astrophysics Data System (ADS)

Wallin, Patric; Adawi, Tom

2018-07-01

An increasingly desired outcome of engineering education is the ability to engage in self-regulated learning (SRL). One promising method for the formative assessment of SRL is the reflective diary. There is, however, a paucity of research on the use of reflective diaries in engineering education. To mitigate this gap, we report on a case study where reflective diaries were implemented in a master's course on tissue engineering. The objective of this paper is to explore the potential of reflective diaries for the formative assessment of three central aspects of SRL: conceptions of knowledge, conceptions of learning, and strategies for monitoring and regulating learning. Based on a theoretical thematic analysis of the diary entries, we show that reflective diaries can be used to assess these three aspects of SRL. We discuss ways of providing feedback to students, with a focus on dialogic feedback.

Automated near-real-time clinical performance feedback for anesthesiology residents: one piece of the milestones puzzle.

PubMed

Ehrenfeld, Jesse M; McEvoy, Matthew D; Furman, William R; Snyder, Dylan; Sandberg, Warren S

2014-01-01

Anesthesiology residencies are developing trainee assessment tools to evaluate 25 milestones that map to the six core competencies. The effort will be facilitated by development of automated methods to capture, assess, and report trainee performance to program directors, the Accreditation Council for Graduate Medical Education and the trainees themselves. The authors leveraged a perioperative information management system to develop an automated, near-real-time performance capture and feedback tool that provides objective data on clinical performance and requires minimal administrative effort. Before development, the authors surveyed trainees about satisfaction with clinical performance feedback and about preferences for future feedback. Resident performance on 24,154 completed cases has been incorporated into the authors' automated dashboard, and trainees now have access to their own performance data. Eighty percent (48 of 60) of the residents responded to the feedback survey. Overall, residents "agreed/strongly agreed" that they desire frequent updates on their clinical performance on defined quality metrics and that they desired to see how they compared with the residency as a whole. Before deployment of the new tool, they "disagreed" that they were receiving feedback in a timely manner. Survey results were used to guide the format of the feedback tool that has been implemented. The authors demonstrate the implementation of a system that provides near-real-time feedback concerning resident performance on an extensible series of quality metrics, and which is responsive to requests arising from resident feedback about desired reporting mechanisms.

Automated Near Real-Time Clinical Performance Feedback for Anesthesiology Residents: One Piece of the Milestones Puzzle

PubMed Central

Ehrenfeld, Jesse M.; McEvoy, Matthew D.; Furman, William R.; Snyder, Dylan; Sandberg, Warren S.

2014-01-01

Background Anesthesiology residencies are developing trainee assessment tools to evaluate 25 milestones that map to the 6 core competencies. The effort will be facilitated by development of automated methods to capture, assess, and report trainee performance to program directors, the Accreditation Council for Graduate Medical Education and the trainees themselves. Methods We leveraged a perioperative information management system to develop an automated, near-real-time performance capture and feedback tool that provides objective data on clinical performance and requires minimal administrative effort. Prior to development, we surveyed trainees about satisfaction with clinical performance feedback and about preferences for future feedback. Results Resident performance on 24,154 completed cases has been incorporated into our automated dashboard, and trainees now have access to their own performance data. Eighty percent (48 of 60) of our residents responded to the feedback survey. Overall, residents ‘agreed/strongly agreed’ that they desire frequent updates on their clinical performance on defined quality metrics and that they desired to see how they compared to the residency as a whole. Prior to deployment of the new tool, they ‘disagreed’ that they were receiving feedback in a timely manner. Survey results were used to guide the format of the feedback tool that has been implemented. Conclusions We demonstrate the implementation of a system that provides near real-time feedback concerning resident performance on an extensible series of quality metrics, and which is responsive to requests arising from resident feedback about desired reporting mechanisms. PMID:24398735

"The Tower in Red and Yellow": Using Children's Drawings in Formative Research for "Alam Simsim," an Educational Television Series for Egyptian Children.

ERIC Educational Resources Information Center

Montasser, Alyaa; Cole, Charlotte; Fuld, Janice

2002-01-01

Provides examples from a study of six test segments of the television series "Alam Simsim," the Egyptian "Sesame Street," to illustrate how a systematic analysis of children's artwork can be used with other research tools to gain feedback from children. Shows how formative research is used to bring children into the production…

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.

[History of creation of the doctrine, equipment and methods of formation of biological feedback].

PubMed

Bokser, O Ia

1999-01-01

The theoretical and experimental priorities of Russian scientists A. V. Zaporozhets and M. I. Lisina in creating the doctrine of biological feedback (BFB) in 1955 are justified. The priority of American scientists (N. Miller, 1969) in the discovery of the fact that BFB can form in animals is recognized. USA scientists were also be the first to develop and provide a base for manufacturing commercial devices for shaping BFB that have gained wide practical recognition in medicine, sports, and psychophysiology.

Formative assessment in physiology teaching using a wireless classroom communication system.

PubMed

Paschal, Cynthia B

2002-12-01

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.

Supernova feedback in numerical simulations of galaxy formation: separating physics from numerics

NASA Astrophysics Data System (ADS)

Smith, Matthew C.; Sijacki, Debora; Shen, Sijing

2018-07-01

While feedback from massive stars exploding as supernovae (SNe) is thought to be one of the key ingredients regulating galaxy formation, theoretically it is still unclear how the available energy couples to the interstellar medium and how galactic scale outflows are launched. We present a novel implementation of six sub-grid SN feedback schemes in the moving-mesh code AREPO, including injections of thermal and/or kinetic energy, two parametrizations of delayed cooling feedback and a `mechanical' feedback scheme that injects the correct amount of momentum depending on the relevant scale of the SN remnant resolved. All schemes make use of individually time-resolved SN events. Adopting isolated disc galaxy set-ups at different resolutions, with the highest resolution runs reasonably resolving the Sedov-Taylor phase of the SN, we aim to find a physically motivated scheme with as few tunable parameters as possible. As expected, simple injections of energy overcool at all but the highest resolution. Our delayed cooling schemes result in overstrong feedback, destroying the disc. The mechanical feedback scheme is efficient at suppressing star formation, agrees well with the Kennicutt-Schmidt relation, and leads to converged star formation rates and galaxy morphologies with increasing resolution without fine-tuning any parameters. However, we find it difficult to produce outflows with high enough mass loading factors at all but the highest resolution, indicating either that we have oversimplified the evolution of unresolved SN remnants, require other stellar feedback processes to be included, and require a better star formation prescription or most likely some combination of these issues.

Supernova feedback in numerical simulations of galaxy formation: separating physics from numerics

NASA Astrophysics Data System (ADS)

Smith, Matthew C.; Sijacki, Debora; Shen, Sijing

2018-04-01

While feedback from massive stars exploding as supernovae (SNe) is thought to be one of the key ingredients regulating galaxy formation, theoretically it is still unclear how the available energy couples to the interstellar medium and how galactic scale outflows are launched. We present a novel implementation of six sub-grid SN feedback schemes in the moving-mesh code AREPO, including injections of thermal and/or kinetic energy, two parametrizations of delayed cooling feedback and a `mechanical' feedback scheme that injects the correct amount of momentum depending on the relevant scale of the SN remnant resolved. All schemes make use of individually time-resolved SN events. Adopting isolated disk galaxy setups at different resolutions, with the highest resolution runs reasonably resolving the Sedov-Taylor phase of the SN, we aim to find a physically motivated scheme with as few tunable parameters as possible. As expected, simple injections of energy overcool at all but the highest resolution. Our delayed cooling schemes result in overstrong feedback, destroying the disk. The mechanical feedback scheme is efficient at suppressing star formation, agrees well with the Kennicutt-Schmidt relation and leads to converged star formation rates and galaxy morphologies with increasing resolution without fine tuning any parameters. However, we find it difficult to produce outflows with high enough mass loading factors at all but the highest resolution, indicating either that we have oversimplified the evolution of unresolved SN remnants, require other stellar feedback processes to be included, require a better star formation prescription or most likely some combination of these issues.

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

The pediatric hematology/oncology educational laboratory in-training examination (PHOELIX): A formative evaluation of laboratory skills for Canadian pediatric hematology/oncology trainees.

PubMed

Leung, Elaine; Dix, David; Ford, Jason; Barnard, Dorothy; McBride, Eileen

2015-11-01

Pediatric hematologists/oncologists need to be skilled clinicians, and must also be adept and knowledgeable in relevant areas of laboratory medicine. Canadian training programs in this subspecialty have a minimum requirement for 6 months of training in acquiring "relevant laboratory diagnostic skills." The Canadian pediatric hematology/oncology (PHO) national specialty society, C17, recognized the need for an assessment method in laboratory skills for fellows graduating from PHO training programs. Canadian pediatric hematologists/oncologists were surveyed regarding what were felt to be the essential laboratory-related knowledge and skills deemed necessary for graduating pediatric hematology/oncology trainees. The PHOELIX (Pediatric hematology/oncology educational laboratory in-training examination) was then developed to provide an annual formative evaluation of laboratory skills in Canadian PHO trainees. The majority of PHO respondents (89%) felt that laboratory skills are important in clinical practice. An annual formative examination including review of glass slides was implemented starting in 2010; this provides feedback regarding knowledge of laboratory medicine to both trainees and program directors (PDs). We have successfully created a formative examination that can be used to evaluate and educate trainees, as well as provide PDs with a tool to gauge the effectiveness of their laboratory training curriculum. Feedback has been positive from both trainees and PDs. © 2015 Wiley Periodicals, Inc.

Formative assessment in mathematics for engineering students

NASA Astrophysics Data System (ADS)

Ní Fhloinn, Eabhnat; Carr, Michael

2017-07-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.

Toward Personal and Emotional Connectivity in Mobile Higher Education through Asynchronous Formative Audio Feedback

ERIC Educational Resources Information Center

Rasi, Päivi; Vuojärvi, Hanna

2018-01-01

This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested,…

Towards a Personal Best: A Case for Introducing Ipsative Assessment in Higher Education

ERIC Educational Resources Information Center

Hughes, Gwyneth

2011-01-01

The central role that assessment plays is recognised in higher education, in particular how formative feedback guides learning. A model for effective feedback practice is used to argue that, in current schemes, formative feedback is often not usable because it is strongly linked to external criteria and standards, rather than to the processes of…

Massive Stars and Star Clusters in the Era of JWST

NASA Astrophysics Data System (ADS)

Klein, Richard

Massive stars lie at the center of the web of physical processes that has shaped the universe as we know it, governing the evolution of the interstellar medium of galaxies, producing a majority of the heavy elements, and thereby determining the evolution of galaxies. Massive stars are also important as signposts, since they produce most of the light and almost all the ionizing radiation in regions of active star formation. A significant fraction of all stars form in massive clusters, which will be observable throughout the visible universe with JWST. Their luminosities are so high that the pressure of their light on interstellar dust grains is likely the dominant feedback mechanism regulating their formation. While this process has been studied in the local Universe, much less attention has been focused on how it behaves at high redshift, where the dust abundance is much lower due to the overall lower abundance of heavy elements. The high redshift Universe also differs from the nearby one in that observations imply that high redshift star formation occurs at significantly higher densities than are typically found locally. We propose to simulate the formation of individual massive stars from the high redshift universe to the present day universe spanning metallicities ranging from 0.001 to 1.0 and column densities from 0.1to 30.0 g/cm2 focusing on how the process depends on both the dust abundance and on the density of the star-forming gas. These simulations will be among the first to treat the formation of Population II stars, which form in regions of low metallicity. Based on these results, we shall then simulate the formation of clusters of stars across also cosmic time, both of moderate mass, such as the Orion Nebula Cluster, and of high mass, such as the super star clusters seen in starburst galaxies. These state-of-the-art simulations will be carried out using our newly developed advanced techniques in our radiation-magneto-hydrodynamic AMR code ORION, for radiative transfer with both ionizing and non-ionizing radiation that accurately handle both the direct radiation from stars and the diffuse infrared radiation field that builds up when direct radiation is reprocessed by dust grains. Our simulations include all of the relevant feedback effects such as radiative heating, radiation pressure, photodissociation and photoionization, protostellar outflows and stellar winds. The challenge in simulating the formation of massive stars and massive clusters is to include all these feedback effects self-consistently as they occur collectively. We are in an excellent position to do so. The results of these simulations will be directly relevant to the interpretation of observations with JWST, which will probe cluster formation in both the nearby and distant universe, and with SOFIA, which can observe high-mass star formation in the Galaxy. We shall make direct comparison with observations of massive protostars in the Galactic disk. We shall also compare with observations of star clusters that form in dense environments, such as the Galactic Center and in merging galaxies (e.g., the Antennae), and in low metallicity environments, such as the dwarf starburst galaxy I Zw 18. Once our simulations have been benchmarked with observations of massive protostars in the Galaxy and massive protoclusters in the local universe, they will provide the theoretical basis for interpreting observations of the formation of massive star clusters at high redshift with JWST. What determines the maximum mass of a star? How does stellar feedback affect the formation of individual stars and the formation of massive star clusters and how the answers to these questions evolve with cosmic time. The proposed research will provide high-resolution input to the study of stellar feedback on galaxy formation with a significantly more accurate treatment of the physics, particularly the radiative transfer that is so important for feedback.

Star cluster formation in a turbulent molecular cloud self-regulated by photoionization feedback

NASA Astrophysics Data System (ADS)

Gavagnin, Elena; Bleuler, Andreas; Rosdahl, Joakim; Teyssier, Romain

2017-12-01

Most stars in the Galaxy are believed to be formed within star clusters from collapsing molecular clouds. However, the complete process of star formation, from the parent cloud to a gas-free star cluster, is still poorly understood. We perform radiation-hydrodynamical simulations of the collapse of a turbulent molecular cloud using the RAMSES-RT code. Stars are modelled using sink particles, from which we self-consistently follow the propagation of the ionizing radiation. We study how different feedback models affect the gas expulsion from the cloud and how they shape the final properties of the emerging star cluster. We find that the star formation efficiency is lower for stronger feedback models. Feedback also changes the high-mass end of the stellar mass function. Stronger feedback also allows the establishment of a lower density star cluster, which can maintain a virial or sub-virial state. In the absence of feedback, the star formation efficiency is very high, as well as the final stellar density. As a result, high-energy close encounters make the cluster evaporate quickly. Other indicators, such as mass segregation, statistics of multiple systems and escaping stars confirm this picture. Observations of young star clusters are in best agreement with our strong feedback simulation.

A Local Laboratory for Studying Positive Feedback from Supermassive Black Holes

NASA Astrophysics Data System (ADS)

Croft, Steve

2016-10-01

AGN feedback is a critical regulator of galaxy growth. As well as curtailing star formation in diffuse, hot gas, it is increasingly understood to sometimes enhance star formation in the clumpy ISM through shock-induced collapse of clouds. Simulations have shown that such positive feedback may play a significant role in determining the stellar populations of galaxies. Minkowsi's Object (MO) provides an excellent local laboratory to probe this poorly-studied process in detail. The detection of a Type II supernova in MO (unexpected given the low mass of MO) suggests that jet-induced star formation may overproduce massive stars, and that models of the initial mass function in such systems may need to be revised. Recent results also suggest that star formation efficiency is enhanced in MO. Using WFC3, we will obtain morphologies, SEDs, H-a luminosities, equivalent widths, sizes, and population synthesis models of star forming regions across MO in order to address these questions, critical for understanding not just this single object, but the general process: 1. Does jet induced star formation change the luminosities and initial mass functions of star clusters? 2. What do the age gradients of the star clusters tell us about the process of conversion of gas (HI, CO) into stars as the radio jet progressed through the parent cloud? Does this match numerical simulations? 3. By using observations to refine simulations, what can we learn about intrinsic properties of these kinds of radio jets, such as propagation speed, age, pressure and jet energy flux?

Clumpy Disks as a Testbed for Feedback-regulated Galaxy Formation

NASA Astrophysics Data System (ADS)

Mayer, Lucio; Tamburello, Valentina; Lupi, Alessandro; Keller, Ben; Wadsley, James; Madau, Piero

2016-10-01

We study the dependence of fragmentation in massive gas-rich galaxy disks at z > 1 on stellar feedback schemes and hydrodynamical solvers, employing the GASOLINE2 SPH code and the lagrangian mesh-less code GIZMO in finite mass mode. Non-cosmological galaxy disk runs with the standard delayed-cooling blastwave feedback are compared with runs adopting a new superbubble feedback, which produces winds by modeling the detailed physics of supernova-driven bubbles and leads to efficient self-regulation of star formation. We find that, with blastwave feedback, massive star-forming clumps form in comparable number and with very similar masses in GASOLINE2 and GIZMO. Typical clump masses are in the range 107-108 M ⊙, lower than in most previous works, while giant clumps with masses above 109 M ⊙ are exceedingly rare. By contrast, superbubble feedback does not produce massive star-forming bound clumps as galaxies never undergo a phase of violent disk instability. In this scheme, only sporadic, unbound star-forming overdensities lasting a few tens of Myr can arise, triggered by non-linear perturbations from massive satellite companions. We conclude that there is severe tension between explaining massive star-forming clumps observed at z > 1 primarily as the result of disk fragmentation driven by gravitational instability and the prevailing view of feedback-regulated galaxy formation. The link between disk stability and star formation efficiency should thus be regarded as a key testing ground for galaxy formation theory.

Online Formative Assessments in a Digital Signal Processing Course: Effects of Feedback Type and Content Difficulty on Students Learning Achievements

ERIC Educational Resources Information Center

Petrovic, J.; Pale, P.; Jeren, B.

2017-01-01

This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response--KCR,…

Quasar feedback revealed by giant molecular outflows

NASA Astrophysics Data System (ADS)

Feruglio, C.; Maiolino, R.; Piconcelli, E.; Menci, N.; Aussel, H.; Lamastra, A.; Fiore, F.

2010-07-01

In the standard scenario for galaxy evolution young star-forming galaxies transform into red bulge-dominated spheroids, where star formation has been quenched. To explain this transformation, a strong negative feedback generated by accretion onto a central super-massive black hole is often invoked. The depletion of gas resulting from quasar-driven outflows should eventually stop star-formation across the host galaxy and lead the black hole to “suicide” by starvation. Direct observational evidence for a major quasar feedback onto the host galaxy is still missing, because outflows previously observed in quasars are generally associated with the ionized component of the gas, which only accounts for a minor fraction of the total gas content, and typically occurrs in the central regions. We used the IRAM PdB Interferometer to observe the CO(1-0) transition in Mrk 231, the closest quasar known. Thanks to the wide band we detected broad wings of the CO line, with velocities of up to 750 km s-1 and spatially resolved on the kpc scale. These broad CO wings trace a giant molecular outflow of about 700 M_⊙/year, far larger than the ongoing star-formation rate (~200 M_⊙/year) observed in the host galaxy. This wind will totally expel the cold gas reservoir in Mrk 231 in about 107 yrs, therefore halting the star-formation activity on the same timescale. The inferred kinetic energy in the molecular outflow is ~1.2 × 1044 erg/s, corresponding to a few percent of the AGN bolometric luminosity, which is very close to the fraction expected by models ascribing quasar feedback to highly supersonic shocks generated by radiatively accelerated nuclear winds. Instead, the contribution by the SNe associated with the starburst fall short by several orders of magnitude to account for the kinetic energy observed in the outflow. The direct observational evidence for quasar feedback reported here provides solid support to the scenarios ascribing the observed properties of local massive galaxies to quasar-induced large-scale winds.

MUFASA: galaxy formation simulations with meshless hydrodynamics

NASA Astrophysics Data System (ADS)

Davé, Romeel; Thompson, Robert; Hopkins, Philip F.

2016-11-01

We present the MUFASA suite of cosmological hydrodynamic simulations, which employs the GIZMO meshless finite mass (MFM) code including H2-based star formation, nine-element chemical evolution, two-phase kinetic outflows following scalings from the Feedback in Realistic Environments zoom simulations, and evolving halo mass-based quenching. Our fiducial (50 h-1 Mpc)3 volume is evolved to z = 0 with a quarter billion elements. The predicted galaxy stellar mass functions (GSMFs) reproduces observations from z = 4 → 0 to ≲ 1.2σ in cosmic variance, providing an unprecedented match to this key diagnostic. The cosmic star formation history and stellar mass growth show general agreement with data, with a strong archaeological downsizing trend such that dwarf galaxies form the majority of their stars after z ˜ 1. We run 25 and 12.5 h-1 Mpc volumes to z = 2 with identical feedback prescriptions, the latter resolving all hydrogen-cooling haloes, and the three runs display fair resolution convergence. The specific star formation rates broadly agree with data at z = 0, but are underpredicted at z ˜ 2 by a factor of 3, re-emphasizing a longstanding puzzle in galaxy evolution models. We compare runs using MFM and two flavours of smoothed particle hydrodynamics, and show that the GSMF is sensitive to hydrodynamics methodology at the ˜×2 level, which is sub-dominant to choices for parametrizing feedback.

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'.

Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education

ERIC Educational Resources Information Center

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 x 2 design were conducted in the…

Exploring Formative Feedback on Textual Assignments with the Help of Automatically Created Visual Representations

ERIC Educational Resources Information Center

Berlanga, A. J.; van Rosmalen, P.; Boshuizen, H. P. A.; Sloep, P. B.

2012-01-01

Learners, particularly lifelong learners, often find it difficult to determine the scope of their expertise. Formative feedback could help them do so. To use this feedback productively, it is essential to then suggest to them the remedial actions they need to overcome the gaps in their knowledge. This paper presents the design considerations of a…

Automated numerical simulation of biological pattern formation based on visual feedback simulation framework

PubMed Central

Sun, Mingzhu; Xu, Hui; Zeng, Xingjuan; Zhao, Xin

2017-01-01

There are various fantastic biological phenomena in biological pattern formation. Mathematical modeling using reaction-diffusion partial differential equation systems is employed to study the mechanism of pattern formation. However, model parameter selection is both difficult and time consuming. In this paper, a visual feedback simulation framework is proposed to calculate the parameters of a mathematical model automatically based on the basic principle of feedback control. In the simulation framework, the simulation results are visualized, and the image features are extracted as the system feedback. Then, the unknown model parameters are obtained by comparing the image features of the simulation image and the target biological pattern. Considering two typical applications, the visual feedback simulation framework is applied to fulfill pattern formation simulations for vascular mesenchymal cells and lung development. In the simulation framework, the spot, stripe, labyrinthine patterns of vascular mesenchymal cells, the normal branching pattern and the branching pattern lacking side branching for lung branching are obtained in a finite number of iterations. The simulation results indicate that it is easy to achieve the simulation targets, especially when the simulation patterns are sensitive to the model parameters. Moreover, this simulation framework can expand to other types of biological pattern formation. PMID:28225811

Automated numerical simulation of biological pattern formation based on visual feedback simulation framework.

PubMed

Sun, Mingzhu; Xu, Hui; Zeng, Xingjuan; Zhao, Xin

2017-01-01

There are various fantastic biological phenomena in biological pattern formation. Mathematical modeling using reaction-diffusion partial differential equation systems is employed to study the mechanism of pattern formation. However, model parameter selection is both difficult and time consuming. In this paper, a visual feedback simulation framework is proposed to calculate the parameters of a mathematical model automatically based on the basic principle of feedback control. In the simulation framework, the simulation results are visualized, and the image features are extracted as the system feedback. Then, the unknown model parameters are obtained by comparing the image features of the simulation image and the target biological pattern. Considering two typical applications, the visual feedback simulation framework is applied to fulfill pattern formation simulations for vascular mesenchymal cells and lung development. In the simulation framework, the spot, stripe, labyrinthine patterns of vascular mesenchymal cells, the normal branching pattern and the branching pattern lacking side branching for lung branching are obtained in a finite number of iterations. The simulation results indicate that it is easy to achieve the simulation targets, especially when the simulation patterns are sensitive to the model parameters. Moreover, this simulation framework can expand to other types of biological pattern formation.

Developing Computational Methods to Measure and Track Learners' Spatial Reasoning in an Open-Ended Simulation

ERIC Educational Resources Information Center

Mallavarapu, Aditi; Lyons, Leilah; Shelley, Tia; Minor, Emily; Slattery, Brian; Zellner, Moria

2015-01-01

Interactive learning environments can provide learners with opportunities to explore rich, real-world problem spaces, but the nature of these problem spaces can make assessing learner progress difficult. Such assessment can be useful for providing formative and summative feedback to the learners, to educators, and to the designers of the…

Feedback first: the surprisingly weak effects of magnetic fields, viscosity, conduction and metal diffusion on sub-L* galaxy formation

NASA Astrophysics Data System (ADS)

Su, Kung-Yi; Hopkins, Philip F.; Hayward, Christopher C.; Faucher-Giguère, Claude-André; Kereš, Dušan; Ma, Xiangcheng; Robles, Victor H.

2017-10-01

Using high-resolution simulations with explicit treatment of stellar feedback physics based on the FIRE (Feedback In Realistic Environments) project, we study how galaxy formation and the interstellar medium (ISM) are affected by magnetic fields, anisotropic Spitzer-Braginskii conduction and viscosity, and sub-grid metal diffusion from unresolved turbulence. We consider controlled simulations of isolated (non-cosmological) galaxies but also a limited set of cosmological 'zoom-in' simulations. Although simulations have shown significant effects from these physics with weak or absent stellar feedback, the effects are much weaker than those of stellar feedback when the latter is modelled explicitly. The additional physics have no systematic effect on galactic star formation rates (SFRs). In contrast, removing stellar feedback leads to SFRs being overpredicted by factors of ˜10-100. Without feedback, neither galactic winds nor volume-filling hot-phase gas exist, and discs tend to runaway collapse to ultra-thin scaleheights with unphysically dense clumps congregating at the galactic centre. With stellar feedback, a multi-phase, turbulent medium with galactic fountains and winds is established. At currently achievable resolutions and for the investigated halo mass range 1010-1013 M⊙, the additional physics investigated here (magnetohydrodynamic, conduction, viscosity, metal diffusion) have only weak (˜10 per cent-level) effects on regulating SFR and altering the balance of phases, outflows or the energy in ISM turbulence, consistent with simple equipartition arguments. We conclude that galactic star formation and the ISM are primarily governed by a combination of turbulence, gravitational instabilities and feedback. We add the caveat that active galactic nucleus feedback is not included in the present work.

The first high resolution image of coronal gas in a starbursting cool core cluster

NASA Astrophysics Data System (ADS)

Johnson, Sean

2017-08-01

Galaxy clusters represent a unique laboratory for directly observing gas cooling and feedback due to their high masses and correspondingly high gas densities and temperatures. Cooling of X-ray gas observed in 1/3 of clusters, known as cool-core clusters, should fuel star formation at prodigious rates, but such high levels of star formation are rarely observed. Feedback from active galactic nuclei (AGN) is a leading explanation for the lack of star formation in most cool clusters, and AGN power is sufficient to offset gas cooling on average. Nevertheless, some cool core clusters exhibit massive starbursts indicating that our understanding of cooling and feedback is incomplete. Observations of 10^5 K coronal gas in cool core clusters through OVI emission offers a sensitive means of testing our understanding of cooling and feedback because OVI emission is a dominant coolant and sensitive tracer of shocked gas. Recently, Hayes et al. 2016 demonstrated that synthetic narrow-band imaging of OVI emission is possible through subtraction of long-pass filters with the ACS+SBC for targets at z=0.23-0.29. Here, we propose to use this exciting new technique to directly image coronal OVI emitting gas at high resolution in Abell 1835, a prototypical starbursting cool-core cluster at z=0.252. Abell 1835 hosts a strong cooling core, massive starburst, radio AGN, and at z=0.252, it offers a unique opportunity to directly image OVI at hi-res in the UV with ACS+SBC. With just 15 orbits of ACS+SBC imaging, the proposed observations will complete the existing rich multi-wavelength dataset available for Abell 1835 to provide new insights into cooling and feedback in clusters.

Using the 360 degrees multisource feedback model to evaluate teaching and professionalism.

PubMed

Berk, Ronald A

2009-12-01

Student ratings have dominated as the primary and, frequently, only measure of teaching performance at colleges and universities for the past 50 years. Recently, there has been a trend toward augmenting those ratings with other data sources to broaden and deepen the evidence base. The 360 degrees multisource feedback (MSF) model used in management and industry for half a century and in clinical medicine for the last decade seemed like a best fit to evaluate teaching performance and professionalism. To adapt the 360 degrees MSF model to the assessment of teaching performance and professionalism of medical school faculty. The salient characteristics of the MSF models in industry and medicine were extracted from the literature. These characteristics along with 14 sources of evidence from eight possible raters, including students, self, peers, outside experts, mentors, alumni, employers, and administrators, based on the research in higher education were adapted to formative and summative decisions. Three 360 degrees MSF models were generated for three different decisions: (1) formative decisions and feedback about teaching improvement; (2) summative decisions and feedback for merit pay and contract renewal; and (3) formative decisions and feedback about professional behaviors in the academic setting. The characteristics of each model were listed. Finally, a top-10 list of the most persistent and, perhaps, intractable psychometric issues in executing these models was suggested to guide future research. The 360 degrees MSF model appears to be a useful framework for implementing a multisource evaluation of faculty teaching performance and professionalism in medical schools. This model can provide more accurate, reliable, fair, and equitable decisions than the one based on just a single source.

Minimizing Barriers in Learning for On-Call Radiology Residents-End-to-End Web-Based Resident Feedback System.

PubMed

Choi, Hailey H; Clark, Jennifer; Jay, Ann K; Filice, Ross W

2018-02-01

Feedback is an essential part of medical training, where trainees are provided with information regarding their performance and further directions for improvement. In diagnostic radiology, feedback entails a detailed review of the differences between the residents' preliminary interpretation and the attendings' final interpretation of imaging studies. While the on-call experience of independently interpreting complex cases is important to resident education, the more traditional synchronous "read-out" or joint review is impossible due to multiple constraints. Without an efficient method to compare reports, grade discrepancies, convey salient teaching points, and view images, valuable lessons in image interpretation and report construction are lost. We developed a streamlined web-based system, including report comparison and image viewing, to minimize barriers in asynchronous communication between attending radiologists and on-call residents. Our system provides real-time, end-to-end delivery of case-specific and user-specific feedback in a streamlined, easy-to-view format. We assessed quality improvement subjectively through surveys and objectively through participation metrics. Our web-based feedback system improved user satisfaction for both attending and resident radiologists, and increased attending participation, particularly with regards to cases where substantive discrepancies were identified.

Open-cavity fiber laser with distributed feedback based on externally or self-induced dynamic gratings.

PubMed

Lobach, Ivan A; Drobyshev, Roman V; Fotiadi, Andrei A; Podivilov, Evgeniy V; Kablukov, Sergey I; Babin, Sergey A

2017-10-15

Dynamic population inversion gratings induced in an active medium by counter-propagating optical fields may have a reverse effect on writing laser radiation via feedback they provide. In this Letter we report, to the best of our knowledge, on the first demonstration of an open-cavity fiber laser in which the distributed feedback is provided by a dynamic grating "written" in a Yb-doped active fiber, either by an external source or self-induced via a weak (∼0.1%) reflection from an angle-cleaved fiber end. It has been shown that meters-long dynamic grating is formed with a narrow bandwidth (<50  MHz) and a relatively high-reflection coefficient (>7%) securing single-frequency operation, but the subsequent hole-burning effects accompanied by new grating formation lead to the switching from one longitudinal mode to another. providing a regular pulse-mode dynamics. As a result, periodically generated pulse trains cover a spectrum range of several terahertz delivering millions of cavity modes in sequent pulses.

Monitoring and guidance of HIFU beams with dual-mode ultrasound arrays.

PubMed

Ballard, John R; Casper, Andrew J; Ebbini, Emad S

2009-01-01

We present experimental results illustrating the unique advantages of dual-mode array (DMUA) systems in monitoring and guidance of high intensity focused ultrasound (HIFU) lesion formation. DMUAs offer a unique paradigm in image-guided surgery; one in which images obtained using the same therapeutic transducer provide feedback for: 1) refocusing the array in the presence of strongly scattering objects, e.g. the ribs, 2) temperature change at the intended location of the HIFU focus, and 3) changes in the echogenicity of the tissue in response to therapeutic HIFU. These forms of feedback have been demonstrated in vitro in preparation for the design and implementation of a real-time system for imaging and therapy with DMUAs. The results clearly demonstrate that DMUA image feedback is spatially accurate and provide sufficient spatial and contrast resolution for identification of high contrast objects like the ribs and significant blood vessels in the path of the HIFU beam.

Essential processes for cognitive behavioral clinical supervision: Agenda setting, problem-solving, and formative feedback.

PubMed

Cummings, Jorden A; Ballantyne, Elena C; Scallion, Laura M

2015-06-01

Clinical supervision should be a proactive and considered endeavor, not a reactive one. To that end, supervisors should choose supervision processes that are driven by theory, best available research, and clinical experience. These processes should be aimed at helping trainees develop as clinicians. We highlight 3 supervision processes we believe should be used at each supervision meeting: agenda setting, encouraging trainee problem-solving, and formative feedback. Although these are primarily cognitive-behavioral skills, they can be helpful in combination with other supervision models. We provide example dialogue from supervision exchanges, and discuss theoretical and research support for these processes. Using these processes not only encourages trainee development but also models for them how to use the same processes and approaches with clients. (c) 2015 APA, all rights reserved).

The effect of physician feedback and an action checklist on diabetes care measures.

PubMed

Schectman, Joel M; Schorling, John B; Nadkarni, Mohan M; Lyman, Jason A; Siadaty, Mir S; Voss, John D

2004-01-01

The objective was to evaluate whether physician feedback accompanied by an action checklist improved diabetes care process measures. Eighty-three physicians in an academic general medicine clinic were provided a single feedback report on the most recent date and result of diabetes care measures (glycosylated hemoglobin [A1c], urine microalbumin, serum creatinine, lipid levels, retinal examination) as well as recent diabetes medication refills with calculated dosing and adherence on 789 patients. An educational session regarding the feedback and adherence information was provided. The physicians were asked to complete a checklist accompanying the feedback on each of their patients, indicating requested actions with respect to follow-up, testing, and counseling. The physicians completed 82% of patient checklists, requesting actions consistent with patient needs on the basis of the feedback. Of the physicians, 93% felt the patient information and intervention format to be useful. The odds of urine microalbumin testing, serum creatinine, lipid profile, A1c, and retinal examination increased in the 6 months after the feedback. The increase was sustained at 1 year only for microalbumin and retinal exams. There was no significant change in refill adherence for the group overall after the feedback, although adherence did improve among patients of physicians attending the educational session. No significant change was noted in lipid or A1c levels during the study period. In conclusion, a simple physician feedback tool with action checklist can be both helpful and popular for improving rates of diabetes care guideline adherence. More complex interventions are likely required to improve diabetes outcomes.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Development and testing of an assessment instrument for the formative peer review of significant event analyses.

PubMed

McKay, J; Murphy, D J; Bowie, P; Schmuck, M-L; Lough, M; Eva, K W

2007-04-01

To establish the content validity and specific aspects of reliability for an assessment instrument designed to provide formative feedback to general practitioners (GPs) on the quality of their written analysis of a significant event. Content validity was quantified by application of a content validity index. Reliability testing involved a nested design, with 5 cells, each containing 4 assessors, rating 20 unique significant event analysis (SEA) reports (10 each from experienced GPs and GPs in training) using the assessment instrument. The variance attributable to each identified variable in the study was established by analysis of variance. Generalisability theory was then used to investigate the instrument's ability to discriminate among SEA reports. Content validity was demonstrated with at least 8 of 10 experts endorsing all 10 items of the assessment instrument. The overall G coefficient for the instrument was moderate to good (G>0.70), indicating that the instrument can provide consistent information on the standard achieved by the SEA report. There was moderate inter-rater reliability (G>0.60) when four raters were used to judge the quality of the SEA. This study provides the first steps towards validating an instrument that can provide educational feedback to GPs on their analysis of significant events. The key area identified to improve instrument reliability is variation among peer assessors in their assessment of SEA reports. Further validity and reliability testing should be carried out to provide GPs, their appraisers and contractual bodies with a validated feedback instrument on this aspect of the general practice quality agenda.

CLUMPY DISKS AS A TESTBED FOR FEEDBACK-REGULATED GALAXY FORMATION

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

Mayer, Lucio; Tamburello, Valentina; Lupi, Alessandro

2016-10-10

We study the dependence of fragmentation in massive gas-rich galaxy disks at z >1 on stellar feedback schemes and hydrodynamical solvers, employing the GASOLINE2 SPH code and the lagrangian mesh-less code GIZMO in finite mass mode. Non-cosmological galaxy disk runs with the standard delayed-cooling blastwave feedback are compared with runs adopting a new superbubble feedback, which produces winds by modeling the detailed physics of supernova-driven bubbles and leads to efficient self-regulation of star formation. We find that, with blastwave feedback, massive star-forming clumps form in comparable number and with very similar masses in GASOLINE2 and GIZMO. Typical clump masses aremore » in the range 10{sup 7}–10{sup 8} M {sub ⊙}, lower than in most previous works, while giant clumps with masses above 10{sup 9} M {sub ⊙} are exceedingly rare. By contrast, superbubble feedback does not produce massive star-forming bound clumps as galaxies never undergo a phase of violent disk instability. In this scheme, only sporadic, unbound star-forming overdensities lasting a few tens of Myr can arise, triggered by non-linear perturbations from massive satellite companions. We conclude that there is severe tension between explaining massive star-forming clumps observed at z >1 primarily as the result of disk fragmentation driven by gravitational instability and the prevailing view of feedback-regulated galaxy formation. The link between disk stability and star formation efficiency should thus be regarded as a key testing ground for galaxy formation theory.« less

Blowin' in the wind: both `negative' and `positive' feedback in an outflowing quasar at z~1.6

NASA Astrophysics Data System (ADS)

Cresci, Giovanni

2015-02-01

Quasar feedback in the form of powerful outflows is invoked as a key mechanism to quench star formation, preventing massive galaxies to over-grow and producing the red colors of ellipticals. On the other hand, some models are also requiring `positive' AGN feedback, inducing star formation in the host galaxy through enhanced gas pressure in the interstellar medium. However, finding observational evidence of the effects of both types of feedback is still one of the main challenges of extragalactic astronomy, as few observations of energetic and extended radiatively-driven winds are available. We present SINFONI near infrared integral field spectroscopy of XID2028, an obscured, radio-quiet z=1.59 QSO, in which we clearly resolve a fast (1500 km/s) and extended (up to 13 kpc from the black hole) outflow in the [OIII] lines emitting gas, whose large velocity and outflow rate are not sustainable by star formation only. The narrow component of Hα emission and the rest frame U band flux show that the outflow position lies in the center of an empty cavity surrounded by star forming regions on its edge. The outflow is therefore removing the gas from the host galaxy (`negative feedback'), but also triggering star formation by outflow induced pressure at the edges (`positive feedback'). XID2028 represents the first example of a host galaxy showing both types of feedback simultaneously at work.

Star formation in galaxy mergers with realistic models of stellar feedback and the interstellar medium

NASA Astrophysics Data System (ADS)

Hopkins, Philip F.; Cox, Thomas J.; Hernquist, Lars; Narayanan, Desika; Hayward, Christopher C.; Murray, Norman

2013-04-01

We use hydrodynamic simulations with detailed, explicit models for stellar feedback to study galaxy mergers. These high-resolution (˜1 pc) simulations follow the formation and destruction of individual giant molecular clouds (GMC) and star clusters. We find that the final starburst is dominated by in situ star formation, fuelled by gas which flows inwards due to global torques. The resulting high gas density results in rapid star formation. The gas is self-gravitating, and forms massive (≲1010 M⊙) GMC and subsequently super star clusters (with masses up to 108 M⊙). However, in contrast to some recent simulations, the bulk of new stars which eventually form the central bulge are not born in super-clusters which then sink to the centre of the galaxy. This is because feedback efficiently disperses GMC after they turn several per cent of their mass into stars. In other words, most of the mass that reaches the nucleus does so in the form of gas. The Kennicutt-Schmidt law emerges naturally as a consequence of feedback balancing gravitational collapse, independent of the small-scale star formation microphysics. The same mechanisms that drive this relation in isolated galaxies, in particular radiation pressure from infrared photons, extend, with no fine-tuning, over seven decades in star formation rate (SFR) to regulate star formation in the most extreme starburst systems with densities ≳104 M⊙ pc-2. This feedback also drives super-winds with large mass-loss rates; however, a significant fraction of the wind material falls back on to the discs at later times, leading to higher post-starburst SFRs in the presence of stellar feedback. This suggests that strong active galactic nucleus feedback may be required to explain the sharp cut-offs in SFR that are observed in post-merger galaxies. We compare the results to those from simulations with no explicit resolution of GMC or feedback [`effective equation-of-state' (EOS) models]. We find that global galaxy properties are similar between EOS and resolved-feedback models. The relic structure and mass profile, and the total mass of stars formed in the nuclear starburst are quite similar, as is the morphological structure during and after mergers (tails, bridges, etc.). Disc survival in sufficiently gas rich mergers is similar in the two cases, and the new models follow the same scalings as derived for the efficiency of disc re-formation after a merger as derived from previous work with the simplified EOS models. While the global galaxy properties are similar between EOS and feedback models, subgalaxy-scale properties and the SFRs can be quite different: the more detailed models exhibit significantly higher star formation in tails and bridges (especially in shocks), and allow us to resolve the formation of super star clusters. In the new models, the star formation is more strongly time-variable and drops more sharply between close passages. The instantaneous burst enhancement can be higher or lower, depending on the details of the orbit and initial structural properties of the galaxies; first-passage bursts are more sensitive to these details than those at the final coalescence.

Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.

PubMed

French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A

2015-01-01

The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

PubMed

Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Stellar feedback strongly alters the amplification and morphology of galactic magnetic fields

NASA Astrophysics Data System (ADS)

Su, Kung-Yi; Hayward, Christopher C.; Hopkins, Philip F.; Quataert, Eliot; Faucher-Giguère, Claude-André; Kereš, Dušan

2018-01-01

Using high-resolution magnetohydrodynamic simulations of idealized, non-cosmological galaxies, we investigate how cooling, star formation and stellar feedback affect galactic magnetic fields. We find that the amplification histories, saturation values and morphologies of the magnetic fields vary considerably depending on the baryonic physics employed, primarily because of differences in the gas density distribution. In particular, adiabatic runs and runs with a subgrid (effective equation of state) stellar feedback model yield lower saturation values and morphologies that exhibit greater large-scale order compared with runs that adopt explicit stellar feedback and runs with cooling and star formation but no feedback. The discrepancies mostly lie in gas denser than the galactic average, which requires cooling and explicit fragmentation to capture. Independent of the baryonic physics included, the magnetic field strength scales with gas density as B ∝ n2/3, suggesting isotropic flux freezing or equipartition between the magnetic and gravitational energies during the field amplification. We conclude that accurate treatments of cooling, star formation and stellar feedback are crucial for obtaining the correct magnetic field strength and morphology in dense gas, which, in turn, is essential for properly modelling other physical processes that depend on the magnetic field, such as cosmic ray feedback.

The Role of Feedback in Galaxy Formation

NASA Astrophysics Data System (ADS)

Martin, C. L.

2004-12-01

Our understanding of galaxy formation is founded on the well-understood principle of gravitational amplification of structure but lacks the astrophysical knowledge needed to predict the properties of galaxies and small scale properties of the intergalactic medium. While gas cooling and galaxy merging are now modeled with reasonable accuracy, the complex process of gas reheating by massive stars and active nuclei is described by simple empirical "feedback" recipes. Chandra and XMM-Newton observations now provide direct imaging of this hot gas in nearby starburst galaxies; and outflow speeds -- of cooler gas entrained in hot galactic winds -- have been measured over a large range of galaxy masses and formation epochs. My talk will describe how these empirical studies help us understand the dynamics of galactic winds and discuss the consequences for the shape of the galaxy luminosity function and the enrichment of the intergalactic medium with metals. Funding from NASA, the Alfred P. Sloan Foundation, and the David and Lucile Packard Foundation made much of this work possible.

Ionisation Feedback in Star and Cluster Formation Simulations

NASA Astrophysics Data System (ADS)

Ercolano, Barbara; Gritschneder, Matthias

2011-04-01

Feedback from photoionisation may dominate on parsec scales in massive star-forming regions. Such feedback may inhibit or enhance the star formation efficiency and sustain or even drive turbulence in the parent molecular cloud. Photoionisation feedback may also provide a mechanism for the rapid expulsion of gas from young clusters' potentials, often invoked as the main cause of `infant mortality'. There is currently no agreement, however, with regards to the efficiency of this process and how environment may affect the direction (positive or negative) in which it proceeds. The study of the photoionisation process as part of hydrodynamical simulations is key to understanding these issues, however, due to the computational demand of the problem, crude approximations for the radiation transfer are often employed. We will briefly review some of the most commonly used approximations and discuss their major drawbacks. We will then present the results of detailed tests carried out using the detailed photoionisation code mocassin and the SPH+ionisation code iVINE code, aimed at understanding the error introduced by the simplified photoionisation algorithms. This is particularly relevant as a number of new codes have recently been developed along those lines. We will finally propose a new approach that should allow to efficiently and self-consistently treat the photoionisation problem for complex radiation and density fields.

Blowin' in the Wind: Both "Negative" and "Positive" Feedback in an Obscured High-z Quasar

NASA Astrophysics Data System (ADS)

Cresci, G.; Mainieri, V.; Brusa, M.; Marconi, A.; Perna, M.; Mannucci, F.; Piconcelli, E.; Maiolino, R.; Feruglio, C.; Fiore, F.; Bongiorno, A.; Lanzuisi, G.; Merloni, A.; Schramm, M.; Silverman, J. D.; Civano, F.

2015-01-01

Quasar feedback in the form of powerful outflows is invoked as a key mechanism to quench star formation in galaxies, preventing massive galaxies to overgrow and producing the red colors of ellipticals. On the other hand, some models are also requiring "positive" active galactic nucleus feedback, inducing star formation in the host galaxy through enhanced gas pressure in the interstellar medium. However, finding observational evidence of the effects of both types of feedback is still one of the main challenges of extragalactic astronomy, as few observations of energetic and extended radiatively driven winds are available. Here we present SINFONI near infrared integral field spectroscopy of XID2028, an obscured, radio-quiet z = 1.59 QSO detected in the XMM-COSMOS survey, in which we clearly resolve a fast (1500 km s-1) and extended (up to 13 kpc from the black hole) outflow in the [O III] lines emitting gas, whose large velocity and outflow rate are not sustainable by star formation only. The narrow component of Hα emission and the rest frame U-band flux from Hubble Space Telescope/Advanced Camera for Surveys imaging enable to map the current star formation in the host galaxy: both tracers independently show that the outflow position lies in the center of an empty cavity surrounded by star forming regions on its edge. The outflow is therefore removing the gas from the host galaxy ("negative feedback"), but also triggering star formation by outflow induced pressure at the edges ("positive feedback"). XID2028 represents the first example of a host galaxy showing both types of feedback simultaneously at work.

The Physics of AGN Feedback During Galaxy Formation

NASA Astrophysics Data System (ADS)

Quataert, Eliot

A key lesson in our modern understanding of how galaxies form is that the release of energy by newly formed stars and accreting black holes -- in the form of both radiation and powerful outflows -- has a dramatic effect on the process of star formation and black hole growth itself. As a result, developing more realistic treatments of these stellar and black hole feedback processes is one of the primary challenges facing predictive models of galaxy formation. This proposal centers on understanding the dynamics of gas in galactic nuclei, with an emphasis on how black holes at the centers of galaxies grow and the resulting effects of black hole feedback on the scale of individual galaxies. Some of the calculations we propose will also have direct application to feedback by star formation. Our proposed work consists of two interrelated sets of projects. In the first, we will study in detail the mechanisms by which radiation and outflows from an accreting black hole interact with surrounding gas: this is the key science question at the heart of understanding black hole feedback. It is also important, however, to place this understanding of the key feedback processes in the broader context of gas dynamics in galaxies. With this in mind, we will carry out numerical simulations of gas in galactic nuclei and study, for the first time, the competition between gas inflow, star formation, and stellar and black hole feedback at the radii that the accretion rate onto a central black hole is determined and that galaxy-scale outflows of gas are likely initiated. Our work bears directly on, and will be applied to, observations by current NASA missions such as HST, Chandra, GALEX, Xmm-Newton, Herschel, and NuSTAR, and future missions such as JWST.

Pyff - a pythonic framework for feedback applications and stimulus presentation in neuroscience.

PubMed

Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S; Kramarek, Maria T; Müller, Klaus-Robert; Blankertz, Benjamin

2010-01-01

This paper introduces Pyff, the Pythonic feedback framework for feedback applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific experiments in the programming language Python. Existing solutions have mostly been implemented in C++, which makes for a rather tedious programming task for non-computer-scientists, or in Matlab, which is not well suited for more advanced visual or auditory applications. Pyff was designed to make experimental paradigms (i.e., feedback and stimulus applications) easily programmable. It includes base classes for various types of common feedbacks and stimuli as well as useful libraries for external hardware such as eyetrackers. Pyff is also equipped with a steadily growing set of ready-to-use feedbacks and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics experiments, or within a closed loop such as in biofeedback or brain-computer interfacing experiments. Pyff communicates with other systems via a standardized communication protocol and is therefore suitable to be used with any system that may be adapted to send its data in the specified format. Having such a general, open-source framework will help foster a fruitful exchange of experimental paradigms between research groups. In particular, it will decrease the need of reprogramming standard paradigms, ease the reproducibility of published results, and naturally entail some standardization of stimulus presentation.

Pyff – A Pythonic Framework for Feedback Applications and Stimulus Presentation in Neuroscience

PubMed Central

Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S.; Kramarek, Maria T.; Müller, Klaus-Robert; Blankertz, Benjamin

2010-01-01

This paper introduces Pyff, the Pythonic feedback framework for feedback applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific experiments in the programming language Python. Existing solutions have mostly been implemented in C++, which makes for a rather tedious programming task for non-computer-scientists, or in Matlab, which is not well suited for more advanced visual or auditory applications. Pyff was designed to make experimental paradigms (i.e., feedback and stimulus applications) easily programmable. It includes base classes for various types of common feedbacks and stimuli as well as useful libraries for external hardware such as eyetrackers. Pyff is also equipped with a steadily growing set of ready-to-use feedbacks and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics experiments, or within a closed loop such as in biofeedback or brain–computer interfacing experiments. Pyff communicates with other systems via a standardized communication protocol and is therefore suitable to be used with any system that may be adapted to send its data in the specified format. Having such a general, open-source framework will help foster a fruitful exchange of experimental paradigms between research groups. In particular, it will decrease the need of reprogramming standard paradigms, ease the reproducibility of published results, and naturally entail some standardization of stimulus presentation. PMID:21160550

The effect of photoionizing feedback on star formation in isolated and colliding clouds

NASA Astrophysics Data System (ADS)

Shima, Kazuhiro; Tasker, Elizabeth J.; Federrath, Christoph; Habe, Asao

2018-05-01

We investigate star formation occurring in idealized giant molecular clouds, comparing structures that evolve in isolation versus those undergoing a collision. Two different collision speeds are investigated and the impact of photoionizing radiation from the stars is determined. We find that a colliding system leads to more massive star formation both with and without the addition of feedback, raising overall star formation efficiencies (SFE) by a factor of 10 and steepening the high-mass end of the stellar mass function. This rise in SFE is due to increased turbulent compression during the cloud collision. While feedback can both promote and hinder star formation in an isolated system, it increases the SFE by approximately 1.5 times in the colliding case when the thermal speed of the resulting H II regions matches the shock propagation speed in the collision.

Peer Observation: Improvement of Teaching Effectiveness through Class Participation at a Polytechnic University

ERIC Educational Resources Information Center

Lowder, Loraine; Atiqulla, Mir; Colebeck, Donna; Das, Sandip; Karim, M. A.; Khalid, Adeel; Singh, Rajnish; Utschig, Tristan

2017-01-01

An important purpose of peer observation is to provide formative feedback that will improve classroom teaching and learning. Peer observation in higher education has both quality and developmental objectives. Kennesaw State University, formerly Southern Polytechnic State University, offers a voluntary "Teaching Partners Program" open to…

Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation

ERIC Educational Resources Information Center

Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'

2016-01-01

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…

uRespond: iPad as Interactive, Personal Response System

ERIC Educational Resources Information Center

Bryfczynski, Samuel P.; Brown, Rebecca; Hester, Josiah; Herrmann, Andrew; Koch, Danielle L.; Cooper, Melanie M.; Grove, Nathaniel P.

2014-01-01

Personal response systems are quickly becoming indispensable formative assessment tools in many college-level chemistry courses. With the use of such devices, students are provided with invaluable insights into the skills perceived by the instructor as important, while concurrently, the instructor can gather feedback as to how well students have…

Latent Image Processing Can Bolster the Value of Quizzes.

ERIC Educational Resources Information Center

Singer, David

1985-01-01

Latent image processing is a method which reveals hidden ink when marked with a special pen. Using multiple-choice items with commercially available latent image transfers can provide immediate feedback on take-home quizzes. Students benefitted from formative evaluation and were challenged to search for alternative solutions and explain unexpected…

New positive feedback mechanism between boundary layer meteorology and secondary aerosol formation during severe haze events.

PubMed

Liu, Quan; Jia, Xingcan; Quan, Jiannong; Li, Jiayun; Li, Xia; Wu, Yongxue; Chen, Dan; Wang, Zifa; Liu, Yangang

2018-04-17

Severe haze events during which particulate matter (PM) increases quickly from tens to hundreds of microgram per cubic meter in 1-2 days frequently occur in China. Although it has been known that PM is influenced by complex interplays among emissions, meteorology, and physical and chemical processes, specific mechanisms remain elusive. Here, a new positive feedback mechanism between planetary boundary layer (PBL), relative humidity (RH), and secondary PM (SPM) formation is proposed based on a comprehensive field experiment and model simulation. The decreased PBL associated with increased PM increases RH by weakening the vertical transport of water vapor; the increased RH in turn enhances the SPM formation through heterogeneous aqueous reactions, which further enhances PM, weakens solar radiation, and decreases PBL height. This positive feedback, together with the PM-Radiation-PBL feedback, constitutes a key mechanism that links PM, radiation, PBL properties (e.g. PBL height and RH), and SPM formation, This mechanism is self-amplifying, leading to faster PM production, accumulation, and more severe haze pollution.

Effects of a Formative Assessment Script on How Vocational Students Generate Formative Feedback to a Peer's or Their Own Performance

ERIC Educational Resources Information Center

Peters, Olaf; Körndle, Hermann; Narciss, Susanne

2018-01-01

The purposes of this study are threefold: It investigates effects of a formative assessment script (FAS) that was designed to support vocational students in generating feedback to (1) a peer's and (2) their own performance. Effects of the FAS are investigated with respect to quantitative and qualitative characteristics of the peer and internal…

Paper Review Revolution: Screencasting Feedback for Developmental Writers

ERIC Educational Resources Information Center

Boone, Joni; Carlson, Susan

2011-01-01

Researchers from Kaplan University present findings from a media-rich feedback pilot program that targets students from developmental writing courses. One study of student reactions reveals how screencasting feedback encouraged more formative, holistic feedback and students' awareness of writing process, audience, and revision. A second study…

Structure of Corrective Feedback for Selection of Ineffective Vegetable Parenting Practices for Use in a Simulation Videogame

PubMed Central

Beltran, Alicia; Chen, Tzu-An; O'Connor, Teresia; Hughes, Sheryl; Buday, Richard; Baranowski, Janice

2013-01-01

Abstract A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback Intervention Theory provides some guidance on the design of such messages. The structure of preferred performance feedback statements has not been investigated within serious videogames. Two feedback formats were tested for a player's preferences within the context of this videogame. Based on Feedback Intervention Theory, which proposes that threat to self-concept impairs feedback response, three-statement (a nonaffirming comment sandwiched between two affirming comments, called “Oreo” feedback, which should minimize threat to self-concept) and two-statement (a nonaffirming comment followed by an affirming comment) performance feedbacks were tailored to respondents. Tailoring was based on participants' report of frequency of use of effective and ineffective vegetable parenting practices and the reasons for use of the ineffective practices. Participants selected their preference between the two forms of feedback for each of eight ineffective vegetable parenting practices. In general, mothers (n=81) (no male respondents) slightly preferred the “Oreo” feedback, but the pattern of preferences varied by demographic characteristics. Stronger relationships by income suggest the feedback structure should be tailored to family income. Future research with larger and more diverse samples needs to test whether perceived threat to self-concept mediates the response to feedback and otherwise verify these findings. PMID:24761320

Structure of Corrective Feedback for Selection of Ineffective Vegetable Parenting Practices for Use in a Simulation Videogame.

PubMed

Baranowski, Tom; Beltran, Alicia; Chen, Tzu-An; O'Connor, Teresia; Hughes, Sheryl; Buday, Richard; Baranowski, Janice

2013-02-01

A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback Intervention Theory provides some guidance on the design of such messages. The structure of preferred performance feedback statements has not been investigated within serious videogames. Two feedback formats were tested for a player's preferences within the context of this videogame. Based on Feedback Intervention Theory, which proposes that threat to self-concept impairs feedback response, three-statement (a nonaffirming comment sandwiched between two affirming comments, called "Oreo" feedback, which should minimize threat to self-concept) and two-statement (a nonaffirming comment followed by an affirming comment) performance feedbacks were tailored to respondents. Tailoring was based on participants' report of frequency of use of effective and ineffective vegetable parenting practices and the reasons for use of the ineffective practices. Participants selected their preference between the two forms of feedback for each of eight ineffective vegetable parenting practices. In general, mothers ( n =81) (no male respondents) slightly preferred the "Oreo" feedback, but the pattern of preferences varied by demographic characteristics. Stronger relationships by income suggest the feedback structure should be tailored to family income. Future research with larger and more diverse samples needs to test whether perceived threat to self-concept mediates the response to feedback and otherwise verify these findings.

Automated Formative Feedback and Summative Assessment Using Individualised Spreadsheet Assignments

ERIC Educational Resources Information Center

Blayney, Paul; Freeman, Mark

2004-01-01

This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning…

Star formation quenching in quasar host galaxies

NASA Astrophysics Data System (ADS)

Carniani, Stefano

2017-10-01

Galaxy evolution is likely to be shaped by negative feedback from active galactic nuclei (AGN). In the whole range of redshifts and luminosities studied so far, galaxies hosting an AGN frequently show fast and extended outflows consisting in both ionised and molecular gas. Such outflows could potentially quench the start formation within the host galaxy, but a clear evidence of negative feedback in action is still missing. Hereby I will analyse integral-field spectroscopic data for six quasars at z ˜2.4 obtained with SINFONI in the H- and K-band. All the quasars show [OIII]λ5007 line detection of fast, extended outflows. Also, the high signal-to-noise SINFONI observations allow the identification of faint narrow Hα emission (FWHM < 500 km/s), which is spatially extended and associated with star formation in the host galaxy. On paper fast outflows are spatially anti-correlated with star-formation powered emission, i.e. star formation is suppressed in the area affected by the outflow. Nonetheless as narrow, spatially-extended Hα emission, indicating star formation rates of at least 50 - 100 M⊙/yr, has been detected, either AGN feedback is not affecting the whole host galaxy, or star formation is completely quenched only by several feedback episodes. On the other hand, a positive feedback scenario, supported by narrow emission in Hα extending along the edges of the outflow cone, suggests that galaxy-wide outflows could also have a twofold role in the evolution of the host galaxy. Finally, I will present CO(3-2) ALMA data for three out of the six QSOs observed with SINFONI. Flux maps obtained for the CO(3-2) transition suggest that molecular gas within the host galaxy is swept away by fast winds. A negative-feedback scenario is supported by the inferred molecular gas mass in all three objects, which is significantly below what observed in non-active main-sequence galaxies at high-z.

Testing the efficacy of web-based cognitive behavioural therapy for adult patients with chronic fatigue syndrome (CBIT): study protocol for a randomized controlled trial.

PubMed

Janse, Anthonie; Worm-Smeitink, Margreet; Bussel-Lagarde, José; Bleijenberg, Gijs; Nikolaus, Stephanie; Knoop, Hans

2015-08-12

Cognitive behavioural therapy (CBT) is an effective treatment for fatigue and disabilities in patients with chronic fatigue syndrome (CFS). However, treatment capacity is limited. Providing web-based CBT and tailoring the amount of contact with the therapist to the individual needs of the patient may increase the efficiency of the intervention. Web-based CBT for adolescents with CFS has proven to be effective in reducing fatigue and increasing school attendance. In the proposed study the efficacy of a web-based CBT intervention for adult patients with CFS will be explored. Two different formats of web-based CBT will be tested. In the first format named protocol driven feedback, patients report on their progress and receive feedback from a therapist according to a preset schedule. In the second format named support on demand, feedback and support of the therapist is only given when patients ask for it. The primary objective of the study is to determine the efficacy of a web-based CBT intervention on fatigue severity. A randomized clinical trial will be conducted. Two-hundred-forty adults who have been diagnosed with CFS according to the US Centers for Disease Control and Prevention (CDC) consensus criteria will be recruited and randomized to one of three conditions: web-based CBT with protocol driven feedback, web-based CBT with support on demand, or wait list. Feedback will be delivered by therapists specialized in CBT for CFS. Each of the web-based CBT interventions will be compared to a wait list condition with respect to its effect on the primary outcome measure; fatigue severity. Secondary outcome measures are level of disability, physical functioning, psychological distress, and the proportion of patients with clinical significant improvement in fatigue severity. Outcomes will be assessed at baseline and six months post randomization. The web-based CBT formats will be compared with respect to the time therapists need to deliver the intervention. As far as we know this is the first randomized controlled trial (RCT) that evaluates the efficacy of a web-based CBT intervention for adult patients with CFS. NTR4013.

Feedback by Massive Black Holes in Gas-rich Dwarf Galaxies

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

Silk, Joseph; AIM-Paris-Saclay, CEA/DSM/IRFU, CNRS, Univ Paris 7, F-91191, Gif-sur-Yvette; Department of Physics and Astronomy, The Johns Hopkins University, Homewood Campus, Baltimore, MD 21218

Could there be intermediate-mass black holes in essentially all old dwarf galaxies? I argue that current observations of active galactic nuclei in dwarfs allow such a radical hypothesis that provides early feedback during the epoch of galaxy formation and potentially provides a unifying explanation for many, if not all, of the dwarf galaxy anomalies, such as the abundance, core-cusp, “too-big-to-fail,” ultra-faint, and baryon-fraction issues. I describe the supporting arguments, which are largely circumstantial, and discuss a number of tests. There is no strong motivation for modifying the nature of cold dark matter in order to explain any of the dwarfmore » galaxy “problems.”.« less

MAGiX in the Chandra Archive

NASA Astrophysics Data System (ADS)

Townsley, Leisa

2016-09-01

Massive star-forming regions (MSFRs) are engines of change across the Galaxy, providing its ionization, fueling the hot ISM, and seeding spiral arms with tens of thousands of new stars. Galactic MSFRs are springboards for understanding their extragalactic counterparts, which provide the basis for star formation rate calibrations and form the building blocks of starburst galaxies. This archive program will extend Chandra's lexicon of the Galaxy's MSFRs with in-depth analysis of 16 complexes, studying star formation and evolution on scales of tenths to tens of parsecs, distances <1 to >10 kpc, and ages <1 to >15 Myr. It fuses a "Physics of the Cosmos" mission with "Cosmic Origins" science, bringing new insight into star formation and feedback through Chandra's unique X-ray perspective.

More MAGiX in the Chandra Archive

NASA Astrophysics Data System (ADS)

Townsley, Leisa

2017-09-01

Massive star-forming regions (MSFRs) are engines of change across the Galaxy, providing its ionization, fueling the hot ISM, and seeding spiral arms with tens of thousands of new stars. Resolvable MSFRs are microscopes for understanding their more distant extragalactic counterparts, which provide the basis for star formation rate calibrations and form the building blocks of starburst galaxies. This archive program will extend Chandra's lexicon of MSFRs with in-depth analysis of 16 complexes, studying star formation and evolution on scales of tenths to tens of parsecs, distances <1 to >50 kpc, and ages <1 to 25 Myr. It fuses a "Physics of the Cosmos" mission with "Cosmic Origins" science, bringing new insight into star formation and feedback through Chandra's unique X-ray perspective.

Tracing Galactic Outflows to the Source: Spatially Resolved Feedback in M83 with COS

NASA Astrophysics Data System (ADS)

Aloisi, Alessandra

2016-10-01

Star-formation (SF) feedback plays a vital role in shaping galaxy properties, but there are many open questions about how this feedback is created, propagated, and felt by galaxies. SF-driven feedback can be observationally constrained with rest-frame UV absorption-line spectroscopy that accesses a range of powerful gas density and kinematic diagnostics. Studies at both high and low redshift show clear evidence for large-scale outflows in star-forming galaxies that scale with galaxy SF rate. However, by sampling one sightline or the galaxy as a whole, these studies are not tailored to reveal how the large-scale outflows develop from their ultimate sources at the scale of individual SF regions. We propose the first spatially-resolved COS G130M/G160M (1130-1800 A) study of the ISM in the nearby (4.6 Mpc) face-on spiral starburst M83 using individual young star clusters as background sources. This is the first down-the-barrel study where blueshifted absorptions can be identified directly with outflowing gas in a spatially resolved fashion. The kpc-scale flows sampled by the COS pointings will be anchored to the properties of the large-scale (10-100 kpc) flows thanks to the wealth of multi-wavelength observations of M83 from X-ray to radio. A comparison of COS data with mock spectra from constrained simulations of spiral galaxies with FIRE (Feedback In Realistic Environments; a code with unprecedented 1-100 pc spatial resolution and self-consistent treatments of stellar feedback) will provide an important validation of these simulations and will supply the community with a powerful and well-tested tool for galaxy formation predictions applicable to all redshifts.

Apparatus For Linewidth Reduction in Distributed Feedback or Distributed Bragg Reflector Semiconductor Lasers Using Vertical Emission

NASA Technical Reports Server (NTRS)

Cook, Anthony L. (Inventor); Hendricks, Herbert D. (Inventor)

2000-01-01

The linewidth of a distributed feedback semiconductor laser or a distributed Bragg reflector laser having one or more second order gratings is reduced by using an external cavity to couple the vertical emission back into the laser. This method and device prevent disturbance of the main laser beam, provide unobstructed access to laser emission for the formation of the external cavity, and do not require a very narrow heat sink. Any distributed Bragg reflector semiconductor laser or distributed feedback semiconductor laser that can produce a vertical emission through the epitaxial material and through a window in the top metallization can be used. The external cavity can be formed with an optical fiber or with a lens and a mirror or grating.

Method and Apparatus for Linewidth Reduction in Distributed Feedback or Distributed Bragg Reflector Semiconductor Lasers using Vertical Emission

NASA Technical Reports Server (NTRS)

Cook, Anthony L. (Inventor); Hendricks, Herbert D. (Inventor)

1998-01-01

The linewidth of a distributed feedback semiconductor laser or a distributed Bragg reflector laser having one or more second order gratings is reduced by using an external cavity to couple the vertical emission back into the laser. This method and device prevent disturbance of the main laser beam. provide unobstructed access to laser emission for the formation of the external cavity. and do not require a very narrow heat sink. Any distributed Bragg reflector semiconductor laser or distributed feedback semiconductor laser that can produce a vertical emission through the epitaxial material and through a window in the top metallization can be used. The external cavity can be formed with an optical fiber or with a lens and a mirror of grating.

Galaxy Morphology Revealed By SDSS: Blue Elliptical Galaxies

NASA Astrophysics Data System (ADS)

Ann, Hong Bae

The Sloan Digital Sky Survey (SDSS) reveals many new features of galaxy morphologies. Among others, the discovery of blue elliptical galaxies provides some insights into the formation and evolution of galaxies. There seems to be two types of blue elliptical galaxies. One type shows globally blue colors suggesting star formations over the entire galaxy whereas the other type shows blue core that indicates enhanced star formation in the nuclear regions. The former seems to be currently forming galaxies, while the latter is thought to be in transition stage from the blue cloud to the red sequence due to AGN feedback.

Star Cluster Formation in Cosmological Simulations. I. Properties of Young Clusters

NASA Astrophysics Data System (ADS)

Li, Hui; Gnedin, Oleg Y.; Gnedin, Nickolay Y.; Meng, Xi; Semenov, Vadim A.; Kravtsov, Andrey V.

2017-01-01

We present a new implementation of star formation in cosmological simulations by considering star clusters as a unit of star formation. Cluster particles grow in mass over several million years at the rate determined by local gas properties, with high time resolution. The particle growth is terminated by its own energy and momentum feedback on the interstellar medium. We test this implementation for Milky Way-sized galaxies at high redshift by comparing the properties of model clusters with observations of young star clusters. We find that the cluster initial mass function is best described by a Schechter function rather than a single power law. In agreement with observations, at low masses the logarithmic slope is α ≈ 1.8{--}2, while the cutoff at high mass scales with the star formation rate (SFR). A related trend is a positive correlation between the surface density of the SFR and fraction of stars contained in massive clusters. Both trends indicate that the formation of massive star clusters is preferred during bursts of star formation. These bursts are often associated with major-merger events. We also find that the median timescale for cluster formation ranges from 0.5 to 4 Myr and decreases systematically with increasing star formation efficiency. Local variations in the gas density and cluster accretion rate naturally lead to the scatter of the overall formation efficiency by an order of magnitude, even when the instantaneous efficiency is kept constant. Comparison of the formation timescale with the observed age spread of young star clusters provides an additional important constraint on the modeling of star formation and feedback schemes.

The Destructive Birth of Massive Stars and Massive Star Clusters

NASA Astrophysics Data System (ADS)

Rosen, Anna; Krumholz, Mark; McKee, Christopher F.; Klein, Richard I.; Ramirez-Ruiz, Enrico

2017-01-01

Massive stars play an essential role in the Universe. They are rare, yet the energy and momentum they inject into the interstellar medium with their intense radiation fields dwarfs the contribution by their vastly more numerous low-mass cousins. Previous theoretical and observational studies have concluded that the feedback associated with massive stars' radiation fields is the dominant mechanism regulating massive star and massive star cluster (MSC) formation. Therefore detailed simulation of the formation of massive stars and MSCs, which host hundreds to thousands of massive stars, requires an accurate treatment of radiation. For this purpose, we have developed a new, highly accurate hybrid radiation algorithm that properly treats the absorption of the direct radiation field from stars and the re-emission and processing by interstellar dust. We use our new tool to perform a suite of three-dimensional radiation-hydrodynamic simulations of the formation of massive stars and MSCs. For individual massive stellar systems, we simulate the collapse of massive pre-stellar cores with laminar and turbulent initial conditions and properly resolve regions where we expect instabilities to grow. We find that mass is channeled to the massive stellar system via gravitational and Rayleigh-Taylor (RT) instabilities. For laminar initial conditions, proper treatment of the direct radiation field produces later onset of RT instability, but does not suppress it entirely provided the edges of the radiation-dominated bubbles are adequately resolved. RT instabilities arise immediately for turbulent pre-stellar cores because the initial turbulence seeds the instabilities. To model MSC formation, we simulate the collapse of a dense, turbulent, magnetized Mcl = 106 M⊙ molecular cloud. We find that the influence of the magnetic pressure and radiative feedback slows down star formation. Furthermore, we find that star formation is suppressed along dense filaments where the magnetic field is amplified. Our results suggest that the combined effect of turbulence, magnetic pressure, and radiative feedback from massive stars is responsible for the low star formation efficiencies observed in molecular clouds.

The combined effect of AGN and supernovae feedback in launching massive molecular outflows in high-redshift galaxies

NASA Astrophysics Data System (ADS)

Biernacki, Pawel; Teyssier, Romain

2018-04-01

We have recently improved our model of active galactic nucleus (AGN) by attaching the supermassive black hole (SMBH) to a massive nuclear star cluster (NSC). Here, we study the effects of this new model in massive, gas-rich galaxies with several simulations of different feedback recipes with the hydrodynamics code RAMSES. These simulations are compared to a reference simulation without any feedback, in which the cooling halo gas is quickly consumed in a burst of star formation. In the presence of strong supernovae (SN) feedback, we observe the formation of a galactic fountain that regulates star formation over a longer period, but without halting it. If only AGN feedback is considered, as soon as the SMBH reaches a critical mass, strong outflows of hot gas are launched and prevent the cooling halo gas from reaching the disc, thus efficiently halting star formation, leading to the so-called `quenching'. If both feedback mechanisms act in tandem, we observe a non-linear coupling, in the sense that the dense gas in the supernovae-powered galactic fountain is propelled by the hot outflow powered by the AGN at much larger radii than without AGN. We argue that these particular outflows are able to unbind dense gas from the galactic halo, thanks to the combined effect of SN and AGN feedback. We speculate that this mechanism occurs at the end of the fast growing phase of SMBH, and is at the origin of the dense molecular outflows observed in many massive high-redshift galaxies.

Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model

ERIC Educational Resources Information Center

Narciss, Susanne

2013-01-01

This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the…

Audio versus Written Feedback: Exploring Learners' Preference and the Impact of Feedback Format on Students' Academic Performance

ERIC Educational Resources Information Center

Morris, Cecile; Chikwa, Gladson

2016-01-01

Very little is known about the impact of the different types of feedback on students' academic performance. This article explores students' preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were…

Audio Feedback to Physiotherapy Students for Viva Voce: How Effective Is "The Living Voice"?

ERIC Educational Resources Information Center

Munro, Wendy; Hollingworth, Linda

2014-01-01

Assessment and feedback remains one of the categories that students are least satisfied with within the United Kingdom National Student Survey. The Student Charter promotes the use of various formats of feedback to enhance student learning. This study evaluates the use of audio MP3 as an alternative feedback mechanism to written feedback for…

Short Answers to Deep Questions: Supporting Teachers in Large-Class Settings

ERIC Educational Resources Information Center

McDonald, J.; Bird, R. J.; Zouaq, A.; Moskal, A. C. M.

2017-01-01

In large class settings, individualized student-teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short-answer grading, analysing student responses to support formative feedback at scale is arguably some way…

Automating Formative and Summative Feedback for Individualised Assignments

ERIC Educational Resources Information Center

Hamilton, Ian Robert

2009-01-01

Purpose: The purpose of this paper is to report on the rationale behind the use of a unique paper-based individualised accounting assignment, which automated the provision to students of immediate formative and timely summative feedback. Design/methodology/approach: As students worked towards completing their assignment, the package provided…

Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences

ERIC Educational Resources Information Center

El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.

2012-01-01

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

Formative Assessment in Dance Education

ERIC Educational Resources Information Center

Andrade, Heidi; Lui, Angela; Palma, Maria; Hefferen, Joanna

2015-01-01

Feedback is crucial to students' growth as dancers. When used within the framework of formative assessment, or assessment for learning, feedback results in actionable next steps that dancers can use to improve their performances. This article showcases the work of two dance specialists, one elementary and one middle school teacher, who have…

Formative Feedback through Summative Tutorial-Based Assessments: The Relationship to Student Performance

ERIC Educational Resources Information Center

Perera, Luckmika; Nguyen, Hoa; Watty, Kim

2014-01-01

This paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an…

"I Forgot I Wasn't Saving the World": The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

ERIC Educational Resources Information Center

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-01-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A…

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

PubMed

Raterink, Ginger

2016-02-01

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.

AGN feedback and the origin of the α enhancement in early-type galaxies - insights from the GAEA model

NASA Astrophysics Data System (ADS)

De Lucia, Gabriella; Fontanot, Fabio; Hirschmann, Michaela

2017-03-01

We take advantage of our recently published model for GAlaxy Evolution and Assembly (GAEA) to study the origin of the observed correlation between [α/Fe] and galaxy stellar mass. In particular, we analyse the role of radio-mode active galactic nuclei (AGN) feedback, which recent work has identified as a crucial ingredient to reproduce observations. In GAEA, this process introduces the observed trend of star formation histories extending over shorter time-scales for more massive galaxies, but does not provide a sufficient condition to reproduce the observed α enhancements of massive galaxies. In the framework of our model, this is possible only by assuming that any residual star formation is truncated for galaxies more massive than 1010.5 M⊙. This results, however, in even shorter star formation time-scales for the most massive galaxies, which translate in total stellar metallicities significantly lower than observed. Our results demonstrate that (I) trends of [α/Fe] ratios cannot be simply converted into relative time-scale indicators; and (II) AGN feedback cannot explain alone the positive correlation between [α/Fe] and galaxy mass/velocity dispersion. Reproducing simultaneously the mass-metallicity relation and the α enhancements observed pose a challenge for hierarchical models, unless more exotic solutions are adopted such as metal-rich winds or a variable initial mass function.

Meta-analysis: audit and feedback features impact effectiveness on care quality.

PubMed

Hysong, Sylvia J

2009-03-01

Audit and feedback (A&F) has long been used to improve quality of care, albeit with variable results. This meta-analytic study tested whether Feedback Intervention Theory, a framework from industrial/organizational psychology, explains the observed variability in health care A&F research. studies cited by Jamtvedt's 2006 Cochrane systematic review of A&F, followed by database searches using the Cochrane review's search strategy to identify more recent studies. Cochrane review criteria, plus: presence of a treatment group receiving only A & F; a control group receiving no intervention; a quantitatively measurable outcome; minimum n of 10 per arm; sufficient statistics for effect size calculations. Moderators: presence of discouragement and praise; correct solution, attainment level, velocity, frequency, and normative information; feedback format (verbal, textual, graphic, public, computerized, group vs. individual); goal setting activity. meta-analytic procedures using the Hedges-Olkin method. Of 519 studies initially identified, 19 met all inclusion criteria. Studies were most often excluded due to the lack of a feedback-only arm. A&F has a modest, though significant positive effect on quality outcomes (d = 0.40, 95% confidence interval = +/-0.20); providing specific suggestions for improvement, written, and more frequent feedback strengthened this effect, whereas graphical and verbal feedback attenuated this effect. A&F effectiveness is improved when feedback is delivered with specific suggestions for improvement, in writing, and frequently. Other feedback characteristics could also potentially improve effectiveness; however, research with stricter experimental controls is needed to identify the specific feedback characteristics that maximize its effectiveness.

The Impact of Starbursts on the Gaseous Halos of Galaxies

NASA Astrophysics Data System (ADS)

Heckman, Timothy

2009-07-01

Perhaps the most important {yet uncertain} aspects of galaxy evolution are the processes by which galaxies accrete gas and by which the resulting star formation and black hole growth affects this accreting gas. It is believed that both the form of the accretion and the nature of the feedback change as a function of the galaxy mass. At low mass the gas comes in cold and the feedback is provided by massive stars. At high mass, the gas comes in hot, and the feedback is from an AGN. The changeover occurs near the mass where the galaxy population transitions from star-forming galaxies to red and dead ones. The population of red and dead galaxies is building with cosmic time, and it is believed that feedback plays an imporant role in this process: shutting down star formation by heating and/or expelling the reservoir of cold halo gas. To investigate these ideas, we propose to use COS far-UV spectra of background QSOs to measure the properties of the halo gas in a sample of galaxies near the transition mass that have undergone starbursts within the past 100 Myr to 1 Gyr. The galactic wind associated with the starburst is predicted to have affected the properties of the gaseous halo. To test this, we will compare the properties of the halos of the post-starburst galaxies to those of a control sample of galaxies matched in mass and QSO impact parameter. Do the halos of the post-starburst galaxies show a higher incidence rate of Ly-Alpha and metal absorption-lines? Are the kinematics of the halo gas more disturbed in the post-starbursts? Has the wind affected the ionization state and/or the metallicity of the halo? These data will provide fresh new insights into the role of feedback from massive stars on the evolution of galaxies, and may also offer clues about the properties of the QSO metal absorption-line systems at high-redshift.

Peer Observation of Teaching: The Interaction between Peer Review and Developmental Models of Practice

ERIC Educational Resources Information Center

Yiend, Jenny; Weller, Saranne; Kinchin, Ian

2014-01-01

Teaching observation is widely promoted as a mechanism for developing teaching practice in higher education. Specifically, formative peer observation is considered by many to be a powerful tool for providing feedback to individual teachers, disseminating disciplinary good practice and fostering a local evaluative enhancement culture. Despite its…

Evaluation Manual for CIP Courses: Objectives and Implementation Procedures.

ERIC Educational Resources Information Center

Siri, Carmen

This manual has been designed to guide courses on potato production sponsored by the International Potato Center (CIP) in Lima (Peru). It describes the CIP Course Evaluation System that is presently used and provides guidelines on how to use feedback more effectively for improving training. CIP evaluations are largely formative. The CIP focuses on…

WordBytes: Exploring an Intermediate Constraint Format for Rapid Classification of Student Answers on Constructed Response Assessments

ERIC Educational Resources Information Center

Kim, Kerry J.; Meir, Eli; Pope, Denise S.; Wendel, Daniel

2017-01-01

Computerized classification of student answers offers the possibility of instant feedback and improved learning. Open response (OR) questions provide greater insight into student thinking and understanding than more constrained multiple choice (MC) questions, but development of automated classifiers is more difficult, often requiring training a…

The Role of the Principal Walk-Through

ERIC Educational Resources Information Center

Holgersen, Karen Lee

2017-01-01

The purpose of this qualitative case study was to describe the principal's perspective of the efficacy of the principal walk-through as a tool to improve and gather formative feedback about teaching. Principals from selected schools in one district were interviewed to further clarify their feelings and provide insight into how they engaged in the…

Short storybooks to build conceptual understanding

NASA Astrophysics Data System (ADS)

Variano, Evan

2014-11-01

To help students build intuitive or conceptual understanding of key fluids concepts, I present short stories written in the style of childrens' books. The goal is to provide analogies with a strong visual component, in a format that allows students to return for a quick review. The content, philosophy, and initial student feedback will be discussed.

The Impact of First-Grade "Friendship Group" Experiences on Child Social Outcomes in the Fast Track Program.

ERIC Educational Resources Information Center

Lavallee, Kristen L.; Bierman, Karen L.; Nix, Robert L.

2005-01-01

Many interventions for children's behavior problems successfully utilize a group format for social skills training, providing opportunities for practice and performance feedback from peers. Recent studies however, suggest that grouping aggressive children together may reduce intervention effectiveness or even increase risk. The present study…

Mobile Video Collection in Preservice Teacher Practicum Placements

ERIC Educational Resources Information Center

Dann, Christopher Ewart; Allen, Bill

2015-01-01

One of the more demanding tasks faced by teacher educators and mentors is providing high-quality feedback for preservice students during their professional learning. The limited formative assessment currently available impacts on their professional learning. This paper reports on research into how iPhones® have been used by preservice students,…

Using PeerWise to Develop a Contributing Student Pedagogy for Postgraduate Psychology

ERIC Educational Resources Information Center

McKenzie, Wendy; Roodenburg, John

2017-01-01

The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice…

Earthdata Search Summer ESIP Usability Workshop

NASA Technical Reports Server (NTRS)

Reese, Mark; Sirato, Jeff

2017-01-01

The Earthdata Search Client has undergone multiple rounds of usability testing during 2017 and the user feedback received has resulted in an enhanced user interface. This session will showcase the new Earthdata Search Client user interface and provide hands-on experience for participants to learn how to search, visualize and download data in the desired format.

Climbing the Ladder of Star Formation Feedback

NASA Astrophysics Data System (ADS)

Frank, Adam

2012-10-01

While much is understood about isolated star formation, the opposite is true for star formation in clusters of both low and high mass. In particular the mechanisms by which many coevally formed stars affect their parent cloud environment remains poorly characterized. Fundamental questions such as interplay between multiple outflows, ionization fronts and turbulence are just beginning to be fully articulated. Distinguishing between the nature of feedback in clusters of different mass is also critical. In high mass clusters O stars are expected to dominate energetics while in low mass clusters multiple collimated outflows may represent the dominant feedback mechanism. Thus the issue of feedback modalities in clusters of different masses represents one of the major challenges to the next generation of star formation studies. In this proposal we seek to carry forward a focused theoretical study of feedback in both low and high-mass cluster environments with direct connections to observations. Using a state-of-the-art Adaptive Mesh Refinement MHD multi-physics code {developed by our group} we propose two computational studies: {1} multiple, interacting outflows and their role in altering the properties of a parent low mass cluster {2} Poorly collimated outburst/outflows from massive star{s} and their effect on high mass cluster star forming environments. In both cases we will use initial conditions derived from high-resolution AMR MHD simulations of cloud/cluster formation. Synthetic observations derived from the simulations {in a variety of emission lines from ions to atoms to molecules} will allow for direct contact with HST and other star formation databases.

Effects of Progress Monitoring Feedback on Early Literacy Student Achievement

ERIC Educational Resources Information Center

Lopuch, Jeremy Jon

2016-01-01

The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…

The Effect of Oral Feedback on Perceived Classroom Community in Undergraduate Students

ERIC Educational Resources Information Center

Boyles, Jennifer L.

2017-01-01

The ongoing trend in research regarding feedback has been to explore quantitative assessment. Garnering support more recently is qualitative narrative feedback in support of formative assessment. This type of feedback offers insight into expectations as well as offer additional knowledge gained. It enables students to improve their performance…

Encouraging formative assessments of leadership for foundation doctors.

PubMed

Hadley, Lindsay; Black, David; Welch, Jan; Reynolds, Peter; Penlington, Clare

2015-08-01

Clinical leadership is considered essential for maintaining and improving patient care and safety in the UK, and is incorporated in the curriculum for all trainee doctors. Despite the growing focus on the importance of leadership, and the introduction of the Medical Leadership Competency Framework (MLCF) in the UK, leadership education for doctors in training is still in its infancy. Assessment is focused on clinical skills, and trainee doctors receive very little formal feedback on their leadership competencies. In this article we describe the approach taken by Health Education Kent, Sussex and Surrey (HEKSS) to raise the profile of leadership amongst doctors in training in the South Thames Foundation School (STFS). An annual structured formative assessment in leadership for each trainee has been introduced, supported by leadership education for both trainees and their supervisors in HEKSS trusts. We analysed over 500 of these assessments from the academic year 2012/13 for foundation doctors in HEKSS trusts, in order to assess the quality of the feedback. From the analysis, potential indicators of more effective formative assessments were identified. These may be helpful in improving the leadership education programme for future years. There is a wealth of evidence to highlight the importance and value of formative assessments; however, particularly for foundation doctors, these have typically been focused on assessing clinical capabilities. This HEKSS initiative encourages doctors to recognise leadership opportunities at the beginning of their careers, seeks to help them understand the importance of acquiring leadership skills and provides structured feedback to help them improve. Leadership education for doctors in training is still in its infancy. © 2015 John Wiley & Sons Ltd.

Healthcare professional and patient codesign and validation of a mechanism for service users to feedback patient safety experiences following a care transfer: a qualitative study

PubMed Central

Scott, Jason; Heavey, Emily; Waring, Justin; Jones, Diana; Dawson, Pamela

2016-01-01

Objective To develop and validate a mechanism for patients to provide feedback on safety experiences following a care transfer between organisations. Design Qualitative study using participatory methods (codesign workshops) and cognitive interviews. Workshop data were analysed concurrently with participants, and cognitive interviews were thematically analysed using a deductive approach based on the developed feedback mechanism. Participants Expert patients (n=5) and healthcare professionals (n=11) were recruited purposively to develop the feedback mechanism in 2 workshops. Workshop 1 explored principles underpinning safety feedback mechanisms, and workshop 2 included the practical development of the feedback mechanism. Final design and content of the feedback mechanism (a safety survey) were verified by workshop participants, and cognitive interviews (n=28) were conducted with patients. Results Workshop participants identified that safety feedback mechanisms should be patient-centred, short and concise with clear signposting on how to complete, with an option to be anonymous and balanced between positive (safe) and negative (unsafe) experiences. The agreed feedback mechanism consisted of a survey split across 3 stages of the care transfer: departure, journey and arrival. Care across organisational boundaries was recognised as being complex, with healthcare professionals acknowledging the difficulty implementing changes that impact other organisations. Cognitive interview participants agreed the content of the survey was relevant but identified barriers to completion relating to the survey formatting and understanding of a care transfer. Conclusions Participatory, codesign principles helped overcome differences in understandings of safety in the complex setting of care transfers when developing a safety survey. Practical barriers to the survey's usability and acceptability to patients were identified, resulting in a modified survey design. Further research is required to determine the usability and acceptability of the survey to patients and healthcare professionals, as well as identifying how governance structures should accommodate patient feedback when relating to multiple health or social care providers. PMID:27406641

IMPACT OF SUPERNOVA AND COSMIC-RAY DRIVING ON THE SURFACE BRIGHTNESS OF THE GALACTIC HALO IN SOFT X-RAYS

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

Peters, Thomas; Girichidis, Philipp; Gatto, Andrea

2015-11-10

The halo of the Milky Way contains a hot plasma with a surface brightness in soft X-rays of the order 10{sup −12} erg cm{sup −2} s{sup −1} deg{sup −2}. The origin of this gas is unclear, but so far numerical models of galactic star formation have failed to reproduce such a large surface brightness by several orders of magnitude. In this paper, we analyze simulations of the turbulent, magnetized, multi-phase interstellar medium including thermal feedback by supernova explosions as well as cosmic-ray feedback. We include a time-dependent chemical network, self-shielding by gas and dust, and self-gravity. Pure thermal feedback alonemore » is sufficient to produce the observed surface brightness, although it is very sensitive to the supernova rate. Cosmic rays suppress this sensitivity and reduce the surface brightness because they drive cooler outflows. Self-gravity has by far the largest effect because it accumulates the diffuse gas in the disk in dense clumps and filaments, so that supernovae exploding in voids can eject a large amount of hot gas into the halo. This can boost the surface brightness by several orders of magnitude. Although our simulations do not reach a steady state, all simulations produce surface brightness values of the same order of magnitude as the observations, with the exact value depending sensitively on the simulation parameters. We conclude that star formation feedback alone is sufficient to explain the origin of the hot halo gas, but measurements of the surface brightness alone do not provide useful diagnostics for the study of galactic star formation.« less

Formation of the first galaxies under Population III stellar feedback

NASA Astrophysics Data System (ADS)

Jeon, Myoungwon

2015-01-01

The first galaxies, which formed a few hundred million years after the big bang, are related to important cosmological questions. Given thatthey are thought to be the basic building blocks of large galaxies seen today, understanding their formation and properties is essentialto studying galaxy formation as a whole. In this dissertation talk, I will present the results of our highly-resolved cosmological ab-initio simulations to understand the assembly process of first galaxies under the feedback from the preceding generations of first stars, the so-called Population III (Pop III). The first stars formed at z≲30 in dark matter (DM) minihalos with M_{vir}=10^5-10^6Msun, predominately via molecular hydrogen (H_2) cooling. Radiation from Pop III stars dramatically altered the gas within their host minihalos, through photoionization, photoheating, and photoevaporation. Once a Pop III star explodes as a supernova (SN), heavy elements are dispersed, enriching the interstellar (ISM) and intergalactic medium (IGM), thus initiating the process of chemical evolution. I will begin by presenting how the SN explosion of the first stars influences early cosmic history, specifically assessing the time delay in further star formation and tracing the evolution of metal-enriched gas until the second episode star formation happens. These results will show the role of Pop III supernovae on the star formation transition from Pop III to Population II. Additionally, the more distant, diffuse IGM was heated by X-rays emitted by accreting black holes (BHs), or high-mass X-ray binaries (HMXBs), both remnants of Pop III stars. I will present results of a series of simulations where we study the impact of X-ray feedback from BHs and HMXBs on the star formation history in the early universe, and discuss the resulting implications on reionization. I will also present the role of X-rays on the early BH growth, providing constraints on models for supermassive black hole formation. Finally, I will discuss key physical quantities of the first galaxies derived from our simulations, such as their stellar population mix, star formation rates, metallicities, and resulting broad-band color and recombination spectra.

Formative Feedback Systems and the New Instructional Leadership

ERIC Educational Resources Information Center

Halverson, Richard; Prichett, Reid B.; Watson, Jeffrey G.

2007-01-01

Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school leaders and teachers fly blind in their efforts to link what they expect to what actually happens in their schools. This paper draws on the results of a 5-year National…

Written Feedback for Students: Too Much, Too Detailed or Too Incomprehensible to Be Effective?

ERIC Educational Resources Information Center

Glover, Chris; Brown, Evelyn

2006-01-01

A three year research study entitled "Improving the effectiveness of Formative Assessment in Science Teaching", involving Biosciences and Physical Sciences staff and students at two UK Universities, has been examining the potential for improving student learning by making changes to the way formative assessment and feedback are…

Automated Formative Assessment as a Tool to Scaffold Student Documentary Writing

ERIC Educational Resources Information Center

Ferster, Bill; Hammond, Thomas C.; Alexander, R. Curby; Lyman, Hunt

2012-01-01

The hurried pace of the modern classroom does not permit formative feedback on writing assignments at the frequency or quality recommended by the research literature. One solution for increasing individual feedback to students is to incorporate some form of computer-generated assessment. This study explores the use of automated assessment of…

The Design of Scaffolding in Game-Based Learning: A Formative Evaluation

ERIC Educational Resources Information Center

Weppel, Sheri; Bishop, Mj; Munoz-Avila, Hector

2012-01-01

Instructional games fluctuate between "restricted play" and "free play." Highly structured games with lots of corrective feedback can be less engaging, whereas unstructured games with minimal feedback can lead to frustration. This mixed methods, formative evaluation study investigated how designers might find the balance between too much and too…

New positive feedback mechanism between boundary layer meteorology and secondary aerosol formation during severe haze events

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

Liu, Quan; Jia, Xingcan; Quan, Jiannong

Severe haze events during which particulate matter (PM) increases quickly from tens to hundreds of microgram per cubic meter in 1-2 days frequently occur in China. Although it has been known that PM is influenced by complex interplays among emissions, meteorology, and physical and chemical processes, specific mechanisms remain elusive. In this paper, a new positive feedback mechanism between planetary boundary layer (PBL), relative humidity (RH), and secondary PM (SPM) formation is proposed based on a comprehensive field experiment and model simulation. The decreased PBL associated with increased PM increases RH by weakening the vertical transport of water vapor; themore » increased RH in turn enhances the SPM formation through heterogeneous aqueous reactions, which further enhances PM, weakens solar radiation, and decreases PBL height. This positive feedback, together with the PM-Radiation-PBL feedback, constitutes a key mechanism that links PM, radiation, PBL properties (e.g. PBL height and RH), and SPM formation, This mechanism is self-amplifying, leading to faster PM production, accumulation, and more severe haze pollution.« less

New positive feedback mechanism between boundary layer meteorology and secondary aerosol formation during severe haze events

DOE PAGES

Liu, Quan; Jia, Xingcan; Quan, Jiannong; ...

2018-04-17

Severe haze events during which particulate matter (PM) increases quickly from tens to hundreds of microgram per cubic meter in 1-2 days frequently occur in China. Although it has been known that PM is influenced by complex interplays among emissions, meteorology, and physical and chemical processes, specific mechanisms remain elusive. In this paper, a new positive feedback mechanism between planetary boundary layer (PBL), relative humidity (RH), and secondary PM (SPM) formation is proposed based on a comprehensive field experiment and model simulation. The decreased PBL associated with increased PM increases RH by weakening the vertical transport of water vapor; themore » increased RH in turn enhances the SPM formation through heterogeneous aqueous reactions, which further enhances PM, weakens solar radiation, and decreases PBL height. This positive feedback, together with the PM-Radiation-PBL feedback, constitutes a key mechanism that links PM, radiation, PBL properties (e.g. PBL height and RH), and SPM formation, This mechanism is self-amplifying, leading to faster PM production, accumulation, and more severe haze pollution.« less

Relative position finite-time coordinated tracking control of spacecraft formation without velocity measurements.

PubMed

Hu, Qinglei; Zhang, Jian

2015-01-01

This paper investigates finite-time relative position coordinated tracking problem by output feedback for spacecraft formation flying without velocity measurement. By employing homogeneous system theory, a finite-time relative position coordinated tracking controller by state feedback is firstly developed, where the desired time-varying trajectory given in advance can be tracked by the formation. Then, to address the problem of lack of velocity measurements, a finite-time output feedback controller is proposed by involving a novel filter to recover unknown velocity information in a finite time. Rigorous proof shows that the proposed control law ensures global stability and guarantees the position of spacecraft formation to track a time-varying reference in finite time. Finally, simulation results are presented to illustrate the performance of the proposed controller. Copyright © 2014 ISA. Published by Elsevier Ltd. All rights reserved.

Rethinking exams and letter grades: how much can teachers delegate to students?

PubMed

Kitchen, Elizabeth; King, Summer H; Robison, Diane F; Sudweeks, Richard R; Bradshaw, William S; Bell, John D

2006-01-01

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.

A trauma outreach program provided by a level I trauma center is an effective way to initiate peer review at referring hospitals and foster process improvements.

PubMed

Byrnes, Matthew C; Irwin, Eric; Becker, Leslie; Thorson, Melissa; Beilman, Greg; Horst, Patrick; Croston, Kevin

2010-04-01

The initial care of critically injured patients has profound effects on ultimate outcomes. The "golden hour" of trauma care is often provided by rural hospitals before definitive transfer. There are, however, no standardized methods for providing educational feedback to these hospitals for the purposes of performance improvement. We hypothesized that an outreach program would stimulate peer review and identify systematic deficiencies in the care of patients with injuries. We developed a quality improvement program aimed at providing educational feedback to hospitals that referred patients to our American College of Surgeons-verified level I trauma center. We traveled to each referral center to provide feedback on the initial treatment and ultimate outcome of patients that were transferred to us. These feedback sessions were presented in the format of case presentations and case discussions. The outreach program was presented at each hospital every 3 months to 6 months. Nine hospitals were included in our program. We received 334 patients in transfer from these hospitals during the study period. Formal peer review that focused on trauma patients increased from 14% of hospitals to 100% of hospitals after institution of the program. Eighty-five percent of hospitals thought that the care of patients with injuries was improved as a result of the program. Eighty-five percent of hospitals developed process improvement initiatives as a result of the program. A formal outreach program can stimulate peer review at rural hospitals, provide continuing education in the care of patients with injuries, and foster process improvements at referring hospitals.

Dynamics of localized structures in reaction-diffusion systems induced by delayed feedback

NASA Astrophysics Data System (ADS)

Gurevich, Svetlana V.

2013-05-01

We are interested in stability properties of a single localized structure in a three-component reaction-diffusion system subjected to the time-delayed feedback. We shall show that variation in the product of the delay time and the feedback strength leads to complex dynamical behavior of the system, including formation of target patterns, spontaneous motion, and spontaneous breathing as well as various complex structures, arising from combination of different oscillatory instabilities. In the case of spontaneous motion, we provide a bifurcation analysis of the delayed system and derive an order parameter equation for the position of the localized structure, explicitly describing its temporal evolution in the vicinity of the bifurcation point. This equation is a subject to a nonlinear delay differential equation, which can be transformed to the normal form of the pitchfork drift bifurcation.

Understanding Surgical Resident and Fellow Perspectives on Their Operative Performance Feedback Needs: A Qualitative Study.

PubMed

Bello, Ricardo J; Sarmiento, Samuel; Meyer, Meredith L; Rosson, Gedge D; Cooney, Damon S; Lifchez, Scott D; Cooney, Carisa M

2018-04-20

Operative performance feedback is essential for surgical training. We aimed to understand surgical trainees' views on their operative performance feedback needs and to characterize feedback to elucidate factors affecting its value from the resident perspective. Using a qualitative research approach, 2 research fellows conducted semistructured, one-on-one interviews with surgical trainees. We analyzed recurring themes generated during interviews related to feedback characteristics, as well as the extent to which performance rating tools can help meet trainees' operative feedback needs. Departments or divisions of general or plastic surgery at 9 US academic institutions. Surgical residents and clinical fellows in general or plastic surgery. We conducted 30 interviews with 9 junior residents, 14 senior residents, and 7 clinical fellows. Eighteen (60%) participants were in plastic and 12 (40%) were in general surgery. Twenty-four participants (80%) reported feedback as very or extremely important during surgical training. All trainees stated that verbal, face-to-face feedback is the most valuable, especially if occurring during (92%) or immediately after (65%) cases. Of those trainees using performance rating tools (74%), most (57%) expressed positive views about them but wanted the tools to complement and not replace verbal feedback in surgical education. Trainees value feedback more if received within 1 week or the case. Verbal, face-to-face feedback is very or extremely important to surgical trainees. Residents and fellows prefer to receive feedback during or immediately after a case and continue to value feedback if received within 1 week of the event. Performance rating tools can be useful for providing formative feedback and documentation but should not replace verbal, face-to-face feedback. Considering trainee views on feedback may help reduce perceived gaps in feedback demand-versus-supply in surgical training, which may be essential to overcoming current challenges in surgical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Optical bending sensor using distributed feedback solid state dye lasers on optical fiber.

PubMed

Kubota, Hiroyuki; Oomi, Soichiro; Yoshioka, Hiroaki; Watanabe, Hirofumi; Oki, Yuji

2012-07-02

Novel type of optical fiber sensor was proposed and demonstrated. The print-like fabrication technique fabricates multiple distributed feedback solid state dye lasers on a polymeric optical fiber (POF) with tapered coupling. This multi-active-sidecore structure was easily fabricated and provides multiple functions. Mounting the lasers on the same point of a multimode POF demonstrated a bending radius sensitivity of 20 m without any supports. Two axis directional sensing without cross talk was also confirmed. A more complicated mounting formation can demonstrate a twisted POF. The temperature property of the sensor was also studied, and elimination of the temperature influence was experimentally attained.

Formative Feedback in a Business School: Understanding the Student Perspective

ERIC Educational Resources Information Center

Poppitt, Nicola J.; Iqbal, Yasser

2009-01-01

Inspired by a desire to improve the student experience, this paper reviews primary research carried out into the use of formative feedback within a Business School at a "new" university in the UK. The research adopted a qualitative approach with key objectives to gain staff and student perspectives on the role and practice of feedback…

A Dataset of Three Educational Technology Experiments on Differentiation, Formative Testing and Feedback

ERIC Educational Resources Information Center

Haelermans, Carla; Ghysels, Joris; Prince, Fernao

2015-01-01

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre-…

Formative Feedback Using Pseudo Peer Diagrams: Evaluating System Equilibrium of Buoyancy Forces

ERIC Educational Resources Information Center

Li, Sensen

2013-01-01

This study introduces an innovative instructional method, called "pseudo peer diagram" (PPD), where students employ executive skills to compare and contrast their work with others' as a formative feedback mechanism. The focus of this study is how students compare and contrast their own diagrams with the pseudo peer diagrams as a stimulus…

Star cluster formation in cosmological simulations. I. Properties of young clusters

DOE PAGES

Li, Hui; Gnedin, Oleg Y.; Gnedin, Nickolay Y.; ...

2017-01-03

We present a new implementation of star formation in cosmological simulations by considering star clusters as a unit of star formation. Cluster particles grow in mass over several million years at the rate determined by local gas properties, with high time resolution. The particle growth is terminated by its own energy and momentum feedback on the interstellar medium. We test this implementation for Milky Way-sized galaxies at high redshift by comparing the properties of model clusters with observations of young star clusters. We find that the cluster initial mass function is best described by a Schechter function rather than a single power law. In agreement with observations, at low masses the logarithmic slope ismore » $$\\alpha \\approx 1.8\\mbox{–}2$$, while the cutoff at high mass scales with the star formation rate (SFR). A related trend is a positive correlation between the surface density of the SFR and fraction of stars contained in massive clusters. Both trends indicate that the formation of massive star clusters is preferred during bursts of star formation. These bursts are often associated with major-merger events. We also find that the median timescale for cluster formation ranges from 0.5 to 4 Myr and decreases systematically with increasing star formation efficiency. Local variations in the gas density and cluster accretion rate naturally lead to the scatter of the overall formation efficiency by an order of magnitude, even when the instantaneous efficiency is kept constant. As a result, comparison of the formation timescale with the observed age spread of young star clusters provides an additional important constraint on the modeling of star formation and feedback schemes.« less

Star cluster formation in cosmological simulations. I. Properties of young clusters

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

Li, Hui; Gnedin, Oleg Y.; Gnedin, Nickolay Y.

We present a new implementation of star formation in cosmological simulations by considering star clusters as a unit of star formation. Cluster particles grow in mass over several million years at the rate determined by local gas properties, with high time resolution. The particle growth is terminated by its own energy and momentum feedback on the interstellar medium. We test this implementation for Milky Way-sized galaxies at high redshift by comparing the properties of model clusters with observations of young star clusters. We find that the cluster initial mass function is best described by a Schechter function rather than a single power law. In agreement with observations, at low masses the logarithmic slope ismore » $$\\alpha \\approx 1.8\\mbox{–}2$$, while the cutoff at high mass scales with the star formation rate (SFR). A related trend is a positive correlation between the surface density of the SFR and fraction of stars contained in massive clusters. Both trends indicate that the formation of massive star clusters is preferred during bursts of star formation. These bursts are often associated with major-merger events. We also find that the median timescale for cluster formation ranges from 0.5 to 4 Myr and decreases systematically with increasing star formation efficiency. Local variations in the gas density and cluster accretion rate naturally lead to the scatter of the overall formation efficiency by an order of magnitude, even when the instantaneous efficiency is kept constant. As a result, comparison of the formation timescale with the observed age spread of young star clusters provides an additional important constraint on the modeling of star formation and feedback schemes.« less

Lifetime Surveillance of Astronaut Health (LSAH) / Life Sciences Data Archive (LSDA) Data Request Helpdesk

NASA Technical Reports Server (NTRS)

Young, Millennia; Van Baalen, Mary

2016-01-01

This session is intended to provide to HRP IWS attendees instant feedback on archived astronaut data, including such topics as content of archives, access, request processing, and data format. Members of the LSAH and LSDA teams will be available at a 'help desk' during the poster sessions to answer questions from researchers.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

ERIC Educational Resources Information Center

Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes.…

Changing the Marks-Based Culture of Learning through Peer-Assisted Tutorials

ERIC Educational Resources Information Center

Alpay, E.; Cutler, P. S.; Eisenbach, S.; Field, A. J.

2010-01-01

We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions…

Beliefs and Practices of Providing Formative Feedback to Teachers: A Study of Principals' Understandings, Experiences, and Purposes

ERIC Educational Resources Information Center

Newell, Heather Coiner

2016-01-01

In Pennsylvania, Act 82 of 2012 introduced the Educator Effectiveness system and its foundational belief that student achievement is the result of teachers' high quality instruction and principals' high quality school leadership. With the heightened expectations of principal and teacher accountability for student achievement, principals positively…

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas

2015-01-01

This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…

77 FR 12597 - Agency Information Collection Activities; Submission for Office of Management and Budget Review...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-01

... survey tools, and the research methodology to test content, format, and design of labeling is based on... information will have practical utility. (Response) The survey is designed to elicit responses on the... do so. This survey is designed for the health care provider and their feedback. (Comment 2) Comment 2...

A Smart Curriculum for Middle-School Science Instruction: A Web-Based Curriculum Integrating Assessment and Instruction.

ERIC Educational Resources Information Center

1996

This paper discusses a model of integrated instruction and assessment called SMART (Special Multimedia Arenas for Refining Thinking). SMART involves interactive use of the Internet and multimedia software. The Internet serves three important functions: it acts as a formative assessment tool by providing individualized feedback to students, creates…

Training the Developing Brain Part II: Cognitive Considerations for Youth Instruction and Feedback

PubMed Central

Kushner, Adam M.; Kiefer, Adam W.; Lesnick, Samantha; Faigenbaum, Avery D.; Kashikar-Zuck, Susmita; Myer, Gregory D.

2015-01-01

Growing numbers of youth participating in competitive, organized physical activity has led to a concern for the risk of sports related injuries during important periods of human development. Recent studies have demonstrated the ability of Integrative Neuromuscular Training (INT) to enhance athletic performance and to reduce the risk of sports related injuries in youth. Successful implementation of INT necessitates instruction from knowledgeable and qualified instructors who understand the unique physical, cognitive and psychosocial characteristics of youth to provide appropriate training instruction and feedback. Principles of a classical theory of cognitive development provide a useful context for discussion of developmentally appropriate methods and strategies for INT instruction of youth. INT programs that consider these developmentally appropriate approaches will provide a controlled, efficacious environment for youth to improve athletic performance and to reduce risk of sports related injury; thus, promoting a healthy, active lifestyle beyond an individual’s formative years. PMID:25968858

Using crowdsourcing technology for testing multilingual public health promotion materials.

PubMed

Turner, Anne M; Kirchhoff, Katrin; Capurro, Daniel

2012-06-04

Effective communication of public health messages is a key strategy for health promotion by public health agencies. Creating effective health promotion materials requires careful message design and feedback from representatives of target populations. This is particularly true when the target audiences are hard to reach as limited English proficiency groups. Traditional methods of soliciting feedback--such as focus groups and convenience sample interviews--are expensive and time consuming. As a result, adequate feedback from target populations is often insufficient due to the time and resource constraints characteristic to public health. To describe a pilot study investigating the use of crowdsourcing technology as a method to gather rapid and relevant feedback on the design of health promotion messages for oral health. Our goal was to better describe the demographics of participants responding to a crowdsourcing survey and to test whether crowdsourcing could be used to gather feedback from English-speaking and Spanish-speaking participants in a short period of time and at relatively low costs. We developed health promotion materials on pediatric dental health issues in four different formats and in two languages (English and Spanish). We then designed an online survey to elicit feedback on format preferences and made it available in both languages via the Amazon Mechanical Turk crowdsourcing platform. We surveyed 236 native English-speaking and 163 native Spanish-speaking participants in less than 12 days, at a cost of US $374. Overall, Spanish-speaking participants originated from a wider distribution of countries than the overall Latino population in the United States. Most participants were in the 18- to 29-year age range and had some college or graduate education. Participants provided valuable input for the health promotion material design. Our results indicate that crowdsourcing can be an effective method for recruiting and gaining feedback from English-speaking and Spanish-speaking people. Compared with traditional methods, crowdsourcing has the potential to reach more diverse populations than convenience sampling, while substantially reducing the time and cost of gathering participant feedback. More widespread adoption of this method could streamline the development of effective health promotion materials in multiple languages.

Breast cancer relatives' physical activity intervention needs and preferences: qualitative results.

PubMed

Hartman, Sheri J; Rosen, Rochelle K

2017-05-19

While many risk factors for breast cancer, such as family history, are not modifiable, some, however, can be modified. The study used formative qualitative research to learn about the physical activity intervention preferences and needs of first-degree female relatives (FDFRs) of breast cancer patients; that information was then used to develop a targeted physical activity intervention. Twenty FDFRs first completed a 12-week physical activity intervention and then attended two sequential focus groups (7 groups total). In the first set of focus groups participants provided feedback on the intervention. In the follow-up focus groups, proposed changes based on collected responses from the first groups were presented and participants provided feedback to further refine the intervention. Overall, we found strong interest for an intervention using breast cancer-related health concerns to promote positive behavior change. A theme underlying all of the feedback was the desire for a personalized intervention that was directly relevant to their lives. Participants wanted this personalization achieved through individually tailored content and incorporation of stories from other FDFRs. In order to successfully use concerns about breast cancer to motivate behavior change, participants also wanted a discussion about their individual risk factors for breast cancer including, but not limited to, lack of physical activity. This study demonstrates women's interest in receiving personalized information and highlights specific ways to individualize an intervention that increases motivation and engagement. Using a sequential qualitative approach was effective for formative intervention development. NCT03115658 (Retrospectively registered 4/13/17).

Ionization-induced star formation - IV. Triggering in bound clusters

NASA Astrophysics Data System (ADS)

Dale, J. E.; Ercolano, B.; Bonnell, I. A.

2012-12-01

We present a detailed study of star formation occurring in bound star-forming clouds under the influence of internal ionizing feedback from massive stars across a spectrum of cloud properties. We infer which objects are triggered by comparing our feedback simulations with control simulations in which no feedback was present. We find that feedback always results in a lower star formation efficiency and usually but not always results in a larger number of stars or clusters. Cluster mass functions are not strongly affected by feedback, but stellar mass functions are biased towards lower masses. Ionization also affects the geometrical distribution of stars in ways that are robust against projection effects, but may make the stellar associations more or less subclustered depending on the background cloud environment. We observe a prominent pillar in one simulation which is the remains of an accretion flow feeding the central ionizing cluster of its host cloud and suggest that this may be a general formation mechanism for pillars such as those observed in M16. We find that the association of stars with structures in the gas such as shells or pillars is a good but by no means foolproof indication that those stars have been triggered and we conclude overall that it is very difficult to deduce which objects have been induced to form and which formed spontaneously simply from observing the system at a single time.

PROTOSTELLAR OUTFLOWS AND RADIATIVE FEEDBACK FROM MASSIVE STARS. II. FEEDBACK, STAR-FORMATION EFFICIENCY, AND OUTFLOW BROADENING

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

Kuiper, Rolf; Turner, Neal J.; Yorke, Harold W., E-mail: rolf.kuiper@uni-tuebingen.de, E-mail: Neal.J.Turner@jpl.nasa.gov, E-mail: Harold.W.Yorke@jpl.nasa.gov

2016-11-20

We perform two-dimensional axially symmetric radiation hydrodynamic simulations to assess the impact of outflows and radiative force feedback from massive protostars by varying when the protostellar outflow starts, and to determine the ratio of ejection to accretion rates and the strength of the wide-angle disk wind component. The star-formation efficiency, i.e., the ratio of final stellar mass to initial core mass, is dominated by radiative forces and the ratio of outflow to accretion rates. Increasing this ratio has three effects. First, the protostar grows slower with a lower luminosity at any given time, lowering radiative feedback. Second, bipolar cavities clearedmore » by the outflow become larger, further diminishing radiative feedback on disk and core scales. Third, the higher momentum outflow sweeps up more material from the collapsing envelope, decreasing the protostar's potential mass reservoir via entrainment. The star-formation efficiency varies with the ratio of ejection to accretion rates from 50% in the case of very weak outflows to as low as 20% for very strong outflows. At latitudes between the low-density bipolar cavity and the high-density accretion disk, wide-angle disk winds remove some of the gas, which otherwise would be part of the accretion flow onto the disk; varying the strength of these wide-angle disk winds, however, alters the final star-formation efficiency by only ±6%. For all cases, the opening angle of the bipolar outflow cavity remains below 20° during early protostellar accretion phases, increasing rapidly up to 65° at the onset of radiation pressure feedback.« less

Early Science with the Large Millimeter Telescope: discovery of the 12CO(1-0) emission line in the ring galaxy VIIZw466

NASA Astrophysics Data System (ADS)

Wong, O. Ivy; Vega, O.; Sánchez-Argüelles, D.; Narayanan, G.; Wall, W. F.; Zwaan, M. A.; Rosa González, D.; Zeballos, M.; Bekki, K.; Mayya, Y. D.; Montaña, A.; Chung, A.

2017-04-01

We report an early science discovery of the 12CO(1-0) emission line in the collisional ring galaxy VII Zw466, using the Redshift Search Receiver instrument on the Large Millimeter Telescope Alfonso Serrano. The apparent molecular-to-atomic gas ratio either places the interstellar medium (ISM) of VII Zw466 in the H I-dominated regime or implies a large quantity of CO-dark molecular gas, given its high star formation rate. The molecular gas densities and star formation rate densities of VII Zw466 are consistent with the standard Kennicutt-Schmidt star formation law even though we find this galaxy to be H2-deficient. The choice of CO-to-H2 conversion factors cannot explain the apparent H2 deficiency in its entirety. Hence, we find that the collisional ring galaxy, VII Zw466, is either largely deficient in both H2 and H I or contains a large mass of CO-dark gas. A low molecular gas fraction could be due to the enhancement of feedback processes from previous episodes of star formation as a result of the star-forming ISM being confined to the ring. We conclude that collisional ring galaxy formation is an extreme form of galaxy interaction that triggers a strong galactic-wide burst of star formation that may provide immediate negative feedback towards subsequent episodes of star formation - resulting in a short-lived star formation history or, at least, the appearance of a molecular gas deficit.

Supermassive Black Hole Fueling and Feedback in Galaxies

NASA Astrophysics Data System (ADS)

Comerford, Julia M.

2018-06-01

Over the last few decades, observations have revealed surprisingly tight correlations between the properties of galaxies and their supermassive black holes. Active galactic nuclei (AGN) have emerged as key drivers of this coevolution of galaxies and supermassive black holes, by two primary mechanisms: AGN fueling and AGN feedback. Supermassive black holes build up mass by accreting gas during AGN fueling, while AGN feedback is a crucial regulator of star formation that controls the mass growth of the galaxies. In this talk, I will present multiwavelength studies of both AGN fueling and feedback. I will discuss results that address AGN fueling in galaxy mergers, the connection between AGN and star formation, and the effect of AGN outflows on their host galaxies.

Dynamical Scaling Relations and the Angular Momentum Problem in the FIRE Simulations

NASA Astrophysics Data System (ADS)

Schmitz, Denise; Hopkins, Philip F.; Quataert, Eliot; Keres, Dusan; Faucher-Giguere, Claude-Andre

2015-01-01

Simulations are an extremely important tool with which to study galaxy formation and evolution. However, even state-of-the-art simulations still fail to accurately predict important galaxy properties such as star formation rates and dynamical scaling relations. One possible explanation is the inadequacy of sub-grid models to capture the range of stellar feedback mechanisms which operate below the resolution limit of simulations. FIRE (Feedback in Realistic Environments) is a set of high-resolution cosmological galaxy simulations run using the code GIZMO. It includes more realistic models for various types of feedback including radiation pressure, supernovae, stellar winds, and photoionization and photoelectric heating. Recent FIRE results have demonstrated good agreement with the observed stellar mass-halo mass relation as well as more realistic star formation histories than previous simulations. We investigate the effects of FIRE's improved feedback prescriptions on the simulation "angular momentum problem," i.e., whether FIRE can reproduce observed scaling relations between galaxy stellar mass and rotational/dispersion velocities.

Canopy1, a positive feedback regulator of FGF signaling, controls progenitor cell clustering during Kupffer's vesicle organogenesis

PubMed Central

Matsui, Takaaki; Thitamadee, Siripong; Murata, Tomoko; Kakinuma, Hisaya; Nabetani, Takuji; Hirabayashi, Yoshio; Hirate, Yoshikazu; Okamoto, Hitoshi; Bessho, Yasumasa

2011-01-01

The assembly of progenitor cells is a crucial step for organ formation during vertebrate development. Kupffer's vesicle (KV), a key organ required for the left–right asymmetric body plan in zebrafish, is generated from a cluster of ∼20 dorsal forerunner cells (DFCs). Although several genes are known to be involved in KV formation, how DFC clustering is regulated and how cluster formation then contributes to KV formation remain unclear. Here we show that positive feedback regulation of FGF signaling by Canopy1 (Cnpy1) controls DFC clustering. Cnpy1 positively regulates FGF signals within DFCs, which in turn promote Cadherin1-mediated cell adhesion between adjacent DFCs to sustain cell cluster formation. When this FGF positive feedback loop is disrupted, the DFC cluster fails to form, eventually leading to KV malformation and defects in the establishment of laterality. Our results therefore uncover both a previously unidentified role of FGF signaling during vertebrate organogenesis and a regulatory mechanism underlying cell cluster formation, which is an indispensable step for formation of a functional KV and establishment of the left–right asymmetric body plan. PMID:21628557

Cosmological simulations of dwarf galaxies with cosmic ray feedback

NASA Astrophysics Data System (ADS)

Chen, Jingjing; Bryan, Greg L.; Salem, Munier

2016-08-01

We perform zoom-in cosmological simulations of a suite of dwarf galaxies, examining the impact of cosmic rays (CRs) generated by supernovae, including the effect of diffusion. We first look at the effect of varying the uncertain CR parameters by repeatedly simulating a single galaxy. Then we fix the comic ray model and simulate five dwarf systems with virial masses range from 8 to 30 × 1010 M⊙. We find that including CR feedback (with diffusion) consistently leads to disc-dominated systems with relatively flat rotation curves and constant star formation rates. In contrast, our purely thermal feedback case results in a hot stellar system and bursty star formation. The CR simulations very well match the observed baryonic Tully-Fisher relation, but have a lower gas fraction than in real systems. We also find that the dark matter cores of the CR feedback galaxies are cuspy, while the purely thermal feedback case results in a substantial core.

Signatures of AGN feedback

NASA Astrophysics Data System (ADS)

Wylezalek, Dominika; Zakamska, Nadia L.; MaNGA-GMOS Team

2017-01-01

Feedback from actively accreting SMBHs (Active Galactic Nuclei, AGN) is now widely considered to be the main driver in regulating the growth of massive galaxies. Observational proof for this scenario has, however, been hard to come by. Many attempts at finding a conclusive observational proof that AGN may be able to quench star formation and regulate the host galaxies' growth have shown that this problem is highly complex.I will present results from several projects that focus on understanding the power, reach and impact of feedback processes exerted by AGN. I will describe recent efforts in our group of relating feedback signatures to the specific star formation rate in their host galaxies, where our results are consistent with the AGN having a `negative' impact through feedback on the galaxies' star formation history (Wylezalek+2016a,b). Furthermore, I will show that powerful AGN-driven winds can be easily hidden and not be apparent in the integrated spectrum of the galaxy. This implies that large IFU surveys, such as the SDSS-IV MaNGA survey, might uncover many previously unknown AGN and outflows that are potentially very relevant for understanding the role of AGN in galaxy evolution (Wylezalek+2016c)!

Mathematical Problem Solving Project Technical Report III: Module Development and Formative Evaluation. Appendix B - "Organizing Lists" Quizzes and Data.

ERIC Educational Resources Information Center

Indiana Univ., Bloomington. Mathematics Education Development Center.

This appendix to the Mathematical Problem Solving Project "Module Development and Formative Evaluation" contains trials 1 and 2 of the Organizing Lists quiz. Editorial feedback from teachers on the Organizing Lists booklet is given for trials 1 and 2. Editorial feedback from teachers on the Organizing Lists problem deck is given for…

A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment

ERIC Educational Resources Information Center

Leighton, Jacqueline P.; Bustos Gómez, María Clara

2018-01-01

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…

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).

Star Formation in Merging Galaxies Using FIRE

NASA Astrophysics Data System (ADS)

Perez, Adrianna; Hung, Chao-Ling; Naiman, Jill; Moreno, Jorge; Hopkins, Philip

2018-01-01

Galaxy interactions and mergers are efficient mechanisms to birth stars at rates that are significantly higher than found in our Milky Way galaxy. The Kennicut-Schmidt (KS) relation is an empirical relationship between the star-forming rate and gas surface densities of galaxies (Schmidt 1959; Kennicutt 1998). Although most galaxies follow the KS relation, the high levels of star formation in galaxy mergers places them outside of this otherwise tight relationship. The goal of this research is to analyze the gas content and star formation of simulated merging galaxies. Our work utilizes the Feedback In Realistic Environments (FIRE) model (Hopkins et al., 2014). The FIRE project is a high-resolution cosmological simulation that resolves star-forming regions and incorporates stellar feedback in a physically realistic way. In this work, we have noticed a significant increase in the star formation rate at first and second passage, when the two black holes of each galaxy approach one other. Next, we will analyze spatially resolved star-forming regions over the course of the interacting system. Then, we can study when and how the rates that gas converts into stars deviate from the standard KS. These analyses will provide important insights into the physical mechanisms that regulate star formation of normal and merging galaxies and valuable theoretical predictions that can be used to compare with current and future observations from ALMA or the James Webb Space Telescope.

Cosmic Star Formation: A Simple Model of the SFRD(z)

NASA Astrophysics Data System (ADS)

Chiosi, Cesare; Sciarratta, Mauro; D’Onofrio, Mauro; Chiosi, Emanuela; Brotto, Francesca; De Michele, Rosaria; Politino, Valeria

2017-12-01

We investigate the evolution of the cosmic star formation rate density (SFRD) from redshift z = 20 to z = 0 and compare it with the observational one by Madau and Dickinson derived from recent compilations of ultraviolet (UV) and infrared (IR) data. The theoretical SFRD(z) and its evolution are obtained using a simple model that folds together the star formation histories of prototype galaxies that are designed to represent real objects of different morphological type along the Hubble sequence and the hierarchical growing of structures under the action of gravity from small perturbations to large-scale objects in Λ-CDM cosmogony, i.e., the number density of dark matter halos N(M,z). Although the overall model is very simple and easy to set up, it provides results that mimic results obtained from highly complex large-scale N-body simulations well. The simplicity of our approach allows us to test different assumptions for the star formation law in galaxies, the effects of energy feedback from stars to interstellar gas, the efficiency of galactic winds, and also the effect of N(M,z). The result of our analysis is that in the framework of the hierarchical assembly of galaxies, the so-called time-delayed star formation under plain assumptions mainly for the energy feedback and galactic winds can reproduce the observational SFRD(z).

Disturbed P53-MDM2 Feedback Loop Contributes to Thoracic Aortic Dissection Formation and May be a Result of TRIM25 Overexpression.

PubMed

Gong, Bin; Wang, Zhiwei; Zhang, Min; Hu, Zhipeng; Ren, Zongli; Tang, Zheng; Jiang, Wanli; Cheng, Lianghao; Huang, Jun; Ren, Wei; Wang, Qingtao

2017-04-01

The development of thoracic aortic dissection (TAD) is attributed to a broad range of degenerative, genetic, structural, oxidative, apoptotic, and acquired disease states. In this study, we examined the role of the disturbed p53-MDM2 (murine double minute 2) feedback loop in the formation of TAD, and one of a potential feedback loop regulator, TRIM25 (tripartite motif protein-25). Surgical specimens of the aorta from TAD patients (n = 10) and controls (n = 10) were tested for α-smooth muscle actin (α-SMA), p53, MDM2, and TRIM25 by western blot, immunohistochemical staining, and quantitative real-time reverse transcription polymerase chain reaction (qRT-PCR), respectively. When compared with controls, western blot shows that the protein levels of p53, MDM2, and TRIM25 were increased significantly in the aortic media of TAD patients. qRT-PCR further verified that the mRNA expression of MDM2 and TRIM25 was also increased 6- and 4-folds, respectively, in the TAD media of the aortic wall. Immunohistochemistry results showed significantly decreased staining of α-SMA, smooth muscle cells, and more collagen deposition in the media of the aortic wall from patients with TAD. This study provided a new insight into the disturbed p53-MDM2 feedback loop in the pathogenesis of TAD, and this may be because of the TRIM25 overexpression. Copyright © 2016 Elsevier Inc. All rights reserved.

The Pairing of Accreting Massive Black Holes in Multiphase Circumnuclear Disks: the Interplay Between Radiative Cooling, Star Formation, and Feedback Processes

NASA Astrophysics Data System (ADS)

Souza Lima, Rafael; Mayer, Lucio; Capelo, Pedro R.; Bellovary, Jillian M.

2017-03-01

We study the orbital decay of a pair of massive black holes (BHs) with masses 5× {10}5 and 107 {M}⊙ , using hydrodynamical simulations of circumnuclear disks (CNDs) with the alternating presence of sub-grid physics, such as radiative cooling, star formation, supernova feedback, BH accretion, and BH feedback. In the absence of such processes, the orbit of the secondary BH decays over timescales of ˜ 10 {Myr} to the center of the CND, where the primary BH resides. When strong dissipation operates in CNDs, fragmentation into massive objects the size of giant molecular clouds with densities in the range 104-107 amu cm-3 occurs, causing stochastic torques and hits that can eject the secondary BH from the midplane. Outside the plane, the low-density medium provides only weak drag, and the BH return is governed by inefficient dynamical friction. In rare cases, clump-BH interactions can lead to a faster decay. Feedback processes lead to outflows, but do not significantly change the overall density of the CND midplane. However, with a spherically distributed BH feedback, a hot bubble is generated behind the secondary, which almost shuts off dynamical friction. We dub this phenomenon “wake evacuation.” It leads to delays in the decay, possibly of ˜ 0.3 {Gyr}. We discuss the non-trivial implications on the discovery space of the eLISA telescope. Our results suggest that the largest uncertainty in predicting BH merger rates lies in the potentially wide variety of galaxy host systems, with different degrees of gas dissipation and heating, yielding decay timescales from ˜ 10 to ˜ 300 {Myr}.

Peer Instruction Materials for Light and Spectra

NASA Astrophysics Data System (ADS)

Lee, Kevin M.; Siedell, C. M.; Prather, E. E.

2008-05-01

This poster will describe a new set of materials from the ClassAction project focusing on light and spectra. We will identify the concepts covered in the Light and Spectroscopy Concept Inventory (LSCI) which include the electromagnetic spectrum, Doppler shift, Wien's Law, Stefan-Boltzmann Law, and Kirchhoff's Laws. We will then specifically address how these concepts are targeted by the questions and resources of the ClassAction module. ClassAction is a collection of materials designed to enhance the metacognitive skills of college and high school introductory astronomy students by promoting interactive engagement and providing rapid feedback. The main focus is dynamic peer instruction questions that can be projected in the classroom. Instructors have the capability to recast these questions into alternate permutations based on their own preferences and formative feedback from the class. The questions can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and simulations which the instructor can utilize to provide feedback. These materials are publicly available at http://astro.unl.edu and are funded by NSF grant #0404988.

A Simple Non-equilibrium Model of Star Formation and Scatter in the Kennicutt-Schmidt Relation and Star Formation Efficiencies in Galaxies

NASA Astrophysics Data System (ADS)

Orr, Matthew; Hopkins, Philip F.

2018-06-01

I will present a simple model of non-equilibrium star formation and its relation to the scatter in the Kennicutt-Schmidt relation and large-scale star formation efficiencies in galaxies. I will highlight the importance of a hierarchy of timescales, between the galaxy dynamical time, local free-fall time, the delay time of stellar feedback, and temporal overlap in observables, in setting the scatter of the observed star formation rates for a given gas mass. Further, I will talk about how these timescales (and their associated duty-cycles of star formation) influence interpretations of the large-scale star formation efficiency in reasonably star-forming galaxies. Lastly, the connection with galactic centers and out-of-equilibrium feedback conditions will be mentioned.

Receptivity to Learner-Driven Feedback in EAP

ERIC Educational Resources Information Center

Maas, Clare

2017-01-01

There is still debate surrounding what constitutes the most effective feedback on EFL learners' writing, particularly in English for Academic Purposes (EAP) settings. Unanswered questions are found in the literature on topics such as the best formats for feedback, the role of technology, authors' authority over written texts, and ways of helping…

The Use of Freshmen Seminar Programs to Deliver Personalized Feedback

ERIC Educational Resources Information Center

Henslee, Amber M.; Correia, Christopher J.

2009-01-01

The current study tested the effectiveness of delivering personalized feedback to first-semester college freshmen in a group lecture format. Participants enrolled in semester-long courses were randomly assigned to receive either personalized feedback or general information about alcohol. Both lecture conditions were delivered during a standard…

Effects of Feedback Timing and Type on Learning ESL Grammar Rules

ERIC Educational Resources Information Center

Lavolette, Elizabeth H. P.

2014-01-01

The optimal timing of feedback on formative assessments is an open question, with the cognitive processing window theory (Doughty, 2001) underlying the interaction approach suggesting that immediate feedback may be most beneficial for language acquisition (e.g., Gass, 2010; Polio, 2012) and two educational psychology hypotheses conversely…

Approaches to the Assessment of Children in the Context of Disasters.

PubMed

Lai, Betty S; Alisic, Eva; Lewis, Rayleen; Ronan, Kevin R

2016-05-01

Children exposed to disasters are a vulnerable population, making the assessment of children post-disaster an important issue. Utilizing a Multiple Gating Stepped Care framework, we highlight recent literature related to post-disaster assessment and intervention for children. In particular, we focus on screening, clinical evaluation, and feedback-informed service delivery. Screening allows large populations of children to be assessed at a relatively low cost. Children identified by screening as being at risk may then be assessed through more in-depth clinical evaluations, in order to assess clinical symptoms, strengths, and stressors, and to make determinations about appropriate interventions. Continued assessment during therapy provides important feedback for the delivery of appropriate care. New formats for assessment, as well as issues related to identifying sources for assessment, are discussed. Recommendations for future directions are provided.

Validation of an Instructional Observation Instrument for Teaching English as a Foreign Language in Spain

ERIC Educational Resources Information Center

Gomez-Garcia, Maria

2011-01-01

The design and validation of a classroom observation instrument to provide formative feedback for teachers of EFL in Spain is the overarching purpose of this study. This study proposes that a valid and reliable classroom observation instrument, based on effective practice in teaching EFL, can be developed and used in Spain to enable teachers to…

Student Feedback on the Effectiveness of Using a Webquest for an Integrative Skills Course in a Korean University

ERIC Educational Resources Information Center

Kobylinski, Chris

2014-01-01

This paper focuses on the students' feedback after their participation in a WebQuest research project and aims to determine if the format of a WebQuest enhances student interest and engagement with a text compared to a traditional reading. It was hypothesized that students would respond favorably to this format, and that the increased engagement…

Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

PubMed Central

Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.

2006-01-01

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive. PMID:17012219

Mapping Gas Flows from the Disk to the Circumgalactic Medium

NASA Astrophysics Data System (ADS)

Zheng, Yong

2017-08-01

The feedback efficiency in galaxies remains a crucial component in simulations that is not well constrained by observations. To understand how effectively feedback drives metals into the circumgalactic medium (CGM), we propose to map the metal flows from the disk to the CGM of the nearby dwarf irregular galaxy IC 1613. This will be the first spatial and kinematic map of gas flows from the disk to the halo of a dwarf galaxy. In archival COS spectra of two IC 1613 stars we detect blue-shifted SiII, CII, and SiIV absorption lines, indicative of the existence of multiphase outflows from the disk. We propose to observe two more UV bright stars in IC 1613's disk to assess the covering fraction and strength of the outflow in relation to the galaxy's resolved star formation. We will also observe three QSO sightlines at 0.1, 0.3, and 0.5 Rvir to measure the ionization profile of the gas and the extent of the outflows. We will relate our measurements to the detailed observed star formation history of IC 1613 to directly determine the mass loading factor and feedback efficiency. The proposal will provide critical information on how galaxies evolve and how metals circulate between the disk and the CGM.

Stochastic Sznajd Model in Open Community

NASA Astrophysics Data System (ADS)

Emmert-Streib, Frank

We extend the Sznajd Model for opinion formation by introducing persuasion probabilities for opinions. Moreover, we couple the system to an environment which mimics the application of the opinion. This results in a feedback, representing single-state opinion transitions in opposite to the two-state opinion transitions for persuading other people. We call this model opinion formation in an open community (OFOC). It can be seen as a stochastic extension of the Sznajd model for an open community, because it allows for a special choice of parameters to recover the original Sznajd model. We demonstrate the effect of feedback in the OFOC model by applying it to a scenario in which, e.g., opinion B is worse then opinion A but easier explained to other people. Casually formulated we analyzed the question, how much better one has to be, in order to persuade other people, provided the opinion is worse. Our results reveal a linear relation between the transition probability for opinion B and the influence of the environment on B.

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.

A Case Study of Using Peer Feedback in Face-to-Face and Distance Learning Classes among Pre-Service Teachers

ERIC Educational Resources Information Center

Vásquez-Colina, María D.; Russo, Marianne Robin; Lieberman, Mary; Morris, John D.

2017-01-01

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students' work samples were…

Increasing Black Hole Feedback-induced Quenching with Anisotropic Thermal Conduction

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

Kannan, Rahul; Vogelsberger, Mark; Pfrommer, Christoph

Feedback from central supermassive black holes is often invoked to explain the low star formation rates (SFRs) in the massive galaxies at the centers of galaxy clusters. However, the detailed physics of the coupling of the injected feedback energy with the intracluster medium (ICM) is still unclear. Using high-resolution magnetohydrodynamic cosmological simulations of galaxy cluster formation, we investigate the role of anisotropic thermal conduction in shaping the thermodynamic structure of clusters, and in particular, in modifying the impact of black hole feedback. Stratified anisotropically conducting plasmas are formally always unstable, and thus more prone to mixing, an expectation borne outmore » by our results. The increased mixing efficiently isotropizes the injected feedback energy, which in turn significantly improves the coupling between the feedback energy and the ICM. This facilitates an earlier disruption of the cool-core, reduces the SFR by more than an order of magnitude, and results in earlier quenching despite an overall lower amount of feedback energy injected into the cluster core. With conduction, the metallicity gradients and dispersions are lowered, aligning them better with observational constraints. These results highlight the important role of thermal conduction in establishing and maintaining the quiescence of massive galaxies.« less

Dark-ages reionization and galaxy formation simulation - IX. Economics of reionizing galaxies

NASA Astrophysics Data System (ADS)

Duffy, Alan R.; Mutch, Simon J.; Poole, Gregory B.; Geil, Paul M.; Kim, Han-Seek; Mesinger, Andrei; Wyithe, J. Stuart B.

2017-09-01

Using a series of high-resolution hydrodynamical simulations we show that during the rapid growth of high-redshift (z > 5) galaxies, reserves of molecular gas are consumed over a time-scale of 300 Myr, almost independent of feedback scheme. We find that there exists no such simple relation for the total gas fractions of these galaxies, with little correlation between gas fractions and specific star formation rates. The bottleneck or limiting factor in the growth of early galaxies is in converting infalling gas to cold star-forming gas. Thus, we find that the majority of high-redshift dwarf galaxies are effectively in recession, with demand (of star formation) never rising to meet supply (of gas), irrespective of the baryonic feedback physics modelled. We conclude that the basic assumption of self-regulation in galaxies - that they can adjust total gas consumption within a Hubble time - does not apply for the dwarf galaxies thought to be responsible for providing most UV photons to reionize the high-redshift Universe. We demonstrate how this rapid molecular time-scale improves agreement between semi-analytic model predictions of the early Universe and observed stellar mass functions.

Feedback by AGN Jets and Wide-angle Winds on a Galactic Scale

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

Dugan, Zachary; Silk, Joseph; Gaibler, Volker

To investigate the differences in mechanical feedback from radio-loud and radio-quiet active galactic nuclei on the host galaxy, we perform 3D AMR hydrodynamic simulations of wide-angle, radio-quiet winds with different inclinations on a single, massive, gas-rich disk galaxy at a redshift of 2–3. We compare our results to hydrodynamic simulations of the same galaxy but with a jet. The jet has an inclination of 0° (perpendicular to the galactic plane), and the winds have inclinations of 0°, 45°, and 90°. We analyze the impact on the host’s gas, star formation, and circumgalactic medium. We find that jet feedback is energy-drivenmore » and wind feedback is momentum-driven. In all the simulations, the jet or wind creates a cavity mostly devoid of dense gas in the nuclear region where star formation is then quenched, but we find strong positive feedback in all the simulations at radii greater than 3 kpc. All four simulations have similar SFRs and stellar velocities with large radial and vertical components. However, the wind at an inclination of 90° creates the highest density regions through ram pressure and generates the highest rates of star formation due to its ongoing strong interaction with the dense gas of the galactic plane. With increased wind inclination, we find greater asymmetry in gas distribution and resulting star formation. Our model generates an expanding ring of triggered star formation with typical velocities of the order of 1/3 of the circular velocity, superimposed on the older stellar population. This should result in a potentially detectable blue asymmetry in stellar absorption features at kiloparsec scales.« less

Feedback by AGN Jets and Wide-angle Winds on a Galactic Scale

NASA Astrophysics Data System (ADS)

Dugan, Zachary; Gaibler, Volker; Silk, Joseph

2017-07-01

To investigate the differences in mechanical feedback from radio-loud and radio-quiet active galactic nuclei on the host galaxy, we perform 3D AMR hydrodynamic simulations of wide-angle, radio-quiet winds with different inclinations on a single, massive, gas-rich disk galaxy at a redshift of 2-3. We compare our results to hydrodynamic simulations of the same galaxy but with a jet. The jet has an inclination of 0° (perpendicular to the galactic plane), and the winds have inclinations of 0°, 45°, and 90°. We analyze the impact on the host’s gas, star formation, and circumgalactic medium. We find that jet feedback is energy-driven and wind feedback is momentum-driven. In all the simulations, the jet or wind creates a cavity mostly devoid of dense gas in the nuclear region where star formation is then quenched, but we find strong positive feedback in all the simulations at radii greater than 3 kpc. All four simulations have similar SFRs and stellar velocities with large radial and vertical components. However, the wind at an inclination of 90° creates the highest density regions through ram pressure and generates the highest rates of star formation due to its ongoing strong interaction with the dense gas of the galactic plane. With increased wind inclination, we find greater asymmetry in gas distribution and resulting star formation. Our model generates an expanding ring of triggered star formation with typical velocities of the order of 1/3 of the circular velocity, superimposed on the older stellar population. This should result in a potentially detectable blue asymmetry in stellar absorption features at kiloparsec scales.

Constraining SN feedback: a tug of war between reionization and the Milky Way satellites

NASA Astrophysics Data System (ADS)

Hou, Jun; Frenk, Carlos. S.; Lacey, Cedric G.; Bose, Sownak

2016-12-01

Theoretical models of galaxy formation based on the cold dark matter cosmogony typically require strong feedback from supernova (SN) explosions in order to reproduce the Milky Way satellite galaxy luminosity function and the faint end of the field galaxy luminosity function. However, too strong a SN feedback also leads to the universe reionizing too late, and the metallicities of Milky Way satellites being too low. The combination of these four observations therefore places tight constraints on SN feedback. We investigate these constraints using the semi-analytical galaxy formation model GALFORM. We find that these observations favour a SN feedback model in which the feedback strength evolves with redshift. We find that, for our best-fitting model, half of the ionizing photons are emitted by galaxies with rest-frame far-UV absolute magnitudes MAB(1500Å) < -17.5, which implies that already observed galaxy populations contribute about half of the photons responsible for reionization. The z = 0 descendants of these galaxies are mainly galaxies with stellar mass M* > 1010 M⊙ and preferentially inhabit haloes with mass Mhalo > 1013 M⊙.

Formation tracker design of multiple mobile robots with wheel perturbations: adaptive output-feedback approach

NASA Astrophysics Data System (ADS)

Yoo, Sung Jin

2016-11-01

This paper presents a theoretical design approach for output-feedback formation tracking of multiple mobile robots under wheel perturbations. It is assumed that these perturbations are unknown and the linear and angular velocities of the robots are unmeasurable. First, adaptive state observers for estimating unmeasurable velocities of the robots are developed under the robots' kinematics and dynamics including wheel perturbation effects. Then, we derive a virtual-structure-based formation tracker scheme according to the observer dynamic surface design procedure. The main difficulty of the output-feedback control design is to manage the coupling problems between unmeasurable velocities and unknown wheel perturbation effects. These problems are avoided by using the adaptive technique and the function approximation property based on fuzzy logic systems. From the Lyapunov stability analysis, it is shown that point tracking errors of each robot and synchronisation errors for the desired formation converge to an adjustable neighbourhood of the origin, while all signals in the controlled closed-loop system are semiglobally uniformly ultimately bounded.

Pattern formation in a liquid-crystal light valve with feedback, including polarization, saturation, and internal threshold effects

NASA Astrophysics Data System (ADS)

Neubecker, R.; Oppo, G.-L.; Thuering, B.; Tschudi, T.

1995-07-01

The use of liquid-crystal light valves (LCLV's) as nonlinear elements in diffractive optical systems with feedback leads to the formation of a variety of optical patterns. The spectrum of possible spatial instabilities is shown to be even richer when the LCLV's capability for polarization modulation is utilized and internal threshold and saturation effects are considered. We derive a model for the feedback system based on a realistic description of the LCLV's internal function and coupling to a polarizer. Thresholds of pattern formation are compared to the common Kerr-type approximation and show transitions involving rolls, squares, hexagons, and tiled patterns. Numerical and experimental results confirm our theoretical predictions and unveil how patterns and their typical length scales can be easily controlled by changes of the parameters.

Using Crowdsourcing Technology for Testing Multilingual Public Health Promotion Materials

PubMed Central

Kirchhoff, Katrin; Capurro, Daniel

2012-01-01

Background Effective communication of public health messages is a key strategy for health promotion by public health agencies. Creating effective health promotion materials requires careful message design and feedback from representatives of target populations. This is particularly true when the target audiences are hard to reach as limited English proficiency groups. Traditional methods of soliciting feedback—such as focus groups and convenience sample interviews—are expensive and time consuming. As a result, adequate feedback from target populations is often insufficient due to the time and resource constraints characteristic to public health. Objective To describe a pilot study investigating the use of crowdsourcing technology as a method to gather rapid and relevant feedback on the design of health promotion messages for oral health. Our goal was to better describe the demographics of participants responding to a crowdsourcing survey and to test whether crowdsourcing could be used to gather feedback from English-speaking and Spanish-speaking participants in a short period of time and at relatively low costs. Methods We developed health promotion materials on pediatric dental health issues in four different formats and in two languages (English and Spanish). We then designed an online survey to elicit feedback on format preferences and made it available in both languages via the Amazon Mechanical Turk crowdsourcing platform. Results We surveyed 236 native English-speaking and 163 native Spanish-speaking participants in less than 12 days, at a cost of US $374. Overall, Spanish-speaking participants originated from a wider distribution of countries than the overall Latino population in the United States. Most participants were in the 18- to 29-year age range and had some college or graduate education. Participants provided valuable input for the health promotion material design. Conclusions Our results indicate that crowdsourcing can be an effective method for recruiting and gaining feedback from English-speaking and Spanish-speaking people. Compared with traditional methods, crowdsourcing has the potential to reach more diverse populations than convenience sampling, while substantially reducing the time and cost of gathering participant feedback. More widespread adoption of this method could streamline the development of effective health promotion materials in multiple languages. PMID:22664384

Stellar feedback in galaxies and the origin of galaxy-scale winds

NASA Astrophysics Data System (ADS)

Hopkins, Philip F.; Quataert, Eliot; Murray, Norman

2012-04-01

Feedback from massive stars is believed to play a critical role in driving galactic super-winds that enrich the intergalactic medium and shape the galaxy mass function, mass-metallicity relation and other global galaxy properties. In previous papers, we have introduced new numerical methods for implementing stellar feedback on sub-giant molecular cloud (sub-GMC) through galactic scales in numerical simulations of galaxies; the key physical processes include radiation pressure in the ultraviolet through infrared, supernovae (Type I and Type II), stellar winds ('fast' O star through 'slow' asymptotic giant branch winds), and H II photoionization. Here, we show that these feedback mechanisms drive galactic winds with outflow rates as high as ˜10-20 times the galaxy star formation rate. The mass-loading efficiency (wind mass-loss rate divided by the star formation rate) scales roughly as ? (where Vc is the galaxy circular velocity), consistent with simple momentum-conservation expectations. We use our suite of simulations to study the relative contribution of each feedback mechanism to the generation of galactic winds in a range of galaxy models, from Small Magellanic Cloud like dwarfs and Milky Way (MW) analogues to z˜ 2 clumpy discs. In massive, gas-rich systems (local starbursts and high-z galaxies), radiation pressure dominates the wind generation. By contrast, for MW-like spirals and dwarf galaxies the gas densities are much lower and sources of shock-heated gas such as supernovae and stellar winds dominate the production of large-scale outflows. In all of our models, however, the winds have a complex multiphase structure that depends on the interaction between multiple feedback mechanisms operating on different spatial scales and time-scales: any single feedback mechanism fails to reproduce the winds observed. We use our simulations to provide fitting functions to the wind mass loading and velocities as a function of galaxy properties, for use in cosmological simulations and semi-analytic models. These differ from typically adopted formulae with an explicit dependence on the gas surface density that can be very important in both low-density dwarf galaxies and high-density gas-rich galaxies.

Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups

ERIC Educational Resources Information Center

Walker-Thompson, Malasia

2014-01-01

This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core…

When feedback fails: the scaling and saturation of star formation efficiency

NASA Astrophysics Data System (ADS)

Grudić, Michael Y.; Hopkins, Philip F.; Faucher-Giguère, Claude-André; Quataert, Eliot; Murray, Norman; Kereš, Dušan

2018-04-01

We present a suite of 3D multiphysics MHD simulations following star formation in isolated turbulent molecular gas discs ranging from 5 to 500 parsecs in radius. These simulations are designed to survey the range of surface densities between those typical of Milky Way giant molecular clouds (GMCs) ({˜ } 10^2 {M_{\\odot } pc^{-2}}) and extreme ultraluminous infrared galaxy environments ({˜ } 10^4 {M_{\\odot } pc^{-2}}) so as to map out the scaling of the cloud-scale star formation efficiency (SFE) between these two regimes. The simulations include prescriptions for supernova, stellar wind, and radiative feedback, which we find to be essential in determining both the instantaneous per-freefall (ɛff) and integrated (ɛint) star formation efficiencies. In all simulations, the gas discs form stars until a critical stellar surface density has been reached and the remaining gas is blown out by stellar feedback. We find that surface density is a good predictor of ɛint, as suggested by analytic force balance arguments from previous works. SFE eventually saturates to ˜1 at high surface density. We also find a proportional relationship between ɛff and ɛint, implying that star formation is feedback-moderated even over very short time-scales in isolated clouds. These results have implications for star formation in galactic discs, the nature and fate of nuclear starbursts, and the formation of bound star clusters. The scaling of ɛff with surface density is not consistent with the notion that ɛff is always ˜ 1 per cent on the scale of GMCs, but our predictions recover the ˜ 1 per cent value for GMC parameters similar to those found in spiral galaxies, including our own.

The usability of WeChat as a mobile and interactive medium in student-centered medical teaching.

PubMed

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-Tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-09-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat, the most popular Chinese social media, was introduced in biochemistry and cellular biology course. A WeChat official account (OA) was set up as an instant interactive platform. Over a period of two semesters, OA sent 73 push notifications. The components included course notices, preclass thought questions, after-class study materials, answer questions and feedback, simulation exercises, teacher-student interaction, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, provided more frequent feedback and guidance to students, and facilitated better student-centered communication in the teaching process. Using the WeChat OA in medical teaching emphasized interactive, interoperable, effective, engaging, adaptable, and more participatory teaching styles. As a new platform, WeChat OA was free, Internet-reliant, and easily managed. Using this new medium as a communication tool accelerated further advancement of instant feedback and improvement in teaching activities. Notifications and interactive feedback via the mobile social medium WeChat OA anytime and anywhere facilitated a student-centered teaching mode. Use of WeChat OA significantly increased the proportion of students interactively participating and resulted in a high degree of student satisfaction. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):421-425, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

The Role of Hot ISM in Galaxy Formation and Evolution

NASA Astrophysics Data System (ADS)

Ostriker, Jeremiah

2014-08-01

The cooling rate for hot gas in and around galaxies has a critical importance both in physically setting the basic mass scale for these massive, self-gravitating systems and as an observational tool for assessing formation models, by enabling the comparison between predicted and observed X-ray luminosities. Three classic papers in 1977 showed that it would be difficult for galaxies above a certain mass to cool on a dynamical timescale. That mass scale, in terms of fundamental physics is as follows: M ≃ [({Gm_p^2}/{hbar c})^{-2}({e^2}/{hbar c})^5({m_p}/{m_e})^{1/2}]m_{p} or roughly 10^{12} solar masses. Galaxies above this mass tend to be enveloped in the hot, X-ray emitting, gaseous halos familiar to Chandra observers and their predecessors. The outer parts of these gaseous halos are easily kept hot by SNI, dynamical in-fall of satellites and other processes, but the inner parts will repeatedly collapse into cooling flows, starbursts and AGN flare-ups. The thermal X-ray emission will be highly variable with this providing an important diagnostic for these physical processes. Also, normal cosmological inflow of gas onto massive galaxies can be shown to produce (absent feedback) more X-rays emission than is observed - providing yet another argument for feedback processes, which would reduce the ambient hot gas density. Finally, several postulated physical scenarios, such as gas rich ("wet") binary spiral mergers or thermal AGN feedback would produce X-ray emission far in excess of observational limits, again showing the power of X-ray observations as a critical diagnostic tool.

A Qualitative Examination of a New Combined Cognitive-Behavioral and Neuromuscular Training Intervention for Juvenile Fibromyalgia.

PubMed

Kashikar-Zuck, Susmita; Tran, Susan T; Barnett, Kimberly; Bromberg, Maggie H; Strotman, Daniel; Sil, Soumitri; Thomas, Staci M; Joffe, Naomi; Ting, Tracy V; Williams, Sara E; Myer, Gregory D

2016-01-01

Adolescents with juvenile fibromyalgia (JFM) are typically sedentary despite recommendations for physical exercise, a key component of pain management. Interventions such as cognitive-behavior therapy (CBT) are beneficial but do not improve exercise participation. The objective of this study was to obtain preliminary information about the feasibility, safety, and acceptability of a new intervention--Fibromyalgia Integrative Training for Teens (FIT Teens), which combines CBT with specialized neuromuscular exercise training modified from evidence-based injury prevention protocols. Participants were 17 adolescent females (aged 12 to 18 y) with JFM. Of these, 11 completed the 8-week (16 sessions) FIT Teens program in a small-group format with 3 to 4 patients per group. Patients provided detailed qualitative feedback via individual semistructured interviews after treatment. Interview content was coded using thematic analysis. Interventionist feedback about treatment implementation was also obtained. The intervention was found to be feasible, well tolerated, and safe for JFM patients. Barriers to enrollment (50% of those approached) included difficulties with transportation or time conflicts. Treatment completers enjoyed the group format and reported increased self-efficacy, strength, and motivation to exercise. Participants also reported decreased pain and increased energy levels. Feedback from participants and interventionists was incorporated into a final treatment manual to be used in a future trial. Results of this study provided initial support for the new FIT Teens program. An integrative strategy of combining pain coping skills via CBT enhanced with tailored exercise specifically designed to improve confidence in movement and improving activity participation holds promise in the management of JFM.

A qualitative examination of a new combined cognitive-behavioral and neuromuscular training intervention for juvenile fibromyalgia

PubMed Central

Kashikar-Zuck, Susmita; Tran, Susan T.; Barnett, Kimberly; Bromberg, Maggie H.; Strotman, Daniel; Sil, Soumitri; Thomas, Staci M.; Joffe, Naomi; Ting, Tracy V.; Williams, Sara E.; Myer, Gregory D.

2015-01-01

Objectives Adolescents with juvenile fibromyalgia (JFM) are typically sedentary despite recommendations for physical exercise, a key component of pain management. Interventions such as cognitive behavioral therapy (CBT) are beneficial but do not improve exercise participation. The objective of this study was to obtain preliminary information about the feasibility, safety, and acceptability of a new intervention - Fibromyalgia Integrative Training for Teens (FIT Teens), which combines CBT with specialized neuromuscular exercise training modified from evidence-based injury prevention protocols. Methods Participants were 17 adolescent females (ages 12–18) with JFM. Of these, 11 completed the 8-week (16-session) FIT Teens program in a small-group format with 3–4 patients per group. Patients provided detailed qualitative feedback via individual semi-structured interviews after treatment. Interview content was coded using thematic analysis. Interventionist feedback about treatment implementation was also obtained. Results The intervention was found to be feasible, well-tolerated, and safe for JFM patients. Barriers to enrollment (50% of those approached) included difficulties with transportation or time conflicts. Treatment completers enjoyed the group format and reported increased self-efficacy, strength, and motivation to exercise. Participants also reported decreased pain and increased energy levels. Feedback from participants and interventionists was incorporated into a final treatment manual to be used in a future trial. Discussion Results of this study provided initial support for the new FIT Teens program. An integrative strategy of combining pain coping skills via CBT enhanced with tailored exercise specifically designed to improve confidence in movement and improving activity participation holds promise in the management of JFM. PMID:25724022

Perceptions on evaluative and formative functions of external supervision of Rwandan primary healthcare facilities: A qualitative study.

PubMed

Schriver, Michael; Cubaka, Vincent Kalumire; Itangishaka, Sylvere; Nyirazinyoye, Laetitia; Kallestrup, Per

2018-01-01

External supervision of primary healthcare facilities in low- and middle-income countries often has a managerial main purpose in which the role of support for professional development is unclear. To explore how Rwandan primary healthcare supervisors and providers (supervisees) perceive evaluative and formative functions of external supervision. Qualitative, exploratory study. Focus group discussions: three with supervisors, three with providers, and one mixed (n = 31). Findings were discussed with individual and groups of supervisors and providers. Evaluative activities occupied providers' understanding of supervision, including checking, correcting, marking and performance-based financing. These were presented as sources of motivation, that in self-determination theory indicate introjected regulation. Supervisors preferred to highlight their role in formative supervision, which may mask their own and providers' uncontested accounts that systematic performance evaluations predominated supervisors' work. Providers strongly requested larger focus on formative and supportive functions, voiced as well by most supervisors. Impact of performance evaluation on motivation and professional development is discussed. While external supervisors intended to support providers' professional development, our findings indicate serious problems with this in a context of frequent evaluations and performance marking. Separating the role of supporter and evaluator does not appear as the simple solution. If external supervision is to improve health care services, it is essential that supervisors and health centre managers are competent to support providers in a way that transparently accounts for various performance pressures. This includes delivery of proper formative supervision with useful feedback, maintaining an effective supervisory relationship, as well as ensuring providers are aware of the purpose and content of evaluative and formative supervision functions.

Quasar Feedback at the Peak of Galaxy Formation Epoch

NASA Astrophysics Data System (ADS)

Liu, Guilin; Zakamska, Nadia L.; Strauss, Michael A.; Greene, Jenny E.; Alexandroff, Rachael

2013-02-01

The correlations between properties of supermassive black holes and stellar spheroids in galaxies imply a physical connection between these two components in spite of their vastly different masses and physical scales. Using Gemini GMOS IFU, we demonstrated that powerful ionized gas winds are a ubiquitous feature in luminous radio-quiet obscured z 0.5 quasars. We now plan to extend this discovery to the era of peak galaxy formation and quasar activity - to the epoch when feedback was most prominent and the galaxy vs. black hole correlations were established. We propose a GMOS IFU survey to map the spatial distribution and the kinematics of Ly(alpha) and N sc v 1240Å emission around 5 obscured quasars at z=3-3.4. We will use Ly(alpha) observations to directly probe the effects of ionizing radiation of obscured quasars on their large-scale environments and N sc v observations to look for signatures of unbound quasar-driven outflows. We will observe in the g-band on sub-galactic and galaxy- wide scales (spatial resolution 3-6 kpc, field of view 40times50 kpc^2 at z=3). Obscured quasars likely constitute the majority of the quasar population and may represent the relatively early enshrouded phase of black hole growth; thus, luminous obscured quasars are the most likely sites of quasar ionization- and wind-feedback, as we found at low redshifts. Our proposed GMOS observations will provide a definitive probe of the effects of quasars on their galaxy-wide and large-scale environments close to the peak of galaxy formation epoch.

Deep Chandra , HST-COS, and megacam observations of the Phoenix cluster: Extreme star formation and AGN feedback on hundred kiloparsec scales

DOE PAGES

McDonald, Michael; McNamara, Brian R.; Perimeter Institute for Theoretical Physics, Waterloo; ...

2015-09-28

In this study, we present new ultraviolet, optical, and X-ray data on the Phoenix galaxy cluster (SPT-CLJ2344-4243). Deep optical imaging reveals previously undetected filaments of star formation, extending to radii of ~50–100 kpc in multiple directions. Combined UV-optical spectroscopy of the central galaxy reveals a massive (2 × 10 9 M ⊙), young (~4.5 Myr) population of stars, consistent with a time-averaged star formation rate of 610 ± 50 M ⊙ yr –1. We report a strong detection of O vi λλ1032,1038, which appears to originate primarily in shock-heated gas, but may contain a substantial contribution (>1000 M ⊙ yrmore » –1) from the cooling intracluster medium (ICM). We confirm the presence of deep X-ray cavities in the inner ~10 kpc, which are among the most extreme examples of radio-mode feedback detected to date, implying jet powers of 2 – 7 × 10 45 erg s –1. We provide evidence that the active galactic nucleus inflating these cavities may have only recently transitioned from "quasar-mode" to "radio-mode," and may currently be insufficient to completely offset cooling. A model-subtracted residual X-ray image reveals evidence for prior episodes of strong radio-mode feedback at radii of ~100 kpc, with extended "ghost" cavities indicating a prior epoch of feedback roughly 100 Myr ago. This residual image also exhibits significant asymmetry in the inner ~200 kpc (0.15R 500), reminiscent of infalling cool clouds, either due to minor mergers or fragmentation of the cooling ICM. Taken together, these data reveal a rapidly evolving cool core which is rich with structure (both spatially and in temperature), is subject to a variety of highly energetic processes, and yet is cooling rapidly and forming stars along thin, narrow filaments.« less

Active Galactic Nucleus Feedback in an Elliptical Galaxy with the Most Updated AGN Physics. I. Low Angular Momentum Case

NASA Astrophysics Data System (ADS)

Yuan, Feng; Yoon, DooSoo; Li, Ya-Ping; Gan, Zhao-Ming; Ho, Luis C.; Guo, Fulai

2018-04-01

We investigate the effects of AGN feedback on the cosmological evolution of an isolated elliptical galaxy by performing two-dimensional high-resolution hydrodynamical numerical simulations. The inner boundary of the simulation is chosen so that the Bondi radius is resolved. Compared to previous works, the two accretion modes—namely, hot and cold, which correspond to different accretion rates and have different radiation and wind outputs—are carefully discriminated, and the feedback effects by radiation and wind in each mode are taken into account. The most updated AGN physics, including the descriptions of radiation and wind from the hot accretion flows and wind from cold accretion disks, are adopted. Physical processes like star formation and SNe Ia and II are taken into account. We study the AGN light curve, typical AGN lifetime, growth of the black hole mass, AGN duty cycle, star formation, and X-ray surface brightness of the galaxy. We compare our simulation results with observations and find general consistency. Comparisons with previous simulation works find significant differences, indicating the importance of AGN physics. The respective roles of radiation and wind feedback are examined, and it is found that they are different for different problems of interest, such as AGN luminosity and star formation. We find that it is hard to neglect any of them, so we suggest using the names “cold feedback mode” and “hot feedback mode” to replace the currently used ones.

On the faint-end of the high-z galaxy luminosity function

NASA Astrophysics Data System (ADS)

Yue, Bin; Ferrara, Andrea; Xu, Yidong

2016-12-01

Recent measurements of the luminosity function (LF) of galaxies in the Epoch of Reionization (EoR, z ≳ 6) indicate a very steep increase of the number density of low-mass galaxies populating the LF faint-end. However, as star formation in low-mass haloes can be easily depressed or even quenched by ionizing radiation, a turnover is expected at some faint UV magnitudes. Using a physically motivated analytical model, we quantify reionization feedback effects on the LF faint-end shape. We find that if reionization feedback is neglected, the power-law Schechter parametrization characterizing the LF faint-end remains valid up to absolute UV magnitude ˜-9. If instead radiative feedback is strong enough that quenches star formation in haloes with circular velocity smaller than 50 km s-1, the LF starts to drop at absolute UV magnitude ˜-15, I.e. slightly below the detection limits of current (unlensed) surveys at z ˜ 5. The LFs may rise again at higher absolute UV magnitude, where, as a result of interplay between reionization process and galaxy formation, most of the galaxy light is from relic stars formed before the EoR. We suggest that the galaxy number counts data, particularly in lensed fields, can put strong constraints on reionization feedback. In models with stronger reionization feedback, stars in galaxies with absolute UV magnitude higher than ˜-13 and smaller than ˜-8 are typically older. Hence, the stellar age-UV magnitude relation can be used as an alternative feedback probe.

Resolving the Formation of Protogalaxies. 3; Feedback from the First Stars

NASA Technical Reports Server (NTRS)

Wise, John H.; Abel, Tom

2008-01-01

The first stars form in dark matter halos of masses 106 M as suggested by an increasing number of numerical simulations. Radiation feedback from these stars expels most of the gas from the shallow potential well of their surrounding dark matter halos.We use cosmological adaptive mesh refinement simulations that include self-consistent Population III star formation and feedback to examine the properties of assembling early dwarf galaxies. Accurate radiative transport is modeled with adaptive ray tracing. We include supernova explosions and follow the metal enrichment of the intergalactic medium. The calculations focus on the formation of several dwarf galaxies and their progenitors. In these halos, baryon fractions in 10(exp 8) Stelar Mass halos decrease by a factor of 2 with stellar feedback and by a factor of 3 with supernova explosions.We find that radiation feedback and supernova explosions increase gaseous spin parameters up to a factor of 4 and vary with time. Stellar feedback, supernova explosions, and H2 cooling create a complex, multiphase interstellar medium whose densities and temperatures can span up to 6 orders of magnitude at a given radius. The pair-instability supernovae of Population III stars alone enrich the halos with virial temperatures of 10(exp 4) K to approximately 10(exp -3) of solar metallicity.We find that 40% of the heavy elements resides in the intergalactic medium (IGM) at the end of our calculations. The highest metallicity gas exists in supernova remnants and very dilute regions of the IGM.

Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

PubMed Central

Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

2017-01-01

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. PMID:28130269

Formation Control of the MAXIM L2 Libration Orbit Mission

NASA Technical Reports Server (NTRS)

Folta, David; Hartman, Kate; Howell, Kathleen; Marchand, Belinda

2004-01-01

The Micro-Arcsecond X-ray Imaging Mission (MAXIM), a proposed concept for the Structure and Evolution of the Universe (SEU) Black Hole Imager mission, is designed to make a ten million-fold improvement in X-ray image clarity of celestial objects by providing better than 0.1 micro-arcsecond imaging. Currently the mission architecture comprises 25 spacecraft, 24 as optics modules and one as the detector, which will form sparse sub-apertures of a grazing incidence X-ray interferometer covering the 0.3-10 keV bandpass. This formation must allow for long duration continuous science observations and also for reconfiguration that permits re-pointing of the formation. To achieve these mission goals, the formation is required to cooperatively point at desired targets. Once pointed, the individual elements of the MAXIM formation must remain stable, maintaining their relative positions and attitudes below a critical threshold. These pointing and formation stability requirements impact the control and design of the formation. In this paper, we provide analysis of control efforts that are dependent upon the stability and the configuration and dimensions of the MAXIM formation. We emphasize the utilization of natural motions in the Lagrangian regions to minimize the control efforts and we address continuous control via input feedback linearization (IFL). Results provide control cost, configuration options, and capabilities as guidelines for the development of this complex mission.

Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.

2014-01-01

We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) in college intro biology lab (USA) influenced student achievement and related the different styles to time efficiency. We quantified GTA feedback on formative lab reports and student achievement on two different types of assessments, a quiz in 2010…

Voices from the East and West: Congruence on the Primary Purpose of Tutor Feedback in Higher Education

ERIC Educational Resources Information Center

Cookson, Chris

2017-01-01

While feedback in education is important, formative feedback that leads to improvement in students' learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and…

A Comparison of Text, Voice, and Screencasting Feedback to Online Students

ERIC Educational Resources Information Center

Orlando, John

2016-01-01

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The…

THE IMPACT OF STELLAR FEEDBACK ON THE STRUCTURE, SIZE, AND MORPHOLOGY OF GALAXIES IN MILKY-WAY-SIZED DARK MATTER HALOS

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

Agertz, Oscar; Kravtsov, Andrey V., E-mail: o.agertz@surrey.ac.uk

We use cosmological zoom-in simulations of galaxy formation in a Milky-Way-sized halo started from identical initial conditions to investigate the evolution of galaxy sizes, baryon fractions, morphologies, and angular momenta in runs with different parameters of the star formation–feedback cycle. Our fiducial model with a high local star formation efficiency, which results in efficient feedback, produces a realistic late-type galaxy that matches the evolution of basic properties of late-type galaxies: stellar mass, disk size, morphology dominated by a kinematically cold disk, stellar and gas surface density profiles, and specific angular momentum. We argue that feedback’s role in this success ismore » twofold: (1) removal of low angular momentum gas, and (2) maintaining a low disk-to-halo mass fraction, which suppresses disk instabilities that lead to angular momentum redistribution and a central concentration of baryons. However, our model with a low local star formation efficiency, but large energy input per supernova, chosen to produce a galaxy with a similar star formation history as our fiducial model, leads to a highly irregular galaxy with no kinematically cold component, overly extended stellar distribution, and low angular momentum. This indicates that only when feedback is allowed to become vigorous via locally efficient star formation in dense cold gas do resulting galaxy sizes, gas/stellar surface density profiles, and stellar disk angular momenta agree with observed z = 0 galaxies.« less

Encouraging climate-friendly behaviors through a community energy challenge: The effects of information, feedback, and shared stories

NASA Astrophysics Data System (ADS)

Wolske, Kimberly S.

Research suggests that changes in household behavior can play a significant role in mitigating climate change. While surveys indicate that many Americans care about climate change and believe something should be done to reduce it, a number of real and perceived barriers prevent them from acting on that concern. This research investigated two strategies to promote engagement in climate-friendly behaviors: (1) providing feedback about the positive impact of participants' energy-saving efforts on their carbon footprint; and (2) sharing stories about other participants' conservation successes. A random sample of residents in a Midwest college town were invited to participate in a month-long community Energy Challenge that asked households to try to reduce their carbon footprint by 2 percent. Participants were randomly assigned to one of three treatment groups: monthly feedback, weekly feedback, and weekly feedback + stories. All participants received a booklet that gave procedural guidance and estimated carbon savings for 34 behaviors related to personal transportation, household energy use, and dietary choices. In addition, all participants were asked to track their efforts in an online log. For participants in the weekly feedback conditions, these logs estimated their total carbon savings for each week of the challenge. Weekly e-mails were sent to all groups to encourage completion of the logs. For participants in the weekly feedback + stories condition, these reminders included anecdotes about other participants' conservation experiences. Overall, the results suggest that the basic format of the Energy Challenge provided a supportive setting for developing new climate-friendly behaviors and increasing existing ones. The majority of participants (78 percent), regardless of treatment condition, achieved the Energy Challenge goal, with a median carbon savings of 6 percent. For some participants, weekly feedback helped reduce perceived barriers related to driving less and the perception that conserving requires sacrifice. Participants who had less prior conservation experience as well as those who received weekly feedback were more likely to engage in a broader set of climate-friendly behaviors. Finally, results from a follow-up survey suggest that most participants maintained the behaviors they adopted one month after the Energy Challenge ended.

Clustering of galaxies in a hierarchical universe - I. Methods and results at z=0

NASA Astrophysics Data System (ADS)

Kauffmann, Guinevere; Colberg, Jorg M.; Diaferio, Antonaldo; White, Simon D. M.

1999-02-01

We introduce a new technique for following the formation and evolution of galaxies in cosmological N-body simulations. Dissipationless simulations are used to track the formation and merging of dark matter haloes as a function of redshift. Simple prescriptions, taken directly from semi-analytic models of galaxy formation, are adopted for gas cooling, star formation, supernova feedback and the merging of galaxies within the haloes. This scheme enables us to explore the clustering properties of galaxies, and to investigate how selection by luminosity, colour or type influences the results. In this paper we study the properties of the galaxy distribution at z=0. These include B- and K-band luminosity functions, two-point correlation functions, pairwise peculiar velocities, cluster mass-to-light ratios, B-V colours, and star formation rates. We focus on two variants of a cold dark matter (CDM) cosmology: a high-density (Omega =1) model with shape-parameter Gamma =0.21 (tau CDM), and a low-density model with Omega =0.3 and Lambda =0.7 (Lambda CDM). Both models are normalized to reproduce the I-band Tully-Fisher relation of Giovanelli et al. near a circular velocity of 220 km s^-1. Our results depend strongly both on this normalization and on the adopted prescriptions for star formation and feedback. Very different assumptions are required to obtain an acceptable model in the two cases. For tau CDM, efficient feedback is required to suppress the growth of galaxies, particularly in low-mass field haloes. Without it, there are too many galaxies and the correlation function exhibits a strong turnover on scales below 1 Mpc. For Lambda CDM, feedback must be weaker, otherwise too few L_* galaxies are produced and the correlation function is too steep. Although neither model is perfect, both come close to reproducing most of the data. Given the uncertainties in modelling some of the critical physical processes, we conclude that it is not yet possible to draw firm conclusions about the values of cosmological parameters from studies of this kind. Further observational work on global star formation and feedback effects is required to narrow the range of possibilities.

Smashing a Jet into a Cloud to Form Stars

NASA Astrophysics Data System (ADS)

Kohler, Susanna

2017-12-01

What happens when the highly energetic jet from the center of an active galaxy rams into surrounding clouds of gas and dust? A new study explores whether this might be a way to form stars.The authors simulations at an intermediate (top) and final (bottom) stage show the compression in the gas cloud as a jet (red) enters from the left. Undisturbed cloud material is shown in blue, whereas green corresponds to cold, compressed gas actively forming stars. [Fragile et al. 2017]Impacts of FeedbackCorrelation between properties of supermassive black holes and their host galaxies suggest that there is some means of communication between them. For this reason, we suspect that feedback from an active galactic nucleus (AGN) in the form of jets, for instance controls the size of the galaxy by influencing star formation. But how does this process work?AGN feedback can be either negative or positive. In negative feedback, the gas necessary for forming stars is heated or dispersed by the jet, curbing or halting star formation. In positive feedback, jets propagate through the surrounding gas with energies high enough to create compression in the gas, but not so high that they heat it. The increased density can cause the gas to collapse, thereby triggering star formation.In a recent study, a team of scientists led by Chris Fragile (College of Charleston) modeled what happens when an enormous AGN jet slams into a dwarf-galaxy-sized, inactive cloud of gas. In particular, the team explored the possibility of star-forming positive feedback with the goal of reproducing recent observations of something called Minkowskis Object, a stellar nursery located at the endpoint of a radio jet emitted from the active galaxy NGC 541.The star formation rate in the simulated cloud increases dramatically as a result of the jets impact, reaching the rate currently observed for Minkowskis Objects within 20 million years. [Fragile et al. 2017]Triggering Stellar BirthFragile and collaborators used a computational astrophysics code called Cosmos++ to produce three-dimensional hydrodynamic simulations of an AGN jet colliding with a spherical intergalactic cloud. They show that the collision triggers a series shocks that move through and around the cloud, condensing the gas and triggering runaway cooling instabilities that can lead to cloud clumps collapsing to form stars.The authors are able to find a model in which the dramatic increase in the star formation rate matches that measured for Minkowskis Object very well. In particular, the increased star formation occurs upstream of the bulk of the available H I gas, which is consistent with observations of Minkowskis Object and implicates the jets interaction with the cloud as the cause.The spatial distribution of particles tracing stars that formed as a result of the jet entering from the left, after 40 million years. Color tracks the particle age (in Myr) in the top panel and particle velocity (in km/s) inthe bottom. [Adapted from Fragile et al. 2017]An intriguing result of the authors simulations is a look at the spatial distribution of the velocities of stars that form when triggered by the jet. Because the propagation speed of the star-formation front gradually slows, the fastest-moving stars are those that were formed first, and they are found furthest downstream. This provides an interesting testable prediction we can look to see if a similar distribution is visible in Minkowskis Object.Fragile and collaborators plan further refinements to their simulations, but they argue that the success of their model to reproduce observations of Minkowskis Object are very promising. Positive feedback from AGN jets indeed appears to have an important impact on the surrounding environment.CitationP. Chris Fragile et al 2017 ApJ 850 171. doi:10.3847/1538-4357/aa95c6

Using Patient Feedback to Optimize the Design of a Certolizumab Pegol Electromechanical Self-Injection Device: Insights from Human Factors Studies.

PubMed

Domańska, Barbara; Stumpp, Oliver; Poon, Steven; Oray, Serkan; Mountian, Irina; Pichon, Clovis

2018-01-01

We incorporated patient feedback from human factors studies (HFS) in the patient-centric design and validation of ava ® , an electromechanical device (e-Device) for self-injecting the anti-tumor necrosis factor certolizumab pegol (CZP). Healthcare professionals, caregivers, healthy volunteers, and patients with rheumatoid arthritis, psoriatic arthritis, ankylosing spondylitis, or Crohn's disease participated in 11 formative HFS to optimize the e-Device design through intended user feedback; nine studies involved simulated injections. Formative participant questionnaire feedback was collected following e-Device prototype handling. Validation HFS (one EU study and one US study) assessed the safe and effective setup and use of the e-Device using 22 predefined critical tasks. Task outcomes were categorized as "failures" if participants did not succeed within three attempts. Two hundred eighty-three participants entered formative (163) and validation (120) HFS; 260 participants performed one or more simulated e-Device self-injections. Design changes following formative HFS included alterations to buttons and the graphical user interface screen. All validation HFS participants completed critical tasks necessary for CZP dose delivery, with minimal critical task failures (12 of 572 critical tasks, 2.1%, in the EU study, and 2 of 5310 critical tasks, less than 0.1%, in the US study). CZP e-Device development was guided by intended user feedback through HFS, ensuring the final design addressed patients' needs. In both validation studies, participants successfully performed all critical tasks, demonstrating safe and effective e-Device self-injections. UCB Pharma. Plain language summary available on the journal website.

Impact of Lyman alpha pressure on metal-poor dwarf galaxies

NASA Astrophysics Data System (ADS)

Kimm, Taysun; Haehnelt, Martin; Blaizot, Jérémy; Katz, Harley; Michel-Dansac, Léo; Garel, Thibault; Rosdahl, Joakim; Teyssier, Romain

2018-04-01

Understanding the origin of strong galactic outflows and the suppression of star formation in dwarf galaxies is a key problem in galaxy formation. Using a set of radiation-hydrodynamic simulations of an isolated dwarf galaxy embedded in a 1010 M⊙ halo, we show that the momentum transferred from resonantly scattered Lyman-α (Lyα) photons is an important source of stellar feedback which can shape the evolution of galaxies. We find that Lyα feedback suppresses star formation by a factor of two in metal-poor galaxies by regulating the dynamics of star-forming clouds before the onset of supernova explosions (SNe). This is possible because each Lyα photon resonantly scatters and imparts ˜10-300 times greater momentum than in the single scattering limit. Consequently, the number of star clusters predicted in the simulations is reduced by a factor of ˜5, compared to the model without the early feedback. More importantly, we find that galactic outflows become weaker in the presence of strong Lyα radiation feedback, as star formation and associated SNe become less bursty. We also examine a model in which radiation field is arbitrarily enhanced by a factor of up to 10, and reach the same conclusion. The typical mass-loading factors in our metal-poor dwarf system are estimated to be ˜5-10 near the mid-plane, while it is reduced to ˜1 at larger radii. Finally, we find that the escape of ionizing radiation and hence the reionization history of the Universe is unlikely to be strongly affected by Lyα feedback.

Constraining Feedback in Galaxy Formation: Using Galaxy and AGN Surveys to Shed Light on ``Gastrophysics"

NASA Astrophysics Data System (ADS)

Monaco, P.

2007-12-01

We present some results of the new MORGANA model for the rise of galaxies and active nuclei, and show that the improved physical motivation of the description of star formation and feedback allows to get hints on the physical processes at play. We propose that the high level of turbulence in star-forming bulges is at the base of the observed downsizing of AGNs. In this framework it is also possible to reproduce the recently obtained evidence that most low-redshift accretion is powered by relatively massive, slowly accreting black holes. Besides, we notice that many galaxy formation models (including MORGANA) fail to reproduce a basic observable, namely the number density of 10^{11} M_⊙ galaxies at z˜1, as traced by the GOODS-MUSIC sample. This points to a possibly missing ingredient in the modeling of stellar feedback.

Confinement and diffusion modulate bistability and stochastic switching in a reaction network with positive feedback

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

Mlynarczyk, Paul J.; Pullen, Robert H.; Abel, Steven M., E-mail: abel@utk.edu

2016-01-07

Positive feedback is a common feature in signal transduction networks and can lead to phenomena such as bistability and signal propagation by domain growth. Physical features of the cellular environment, such as spatial confinement and the mobility of proteins, play important but inadequately understood roles in shaping the behavior of signaling networks. Here, we use stochastic, spatially resolved kinetic Monte Carlo simulations to explore a positive feedback network as a function of system size, system shape, and mobility of molecules. We show that these physical properties can markedly alter characteristics of bistability and stochastic switching when compared with well-mixed simulations.more » Notably, systems of equal volume but different shapes can exhibit qualitatively different behaviors under otherwise identical conditions. We show that stochastic switching to a state maintained by positive feedback occurs by cluster formation and growth. Additionally, the frequency at which switching occurs depends nontrivially on the diffusion coefficient, which can promote or suppress switching relative to the well-mixed limit. Taken together, the results provide a framework for understanding how confinement and protein mobility influence emergent features of the positive feedback network by modulating molecular concentrations, diffusion-influenced rate parameters, and spatiotemporal correlations between molecules.« less

Leader-Follower Formation Control of UUVs with Model Uncertainties, Current Disturbances, and Unstable Communication

PubMed Central

Yan, Zheping; Xu, Da; Chen, Tao; Zhang, Wei; Liu, Yibo

2018-01-01

Unmanned underwater vehicles (UUVs) have rapidly developed as mobile sensor networks recently in the investigation, survey, and exploration of the underwater environment. The goal of this paper is to develop a practical and efficient formation control method to improve work efficiency of multi-UUV sensor networks. Distributed leader-follower formation controllers are designed based on a state feedback and consensus algorithm. Considering that each vehicle is subject to model uncertainties and current disturbances, a second-order integral UUV model with a nonlinear function is established using the state feedback linearized method under current disturbances. For unstable communication among UUVs, communication failure and acoustic link noise interference are considered. Two-layer random switching communication topologies are proposed to solve the problem of communication failure. For acoustic link noise interference, accurate representation of valid communication information and noise stripping when designing controllers is necessary. Effective communication topology weights are designed to represent the validity of communication information interfered by noise. Utilizing state feedback and noise stripping, sufficient conditions for design formation controllers are proposed to ensure UUV formation achieves consensus under model uncertainties, current disturbances, and unstable communication. The stability of formation controllers is proven by the Lyapunov-Razumikhin theorem, and the validity is verified by simulation results. PMID:29473919

Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

PubMed

Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

2016-08-01

Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

Direct Observation of Clinical Skills Feedback Scale: Development and Validity Evidence.

PubMed

Halman, Samantha; Dudek, Nancy; Wood, Timothy; Pugh, Debra; Touchie, Claire; McAleer, Sean; Humphrey-Murto, Susan

2016-01-01

Construct: This article describes the development and validity evidence behind a new rating scale to assess feedback quality in the clinical workplace. Competency-based medical education has mandated a shift to learner-centeredness, authentic observation, and frequent formative assessments with a focus on the delivery of effective feedback. Because feedback has been shown to be of variable quality and effectiveness, an assessment of feedback quality in the workplace is important to ensure we are providing trainees with optimal learning opportunities. The purposes of this project were to develop a rating scale for the quality of verbal feedback in the workplace (the Direct Observation of Clinical Skills Feedback Scale [DOCS-FBS]) and to gather validity evidence for its use. Two panels of experts (local and national) took part in a nominal group technique to identify features of high-quality feedback. Through multiple iterations and review, 9 features were developed into the DOCS-FBS. Four rater types (residents n = 21, medical students n = 8, faculty n = 12, and educators n = 12) used the DOCS-FBS to rate videotaped feedback encounters of variable quality. The psychometric properties of the scale were determined using a generalizability analysis. Participants also completed a survey to gather data on a 5-point Likert scale to inform the ease of use, clarity, knowledge acquisition, and acceptability of the scale. Mean video ratings ranged from 1.38 to 2.96 out of 3 and followed the intended pattern suggesting that the tool allowed raters to distinguish between examples of higher and lower quality feedback. There were no significant differences between rater type (range = 2.36-2.49), suggesting that all groups of raters used the tool in the same way. The generalizability coefficients for the scale ranged from 0.97 to 0.99. Item-total correlations were all above 0.80, suggesting some redundancy in items. Participants found the scale easy to use (M = 4.31/5) and clear (M = 4.23/5), and most would recommend its use (M = 4.15/5). Use of DOCS-FBS was acceptable to both trainees (M = 4.34/5) and supervisors (M = 4.22/5). The DOCS-FBS can reliably differentiate between feedback encounters of higher and lower quality. The scale has been shown to have excellent internal consistency. We foresee the DOCS-FBS being used as a means to provide objective evidence that faculty development efforts aimed at improving feedback skills can yield results through formal assessment of feedback quality.

Radiative effects during the assembly of direct collapse black holes

NASA Astrophysics Data System (ADS)

Smith, Aaron; Becerra, Fernando; Bromm, Volker; Hernquist, Lars

2017-11-01

We perform a post-processing radiative feedback analysis on a 3D ab initio cosmological simulation of an atomic cooling halo under the direct collapse black hole (DCBH) scenario. We maintain the spatial resolution of the simulation by incorporating native ray-tracing on unstructured mesh data, including Monte Carlo Lyman α (Ly α) radiative transfer. DCBHs are born in gas-rich, metal-poor environments with the possibility of Compton-thick conditions, NH ≳ 1024 cm-2. Therefore, the surrounding gas is capable of experiencing the full impact of the bottled-up radiation pressure. In particular, we find that multiple scattering of Ly α photons provides an important source of mechanical feedback after the gas in the sub-parsec region becomes partially ionized, avoiding the bottleneck of destruction via the two-photon emission mechanism. We provide detailed discussion of the simulation environment, expansion of the ionization front, emission and escape of Ly α radiation, and Compton scattering. A sink particle prescription allows us to extract approximate limits on the post-formation evolution of the radiative feedback. Fully coupled Ly α radiation hydrodynamics will be crucial to consider in future DCBH simulations.

The AGN Impact on the Circumgalactic Medium of Cen A

NASA Astrophysics Data System (ADS)

Lehner, Nicolas

2017-08-01

There seems to be broad agreement that feedback from AGN plays a critical role in transforming massive star forming galaxies to quiescent ones and keeping them quenched thereafter. Through the emission of copious amounts of radiation emitted in the active QSO/AGN phase and the deposition of thermal and mechanical energy on scales of hundreds of kpc during the radio phase, AGN feedback shifts the temperatures and ionization states of the gas in the circumgalactic medium (CGM) of these galaxies to higher energies, suppressing cooling that might otherwise provide fuel for new star formation. We propose to observe absorption lines from the CGM of the nearby, very well-studied giant radio-lobe galaxy Cen A to search directly for the signal of AGN feedback impacting the CGM of a galaxy. We will target 4 background QSOs projected 270-340 kpc from the galaxy at a range of azimuthal angles relative to the 300 kpc-long jets and 1 control sight line well away from the jets. These spectra will provide probes of the ionization balance and kinematic structure of the cool/warm CGM. This will be the first attempt to dissect the cool/warm gas in a CGM undergoing interactions with an active AGN.

Embryo as an active granular fluid: stress-coordinated cellular constriction chains

NASA Astrophysics Data System (ADS)

Gao, Guo-Jie Jason; Holcomb, Michael C.; Thomas, Jeffrey H.; Blawzdziewicz, Jerzy

2016-10-01

Mechanical stress plays an intricate role in gene expression in individual cells and sculpting of developing tissues. However, systematic methods of studying how mechanical stress and feedback help to harmonize cellular activities within a tissue have yet to be developed. Motivated by our observation of the cellular constriction chains (CCCs) during the initial phase of ventral furrow formation in the Drosophila melanogaster embryo, we propose an active granular fluid (AGF) model that provides valuable insights into cellular coordination in the apical constriction process. In our model, cells are treated as circular particles connected by a predefined force network, and they undergo a random constriction process in which the particle constriction probability P is a function of the stress exerted on the particle by its neighbors. We find that when P favors tensile stress, constricted particles tend to form chain-like structures. In contrast, constricted particles tend to form compact clusters when P favors compression. A remarkable similarity of constricted-particle chains and CCCs observed in vivo provides indirect evidence that tensile-stress feedback coordinates the apical constriction activity. Our particle-based AGF model will be useful in analyzing mechanical feedback effects in a wide variety of morphogenesis and organogenesis phenomena.

Feedback instability of the ionospheric resonant cavity

NASA Technical Reports Server (NTRS)

Lysak, Robert L.

1991-01-01

A model is developed that provides a theoretical basis for previous numerical results showing a feedback instability with frequencies characteristic of Alfven travel times within the region of the large increase of Alfven speed above the ionosphere. These results have been extended to arbitrary ionospheric conductivity by developing a numerical solution of the cavity dispersion relation that involves Bessel functions of complex order and argument. It is concluded that the large contrast between the magnetospheric and ionospheric Alfven speed leads to the formation of resonant cavity modes with frequencies ranging from 0.1 to 1 Hz. The presence of the cavity leads to a modification of the reflection characteristics of Alfven waves with frequencies that compare to the cavity's normal modes.

Analysis and control of the dynamical response of a higher order drifting oscillator

PubMed Central

Páez Chávez, Joseph; Pavlovskaia, Ekaterina; Wiercigroch, Marian

2018-01-01

This paper studies a position feedback control strategy for controlling a higher order drifting oscillator which could be used in modelling vibro-impact drilling. Special attention is given to two control issues, eliminating bistability and suppressing chaos, which may cause inefficient and unstable drilling. Numerical continuation methods implemented via the continuation platform COCO are adopted to investigate the dynamical response of the system. Our analyses show that the proposed controller is capable of eliminating coexisting attractors and mitigating chaotic behaviour of the system, providing that its feedback control gain is chosen properly. Our investigations also reveal that, when the slider’s property modelling the drilled formation changes, the rate of penetration for the controlled drilling can be significantly improved. PMID:29507508

Analysis and control of the dynamical response of a higher order drifting oscillator

NASA Astrophysics Data System (ADS)

Liu, Yang; Páez Chávez, Joseph; Pavlovskaia, Ekaterina; Wiercigroch, Marian

2018-02-01

This paper studies a position feedback control strategy for controlling a higher order drifting oscillator which could be used in modelling vibro-impact drilling. Special attention is given to two control issues, eliminating bistability and suppressing chaos, which may cause inefficient and unstable drilling. Numerical continuation methods implemented via the continuation platform COCO are adopted to investigate the dynamical response of the system. Our analyses show that the proposed controller is capable of eliminating coexisting attractors and mitigating chaotic behaviour of the system, providing that its feedback control gain is chosen properly. Our investigations also reveal that, when the slider's property modelling the drilled formation changes, the rate of penetration for the controlled drilling can be significantly improved.

HOW TO FIND YOUNG MASSIVE CLUSTER PROGENITORS

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

Bressert, E.; Longmore, S.; Testi, L.

2012-10-20

We propose that bound, young massive stellar clusters form from dense clouds that have escape speeds greater than the sound speed in photo-ionized gas. In these clumps, radiative feedback in the form of gas ionization is bottled up, enabling star formation to proceed to sufficiently high efficiency so that the resulting star cluster remains bound even after gas removal. We estimate the observable properties of the massive proto-clusters (MPCs) for existing Galactic plane surveys and suggest how they may be sought in recent and upcoming extragalactic observations. These surveys will potentially provide a significant sample of MPC candidates that willmore » allow us to better understand extreme star-formation and massive cluster formation in the Local Universe.« less

Formative Assessment: Policy, Perspectives and Practice

ERIC Educational Resources Information Center

Clark, Ian

2011-01-01

Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community…

Self-consistent semi-analytic models of the first stars

NASA Astrophysics Data System (ADS)

Visbal, Eli; Haiman, Zoltán; Bryan, Greg L.

2018-04-01

We have developed a semi-analytic framework to model the large-scale evolution of the first Population III (Pop III) stars and the transition to metal-enriched star formation. Our model follows dark matter haloes from cosmological N-body simulations, utilizing their individual merger histories and three-dimensional positions, and applies physically motivated prescriptions for star formation and feedback from Lyman-Werner (LW) radiation, hydrogen ionizing radiation, and external metal enrichment due to supernovae winds. This method is intended to complement analytic studies, which do not include clustering or individual merger histories, and hydrodynamical cosmological simulations, which include detailed physics, but are computationally expensive and have limited dynamic range. Utilizing this technique, we compute the cumulative Pop III and metal-enriched star formation rate density (SFRD) as a function of redshift at z ≥ 20. We find that varying the model parameters leads to significant qualitative changes in the global star formation history. The Pop III star formation efficiency and the delay time between Pop III and subsequent metal-enriched star formation are found to have the largest impact. The effect of clustering (i.e. including the three-dimensional positions of individual haloes) on various feedback mechanisms is also investigated. The impact of clustering on LW and ionization feedback is found to be relatively mild in our fiducial model, but can be larger if external metal enrichment can promote metal-enriched star formation over large distances.

Dismantling Motivational Interviewing and Feedback for College Drinkers: A Randomized Clinical Trial

ERIC Educational Resources Information Center

Walters, Scott T.; Vader, Amanda M.; Harris, T. Robert; Field, Craig A.; Jouriles, Ernest N.

2009-01-01

Motivational interviewing (MI) is a counseling style that has been shown to reduce heavy drinking among college students. To date, all studies of MI among college students have used a format that includes a feedback profile delivered in an MI style. This study was a dismantling trial of MI and feedback among heavy-drinking college students. After…

Mass Transport and Turbulence in Gravitationally Unstable Disk Galaxies. I. The Case of Pure Self-gravity

NASA Astrophysics Data System (ADS)

Goldbaum, Nathan J.; Krumholz, Mark R.; Forbes, John C.

2015-12-01

The role of gravitational instability-driven turbulence in determining the structure and evolution of disk galaxies, and the extent to which gravity rather than feedback can explain galaxy properties, remains an open question. To address it, we present high-resolution adaptive mesh refinement simulations of Milky Way-like isolated disk galaxies, including realistic heating and cooling rates and a physically motivated prescription for star formation, but no form of star formation feedback. After an initial transient, our galaxies reach a state of fully nonlinear gravitational instability. In this state, gravity drives turbulence and radial inflow. Despite the lack of feedback, the gas in our galaxy models shows substantial turbulent velocity dispersions, indicating that gravitational instability alone may be able to power the velocity dispersions observed in nearby disk galaxies on 100 pc scales. Moreover, the rate of mass transport produced by this turbulence approaches ˜ 1 {M}⊙ yr-1 for Milky Way-like conditions, sufficient to fully fuel star formation in the inner disks of galaxies. In a companion paper, we add feedback to our models, and use the comparison between the two cases to understand which galaxy properties depend sensitively on feedback and which can be understood as the product of gravity alone. All of the code, initial conditions, and simulation data for our model are publicly available.

The Interdisciplinary Curriculum for Oncology Palliative Care Education (iCOPE): meeting the challenge of interprofessional education.

PubMed

Head, Barbara A; Schapmire, Tara; Hermann, Carla; Earnshaw, Lori; Faul, Anna; Jones, Carol; Kayser, Karen; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Pfeifer, Mark

2014-10-01

Background: Interprofessional education is necessary to prepare students of the health professions for successful practice in today's health care environment. Because of its expertise in interdisciplinary practice and team-based care, palliative care should be leading the way in creating educational opportunities for students to learn the skills for team practice and provision of quality patient-centered care. Multiple barriers exist that can discourage those desiring to create and implement truly interdisciplinary curriculum. An interdisciplinary faculty team planned and piloted a mandatory interdisciplinary palliative oncology curriculum and responded to formative feedback. The project took place at a large public metropolitan university. Medical, nursing, and social work students and chaplains completing a clinical pastoral education internship participated in the curriculum. Formative feedback was received via the consultation of an interdisciplinary group of palliative education experts, focus groups from students, and student evaluations of each learning modality. Multiple barriers were experienced and successfully addressed by the faculty team. Curricular components were redesigned based on formative feedback. Openness to this feedback coupled with flexibility and compromise enabled the faculty team to create an efficient, sustainable, and feasible interdisciplinary palliative oncology curriculum. Interdisciplinary palliative education can be successful if faculty teams are willing to confront challenges, accept feedback on multiple levels, and compromise while maintaining focus on desired learner outcomes.

A multidimensional approach to assessing intervention fidelity in a process evaluation of audit and feedback interventions to reduce unnecessary blood transfusions: a study protocol.

PubMed

Lorencatto, Fabiana; Gould, Natalie J; McIntyre, Stephen A; During, Camilla; Bird, Jon; Walwyn, Rebecca; Cicero, Robert; Glidewell, Liz; Hartley, Suzanne; Stanworth, Simon J; Foy, Robbie; Grimshaw, Jeremy M; Michie, Susan; Francis, Jill J

2016-12-12

In England, NHS Blood and Transplant conducts national audits of transfusion and provides feedback to hospitals to promote evidence-based practice. Audits demonstrate 20% of transfusions fall outside guidelines. The AFFINITIE programme (Development & Evaluation of Audit and Feedback INterventions to Increase evidence-based Transfusion practIcE) involves two linked, 2×2 factorial, cluster-randomised trials, each evaluating two theoretically-enhanced audit and feedback interventions to reduce unnecessary blood transfusions in UK hospitals. The first intervention concerns the content/format of feedback reports. The second aims to support hospital transfusion staff to plan their response to feedback and includes a web-based toolkit and telephone support. Interpretation of trials is enhanced by comprehensively assessing intervention fidelity. However, reviews demonstrate fidelity evaluations are often limited, typically only assessing whether interventions were delivered as intended. This protocol presents methods for assessing fidelity across five dimensions proposed by the Behaviour Change Consortium fidelity framework, including intervention designer-, provider- and recipient-levels. (1) Design: Intervention content will be specified in intervention manuals in terms of component behaviour change techniques (BCTs). Treatment differentiation will be examined by comparing BCTs across intervention/standard practice, noting the proportion of unique/convergent BCTs. (2) Training: draft feedback reports and audio-recorded role-play telephone support scenarios will be content analysed to assess intervention providers' competence to deliver manual-specified BCTs. (3) Delivery: intervention materials (feedback reports, toolkit) and audio-recorded telephone support session transcripts will be content analysed to assess actual delivery of manual-specified BCTs during the intervention period. (4) Receipt and (5) enactment: questionnaires, semi-structured interviews based on the Theoretical Domains Framework, and objective web-analytics data (report downloads, toolkit usage patterns) will be analysed to assess hospital transfusion staff exposure to, understanding and enactment of the interventions, and to identify contextual barriers/enablers to implementation. Associations between observed fidelity and trial outcomes (% unnecessary transfusions) will be examined using mediation analyses. If the interventions have acceptable fidelity, then results of the AFFINITIE trials can be attributed to effectiveness, or lack of effectiveness, of the interventions. Hence, this comprehensive assessment of fidelity will be used to interpret trial findings. These methods may inform fidelity assessments in future trials. ISRCTN 15490813 . Registered 11/03/2015.

The Role of Possible Feedback Mechanisms in the Effects of Altered Gravity on Formation and Function of Gravireceptors of Mollusks and Fish

NASA Technical Reports Server (NTRS)

Kondrachuk, Alexander V.; Boyle, Richard D.

2005-01-01

The variety of the effects of altered gravity (AG) on development and function of gravireceptors cannot be explained by simple feedback mechanism that correlates gravity level and weight of test mass. The reaction of organisms to the change of gravity depends on the phase of their development. To predict this reaction we need to know the details of the mechanisms of gravireceptor formation

Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation - Formative assessment of clinical skills. A descriptive quantitative research design.

PubMed

Solheim, Elisabeth; Plathe, Hilde Syvertsen; Eide, Hilde

2017-11-01

Clinical skills training is an important part of nurses' education programmes. Clinical skills are complex. A common understanding of what characterizes clinical skills and learning outcomes needs to be established. The aim of the study was to develop and evaluate a new reflection and feedback tool for formative assessment. The study has a descriptive quantitative design. 129 students participated who were at the end of the first year of a Bachelor degree in nursing. After highfidelity simulation, data were collected using a questionnaire with 19 closed-ended and 2 open-ended questions. The tool stimulated peer assessment, and enabled students to be more thorough in what to assess as an observer in clinical skills. The tool provided a structure for selfassessment and made visible items that are important to be aware of in clinical skills. This article adds to simulation literature and provides a tool that is useful in enhancing peer learning, which is essential for nurses in practice. The tool has potential for enabling students to learn about reflection and developing skills for guiding others in practice after they have graduated. Copyright © 2017 Elsevier Ltd. All rights reserved.

What millennial medical students say about flipped learning.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an "all or nothing" learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements.

Star Formation in the Eagle Nebula

NASA Astrophysics Data System (ADS)

Oliveira, J. M.

2008-12-01

M16 (the Eagle Nebula) is a striking star forming region, with a complex morphology of gas and dust sculpted by the massive stars in NGC 6611. Detailed studies of the famous ``elephant trunks'' dramatically increased our understanding of the massive star feedback into the parent molecular cloud. A rich young stellar population (2-3 Myr) has been identified, from massive O-stars down to substellar masses. Deep into the remnant molecular material, embedded protostars, Herbig-Haro objects and maser sources bear evidence of ongoing star formation in the nebula, possibly triggered by the massive cluster members. M 16 is a excellent template for the study of star formation under the hostile environment created by massive O-stars. This review aims at providing an observational overview not only of the young stellar population but also of the gas remnant of the star formation process.

Mass distribution in galaxy clusters: the role of Active Galactic Nuclei feedback

NASA Astrophysics Data System (ADS)

Teyssier, Romain; Moore, Ben; Martizzi, Davide; Dubois, Yohan; Mayer, Lucio

2011-06-01

We use 1-kpc resolution cosmological Adaptive Mesh Refinement (AMR) simulations of a Virgo-like galaxy cluster to investigate the effect of feedback from supermassive black holes on the mass distribution of dark matter, gas and stars. We compared three different models: (i) a standard galaxy formation model featuring gas cooling, star formation and supernovae feedback, (ii) a 'quenching' model for which star formation is artificially suppressed in massive haloes and finally (iii) the recently proposed active galactic nucleus (AGN) feedback model of Booth and Schaye. Without AGN feedback (even in the quenching case), our simulated cluster suffers from a strong overcooling problem, with a stellar mass fraction significantly above observed values in M87. The baryon distribution is highly concentrated, resulting in a strong adiabatic contraction (AC) of dark matter. With AGN feedback, on the contrary, the stellar mass in the brightest cluster galaxy (BCG) lies below observational estimates and the overcooling problem disappears. The stellar mass of the BCG is seen to increase with increasing mass resolution, suggesting that our stellar masses converge to the correct value from below. The gas and total mass distributions are in better agreement with observations. We also find a slight deficit (˜10 per cent) of baryons at the virial radius, due to the combined effect of AGN-driven convective motions in the inner parts and shock waves in the outer regions, pushing gas to Mpc scales and beyond. This baryon deficit results in a slight adiabatic expansion of the dark matter distribution that can be explained quantitatively by AC theory.

The many routes to AGN feedback

NASA Astrophysics Data System (ADS)

Morganti, Raffaella

2017-11-01

The energy released by Active Galactic Nuclei (AGN) in the form of radiation, winds or radio plasma jets, is known to impact on the surrounding interstellar medium. The result of these processes, known as AGN (negative) feedback, is suggested to prevent gas, in and around galaxies, from cooling, and to remove, or at least redistribute, gas by driving massive and fast outflows, hence playing a key role in galaxy evolution. Given its importance, a large effort is devoted by the astronomical community to trace the effects of AGN on the surrounding gaseous medium and to quantify their impact for different types of AGN. This review briefly summarizes some of the recent observational results obtained in different wavebands, tracing different phases of the gas. I also summarise new insights they have brought, and the constraints they provide to numerical simulations of galaxy formation and evolution. The recent addition of deep observations of cold gas and, in particular, of cold molecular gas, has brought some interesting surprises and has expanded our understanding of AGN and AGN feedback.

A General Precipitation-limited L X–T–R Relation among Early-type Galaxies

NASA Astrophysics Data System (ADS)

Voit, G. Mark; Ma, C. P.; Greene, J.; Goulding, A.; Pandya, V.; Donahue, M.; Sun, M.

2018-01-01

The relation between X-ray luminosity (L X) and ambient gas temperature (T) among massive galactic systems is an important cornerstone of both observational cosmology and galaxy-evolution modeling. In the most massive galaxy clusters, the relation is determined primarily by cosmological structure formation. In less massive systems, it primarily reflects the feedback response to radiative cooling of circumgalactic gas. Here we present a simple but powerful model for the L X–T relation as a function of physical aperture R within which those measurements are made. The model is based on the precipitation framework for AGN feedback and assumes that the circumgalactic medium is precipitation-regulated at small radii and limited by cosmological structure formation at large radii. We compare this model with many different data sets and show that it successfully reproduces the slope and upper envelope of the L X–T–R relation over the temperature range from ∼0.2 keV through ≳ 10 {keV}. Our findings strongly suggest that the feedback mechanisms responsible for regulating star formation in individual massive galaxies have much in common with the precipitation-triggered feedback that appears to regulate galaxy-cluster cores.

Effects of kinesthetic and cutaneous stimulation during the learning of a viscous force field.

PubMed

Rosati, Giulio; Oscari, Fabio; Pacchierotti, Claudio; Prattichizzo, Domenico

2014-01-01

Haptic stimulation can help humans learn perceptual motor skills, but the precise way in which it influences the learning process has not yet been clarified. This study investigates the role of the kinesthetic and cutaneous components of haptic feedback during the learning of a viscous curl field, taking also into account the influence of visual feedback. We present the results of an experiment in which 17 subjects were asked to make reaching movements while grasping a joystick and wearing a pair of cutaneous devices. Each device was able to provide cutaneous contact forces through a moving platform. The subjects received visual feedback about joystick's position. During the experiment, the system delivered a perturbation through (1) full haptic stimulation, (2) kinesthetic stimulation alone, (3) cutaneous stimulation alone, (4) altered visual feedback, or (5) altered visual feedback plus cutaneous stimulation. Conditions 1, 2, and 3 were also tested with the cancellation of the visual feedback of position error. Results indicate that kinesthetic stimuli played a primary role during motor adaptation to the viscous field, which is a fundamental premise to motor learning and rehabilitation. On the other hand, cutaneous stimulation alone appeared not to bring significant direct or adaptation effects, although it helped in reducing direct effects when used in addition to kinesthetic stimulation. The experimental conditions with visual cancellation of position error showed slower adaptation rates, indicating that visual feedback actively contributes to the formation of internal models. However, modest learning effects were detected when the visual information was used to render the viscous field.

X-ray emission from high-redshift miniquasars: self-regulating the population of massive black holes through global warming

NASA Astrophysics Data System (ADS)

Tanaka, Takamitsu; Perna, Rosalba; Haiman, Zoltán.

2012-10-01

Observations of high-redshift quasars at z ≳6 imply that supermassive black holes (SMBHs) with masses M≳109 M were in place less than 1 Gyr after the big bang. If these SMBHs assembled from 'seed' BHs left behind by the first stars, then they must have accreted gas at close to the Eddington limit during a large fraction (>rsim 50 per cent) of the time. A generic problem with this scenario, however, is that the mass density in M ˜ 106 M⊙ SMBHs at z ˜ 6 already exceeds the locally observed SMBH mass density by several orders of magnitude; in order to avoid this overproduction, BH seed formation and growth must become significantly less efficient in less massive protogalaxies through some form of feedback, while proceeding unabated in the most massive galaxies that formed first. Using Monte Carlo realizations of the merger and growth history of BHs, we show that X-rays from the earliest accreting BHs can provide such a feedback mechanism, on a global scale. Our calculations paint a self-consistent picture of BH-made climate change, in which the first miniquasars - among them the ancestors of the z ˜ 6 quasar SMBHs - globally warm the intergalactic medium and suppress the formation and growth of subsequent generations of BHs. We present two specific models with global miniquasar feedback that provide excellent agreement with recent estimates of the z = 6 SMBH mass function. For each of these models, we estimate the rate of BH mergers at z > 6 that could be detected by the proposed gravitational-wave observatory eLISA/NGO.

A dynamic framework on travel mode choice focusing on utilitarian walking based on the integration of current knowledge.

PubMed

Yang, Yong

2016-09-01

Recently, research on utilitarian walking has gained momentum due to its benefits on both health and the environment. However, our overall understanding of how built and social environments affect travel mode choice (walking or not) is still limited, and most existing frameworks on travel mode choice lack dynamic processes. After a review of several mainstream theories and a number of frameworks, we propose an integrated framework. The basic constructs in the travel mode choice function are utilities, constraints, attitudes, and habits. With a hierarchical structure and heuristic rules, the travel mode choice function is modified by individual characteristics and travel characteristics. The framework explicitly presents several dynamic processes, including the perception process on the environment, attitude formation process, habit formation process, interactions among an individual's own behaviors, interactions among travelers, feedback from travel to the built and social environments, and feedback from other behaviors to the built and social environments. For utilitarian walking, the framework may contribute to the study design, data collection, adoption of new research methods, and provide indications for policy interventions.

A dynamic framework on travel mode choice focusing on utilitarian walking based on the integration of current knowledge

PubMed Central

Yang, Yong

2016-01-01

Recently, research on utilitarian walking has gained momentum due to its benefits on both health and the environment. However, our overall understanding of how built and social environments affect travel mode choice (walking or not) is still limited, and most existing frameworks on travel mode choice lack dynamic processes. After a review of several mainstream theories and a number of frameworks, we propose an integrated framework. The basic constructs in the travel mode choice function are utilities, constraints, attitudes, and habits. With a hierarchical structure and heuristic rules, the travel mode choice function is modified by individual characteristics and travel characteristics. The framework explicitly presents several dynamic processes, including the perception process on the environment, attitude formation process, habit formation process, interactions among an individual’s own behaviors, interactions among travelers, feedback from travel to the built and social environments, and feedback from other behaviors to the built and social environments. For utilitarian walking, the framework may contribute to the study design, data collection, adoption of new research methods, and provide indications for policy interventions. PMID:27747158

A Two-Phase Approach to Developing SNAP: an iPhone Application to Support Appointment Scheduling and Management for Women with a BRCA Mutation.

PubMed

Scherr, Courtney Lynam; Feuston, Jessica L; Nixon, Dawn M; Cohen, Stephanie A

2018-04-01

Professional organizations provide surveillance guidelines for BRCA1 and BRCA2 (BRCA) carriers with intact breasts and/or ovaries to facilitate early cancer detection. However, literature indicates adherence to surveillance guidelines is inconsistent at best. Using the Messaging Model for Health Communication Campaigns framework, we undertook a two-phase formative research approach to develop an intervention to promote adherence to surveillance guidelines. Discussion groups identified preferred intervention format and function in phase I. Findings indicated carriers desired a phone application (app) to assist with surveillance management and appointment tracking. Thus, an iPhone app for carriers to track appointments based on published surveillance guidelines was developed. In phase II, we obtained feedback from BRCA carriers via a survey during a prototype demonstration at a regional conference. Participants in phase II wanted reminder capabilities and the ability to add and modify information fields. This feedback informed intervention modifications, resulting in the Scheduling Necessary Advised Procedures (SNAP) iPhone app currently being pilot tested by BRCA carriers throughout the USA.

Team Clinic: An Innovative Group Care Model for Youth with Type 1 Diabetes-Engaging Patients and Meeting Educational Needs.

PubMed

Berget, Cari; Lindwall, Jennifer; Shea, Jacqueline J; Klingensmith, Georgeanna J; Anderson, Barbara J; Cain, Cindy; Raymond, Jennifer K

2017-06-01

The purpose of this pilot was to implement an innovative group care model, "Team Clinic", for adolescents with type 1 diabetes and assess patient and provider perspectives. Ninety-one intervention patients and 87 controls were enrolled. Ninety-six percent of intervention adolescents endorsed increased support and perceived connecting with peers as important. The medical providers and staff also provided positive feedback stating Team Clinic allowed more creativity in education and higher quality of care. Team Clinic may be a promising model to engage adolescents and incorporate education and support into clinic visits in a format valued by patients and providers.

The effect of providing feedback on the characteristics of student responses to a videotaped format for high school physics assessment

NASA Astrophysics Data System (ADS)

Lawrence, Michael John

1997-12-01

The problem of science illiteracy has been well documented. The development of the critical thinking skills in science education are often sacrificed in favor of content coverage. Opportunities for critical thinking within a context of science have been recommended to promote science literacy (AAAS, 1993). One means of doing this is to have students make and explain predictions involving physical phenomena, observe feedback, and then revise the prediction. A videotaped assessment using this process served as the focus for this study. High school physics students were asked to predict and explain what would happen in situations involving optics. They were then given different feedback treatments. The purpose of this study was to: (a) examine the effect of providing feedback on the quality of responses in making both revisions and subsequent predictions, and (b) examine the relationship between content knowledge and qualitative performance. Sixty-four high ability students were separated into three treatment groups: no feedback (NF), visual feedback (F), and teacher-explained feedback (TE). These students responded to six items on the Optics Videotape Assessment and ten optics multiple choice items from the National Physics Exam (NPE). Their teachers had previously attended a professional development institute which emphasized the practice and philosophy of assessments like the Optics Assessment. The assessment responses were categorized by two raters who used a taxonomy that ranged from simple descriptions to complete explanations. NPE performance was compared using one-way ANOVA, Optics Assessment performance was compared using a chi-square test of homogeneity, and a point-biserial correlation was done to compare qualitative and quantitative performance. The study found that students were unable to use feedback to make a significant change in the quality of their responses, whether revision or subsequent prediction. There was no correlation between content knowledge and qualitative performance. It was concluded that for students to succeed on an assessment of this type, their classroom teachers must be given the time to implement the appropriate instruction. Instruction and assessment of this nature are crucial to the development of science literacy.

Generalized Momentum Control of the Spin-Stabilized Magnetospheric Multiscale Formation

NASA Technical Reports Server (NTRS)

Queen, Steven Z.; Shah, Neerav; Benegalrao, Suyog S.; Blackman, Kathie

2015-01-01

The Magnetospheric Multiscale (MMS) mission consists of four identically instrumented, spin-stabilized observatories elliptically orbiting the Earth in a tetrahedron formation. The on-board attitude control system adjusts the angular momentum of the system using a generalized thruster-actuated control system that simultaneously manages precession, nutation and spin. Originally developed using Lyapunov control-theory with rate-feedback, a published algorithm has been augmented to provide a balanced attitude/rate response using a single weighting parameter. This approach overcomes an orientation sign-ambiguity in the existing formulation, and also allows for a smoothly tuned-response applicable to both a compact/agile spacecraft, as well as one with large articulating appendages.

Imprints of feedback in young gasless clusters?

NASA Astrophysics Data System (ADS)

Parker, Richard J.; Dale, James E.

2013-06-01

We present the results of N-body simulations in which we take the masses, positions and velocities of sink particles from five pairs of hydrodynamical simulations of star formation by Dale et al. and evolve them for further 10 Myr. We compare the dynamical evolution of star clusters that formed under the influence of mass-loss driven by photoionization feedback to the evolution of clusters that formed without feedback. We remove any remaining gas and follow the evolution of structure in the clusters (measured by the Q-parameter), half-mass radius, central density, surface density and the fraction of bound stars. There is little discernible difference in the evolution of clusters that formed with feedback compared to those that formed without. The only clear trend is that all clusters which form without feedback in the hydrodynamical simulations lose any initial structure over 10 Myr, whereas some of the clusters which form with feedback retain structure for the duration of the subsequent N-body simulation. This is due to lower initial densities (and hence longer relaxation times) in the clusters from Dale et al. which formed with feedback, which prevents dynamical mixing from erasing substructure. However, several other conditions (such as supervirial initial velocities) also preserve substructure, so at a given epoch one would require knowledge of the initial density and virial state of the cluster in order to determine whether star formation in a cluster has been strongly influenced by feedback.

Application of vibrotactile feedback of body motion to improve rehabilitation in individuals with imbalance

PubMed Central

Wall, Conrad

2010-01-01

Background and Purpose Balance rehabilitation and vestibular/balance prostheses are both emerging fields that have a potential for synergistic interaction. This paper reviews vibrotactile prosthetic devices that have been developed to date and ongoing work related to the application of vibrotactile feedback for enhanced postural control. A vibrotactile feedback device developed in the author’s laboratory is described. Methods Twelve subjects with vestibular hypofunction were tested on a platform that moved randomly in a plane, while receiving vibrotactile feedback in the anterio-posterior direction. The feedback allowed subjects to significantly decrease their anterio-posterior body tilt, but did not change mediolateral tilt. A tandem walking task using subjects with vestibulopathies demonstrated a reduction in their medio-lateral sway due to vibrotactile feedback of medio-lateral body tilt, after controlling for the effects of task learning. The findings from two additional experiments conducted in the laboratories of collaborating physical therapists are summarized. Results The Dynamic Gait Index scores in community-dwelling elderly individuals who were prone-to-fall were significantly improved with the use of medio-lateral body tilt feedback. Discussion and Conclusions While more work is needed, these results suggest that vibrotactile tilt feedback of subjects’ body motion can be used effectively by physical therapists for balance rehabilitation. A preliminary description of the 3rd generation device that has been reduced from a vest format to a belt format is described to demonstrate the progressive evolution from research to clinical application. PMID:20588096

When the Jeans Do Not Fit: How Stellar Feedback Drives Stellar Kinematics and Complicates Dynamical Modeling in Low-mass Galaxies

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

El-Badry, Kareem; Quataert, Eliot; Wetzel, Andrew R.

In low-mass galaxies, stellar feedback can drive gas outflows that generate non-equilibrium fluctuations in the gravitational potential. Using cosmological zoom-in baryonic simulations from the Feedback in Realistic Environments project, we investigate how these fluctuations affect stellar kinematics and the reliability of Jeans dynamical modeling in low-mass galaxies. We find that stellar velocity dispersion and anisotropy profiles fluctuate significantly over the course of galaxies’ starburst cycles. We therefore predict an observable correlation between star formation rate and stellar kinematics: dwarf galaxies with higher recent star formation rates should have systemically higher stellar velocity dispersions. This prediction provides an observational test ofmore » the role of stellar feedback in regulating both stellar and dark-matter densities in dwarf galaxies. We find that Jeans modeling, which treats galaxies as virialized systems in dynamical equilibrium, overestimates a galaxy’s dynamical mass during periods of post-starburst gas outflow and underestimates it during periods of net inflow. Short-timescale potential fluctuations lead to typical errors of ∼20% in dynamical mass estimates, even if full three-dimensional stellar kinematics—including the orbital anisotropy—are known exactly. When orbital anisotropy is not known a priori, typical mass errors arising from non-equilibrium fluctuations in the potential are larger than those arising from the mass-anisotropy degeneracy. However, Jeans modeling alone cannot reliably constrain the orbital anisotropy, and problematically, it often favors anisotropy models that do not reflect the true profile. If galaxies completely lose their gas and cease forming stars, fluctuations in the potential subside, and Jeans modeling becomes much more reliable.« less

Delay-induced depinning of localized structures in a spatially inhomogeneous Swift-Hohenberg model

NASA Astrophysics Data System (ADS)

Tabbert, Felix; Schelte, Christian; Tlidi, Mustapha; Gurevich, Svetlana V.

2017-03-01

We report on the dynamics of localized structures in an inhomogeneous Swift-Hohenberg model describing pattern formation in the transverse plane of an optical cavity. This real order parameter equation is valid close to the second-order critical point associated with bistability. The optical cavity is illuminated by an inhomogeneous spatial Gaussian pumping beam and subjected to time-delayed feedback. The Gaussian injection beam breaks the translational symmetry of the system by exerting an attracting force on the localized structure. We show that the localized structure can be pinned to the center of the inhomogeneity, suppressing the delay-induced drift bifurcation that has been reported in the particular case where the injection is homogeneous, assuming a continuous wave operation. Under an inhomogeneous spatial pumping beam, we perform the stability analysis of localized solutions to identify different instability regimes induced by time-delayed feedback. In particular, we predict the formation of two-arm spirals, as well as oscillating and depinning dynamics caused by the interplay of an attracting inhomogeneity and destabilizing time-delayed feedback. The transition from oscillating to depinning solutions is investigated by means of numerical continuation techniques. Analytically, we use an order parameter approach to derive a normal form of the delay-induced Hopf bifurcation leading to an oscillating solution. Additionally we model the interplay of an attracting inhomogeneity and destabilizing time delay by describing the localized solution as an overdamped particle in a potential well generated by the inhomogeneity. In this case, the time-delayed feedback acts as a driving force. Comparing results from the later approach with the full Swift-Hohenberg model, we show that the approach not only provides an instructive description of the depinning dynamics, but also is numerically accurate throughout most of the parameter regime.

Black holes on FIRE: stellar feedback limits early feeding of galactic nuclei

NASA Astrophysics Data System (ADS)

Anglés-Alcázar, Daniel; Faucher-Giguère, Claude-André; Quataert, Eliot; Hopkins, Philip F.; Feldmann, Robert; Torrey, Paul; Wetzel, Andrew; Kereš, Dušan

2017-11-01

We introduce massive black holes (BHs) in the Feedback In Realistic Environments (FIRE) project and perform high-resolution cosmological hydrodynamic simulations of quasar-mass haloes [Mhalo(z = 2) ≈ 1012.5 M⊙] down to z = 1. These simulations model stellar feedback by supernovae, stellar winds and radiation, and BH growth using a gravitational torque-based prescription tied to the resolved properties of galactic nuclei. We do not include BH feedback. We show that early BH growth occurs through short (≲1 Myr) accretion episodes that can reach or even exceed the Eddington rate. In this regime, BH growth is limited by bursty stellar feedback continuously evacuating gas from galactic nuclei, and BHs remain undermassive in low-mass galaxies relative to the local MBH-Mbulgerelation. BH growth is more efficient at later times, when the nuclear stellar potential retains a significant gas reservoir, star formation becomes less bursty and galaxies settle into a more ordered state. BHs rapidly converge on to the observed scaling relations when the host reaches Mbulge ∼ 1010 M⊙. We show that resolving the effects of stellar feedback on the gas supply in the inner ∼100 pc of galaxies is necessary to accurately capture the growth of central BHs. Our simulations imply that bursty stellar feedback has important implications for BH-galaxy relations, AGN demographics and time variability, the formation of early quasars and massive BH mergers.

Formation Control of the MAXIM L2 Libration Orbit Mission

NASA Technical Reports Server (NTRS)

Folta, David; Hartman, Kate; Howell, Kathleen; Marchand, Belinda

2004-01-01

The Micro-Arcsecond Imaging Mission (MAXIM), a proposed concept for the Structure and Evolution of the Universe (SEU) Black Hole Imaging mission, is designed to make a ten million-fold improvement in X-ray image clarity of celestial objects by providing better than 0.1 microarcsecond imaging. To achieve mission requirements, MAXIM will have to improve on pointing by orders of magnitude. This pointing requirement impacts the control and design of the formation. Currently the architecture is comprised of 25 spacecraft, which will form the sparse apertures of a grazing incidence X-ray interferometer covering the 0.3-10 keV bandpass. This configuration will deploy 24 spacecraft as optics modules and one as the detector. The formation must allow for long duration continuous science observations and also for reconfiguration that permits re-pointing of the formation. In this paper, we provide analysis and trades of several control efforts that are dependent upon the pointing requirements and the configuration and dimensions of the MAXIM formation. We emphasize the utilization of natural motions in the Lagrangian regions that minimize the control efforts and we address both continuous and discrete control via LQR and feedback linearization. Results provide control cost, configuration options, and capabilities as guidelines for the development of this complex mission.

Impact of Game-Inspired Infographics on User Engagement and Information Processing in an eHealth Program

PubMed Central

Qian, Xiaokun; Deal, Allison M; Ribisl, Kurt M; Linnan, Laura A; Tate, Deborah F

2016-01-01

Background Online interventions providing individual health behavior assessment should deliver feedback in a way that is both understandable and engaging. This study focused on the potential for infographics inspired by the aesthetics of game design to contribute to these goals. Objective We conducted formative research to test game-inspired infographics against more traditional displays (eg, text-only, column chart) for conveying a behavioral goal and an individual’s behavior relative to the goal. We explored the extent to which the display type would influence levels of engagement and information processing. Methods Between-participants experiments compared game-inspired infographics with traditional formats in terms of outcomes related to information processing (eg, comprehension, cognitive load) and engagement (eg, attitudes toward the information, emotional tone). We randomly assigned participants (N=1162) to an experiment in 1 of 6 modules (tobacco use, alcohol use, vegetable consumption, fruit consumption, physical activity, and weight management). Results In the tobacco module, a game-inspired format (scorecard) was compared with text-only; there were no differences in attitudes and emotional tone, but the scorecard outperformed text-only on comprehension (P=.004) and decreased cognitive load (P=.006). For the other behaviors, we tested 2 game-inspired formats (scorecard, progress bar) and a traditional column chart; there were no differences in comprehension, but the progress bar outperformed the other formats on attitudes and emotional tone (P<.001 for all contrasts). Conclusions Across modules, a game-inspired infographic showed potential to outperform a traditional format for some study outcomes while not underperforming on other outcomes. Overall, findings support the use of game-inspired infographics in behavioral assessment feedback to enhance comprehension and engagement, which may lead to greater behavior change. PMID:27658469

Impact of Game-Inspired Infographics on User Engagement and Information Processing in an eHealth Program.

PubMed

Comello, Maria Leonora G; Qian, Xiaokun; Deal, Allison M; Ribisl, Kurt M; Linnan, Laura A; Tate, Deborah F

2016-09-22

Online interventions providing individual health behavior assessment should deliver feedback in a way that is both understandable and engaging. This study focused on the potential for infographics inspired by the aesthetics of game design to contribute to these goals. We conducted formative research to test game-inspired infographics against more traditional displays (eg, text-only, column chart) for conveying a behavioral goal and an individual's behavior relative to the goal. We explored the extent to which the display type would influence levels of engagement and information processing. Between-participants experiments compared game-inspired infographics with traditional formats in terms of outcomes related to information processing (eg, comprehension, cognitive load) and engagement (eg, attitudes toward the information, emotional tone). We randomly assigned participants (N=1162) to an experiment in 1 of 6 modules (tobacco use, alcohol use, vegetable consumption, fruit consumption, physical activity, and weight management). In the tobacco module, a game-inspired format (scorecard) was compared with text-only; there were no differences in attitudes and emotional tone, but the scorecard outperformed text-only on comprehension (P=.004) and decreased cognitive load (P=.006). For the other behaviors, we tested 2 game-inspired formats (scorecard, progress bar) and a traditional column chart; there were no differences in comprehension, but the progress bar outperformed the other formats on attitudes and emotional tone (P<.001 for all contrasts). Across modules, a game-inspired infographic showed potential to outperform a traditional format for some study outcomes while not underperforming on other outcomes. Overall, findings support the use of game-inspired infographics in behavioral assessment feedback to enhance comprehension and engagement, which may lead to greater behavior change.

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.

The Auriga Project: the properties and formation mechanisms of disc galaxies across cosmic time

NASA Astrophysics Data System (ADS)

Grand, Robert J. J.; Gómez, Facundo A.; Marinacci, Federico; Pakmor, Rüdiger; Springel, Volker; Campbell, David J. R.; Frenk, Carlos S.; Jenkins, Adrian; White, Simon D. M.

2017-05-01

We introduce a suite of 30 cosmological magneto-hydrodynamical zoom simulations of the formation of galaxies in isolated Milky Way mass dark haloes. These were carried out with the moving mesh code arepo, together with a comprehensive model for galaxy formation physics, including active galactic nuclei (AGN) feedback and magnetic fields, which produces realistic galaxy populations in large cosmological simulations. We demonstrate that our simulations reproduce a wide range of present-day observables, in particular, two-component disc-dominated galaxies with appropriate stellar masses, sizes, rotation curves, star formation rates and metallicities. We investigate the driving mechanisms that set present-day disc sizes/scalelengths, and find that they are related to the angular momentum of halo material. We show that the largest discs are produced by quiescent mergers that inspiral into the galaxy and deposit high-angular momentum material into the pre-existing disc, simultaneously increasing the spin of dark matter and gas in the halo. More violent mergers and strong AGN feedback play roles in limiting disc size by destroying pre-existing discs and by suppressing gas accretion on to the outer disc, respectively. The most important factor that leads to compact discs, however, is simply a low angular momentum for the halo. In these cases, AGN feedback plays an important role in limiting central star formation and the formation of a massive bulge.

Constructive Student Feedback: Online vs. Traditional Course Evaluations

ERIC Educational Resources Information Center

Donovan, Judy; Mader, Cynthia E.; Shinsky, John

2010-01-01

Substantial efforts have been made recently to compare the effectiveness of traditional course formats to alternative formats (most often, online delivery compared to traditional on-site delivery). This study examines, not the delivery format but rather the evaluation format. It compares traditional paper and pencil methods for course evaluation…

Assessing Feedback in a Mobile Videogame.

PubMed

Brand, Leah; Beltran, Alicia; Hughes, Sheryl; O'Connor, Teresia; Baranowski, Janice; Nicklas, Theresa; Chen, Tzu-An; Dadabhoy, Hafza R; Diep, Cassandra S; Buday, Richard; Baranowski, Tom

2016-06-01

Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. "Mommio" is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of player feedback for use in "Mommio." The current study posed 36 potential "Mommio" gameplay feedback statements to 20 mothers using a Web survey and interview. Mothers were asked about the meaning and helpfulness of each feedback statement. Several themes emerged upon thematic analysis, including identifying an effective alternative in the case of corrective feedback, avoiding vague wording, using succinct and correct grammar, avoiding provocation of guilt, and clearly identifying why players' game choice was correct or incorrect. Guidelines are proposed for future feedback statements.

When Feedback Fails: The Scaling and Saturation of Star Formation Efficiency

NASA Astrophysics Data System (ADS)

Y Grudic, Michael; Hopkins, Philip F.; Faucher-Giguere, Claude-Andre; Quataert, Eliot; Murray, Norman W.; Keres, Dusan

2017-06-01

We present a suite of 3D multi-physics MHD simulations following star formation in isolated turbulent molecular gas disks ranging from 5 to 500 parsecs in radius. These simulations are designed to survey the range of surface densities between those typical of Milky Way GMCs (˜100 M⊙pc-2) and extreme ULIRG environments (˜104M⊙pc-2) so as to map out the scaling of star formation efficiency (SFE) between these two regimes. The simulations include prescriptions for supernova, stellar wind, and radiative feedback, which we find to be essential in determining both the instantaneous (ɛff) and integrated (ɛint) star formation efficiencies. In all simulations, the gas disks form stars until a critical stellar mass has been reached and the remaining gas is blown out by stellar feedback. We find that surface density is the best predictor of ɛint of all of the gas cloud's global properties, as suggested by analytic force balance arguments from previous works. Furthermore, SFE eventually saturates to ˜1 at high surface density, with very good agreement across different spatial scales. We also find a roughly proportional relationship between ɛff and ɛint. These results have implications for star formation in galactic disks, the nature and fate of nuclear starbursts, and the formation of bound star clusters. The scaling of ɛff also contradicts star formation models in which ɛff˜1% universally, including popular subgrid models for galaxy simulations.

The violent interstellar medium in Milky-Way like disk galaxies

NASA Astrophysics Data System (ADS)

Karoline Walch, Stefanie

2015-08-01

Molecular clouds are cold, dense, and turbulent filamentary structures that condense out of the multi-phase interstellar medium. They are also the sites of star formation. The minority of new-born stars is massive, but these stars are particularly important for the fate of their parental molecular clouds as their feedback drives turbulence and regulates star formation.I will present results from the SILCC project (SImulating the Life Cycle of molecular Clouds), in which we study the formation and dispersal of molecular clouds within the multi-phase ISM using high-performance, three-dimensional simulations of representative pieces of disk galaxies. Apart from stellar feedback, self-gravity, an external stellar potential, and magnetic fields, we employ an accurate description of gas heating and cooling as well as a small chemical network including molecule formation and (self-)shielding from the interstellar radiation field. We study the impact of the supernova rate and the positioning of the supernova explosions with respect to the molecular gas in a well defined set of simulations. This allows us to draw conclusions on structure of the multi-phase ISM, the amount of molecular gas formed, and the onset of galactic outflows. Furthermore, we show how important stellar wind feedback is for regulating star formation in these disks.

A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application.

PubMed

Renting, Nienke; Gans, Rijk O B; Borleffs, Jan C C; Van Der Wal, Martha A; Jaarsma, A Debbie C; Cohen-Schotanus, Janke

2016-07-01

Residents benefit from regular, high quality feedback on all CanMEDS roles during their training. However, feedback mostly concerns Medical Expert, leaving the other roles behind. A feedback system was developed to guide supervisors in providing feedback on CanMEDS roles. We analyzed whether feedback was provided on the intended roles and explored differences in quality of written feedback. In the feedback system, CanMEDS roles were assigned to five authentic situations: Patient Encounter, Morning Report, On-call, CAT, and Oral Presentation. Quality of feedback was operationalized as specificity and inclusion of strengths and improvement points. Differences in specificity between roles were tested with Mann-Whitney U tests with a Bonferroni correction (α = 0.003). Supervisors (n = 126) provided residents (n = 120) with feedback (591 times). Feedback was provided on the intended roles, most frequently on Scholar (78%) and Communicator (71%); least on Manager (47%), and Collaborator (56%). Strengths (78%) were mentioned more frequently than improvement points (52%), which were lacking in 40% of the feedback on Manager, Professional, and Collaborator. Feedback on Scholar was more frequently (p = 0.000) and on Reflective Professional was less frequently (p = 0.003) specific. Assigning roles to authentic situations guides supervisors in providing feedback on different CanMEDS roles. We recommend additional supervisor training on how to observe and evaluate the roles.

The impact of radiation feedback on the assembly of star clusters in a galactic context

NASA Astrophysics Data System (ADS)

Guillard, Nicolas; Emsellem, Eric; Renaud, Florent

2018-07-01

Massive star clusters are observed in galaxies spanning a broad range of luminosities and types, and are assumed to form in dense gas-rich environments. Using a parsec-resolution hydrodynamical simulation of an isolated gas-rich low-mass galaxy, we discuss here the non-linear effects of stellar feedback on the properties of star clusters with a focus on the progenitors of nuclear clusters. Our simulation shows two categories of star clusters: those for which feedback expels gas leftovers associated with their formation sites, and those, in a denser environment, around which feedback fails to totally clear the gas. We confirm that radiation feedback (photoionization and radiative pressure) plays a more important role than Type II supernovae in destroying dense gas structures, and in altering or quenching the subsequent cluster formation. Radiation feedback also disturbs the cluster mass growth, by increasing the internal energy of the gas component to the point at which radiation pressure overcomes the cluster gravity. We discuss how these effects may depend on the local properties of the interstellar medium, and also on the details of the subgrid recipes, which can affect the available cluster gas reservoirs, the evolution of potential nuclear cluster progenitors, and the overall galaxy morphology.

Use of the QR Reader to Provide Real-Time Evaluation of Residents' Skills Following Surgical Procedures.

PubMed

Reynolds, Kellin; Barnhill, Danny; Sias, Jamie; Young, Amy; Polite, Florencia Greer

2014-12-01

A portable electronic method of providing instructional feedback and recording an evaluation of resident competency immediately following surgical procedures has not previously been documented in obstetrics and gynecology. This report presents a unique electronic format that documents resident competency and encourages verbal communication between faculty and residents immediately following operative procedures. The Microsoft Tag system and SurveyMonkey platform were linked by a 2-D QR code using Microsoft QR code generator. Each resident was given a unique code (TAG) embedded onto an ID card. An evaluation form was attached to each resident's file in SurveyMonkey. Postoperatively, supervising faculty scanned the resident's TAG with a smartphone and completed the brief evaluation using the phone's screen. The evaluation was reviewed with the resident and automatically submitted to the resident's educational file. The evaluation system was quickly accepted by residents and faculty. Of 43 residents and faculty in the study, 38 (88%) responded to a survey 8 weeks after institution of the electronic evaluation system. Thirty (79%) of the 38 indicated it was superior to the previously used handwritten format. The electronic system demonstrated improved utilization compared with paper evaluations, with a mean of 23 electronic evaluations submitted per resident during a 6-month period versus 14 paper assessments per resident during an earlier period of 6 months. This streamlined portable electronic evaluation is an effective tool for direct, formative feedback for residents, and it creates a longitudinal record of resident progress. Satisfaction with, and use of, this evaluation system was high.

Data Quality Assurance and Provenance Tracking in ICOADS Release 3.0

NASA Astrophysics Data System (ADS)

Cram, T.; Worley, S. J.; Ji, Z.; Schuster, D.

2017-12-01

The International Comprehensive Ocean-Atmosphere Data Set (ICOADS) Release 3.0 (R3.0) is the world's most extensive collection of global surface marine meteorological in situ observational data. Managed under an international partnership, it contains over 455 million unique multi-parameter records, dates back to 1662, and is updated monthly in near real-time. It is a foundational dataset for weather and climate research that has been used by thousands of users. By using rigorous data preparation methods, new IT infrastructure, and International Maritime Meteorological Archive (IMMA) format enhancements, ICOADS R3.0 is exemplary in data quality assurance, provenance tracking, and capturing user feedback. The features in this data lifecycle management will be presented and include, but are not limited to, written data translation specification for each data source being added to ICOADS, assignment of data source identification parameters, attachment of the original data in the IMMA format to support future re-evaluation if necessary, permanently assigned unique identification on every record making data development and community collaborations easily possible using a relational database infrastructure, and extensible capacity of the IMMA format to augment the data richness beyond the primary scope of marine surface data. Some recent augmentations are more completely specified ocean observations from profiling observing systems, feedback data submitted by the atmospheric and oceanographic reanalysis providers, higher quality edited cloud reports, and community provided data value adjustments with uncertainty estimates. Highlights covering these ICOADS value-added features will be explained and the open free access from NCAR will be briefly described.

Use of the QR Reader to Provide Real-Time Evaluation of Residents' Skills Following Surgical Procedures

PubMed Central

Reynolds, Kellin; Barnhill, Danny; Sias, Jamie; Young, Amy; Polite, Florencia Greer

2014-01-01

Background A portable electronic method of providing instructional feedback and recording an evaluation of resident competency immediately following surgical procedures has not previously been documented in obstetrics and gynecology. Objective This report presents a unique electronic format that documents resident competency and encourages verbal communication between faculty and residents immediately following operative procedures. Methods The Microsoft Tag system and SurveyMonkey platform were linked by a 2-D QR code using Microsoft QR code generator. Each resident was given a unique code (TAG) embedded onto an ID card. An evaluation form was attached to each resident's file in SurveyMonkey. Postoperatively, supervising faculty scanned the resident's TAG with a smartphone and completed the brief evaluation using the phone's screen. The evaluation was reviewed with the resident and automatically submitted to the resident's educational file. Results The evaluation system was quickly accepted by residents and faculty. Of 43 residents and faculty in the study, 38 (88%) responded to a survey 8 weeks after institution of the electronic evaluation system. Thirty (79%) of the 38 indicated it was superior to the previously used handwritten format. The electronic system demonstrated improved utilization compared with paper evaluations, with a mean of 23 electronic evaluations submitted per resident during a 6-month period versus 14 paper assessments per resident during an earlier period of 6 months. Conclusions This streamlined portable electronic evaluation is an effective tool for direct, formative feedback for residents, and it creates a longitudinal record of resident progress. Satisfaction with, and use of, this evaluation system was high. PMID:26140128

Active Galactic Nuclei Feedback and the Origin and Fate of the Hot Gas in Early-type Galaxies

NASA Astrophysics Data System (ADS)

Pellegrini, Silvia; Ciotti, Luca; Negri, Andrea; Ostriker, Jeremiah P.

2018-04-01

A recent determination of the relationships between the X-ray luminosity of the ISM (L X) and the stellar and total mass for a sample of nearby early-type galaxies (ETGs) is used to investigate the origin of the hot gas, via a comparison with the results of hydrodynamical simulations of the ISM evolution for a large set of isolated ETGs. After the epoch of major galaxy formation (after z ≃ 2), the ISM is replenished by stellar mass losses and SN ejecta, at the rate predicted by stellar evolution, and is depleted by star formation; it is heated by the thermalization of stellar motions, SNe explosions, and the mechanical (from winds) and radiative AGN feedback. The models agree well with the observed relations, even for the largely different L X values at the same mass, thanks to the sensitivity of the gas flow to many galaxy properties; this holds for models including AGN feedback, and those without. Therefore, the mass input from the stellar population is able to account for a major part of the observed L X; and AGN feedback, while very important to maintain massive ETGs in a time-averaged quasi-steady state, keeping low star formation and the black hole mass, does not dramatically alter the gas content originating in stellar recycled material. These conclusions are based on theoretical predictions for the stellar population contributions in mass and energy, and on a self-consistent modeling of AGN feedback.

A unified model for galactic discs: star formation, turbulence driving, and mass transport

NASA Astrophysics Data System (ADS)

Krumholz, Mark R.; Burkhart, Blakesley; Forbes, John C.; Crocker, Roland M.

2018-06-01

We introduce a new model for the structure and evolution of the gas in galactic discs. In the model the gas is in vertical pressure and energy balance. Star formation feedback injects energy and momentum, and non-axisymmetric torques prevent the gas from becoming more than marginally gravitationally unstable. From these assumptions we derive the relationship between galaxies' bulk properties (gas surface density, stellar content, and rotation curve) and their star formation rates, gas velocity dispersions, and rates of radial inflow. We show that the turbulence in discs can be powered primarily by star formation feedback, radial transport, or a combination of the two. In contrast to models that omit either radial transport or star formation feedback, the predictions of this model yield excellent agreement with a wide range of observations, including the star formation law measured in both spatially resolved and unresolved data, the correlation between galaxies' star formation rates and velocity dispersions, and observed rates of radial inflow. The agreement holds across a wide range of galaxy mass and type, from local dwarfs to extreme starbursts to high-redshift discs. We apply the model to galaxies on the star-forming main sequence, and show that it predicts a transition from mostly gravity-driven turbulence at high redshift to star-formation-driven turbulence at low redshift. This transition and the changes in mass transport rates that it produces naturally explain why galaxy bulges tend to form at high redshift and discs at lower redshift, and why galaxies tend to quench inside-out.

Dark-ages reionization and galaxy formation simulation V: morphology and statistical signatures of reionization

NASA Astrophysics Data System (ADS)

Geil, Paul M.; Mutch, Simon J.; Poole, Gregory B.; Angel, Paul W.; Duffy, Alan R.; Mesinger, Andrei; Wyithe, J. Stuart B.

2016-10-01

We use the Dark-ages, Reionization And Galaxy formation Observables from Numerical Simulations (DRAGONS) framework to investigate the effect of galaxy formation physics on the morphology and statistics of ionized hydrogen (H II) regions during the Epoch of Reioinization (EoR). DRAGONS self-consistently couples a semi-analytic galaxy formation model with the inhomogeneous ionizing UV background, and can therefore be used to study the dependence of morphology and statistics of reionization on feedback phenomena of the ionizing source galaxy population. Changes in galaxy formation physics modify the sizes of H II regions and the amplitude and shape of 21-cm power spectra. Of the galaxy physics investigated, we find that supernova feedback plays the most important role in reionization, with H II regions up to ≈20 per cent smaller and a fractional difference in the amplitude of power spectra of up to ≈17 per cent at fixed ionized fraction in the absence of this feedback. We compare our galaxy formation-based reionization models with past calculations that assume constant stellar-to-halo mass ratios and find that with the correct choice of minimum halo mass, such models can mimic the predicted reionization morphology. Reionization morphology at fixed neutral fraction is therefore not uniquely determined by the details of galaxy formation, but is sensitive to the mass of the haloes hosting the bulk of the ionizing sources. Simple EoR parametrizations are therefore accurate predictors of reionization statistics. However, a complete understanding of reionization using future 21-cm observations will require interpretation with realistic galaxy formation models, in combination with other observations.

What millennial medical students say about flipped learning

PubMed Central

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie

2017-01-01

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements. PMID:28769600

Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.

PubMed

McNulty, John A; Espiritu, Baltazar R; Hoyt, Amy E; Ensminger, David C; Chandrasekhar, Arcot J

2015-01-01

Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. © 2014 American Association of Anatomists.

Identifying Mentors' Observations for Providing Feedback

ERIC Educational Resources Information Center

Hudson, Peter

2016-01-01

Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

The faint-end of galaxy luminosity functions at the Epoch of Reionization

NASA Astrophysics Data System (ADS)

Yue, B.; Castellano, M.; Ferrara, A.; Fontana, A.; Merlin, E.; Amorín, R.; Grazian, A.; Mármol-Queralto, E.; Michałowski, M. J.; Mortlock, A.; Paris, D.; Parsa, S.; Pilo, S.; Santini, P.; Di Criscienzo, M.

2018-05-01

During the Epoch of Reionization (EoR), feedback effects reduce the efficiency of star formation process in small halos or even fully quench it. The galaxy luminosity function (LF) may then turn over at the faint-end. We analyze the number counts of z > 5 galaxies observed in the fields of four Frontier Fields (FFs) clusters and obtain constraints on the LF faint-end: for the turn-over magnitude at z ~ 6, MUVT >~-13.3 for the circular velocity threshold of quenching star formation process, vc* <~ 47 km s-1. We have not yet found significant evidence of the presence of feedback effects suppressing the star formation in small galaxies.

Formative assessment based on an audit and feedback improves nuchal translucency ultrasound image quality.

PubMed

Chalouhi, Gihad E; Salomon, Laurent J; Fontanges, Marianne; Althuser, Marc; Haddad, Georges; Scemama, Olivier; Chabot, Jean-Michel; Duyme, Michel; Fries, Nicolas

2013-09-01

The purpose of this work was to study the impact of an audit and feedback on the quality of routine first-trimester nuchal transparency ultrasound images. Eighty-eight sonographers were each sent 2 different series of 30 consecutive nuchal translucency images at a mean interval of 3 months to a dedicated, protected server for remote double-blind independent analysis based on the new Collège Français d'Echographie Foetale/Centre National de la Recherche Scientifique image-scoring method (https://www.cfef.org/evaluation/ISMCFEFCNRS.pdf). The sonographers were classified as low (score below the median) or high (score above the median) scorers for each series. Before their second evaluation, 73 of the 88 sonographers received a feedback report on their first series of images, whereas the other 15 participants received no feedback. The baseline characteristics of the participants who did and did not receive feedback were comparable. Participants who received feedback increased their average score significantly, from a mean ± SD of 11.1 ± 1.3 to 13.4 ± 1.4 among low scorers (P < .00001) and from 15.1 ± 1.2 to 16.0 ± 1.4 among high scorers (P < .001), whereas no significant change was seen among participants who received no feedback (low scorers, 10.9 ± 1.5 to 12.1 ± 2.0; P = .11; high scorers, 14.7 ± 1.3 to 14.6 ± 1.3; P = .99). The proportion of satisfactory images increased by 48% among low scorers who received feedback. Formative assessment based on a moderately intensive audit and feedback is feasible and effective for improving the quality of routine first-trimester nuchal transparency ultrasound images.

The role of feedback in improving the effectiveness of workplace based assessments: a systematic review.

PubMed

Saedon, Habiba; Salleh, Shizalia; Balakrishnan, Arun; Imray, Christopher H E; Saedon, Mahmud

2012-05-02

With recent emphasis placed on workplace based assessment (WBA) as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training. Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010), Embase (1980-December 2010) and Journals@Ovid (English language only, 1996-December 2010). Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included. 15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups. The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from workplace based assessments, particularly multisource feedback, leads to a perceived positive effect on practice.

Assessing Feedback in a Mobile Videogame

PubMed Central

Brand, Leah; Beltran, Alicia; Hughes, Sheryl; O'Connor, Teresia; Baranowski, Janice; Nicklas, Theresa; Chen, Tzu-An; Dadabhoy, Hafza R.; Diep, Cassandra S.; Buday, Richard

2016-01-01

Abstract Background: Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. “Mommio” is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of player feedback for use in “Mommio.” Materials and Methods: The current study posed 36 potential “Mommio” gameplay feedback statements to 20 mothers using a Web survey and interview. Mothers were asked about the meaning and helpfulness of each feedback statement. Results: Several themes emerged upon thematic analysis, including identifying an effective alternative in the case of corrective feedback, avoiding vague wording, using succinct and correct grammar, avoiding provocation of guilt, and clearly identifying why players' game choice was correct or incorrect. Conclusions: Guidelines are proposed for future feedback statements. PMID:27058403

The Psychometric Properties of Classroom Response System Data: A Case Study

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2016-08-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations.

Survey of international regional anesthesia fellowship directors

PubMed Central

Lansdown, Andrew K; McHardy, Paul G; Patel, Sanjiv C; Nix, Catherine M; McCartney, Colin JL

2013-01-01

Background The scope of regional anesthesia fellowship programs has not been analyzed but may provide insights that could improve fellowship training and standards. Methods Regional anesthesia fellowship directors across the world were asked to complete a comprehensive survey that detailed the range of educational and practical experience and attitudes as well as assessment procedures offered in their programs. Results The survey response rate was 66% (45/68). Overall, the range of activities and the time and resources committed to education during fellowships is encouraging. A wide range of nerve block experience is reported with most programs also offering acute pain management, research, and teaching opportunities. Only two-thirds of fellowships provide formal feedback. This feedback is typically a formative assessment. Conclusion This is the first survey of regional anesthesia fellowship directors, and it illustrates the international scope and continuing expansion of education and training in the field. The results should be of interest to program directors seeking to benchmark and improve their educational programs and to faculty involved in further curriculum development. PMID:23900350

Feedback in clinical education, part I: Characteristics of feedback provided by approved clinical instructors.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

Active Galactic Nucleus Feedback with the Square Kilometre Array and Implications for Cluster Physics and Cosmology

NASA Astrophysics Data System (ADS)

Iqbal, Asif; Kale, Ruta; Majumdar, Subhabrata; Nath, Biman B.; Pandge, Mahadev; Sharma, Prateek; Malik, Manzoor A.; Raychaudhury, Somak

2017-12-01

Active Galactic Nuclei (AGN) feedback is regarded as an important non-gravitational process in galaxy clusters, providing useful constraints on large-scale structure formation. It modifies the structure and energetics of the intra-cluster medium (ICM) and hence its understanding is crucially needed in order to use clusters as high precision cosmological probes. In this context, particularly keeping in mind the upcoming high quality radio data expected from radio surveys like Square Kilometre Array (SKA) with its higher sensitivity, high spatial and spectral resolutions, we review our current understanding of AGN feedback, its cosmological implications and the impact that SKA can have in revolutionizing our understanding of AGN feedback in large-scale structures. Recent developments regarding the AGN outbursts and its possible contribution to excess entropy in the hot atmospheres of groups and clusters, its correlation with the feedback energy in ICM, quenching of cooling flows and the possible connection between cool core clusters and radio mini-halos, are discussed. We describe current major issues regarding modeling of AGN feedback and its impact on the surrounding medium. With regard to the future of AGN feedback studies, we examine the possible breakthroughs that can be expected from SKA observations. In the context of cluster cosmology, for example, we point out the importance of SKA observations for cluster mass calibration by noting that most of z>1 clusters discovered by eROSITA X-ray mission can be expected to be followed up through a 1000 hour SKA1-mid programme. Moreover, approximately 1000 radio mini halos and ˜ 2500 radio halos at z<0.6 can be potentially detected by SKA1 and SKA2 and used as tracers of galaxy clusters and determination of cluster selection function.

Harnessing Collaborative Annotations on Online Formative Assessments

ERIC Educational Resources Information Center

Lin, Jian-Wei; Lai, Yuan-Cheng

2013-01-01

This paper harnesses collaborative annotations by students as learning feedback on online formative assessments to improve the learning achievements of students. Through the developed Web platform, students can conduct formative assessments, collaboratively annotate, and review historical records in a convenient way, while teachers can generate…

Assessing feedback in a mobile videogame

USDA-ARS?s Scientific Manuscript database

Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. "Mommio" is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of pl...

Group-Level Formative Feedback and Metadiscourse

ERIC Educational Resources Information Center

Resendes, Monica; Scardamalia, Marlene; Bereiter, Carl; Chen, Bodong; Halewood, Cindy

2015-01-01

This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. Two aspects of knowledge work were common to the comparison and experimental classes: "Knowledge Building talk" (KB talk) involving…

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…

Formative usability evaluation of a fixed-dose pen-injector platform device

PubMed Central

Lange, Jakob; Nemeth, Tobias

2018-01-01

Background This article for the first time presents a formative usability study of a fixed-dose pen injector platform device used for the subcutaneous delivery of biopharmaceuticals, primarily for self-administration by the patient. The study was conducted with a user population of both naïve and experienced users across a range of ages. The goals of the study were to evaluate whether users could use the devices safely and effectively relying on the instructions for use (IFU) for guidance, as well as to benchmark the device against another similar injector established in the market. Further objectives were to capture any usability issues and obtain participants’ subjective ratings on the properties and performance of both devices. Methods A total of 20 participants in three groups studied the IFU and performed simulated injections into an injection pad. Results All participants were able to use the device successfully. The device was well appreciated by all users with, maximum usability feedback scores reported by 90% or more on handling forces and device feedback, and by 85% or more on fit and grip of the device. The presence of clear audible and visible feedbacks upon successful loading of a dose and completion of injection was seen to be a significant improvement over the benchmark injector. Conclusion The observation that the platform device can be safely and efficiently used by all user groups provides confidence that the device and IFU in their current form will pass future summative testing in specific applications. PMID:29670411

Cell-fate specification in the epidermis: a common patterning mechanism in the root and shoot.

PubMed

Schiefelbein, John

2003-02-01

The specification of epidermal hairs in Arabidopsis provides a useful model for the study of pattern formation in plants. Although the distributions of hair cells in the root and shoot appear quite different, recent studies show that pattern formation in each relies on a common cassette of transcriptional regulators. During development in each organ, neighboring cells compete to express regulators that specify the primary cell fate (including WEREWOLF [WER]/GLABRA1 [GL1], GL3/bHLH, TRANSPARENT TESTA GLABRA [TTG], and GL2), as well as those that prevent their neighbors from adopting this fate (including CAPRICE [CPC] and TRIPTYCHON [TRY]). The basic mechanism of lateral inhibition with feedback that has been uncovered by recent studies provides a conceptual framework for understanding how patterns of cell fate in general may be specified during plant development.

Multisource Feedback in the Ambulatory Setting

PubMed Central

Warm, Eric J.; Schauer, Daniel; Revis, Brian; Boex, James R.

2010-01-01

Background The Accreditation Council for Graduate Medical Education has mandated multisource feedback (MSF) in the ambulatory setting for internal medicine residents. Few published reports demonstrate actual MSF results for a residency class, and fewer still include clinical quality measures and knowledge-based testing performance in the data set. Methods Residents participating in a year-long group practice experience called the “long-block” received MSF that included self, peer, staff, attending physician, and patient evaluations, as well as concomitant clinical quality data and knowledge-based testing scores. Residents were given a rank for each data point compared with peers in the class, and these data were reviewed with the chief resident and program director over the course of the long-block. Results Multisource feedback identified residents who performed well on most measures compared with their peers (10%), residents who performed poorly on most measures compared with their peers (10%), and residents who performed well on some measures and poorly on others (80%). Each high-, intermediate-, and low-performing resident had a least one aspect of the MSF that was significantly lower than the other, and this served as the basis of formative feedback during the long-block. Conclusion Use of multi-source feedback in the ambulatory setting can identify high-, intermediate-, and low-performing residents and suggest specific formative feedback for each. More research needs to be done on the effect of such feedback, as well as the relationships between each of the components in the MSF data set. PMID:21975632

Perceptions on evaluative and formative functions of external supervision of Rwandan primary healthcare facilities: A qualitative study

PubMed Central

Schriver, Michael; Cubaka, Vincent Kalumire; Itangishaka, Sylvere; Nyirazinyoye, Laetitia; Kallestrup, Per

2018-01-01

Background External supervision of primary healthcare facilities in low- and middle-income countries often has a managerial main purpose in which the role of support for professional development is unclear. Aim To explore how Rwandan primary healthcare supervisors and providers (supervisees) perceive evaluative and formative functions of external supervision. Design Qualitative, exploratory study. Data Focus group discussions: three with supervisors, three with providers, and one mixed (n = 31). Findings were discussed with individual and groups of supervisors and providers. Results Evaluative activities occupied providers’ understanding of supervision, including checking, correcting, marking and performance-based financing. These were presented as sources of motivation, that in self-determination theory indicate introjected regulation. Supervisors preferred to highlight their role in formative supervision, which may mask their own and providers’ uncontested accounts that systematic performance evaluations predominated supervisors’ work. Providers strongly requested larger focus on formative and supportive functions, voiced as well by most supervisors. Impact of performance evaluation on motivation and professional development is discussed. Conclusion While external supervisors intended to support providers’ professional development, our findings indicate serious problems with this in a context of frequent evaluations and performance marking. Separating the role of supporter and evaluator does not appear as the simple solution. If external supervision is to improve health care services, it is essential that supervisors and health centre managers are competent to support providers in a way that transparently accounts for various performance pressures. This includes delivery of proper formative supervision with useful feedback, maintaining an effective supervisory relationship, as well as ensuring providers are aware of the purpose and content of evaluative and formative supervision functions. PMID:29462144

An Archival COS Study of Multi-phase Galactic Outflows and Their Dependence on Host Galaxy Properties

NASA Astrophysics Data System (ADS)

Chisholm, John

2013-10-01

Galactic outflows have become vital for understanding galaxy evolution. Outflows have been used to explain the mass-metallicity relation, the star formation history of the universe, and the shape of the baryonic mass function. However, few studies have focused on the basic question of how outflow velocities depend upon the physical properties of their host galaxies. Here we propose an archival project utilizing 52 COS spectra of local star-forming galaxies spanning four decades of star formation rate, and stellar mass. We will preform a self-consistent analysis of trends between galactic properties {star formation rate, stellar mass, specific star formation rate and star formation rate surface density} and outflow velocities measured from interstellar metal absorption lines {e.g., CII 1335}. We will extend this analysis to different gas phases - cold, warm, and hot - to gain a more comprehensive understanding of the physics of multi-phase outflows. The trends we observe will provide insights into the feedback process and will be crucial new benchmarks for simulations.

The Accuracy of Computer-Assisted Feedback and Students' Responses to It

ERIC Educational Resources Information Center

Lavolette, Elizabeth; Polio, Charlene; Kahng, Jimin

2015-01-01

Various researchers in second language acquisition have argued for the effectiveness of immediate rather than delayed feedback. In writing, truly immediate feedback is impractical, but computer-assisted feedback provides a quick way of providing feedback that also reduces the teacher's workload. We explored the accuracy of feedback from…

The Effects of Source, Revision Possibility, and Amount of Feedback on Marketing Students' Impressions of Feedback on an Assignment

ERIC Educational Resources Information Center

Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.

2017-01-01

This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…

Coupled Directional Stability of Multiple Ship Formations

DTIC Science & Technology

2013-06-01

Papoulias, “Bifurcation analysis of line of sight vehicle guidance using sliding modes ,” Int. J. of Bifurcation and Chaos, vol. 1, p.4, 1991. [12] F...DISTRIBUTION CODE 13. ABSTRACT (maximum 200 words) This thesis addresses the problem of coordinated motion control and the stability loss of surface...plane with no side slip. A state feedback control law is coupled with a line of sight guidance law to provide path control . A string of three vehicles

A High-Latitude Winter Continental Low Cloud Feedback Suppresses Arctic Air Formation in Warmer Climates

NASA Astrophysics Data System (ADS)

Cronin, T.; Tziperman, E.; Li, H.

2015-12-01

High latitude continents have warmed much more rapidly in recent decades than the rest of the globe, especially in winter, and the maintenance of warm, frost-free conditions in continental interiors in winter has been a long-standing problem of past equable climates. It has also been found that the high-latitude lapse rate feedback plays an important role in Arctic amplification of climate change in climate model simulations, but we have little understanding of why lapse rates at high latitudes change so strongly with warming. To better understand these problems, we study Arctic air formation - the process by which a high-latitude maritime air mass is advected over a continent during polar night, cooled at the surface by radiation, and transformed into a much colder continental polar air mass - and its sensitivity to climate warming. We use a single-column version of the WRF model to conduct two-week simulations of the cooling process across a wide range of initial temperature profiles and microphysics schemes, and find that a low cloud feedback suppresses Arctic air formation in warmer climates. This cloud feedback consists of an increase in low cloud amount with warming, which shields the surface from radiative cooling, and increases the continental surface air temperature by roughly two degrees for each degree increase of the initial maritime surface air temperature. The time it takes for the surface air temperature to drop below freezing increases nonlinearly to ~10 days for initial maritime surface air temperatures of 20 oC. Given that this is about the time it takes an air mass starting over the Pacific to traverse the north American continent, this suggests that optically thick stratus cloud decks could help to maintain frost-free winter continental interiors in equable climates. We find that CMIP5 climate model runs show large increases in cloud water path and surface cloud longwave forcing in warmer climates, consistent with the proposed low-cloud feedback. The suppression of Arctic air formation with warming may act as a significant amplifier of climate change at high latitudes, and offers a mechanistic perspective on the high-latitude "lapse rate feedback" diagnosed in climate models.

Feedback dew-point sensor utilizing optimally cut plastic optical fibres

NASA Astrophysics Data System (ADS)

Hadjiloucas, S.; Irvine, J.; Keating, D. A.

2000-01-01

A plastic optical fibre reflectance sensor that makes full use of the critical angle of the fibres is implemented to monitor dew formation on a Peltier-cooled reflector surface. The optical configuration permits isolation of optoelectronic components from the sensing head and better light coupling between the reflector and the detecting fibre, giving a better signal of the onset of dew formation on the reflector. Continuous monitoring of the rate of change in reflectance as well as the absolute reflectance signals, the use of a novel polymethyl-methacrylate-coated hydrophobic film reflector on the Peltier element and the application of feedback around the point of dew formation, further reduces the possibility of contamination of the sensor head. Under closed-loop operation, the sensor is capable of cycling around the point of dew formation at a frequency of 2.5 Hz.

The formation of disc galaxies in high-resolution moving-mesh cosmological simulations

NASA Astrophysics Data System (ADS)

Marinacci, Federico; Pakmor, Rüdiger; Springel, Volker

2014-01-01

We present cosmological hydrodynamical simulations of eight Milky Way-sized haloes that have been previously studied with dark matter only in the Aquarius project. For the first time, we employ the moving-mesh code AREPO in zoom simulations combined with a comprehensive model for galaxy formation physics designed for large cosmological simulations. Our simulations form in most of the eight haloes strongly disc-dominated systems with realistic rotation curves, close to exponential surface density profiles, a stellar mass to halo mass ratio that matches expectations from abundance matching techniques, and galaxy sizes and ages consistent with expectations from large galaxy surveys in the local Universe. There is no evidence for any dark matter core formation in our simulations, even so they include repeated baryonic outflows by supernova-driven winds and black hole quasar feedback. For one of our haloes, the object studied in the recent `Aquila' code comparison project, we carried out a resolution study with our techniques, covering a dynamic range of 64 in mass resolution. Without any change in our feedback parameters, the final galaxy properties are reassuringly similar, in contrast to other modelling techniques used in the field that are inherently resolution dependent. This success in producing realistic disc galaxies is reached, in the context of our interstellar medium treatment, without resorting to a high density threshold for star formation, a low star formation efficiency, or early stellar feedback, factors deemed crucial for disc formation by other recent numerical studies.

What FIREs Up Star Formation: the Emergence of the Kennicutt-Schmidt Law from Feedback

NASA Astrophysics Data System (ADS)

Orr, Matthew E.; Hayward, Christopher C.; Hopkins, Philip F.; Chan, T. K.; Faucher-Giguère, Claude-André; Feldmann, Robert; Kereš, Dušan; Murray, Norman; Quataert, Eliot

2018-05-01

We present an analysis of the global and spatially-resolved Kennicutt-Schmidt (KS) star formation relation in the FIRE (Feedback In Realistic Environments) suite of cosmological simulations, including halos with z = 0 masses ranging from 1010 - 1013 M⊙. We show that the KS relation emerges and is robustly maintained due to the effects of feedback on local scales regulating star-forming gas, independent of the particular small-scale star formation prescriptions employed. We demonstrate that the time-averaged KS relation is relatively independent of redshift and spatial averaging scale, and that the star formation rate surface density is weakly dependent on metallicity and inversely dependent on orbital dynamical time. At constant star formation rate surface density, the `Cold & Dense' gas surface density (gas with T < 300 K and n > 10 cm-3, used as a proxy for the molecular gas surface density) of the simulated galaxies is ˜0.5 dex less than observed at ˜kpc scales. This discrepancy may arise from underestimates of the local column density at the particle-scale for the purposes of shielding in the simulations. Finally, we show that on scales larger than individual giant molecular clouds, the primary condition that determines whether star formation occurs is whether a patch of the galactic disk is thermally Toomre-unstable (not whether it is self-shielding): once a patch can no longer be thermally stabilized against fragmentation, it collapses, becomes self-shielding, cools, and forms stars, regardless of epoch or environment.

Implementation and Impact of an Automated Group Monitoring and Feedback System to Promote Hand Hygiene Among Health Care Personnel

PubMed Central

Conway, Laurie J.; Riley, Linda; Saiman, Lisa; Cohen, Bevin; Alper, Paul; Larson, Elaine L.

2015-01-01

Article-at-a-Glance Background Despite substantial evidence to support the effectiveness of hand hygiene for preventing health care–associated infections, hand hygiene practice is often inadequate. Hand hygiene product dispensers that can electronically capture hand hygiene events have the potential to improve hand hygiene performance. A study on an automated group monitoring and feedback system was implemented from January 2012 through March 2013 at a 140-bed community hospital. Methods An electronic system that monitors the use of sanitizer and soap but does not identify individual health care personnel was used to calculate hand hygiene events per patient-hour for each of eight inpatient units and hand hygiene events per patient-visit for the six outpatient units. Hand hygiene was monitored but feedback was not provided during a six-month baseline period and three-month rollout period. During the rollout, focus groups were conducted to determine preferences for feedback frequency and format. During the six-month intervention period, graphical reports were e-mailed monthly to all managers and administrators, and focus groups were repeated. Results After the feedback began, hand hygiene increased on average by 0.17 events/patient-hour in inpatient units (interquartile range = 0.14, p = .008). In outpatient units, hand hygiene performance did not change significantly. A variety of challenges were encountered, including obtaining accurate census and staffing data, engendering confidence in the system, disseminating information in the reports, and using the data to drive improvement. Conclusions Feedback via an automated system was associated with improved hand hygiene performance in the short term. PMID:25252389

Implementation and impact of an automated group monitoring and feedback system to promote hand hygiene among health care personnel.

PubMed

Conway, Laurie J; Riley, Linda; Saiman, Lisa; Cohen, Bevin; Alper, Paul; Larson, Elaine L

2014-09-01

Despite substantial evidence to support the effectiveness of hand hygiene for preventing health care-associated infections, hand hygiene practice is often inadequate. Hand hygiene product dispensers that can electronically capture hand hygiene events have the potential to improve hand hygiene performance. A study on an automated group monitoring and feedback system was implemented from January 2012 through March 2013 at a 140-bed community hospital. An electronic system that monitors the use of sanitizer and soap but does not identify individual health care personnel was used to calculate hand hygiene events per patient-hour for each of eight inpatient units and hand hygiene events per patient-visit for the six outpatient units. Hand hygiene was monitored but feedback was not provided during a six-month baseline period and three-month rollout period. During the rollout, focus groups were conducted to determine preferences for feedback frequency and format. During the six-month intervention period, graphical reports were e-mailed monthly to all managers and administrators, and focus groups were repeated. After the feedback began, hand hygiene increased on average by 0.17 events/patient-hour in inpatient units (interquartile range = 0.14, p = .008). In outpatient units, hand hygiene performance did not change significantly. A variety of challenges were encountered, including obtaining accurate census and staffing data, engendering confidence in the system, disseminating information in the reports, and using the data to drive improvement. Feedback via an automated system was associated with improved hand hygiene performance in the short-term.

Time to CUSUM: simplified reporting of outcomes in colorectal surgery.

PubMed

Bowles, Thomas A; Watters, David A

2007-07-01

Surgical audit has added value when outcomes can be compared and individual surgeons receive feedback. It is expected that surgeons compare their results with others in similar local practice, the published work, or peers from a craft group audit. Although feedback and comparison are worthy aims, for many surgeons the standards have not been agreed nor is there a craft group audit. The aim of this paper was to develop a reporting format for surgeons carrying out colorectal surgery in a regional hospital. The performance of 13 individual surgeons was analysed using a comprehensive colorectal audit with more than 600 cases. Feedback included caseload and type. Risk stratification of outcomes included; operation urgency, age and Physiological and Operative Severity Score for enUmeration of Mortality and Morbidity. Outcome measures were anastomotic leaks, end stoma rates, unplanned reoperations and mortality. Visual feedback included cumulative summation graphs for elective leaks, mortality and unplanned reoperations. A single A4 page of an individuals performance could be prepared that allowed comparison to the groups data overall. Alerts were set at 2-5% elective leaks, 4-7.5% mortality and 4-11% unplanned return to theatre. Cumulative summation graphs added to this allowed a visual guide to the key performance indicators. Surgeons need to determine how they will review their individual and collective results. These are equally important to the reported work. Detailed analysis of risk-stratified data should occur. Binary outcomes such as leak, mortality and unplanned reoperations may be followed by cumulative summation graphs. This provides a continually updated method of feedback, enabling immediate visual feedback of a surgeon's performance.

A New KE-Free Online ICALL System Featuring Error Contingent Feedback

ERIC Educational Resources Information Center

Tokuda, Naoyuki; Chen, Liang

2004-01-01

As a first step towards implementing a human language teacher, we have developed a new template-based on-line ICALL (intelligent computer assisted language learning) system capable of automatically diagnosing learners' free-format translated inputs and returning error contingent feedback. The system architecture we have adopted allows language…

The Nature of Feedback in English: Teacher Practices

ERIC Educational Resources Information Center

Dargusch, Joanne

2014-01-01

This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and…

The Sensitive Side of Galaxy Formation: How sub-L* Galaxies Accrete, Form Stars, and Enrich the IGM

NASA Astrophysics Data System (ADS)

Oppenheimer, Benjamin

2012-10-01

We propose a series of cosmological zoom simulations specifically targeting the formation and evolution of dwarf and sub-L* galaxies living in halos of 10^11- 10^12 solar masses. The shallow potential wells and low-density environments of these halos provide uniquely sensitive laboratories to understand the physics of galactic feedback, as well as the thermal history of the intergalactic medium, from which these galaxies accrete. Given that 129 orbits of Cycle 18 COS data probing such halos is now being completed, combined with the insufficiency of current cosmological simulations to resolve these halos, the theory is lagging the data. We will remedy this by running zoom simulations of individual halos with 1000-10,000 times greater mass resolution than current cosmological simulations used for similar studies. We aim to resolve the sub-kpc scale of high-velocity cloud-like structures and <100 pc scales of the interstellar medium. We will simulate circumgalactic quasar absorption metal-line and H I statistics using our novel non-equilibrium ionization solver that follows individual ionic states. We will also investigate the delicate balance of accretion, star formation, and feedback required to reproduce the observed stellar properties of these small galaxies. In the spirit of transparency, we will make our simulation results available on a public website to encourage new projects and collaborations with observers and theorists understanding the physics regulating galaxy growth.

Development and piloting of a mother and child intervention to promote resilience in young children of HIV-infected mothers in South Africa

PubMed Central

Visser, Maretha; Finestone, Michelle; Sikkema, Kathleen; Boeving, Alex; Ferreira, Ronel; Eloff, Irma; Forsyth, Brian

2014-01-01

This paper describes the process of developing a parallel intervention for HIV-positive mothers and their young children (6-10 years) with a view to strengthening the relationship between them. Strong mother-child relationships can contribute to enhanced psychological resilience in children. The intervention was developed through action research, involving a situation analysis based on focus group discussions; intervention planning, piloting the intervention and a formative evaluation of the intervention. Participants supplied feedback regarding the value of the intervention in mother-child relationships. The findings obtained from the formative evaluation were used to refine the intervention. Two parallel programmes for mothers and children (15 sessions each) were followed by 10 joint sessions. The intervention for mothers focused on maternal mental health and the strengthening of their capacity to protect and care for their young children. The intervention for children addressed the development of their self-esteem, interpersonal relationships and survival skills. The formative evaluation provided evidence of good participation, support and group cohesion. Qualitative feedback indicated that the activities stimulated mother-child interaction. A similar intervention can easily be applied elsewhere using the detailed manual. The insights gained and lessons learnt related to mother and child interaction within an HIV-context that emerged from this research, can be valuable in other settings, both in Sub-Saharan Africa and elsewhere. PMID:22542951

An Adaptive Data Gathering Scheme for Multi-Hop Wireless Sensor Networks Based on Compressed Sensing and Network Coding.

PubMed

Yin, Jun; Yang, Yuwang; Wang, Lei

2016-04-01

Joint design of compressed sensing (CS) and network coding (NC) has been demonstrated to provide a new data gathering paradigm for multi-hop wireless sensor networks (WSNs). By exploiting the correlation of the network sensed data, a variety of data gathering schemes based on NC and CS (Compressed Data Gathering--CDG) have been proposed. However, these schemes assume that the sparsity of the network sensed data is constant and the value of the sparsity is known before starting each data gathering epoch, thus they ignore the variation of the data observed by the WSNs which are deployed in practical circumstances. In this paper, we present a complete design of the feedback CDG scheme where the sink node adaptively queries those interested nodes to acquire an appropriate number of measurements. The adaptive measurement-formation procedure and its termination rules are proposed and analyzed in detail. Moreover, in order to minimize the number of overall transmissions in the formation procedure of each measurement, we have developed a NP-complete model (Maximum Leaf Nodes Minimum Steiner Nodes--MLMS) and realized a scalable greedy algorithm to solve the problem. Experimental results show that the proposed measurement-formation method outperforms previous schemes, and experiments on both datasets from ocean temperature and practical network deployment also prove the effectiveness of our proposed feedback CDG scheme.

Feedback Providing Improvement Strategies and Reflection on Feedback Use: Effects on Students' Writing Motivation, Process, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2012-01-01

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…

Feedback in a clinical setting: A way forward to enhance student's learning through constructive feedback.

PubMed

Sultan, Amber Shamim; Mateen Khan, Muhammad Arif

2017-07-01

Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners. Despite of all these struggles learners are not fully satisfied with the quality of feedback received from their busy clinicians. The aim of this paper is to highlight what actually feedback is, type and structure of feedback, the essential components of a constructive feedback, benefits of providing feedback, barriers affecting the provision of timely feedback and different models used for providing feedback. The ultimate purpose of this paper is to provide sufficient information to the clinical directors that there is a need to establish a robust system for giving feedback to learners and to inform all the clinical educators with the skills required to provide constructive feedback to their learners. For the literature review, we had used the key words glossary as: Feedback, constructive feedback, barriers to feedback, principles of constructive feedback, Models of feedback, reflection, self-assessment and clinical practice etc. The data bases for the search include: Cardiff University library catalogue, Pub Med, Google Scholar, Web of Knowledge and Science direct.

Dark-ages reionization and galaxy formation simulation - III. Modelling galaxy formation and the epoch of reionization

NASA Astrophysics Data System (ADS)

Mutch, Simon J.; Geil, Paul M.; Poole, Gregory B.; Angel, Paul W.; Duffy, Alan R.; Mesinger, Andrei; Wyithe, J. Stuart B.

2016-10-01

We introduce MERAXES, a new, purpose-built semi-analytic galaxy formation model designed for studying galaxy growth during reionization. MERAXES is the first model of its type to include a temporally and spatially coupled treatment of reionization and is built upon a custom (100 Mpc)3 N-body simulation with high temporal and mass resolution, allowing us to resolve the galaxy and star formation physics relevant to early galaxy formation. Our fiducial model with supernova feedback reproduces the observed optical depth to electron scattering and evolution of the galaxy stellar mass function between z = 5 and 7, predicting that a broad range of halo masses contribute to reionization. Using a constant escape fraction and global recombination rate, our model is unable to simultaneously match the observed ionizing emissivity at z ≲ 6. However, the use of an evolving escape fraction of 0.05-0.1 at z ˜ 6, increasing towards higher redshift, is able to satisfy these three constraints. We also demonstrate that photoionization suppression of low-mass galaxy formation during reionization has only a small effect on the ionization history of the intergalactic medium. This lack of `self-regulation' arises due to the already efficient quenching of star formation by supernova feedback. It is only in models with gas supply-limited star formation that reionization feedback is effective at regulating galaxy growth. We similarly find that reionization has only a small effect on the stellar mass function, with no observationally detectable imprint at M* > 107.5 M⊙. However, patchy reionization has significant effects on individual galaxy masses, with variations of factors of 2-3 at z = 5 that correlate with environment.

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

The star-forming properties of an ultra-hard x-ray selected sample of active galactic nuclei

NASA Astrophysics Data System (ADS)

Shimizu, Thomas Taro

This thesis provides a comprehensive examination of star formation in the host galaxies of active galactic nuclei or AGN. AGN are bright, central regions of galaxies that are powered through accretion onto a supermassive black hole (SMBH). Through accretion and the loss of gravitational potential energy, AGN emit powerful radiation over all wavelengths of the electromagnetic spectrum. This radiation can influence the AGN's host galaxy through what is known as AGN ``feedback'' and is thought to suppress star formation as well as stop accretion onto the SMBH leading to a co-evolution between the SMBH and its host galaxy. Theoretical models have long invoked AGN feedback to be able reproduce the galaxy population we see today but observations have been unclear as to whether AGN actually have an effect on star formation. To address this question, we selected a large sample of local ( z < 0.05) AGN based on their detection at ultra-hard X-ray energies (14-195 keV) with the Swift Burst Alert Telescope (BAT). Ultra-hard X-ray selection frees our sample from selection effects and biases due to obscuration and host galaxy contamination that can hinder other AGN samples. With these 313 BAT AGN we conducted a far-infrared survey using the HerschelSpace Observatory. We use the far-infrared imaging to probe the cold dust that traces recent star formation in the galaxy and construct spectral energy distributions (SEDs) from 12-500 \\micron. We decompose the SEDs to remove the AGN contribution and measure infrared luminosity which provides us with robust estimates of the star formation rate (SFR). Through a comparison with a stellar-mass matched non-AGN sample, we find that AGN host galaxies have larger dust masses, dust temperatures, and SFRs, confirming the results of previous studies that showed the optical colors of the BAT AGN are bluer than non-AGN. We find that the AGN luminosity as probed by the 14-195 keV luminosity is not related to the SFR of the host galaxy suggesting global, large scale star formation on an individual basis is not affected by the AGN. However, after a thorough analysis comparing our AGN to star-forming main sequence, a tight relationship between the SFR and stellar mass of a galaxy, we discover that our AGN as a whole show systematically lower specific SFRs (SFR/stellar mass). We confirm that AGN host galaxies, as a population, are transitioning between the star-forming and quiescent populations. This result supports the theory that AGN feedback has suppressed star formation, but we also consider other models that could reproduce our observations. Finally we conclude with a summary of this thesis and describe several ongoing and future projects that will push forward the exciting field of AGN research.

The Simbol-X Perspective on the Physics of Quasar Outflows

NASA Astrophysics Data System (ADS)

Giustini, M.; Cappi, M.; Vignali, C.; Palumbo, G. G. C.; Fiore, F.; Malaguti, G.

2009-05-01

There is increasing evidence that quasar outflows may play a key role in providing the feedback between AGN/QSOs and their surrounding (and feeding) media, in regulating the central supermassive black hole growth and the galaxy formation and, on larger scales, in shaping the growth of cosmic structures (see e.g. [1]). X-ray observations of quasar outflows are crucial to probe their innermost parts and assess the global energetics entrained in the outflow by studying its most extreme (in terms of velocity, ionization state, mass outflow rate) phases. Simbol-X-with its high effective area in the Fe K energy band and above-will allow the detection and the characterization of powerful outflows in bright, nearby AGN and notably also in moderately faint AGN, thus shedding light on feedback processes in these objects.

Exploring the Reality of Using Patient Experience Data to Provide Resident Feedback: A Qualitative Study of Attending Physician Perspectives

PubMed Central

Campbell, Steffanie; Goltz, Heather Honoré; Njue, Sarah; Dang, Bich Ngoc

2016-01-01

Introduction: Little is known about the attitudes of faculty and residents toward the use of patient experience data as a tool for providing resident feedback. The purpose of this study was to explore the attitudes of teaching faculty surrounding patient experience data and how those attitudes may influence the feedback given to trainees. Methods: From July 2013 to August 2013, we conducted in-depth, face-to-face, semistructured interviews with 9 attending physicians who precept residents in internal medicine at 2 continuity clinics (75% of eligible attendings). Interviews were coded using conventional content analysis. Results: Content analysis identified six potential barriers in using patient experience survey data to provide feedback to residents: 1) perceived inability of residents to learn or to incorporate feedback, 2) punitive nature of feedback, 3) lack of training in the delivery of actionable feedback, 4) lack of timeliness in the delivery of feedback, 5) unclear benefit of patient experience survey data as a tool for providing resident feedback, and 6) lack of individualized feedback. Conclusion: Programs may want to conduct an internal review on how patient experience data is incorporated into the resident feedback process and how, if at all, their faculty are trained to provide such feedback. PMID:27400180

Exploring the Reality of Using Patient Experience Data to Provide Resident Feedback: A Qualitative Study of Attending Physician Perspectives.

PubMed

Campbell, Steffanie; Goltz, Heather Honoré; Njue, Sarah; Dang, Bich Ngoc

2016-01-01

Little is known about the attitudes of faculty and residents toward the use of patient experience data as a tool for providing resident feedback. The purpose of this study was to explore the attitudes of teaching faculty surrounding patient experience data and how those attitudes may influence the feedback given to trainees. From July 2013 to August 2013, we conducted in-depth, face-to-face, semistructured interviews with 9 attending physicians who precept residents in internal medicine at 2 continuity clinics (75% of eligible attendings). Interviews were coded using conventional content analysis. Content analysis identified six potential barriers in using patient experience survey data to provide feedback to residents: 1) perceived inability of residents to learn or to incorporate feedback, 2) punitive nature of feedback, 3) lack of training in the delivery of actionable feedback, 4) lack of timeliness in the delivery of feedback, 5) unclear benefit of patient experience survey data as a tool for providing resident feedback, and 6) lack of individualized feedback. Programs may want to conduct an internal review on how patient experience data is incorporated into the resident feedback process and how, if at all, their faculty are trained to provide such feedback.

Formative Assessment: Assessment Is for Self-Regulated Learning

ERIC Educational Resources Information Center

Clark, Ian

2012-01-01

The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL…

Failures no More: The Radical Consequences of Realistic Stellar Feedback for Dwarf Galaxies, the Milky Way, and Reionization

NASA Astrophysics Data System (ADS)

Hopkins, Philip F.

2016-06-01

Many of the most fundamental unsolved questions in star and galaxy formation revolve around star formation and "feedback" from massive stars, in-extricably linking galaxy formation and stellar evolution. I'll present simulations with un-precedented resolution of Milky-Way (MW) mass galaxies, followed cosmologically to redshift zero. For the first time, these simulations resolve the internal structure of small dwarf satellites around a MW-like host, with detailed models for stellar evolution including radiation pressure, supernovae, stellar winds, and photo-heating. I'll show that, without fine-tuning, these feedback processes naturally resolve the "missing satellites," "too big to fail," and "cusp-core" problems, and produce realistic galaxy populations. At high redshifts however, the realistic ISM structure predicted, coupled to standard stellar population models, naively leads to the prediction that only ~1-2% of ionizing photons can ever escape galaxies, insufficient to ionize the Universe. But these models assume all stars are single: if we account for binary evolution, the escape fraction increases dramatically to ~20% for the small, low-metallicity galaxies believed to ionize the Universe.

Observational Signatures Of Agn Feedback Across Cosmic Time

NASA Astrophysics Data System (ADS)

Wylezalek, Dominika

2017-06-01

While many compelling models of AGN feedback exist, there is no clear data-driven picture of how winds are launched, how they propagate through the galaxy and what impact they have on the galactic gas. Recent work suggests that AGN luminosity plays an important role. The following described projects focus on understanding the power, reach and impact of feedback processes exerted by AGN of different power. I first describe recent efforts in our group of relating feedback signatures in powerful quasars to the specific star formation rate in their host galaxies, where our results are consistent with the AGN having a `negative' impact through feedback on the galaxies' star formation history. Feedback signatures seem to be best observable in gas-rich galaxies where the coupling of the AGN-driven wind to the gas is strongest, in agreement with recent simulations. But how and where does this quenching happen? Is it accomplished through the mechanical action of jets or through nuclear winds driven by radiation pressure? Finally, I show that AGN signatures and AGN-driven winds can be easily hidden and not be apparent in the integrated spectrum of a galaxy hosting a low/intermediate-luminosity AGN. Using data from the new SDSS-IV MaNGA survey, we have developed a new AGN selection algorithm tailored to IFU data and we are uncovering a much more nuanced picture of AGN activity allowing us to discover AGN signatures at large distances from the galaxy center. This implies that large IFU surveys, such as the SDSS-IV MaNGA survey, might uncover many previously unknown AGN and feedback signatures related to them. Outflows and feedback from low- and intermediate-luminosity AGN might have been underestimated in the past but can potentially significantly contribute to the AGN/host-galaxy self-regulation.

Closed-loop motor control using high-speed fiber optics

NASA Technical Reports Server (NTRS)

Dawson, Reginald (Inventor); Rodriquiz, Dagobert (Inventor)

1991-01-01

A closed-loop control system for controlling the operation of one or more servo motors or other controllable devices is described. The system employs a fiber optics link immune to electromagnetic interference, for transmission of control signals from a controller or controllers at a remote station to the power electronics located in proximity to the motors or other devices at the local station. At the remote station the electrical control signals are time-multiplexed, converted to a formatted serial bit stream, and converted to light signals for transmission over a single fiber of the fiber optics link. At the local station, the received optical signals are reconstructed as electrical control signals for the controlled motors or other devices. At the local station, an encoder sensor linked to the driven device generates encoded feedback signals which provide information as to a condition of the controlled device. The encoded signals are placed in a formatted serial bit stream, multiplexed, and transmitted as optical signals over a second fiber of the fiber optic link which closes the control loop of the closed-loop motor controller. The encoded optical signals received at the remote station are demultiplexed, reconstructed and coupled to the controller(s) as electrical feedback signals.

Edge smoothing for real-time simulation of a polygon face object system as viewed by a moving observer

NASA Technical Reports Server (NTRS)

Lotz, Robert W. (Inventor); Westerman, David J. (Inventor)

1980-01-01

The visual system within an aircraft flight simulation system receives flight data and terrain data which is formated into a buffer memory. The image data is forwarded to an image processor which translates the image data into face vertex vectors Vf, defining the position relationship between the vertices of each terrain object and the aircraft. The image processor then rotates, clips, and projects the image data into two-dimensional display vectors (Vd). A display generator receives the Vd faces, and other image data to provide analog inputs to CRT devices which provide the window displays for the simulated aircraft. The video signal to the CRT devices passes through an edge smoothing device which prolongs the rise time (and fall time) of the video data inversely as the slope of the edge being smoothed. An operational amplifier within the edge smoothing device has a plurality of independently selectable feedback capacitors each having a different value. The values of the capacitors form a series which doubles as a power of two. Each feedback capacitor has a fast switch responsive to the corresponding bit of a digital binary control word for selecting (1) or not selecting (0) that capacitor. The control word is determined by the slope of each edge. The resulting actual feedback capacitance for each edge is the sum of all the selected capacitors and is directly proportional to the value of the binary control word. The output rise time (or fall time) is a function of the feedback capacitance, and is controlled by the slope through the binary control word.

The use of a Mentoring-Based Conference as a Research Career Stimulation Strategy

PubMed Central

Interian, Alejandro; Escobar, Javier I.

2009-01-01

Introduction Across healthcare, US minority populations including Latinos face disparities in risk for disease, clinical outcomes, and quality of care. The discourse related to disparity problems has often highlighted the need to increase the number of minority scientists so that the productivity of research focusing on minority populations is expanded. As a result, a group of Latino mental health researchers collaborated to develop a national network of senior mentors that participated in annual mentoring-oriented conferences. A cost-effective program was developed to stimulate the entry of new investigators into the field and provide mentoring with a focus on Latino mental health issues. Method A conference-platform was used as the career stimulation strategy. Annual conferences were held (2002 – 2006) that emphasized the showcasing of new investigators' work, pairing new investigators with senior researchers, and a feedback-oriented environment. Quantitative data were used to track new investigator career progress (i.e., publications, research grants), while qualitative data were used to assess all attendees' feedback, which was provided via conference feedback questionnaires. Results The feedback questionnaires revealed high levels of satisfaction with the conference, noting most highly the interactive, friendly, and nurturing conference format. Career tracking data indicated that nearly half of the new investigators participants published their work in peer-reviewed journals, and that about one-third of were successful in obtaining research funding. Conclusions These mentoring conferences appear to be an effective tool for stimulating the research careers of new investigators engaged in Latino mental health research. PMID:19881428

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…

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Tree island pattern formation in the Florida Everglades

USGS Publications Warehouse

Carr, Joel; D'Odorico, P.; Engel, Victor C.; Redwine, Jed

2016-01-01

The Florida Everglades freshwater landscape exhibits a distribution of islands covered by woody vegetation and bordered by marshes and wet prairies. Known as “tree islands”, these ecogeomorphic features can be found in few other low gradient, nutrient limited freshwater wetlands. In the last few decades, however, a large percentage of tree islands have either shrank or disappeared in apparent response to altered water depths and other stressors associated with human impacts on the Everglades. Because the processes determining the formation and spatial organization of tree islands remain poorly understood, it is still unclear what controls the sensitivity of these landscapes to altered conditions. We hypothesize that positive feedbacks between woody plants and soil accretion are crucial to emergence and decline of tree islands. Likewise, positive feedbacks between phosphorus (P) accumulation and trees explain the P enrichment commonly observed in tree island soils. Here, we develop a spatially-explicit model of tree island formation and evolution, which accounts for these positive feedbacks (facilitation) as well as for long range competition and fire dynamics. It is found that tree island patterns form within a range of parameter values consistent with field data. Simulated impacts of reduced water levels, increased intensity of drought, and increased frequency of dry season/soil consuming fires on these feedback mechanisms result in the decline and disappearance of tree islands on the landscape.

CHEMICAL SIGNATURES OF THE FIRST GALAXIES: CRITERIA FOR ONE-SHOT ENRICHMENT

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

Frebel, Anna; Bromm, Volker, E-mail: afrebel@mit.edu, E-mail: vbromm@astro.as.utexas.edu

We utilize metal-poor stars in the local, ultra-faint dwarf galaxies (UFDs; L {sub tot} {<=} 10{sup 5} L {sub Sun }) to empirically constrain the formation process of the first galaxies. Since UFDs have much simpler star formation histories than the halo of the Milky Way, their stellar populations should preserve the fossil record of the first supernova (SN) explosions in their long-lived, low-mass stars. Guided by recent hydrodynamical simulations of first galaxy formation, we develop a set of stellar abundance signatures that characterize the nucleosynthetic history of such an early system if it was observed in the present-day universe.more » Specifically, we argue that the first galaxies are the product of chemical 'one-shot' events, where only one (long-lived) stellar generation forms after the first, Population III, SN explosions. Our abundance criteria thus constrain the strength of negative feedback effects inside the first galaxies. We compare the stellar content of UFDs with these one-shot criteria. Several systems (Ursa Major II, and also Coma Berenices, Bootes I, Leo IV, Segue 1) largely fulfill the requirements, indicating that their high-redshift predecessors did experience strong feedback effects that shut off star formation. We term the study of the entire stellar population of a dwarf galaxy for the purpose of inferring details about the nature and origin of the first galaxies 'dwarf galaxy archaeology'. This will provide clues to the connection of the first galaxies, the surviving, metal-poor dwarf galaxies, and the building blocks of the Milky Way.« less

The effects of magnetic fields and protostellar feedback on low-mass cluster formation

NASA Astrophysics Data System (ADS)

Cunningham, Andrew J.; Krumholz, Mark R.; McKee, Christopher F.; Klein, Richard I.

2018-05-01

We present a large suite of simulations of the formation of low-mass star clusters. Our simulations include an extensive set of physical processes - magnetohydrodynamics, radiative transfer, and protostellar outflows - and span a wide range of virial parameters and magnetic field strengths. Comparing the outcomes of our simulations to observations, we find that simulations remaining close to virial balance throughout their history produce star formation efficiencies and initial mass function (IMF) peaks that are stable in time and in reasonable agreement with observations. Our results indicate that small-scale dissipation effects near the protostellar surface provide a feedback loop for stabilizing the star formation efficiency. This is true regardless of whether the balance is maintained by input of energy from large-scale forcing or by strong magnetic fields that inhibit collapse. In contrast, simulations that leave virial balance and undergo runaway collapse form stars too efficiently and produce an IMF that becomes increasingly top heavy with time. In all cases, we find that the competition between magnetic flux advection towards the protostar and outward advection due to magnetic interchange instabilities, and the competition between turbulent amplification and reconnection close to newly formed protostars renders the local magnetic field structure insensitive to the strength of the large-scale field, ensuring that radiation is always more important than magnetic support in setting the fragmentation scale and thus the IMF peak mass. The statistics of multiple stellar systems are similarly insensitive to variations in the initial conditions and generally agree with observations within the range of statistical uncertainty.

Galaxy formation in the Planck cosmology - IV. Mass and environmental quenching, conformity and clustering

NASA Astrophysics Data System (ADS)

Henriques, Bruno M. B.; White, Simon D. M.; Thomas, Peter A.; Angulo, Raul E.; Guo, Qi; Lemson, Gerard; Wang, Wenting

2017-08-01

We study the quenching of star formation as a function of redshift, environment and stellar mass in the galaxy formation simulations of Henriques et al. (2015), which implement an updated version of the Munich semi-analytic model (L-GALAXIES) on the two Millennium Simulations after scaling to a Planck cosmology. In this model, massive galaxies are quenched by active galactic nucleus (AGN) feedback depending on both black hole and hot gas mass, and hence indirectly on stellar mass. In addition, satellite galaxies of any mass can be quenched by ram-pressure or tidal stripping of gas and through the suppression of gaseous infall. This combination of processes produces quenching efficiencies which depend on stellar mass, host halo mass, environment density, distance to group centre and group central galaxy properties in ways which agree qualitatively with observation. Some discrepancies remain in dense regions and close to group centres, where quenching still seems too efficient. In addition, although the mean stellar age of massive galaxies agrees with observation, the assumed AGN feedback model allows too much ongoing star formation at late times. The fact that both AGN feedback and environmental effects are stronger in higher density environments leads to a correlation between the quenching of central and satellite galaxies which roughly reproduces observed conformity trends inside haloes.

Drifting cavity solitons and dissipative rogue waves induced by time-delayed feedback in Kerr optical frequency comb and in all fiber cavities

NASA Astrophysics Data System (ADS)

Tlidi, Mustapha; Panajotov, Krassimir; Ferré, Michel; Clerc, Marcel G.

2017-11-01

Time-delayed feedback plays an important role in the dynamics of spatially extended systems. In this contribution, we consider the generic Lugiato-Lefever model with delay feedback that describes Kerr optical frequency comb in all fiber cavities. We show that the delay feedback strongly impacts the spatiotemporal dynamical behavior resulting from modulational instability by (i) reducing the threshold associated with modulational instability and by (ii) decreasing the critical frequency at the onset of this instability. We show that for moderate input intensities it is possible to generate drifting cavity solitons with an asymmetric radiation emitted from the soliton tails. Finally, we characterize the formation of rogue waves induced by the delay feedback.

Students' Perceptions of and Responses to Teaching Assistant and Peer Feedback

ERIC Educational Resources Information Center

Rodgers, Kelsey J.; Horvath, Aladar K.; Jung, Hyunyi; Fry, Amanda S.; Diefes-Dux, Heidi A.; Cardella, Monica E.

2015-01-01

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer…

Feedback on Individual Academic Presentations: Exploring Finnish University Students' Experiences and Preferences

ERIC Educational Resources Information Center

Károly, Adrienn

2015-01-01

With an increasing emphasis on measuring the outcomes of learning in higher education, assessment is gaining an ever more prominent role in curriculum design and development as well as in instructional practices. In formative assessment, feedback is regarded as a powerful pedagogical tool driving student engagement and deep learning. The efficacy…

Framing Feedback for School Improvement around Distributed Leadership

ERIC Educational Resources Information Center

Kelley, Carolyn; Dikkers, Seann

2016-01-01

Purpose: The purpose of this article is to examine the utility of framing formative feedback to improve school leadership with a focus on task-based evaluation of distributed leadership rather than on role-based evaluation of an individual leader. Research Methods/Approach: Using data from research on the development of the Comprehensive…

The Universe Adventure - Feedback

Science.gov Websites

like to hear back from us): How can we contact you? Occupation (high school student, physics teacher , cosmologist, et cetera): What is your occupation? Type: Type of Feedback Organization/Format Content Fundamentals of Cosmology Evidence for the Big Bang Eras of the Cosmos The Final Frontier Glossary Other

Formative Assessment in the Visual Arts

ERIC Educational Resources Information Center

Andrade, Heidi; Hefferen, Joanna; Palma, Maria

2014-01-01

Classroom assessment is a hot topic in K-12 education because of compelling evidence that assessment in the form of feedback is a powerful teaching and learning tool (Hattie & Timperley, 2007). Although formal evaluation has been anathema to many art specialists and teachers (Colwell, 2004), informal assessment in the form of feedback is not.…

Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats

ERIC Educational Resources Information Center

Kaufman, Dahlia; Codding, Robin S.; Markus, Keith A.; Tryon, Georgiana Shick; Kyse, Eden Nagler

2013-01-01

Verbal and written performance feedback for improving preschool and kindergarten teachers' treatment integrity of behavior plans was compared using a combined multiple-baseline and multiple-treatment design across teacher-student dyads with order counterbalanced as within-series conditions. Supplemental generalized least square regression analyses…

Effectiveness of Feedback for Enhancing English Pronunciation in an ASR-Based CALL System

ERIC Educational Resources Information Center

Wang, Y.-H.; Young, S. S.-C.

2015-01-01

This paper presents a study on implementing the ASR-based CALL (computer-assisted language learning based upon automatic speech recognition) system embedded with both formative and summative feedback approaches and using implicit and explicit strategies to enhance adult and young learners' English pronunciation. Two groups of learners including 18…

Simulated star formation rate functions at z ˜ 4-7, and the role of feedback in high-z galaxies

NASA Astrophysics Data System (ADS)

Tescari, E.; Katsianis, A.; Wyithe, J. S. B.; Dolag, K.; Tornatore, L.; Barai, P.; Viel, M.; Borgani, S.

2014-03-01

We study the role of feedback from supernovae (SN) and black holes in the evolution of the star formation rate function (SFRF) of z ˜ 4-7 galaxies. We use a new set of cosmological hydrodynamic simulations, ANGUS (AustraliaN GADGET-3 early Universe Simulations), run with a modified and improved version of the parallel TreePM-smoothed particle hydrodynamics code GADGET-3 called P-GADGET3(XXL), that includes a self-consistent implementation of stellar evolution and metal enrichment. In our simulations both SN-driven galactic winds and active galactic nuclei (AGN) act simultaneously in a complex interplay. The SFRF is insensitive to feedback prescription at z > 5, meaning that it cannot be used to discriminate between feedback models during reionization. However, the SFRF is sensitive to the details of feedback prescription at lower redshift. By exploring different SN-driven wind velocities and regimes for the AGN feedback, we find that the key factor for reproducing the observed SFRFs is a combination of `strong' SN winds and early AGN feedback in low-mass galaxies. Conversely, we show that the choice of initial mass function and inclusion of metal cooling have less impact on the evolution of the SFRF. When variable winds are considered, we find that a non-aggressive wind scaling is needed to reproduce the SFRFs at z ≳ 4. Otherwise, the amount of objects with low SFRs is greatly suppressed and at the same time winds are not effective enough in the most massive systems.

Effects of Combined Stellar Feedback on Star Formation in Stellar Clusters

NASA Astrophysics Data System (ADS)

Wall, Joshua Edward; McMillan, Stephen; Pellegrino, Andrew; Mac Low, Mordecai; Klessen, Ralf; Portegies Zwart, Simon

2018-01-01

We present results of hybrid MHD+N-body simulations of star cluster formation and evolution including self consistent feedback from the stars in the form of radiation, winds, and supernovae from all stars more massive than 7 solar masses. The MHD is modeled with the adaptive mesh refinement code FLASH, while the N-body computations are done with a direct algorithm. Radiation is modeled using ray tracing along long characteristics in directions distributed using the HEALPIX algorithm, and causes ionization and momentum deposition, while winds and supernova conserve momentum and energy during injection. Stellar evolution is followed using power-law fits to evolution models in SeBa. We use a gravity bridge within the AMUSE framework to couple the N-body dynamics of the stars to the gas dynamics in FLASH. Feedback from the massive stars alters the structure of young clusters as gas ejection occurs. We diagnose this behavior by distinguishing between fractal distribution and central clustering using a Q parameter computed from the minimum spanning tree of each model cluster. Global effects of feedback in our simulations will also be discussed.

"I Forgot I Wasn't Saving the World": the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

NASA Astrophysics Data System (ADS)

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-12-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

Learning to See: Enhancing Student Learning through Videotaped Feedback

ERIC Educational Resources Information Center

Yakura, Elaine K.

2009-01-01

Feedback is crucial to developing skills, but meaningful feedback is difficult to provide. Classroom videotaping can provide effective feedback on student performance, but for video feedback to be most helpful, students must develop a type of "visual intelligence"--analytical skills that increase critical thinking and self-awareness. The author…

Providing Calorie Information on Fast-Food Restaurant Menu Boards: Consumer Views

PubMed Central

Fitch, Rebecca C.; Harnack, Lisa J.; Neumark-Sztainer, Dianne R.; Story, Mary T.; French, Simone A.; Oakes, J. Michael; Rydell, Sarah A.

2010-01-01

Purpose To gather consumer input about approaches to providing energy composition information for foods on fast-food restaurant menus. Design We asked a subset of individuals (n = 150) in an experimental study about the influence of nutrition labeling on fast-food meal choices to evaluate calorie information on mock fast-food menus in various formats. Setting Three community sites in the Minneapolis-St. Paul, Minnesota, metropolitan area. Subjects Adolescents and adults who ate fast food at least once per week were recruited. Measures Via a series of open- and close-ended questions, participants gave feedback about several formats for providing energy composition information for foods on fast-food restaurant menus. Analysis Means and frequencies were calculated, and χ2 tests were conducted. Results When asked to compare a menu that provided calorie information for each menu item with a menu that provided the number of minutes of running that would be required to burn the calories contained in each menu item, 71.0% of participants preferred the calorie information over the physical activity information. Participants also compared two approaches to providing caloric reference information on the menu (average daily calorie needs per day vs. per meal), and 61.3% preferred the calorie needs–per-meal format. Conclusion Our results may be useful in designing approaches to providing energy composition information for foods on fast-food restaurant menus. PMID:19928485

Star Formation of Merging Disk Galaxies with AGN Feedback Effects

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

Park, Jongwon; Smith, Rory; Yi, Sukyoung K., E-mail: jw.park@yonsei.ac.kr

2017-08-20

Using a numerical hydrodynamics code, we perform various idealized galaxy merger simulations to study the star formation (SF) of two merging disk galaxies. Our simulations include gas accretion onto supermassive black holes and active galactic nucleus (AGN) feedback. By comparing AGN simulations with those without AGNs, we attempt to understand when the AGN feedback effect is significant. Using ∼70 simulations, we investigate SF with the AGN effect in mergers with a variety of mass ratios, inclinations, orbits, galaxy structures, and morphologies. Using these merger simulations with AGN feedback, we measure merger-driven SF using the burst efficiency parameter introduced by Coxmore » et al. We confirm previous studies which demonstrated that, in galaxy mergers, AGN suppresses SF more efficiently than in isolated galaxies. However, we also find that the effect of AGNs on SF is larger in major than in minor mergers. In minor merger simulations with different primary bulge-to-total ratios, the effect of bulge fraction on the merger-driven SF decreases due to AGN feedback. We create models of Sa-, Sb-, and Sc-type galaxies and compare their SF properties while undergoing mergers. With the current AGN prescriptions, the difference in merger-driven SF is not as pronounced as in the recent observational study of Kaviraj. We discuss the implications of this discrepancy.« less

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994

NASA Technical Reports Server (NTRS)

Carlson, Randal D.

1994-01-01

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Frequent external-focus feedback enhances motor learning.

PubMed

Wulf, Gabriele; Chiviacowsky, Suzete; Schiller, Eduardo; Avila, Luciana Toaldo Gentilini

2010-01-01

The present study examined the hypothesis that feedback inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100%) rather than less frequently. Children (10- to 12-year-olds) practiced a soccer throw-in task and were provided feedback about movement form. The feedback statements, provided either after every (100%) or every third (33%) practice trial, were similar in content but induced either an internal focus (body-movement related) or external focus (movement-effect related). The results demonstrated that learning of the movement form was enhanced by external-focus feedback after every trial (100%) relative to external-focus feedback after every third trial (33%) or internal-focus feedback (100%, 33%), as demonstrated by immediate and delayed transfer tests without feedback. There was no difference between the two internal-focus feedback groups. These findings indicate that the attentional focus induced by feedback is an important factor in determining the effectiveness of different feedback frequencies. We argue that the informational properties of feedback cannot sufficiently account for these and related findings, and suggest that the attentional role of feedback be given greater consideration in future studies.

Combined Student Ratings and Self-Assessment Provide Useful Feedback for Clinical Teachers

ERIC Educational Resources Information Center

Stalmeijer, Renee E.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

2010-01-01

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending…

Supermassive blackhole growth and the supernovae history in high-z early-type galaxies

NASA Astrophysics Data System (ADS)

Rocca-Volmerange, Brigitte

2015-08-01

A large variety of feedback models, supported by many galaxy surveys, tentatively relate AGN to star formation by stimulation or quenching. However any accretion process from variable AGNs has never been observed to be turned on or off by star formation. We propose to follow the supernovae explosions through the star formation laws of early-type galaxies with the help of the galaxy evolution model Pégase.3. Applied to the continuous Spectral Energy Distribution, including Herschel data of two z=3.8 radio galaxies (4C41.17 and TN J2007-1316), the comparison with Supermassive BlackHole masses from SDSS opens a new interpretation of the AGN-starburst relation without any need of feedback (Rocca-Volmerange et al, 2015, 2013)

Passive mode locking and formation of dissipative solitons in electron oscillators with a bleaching absorber in the feedback loop

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

Ginzburg, N. S., E-mail: ginzburg@appl.sci-nnov.ru; Kocharovskaya, E. R.; Vilkov, M. N.

The mechanisms of passive mode locking and formation of ultrashort pulses in microwave electron oscillators with a bleaching absorber in the feedback loop have been analyzed. It is shown that in the group synchronism regime in which the translational velocity of particles coincides with the group velocity of the electromagnetic wave, the pulse formation can be described by the equations known in the theory of dissipative solitons. At the same time, the regimes in which the translational velocity of electrons differs from the group velocity and the soliton being formed and moving along the electron beam consecutively (cumulatively) receives energymore » from various electron fractions are optimal for generating pulses with the maximal peak amplitudes.« less

Blocked versus randomized presentation modes differentially modulate feedback-related negativity and P3b amplitudes

PubMed Central

Pfabigan, Daniela M.; Zeiler, Michael; Lamm, Claus; Sailer, Uta

2014-01-01

Objective Electrophysiological studies on feedback processing typically use a wide range of feedback stimuli which might not always be comparable. The current study investigated whether two indicators of feedback processing – feedback-related negativity (FRN) and P3b – differ for feedback stimuli with explicit (facial expressions) or assigned valence information (symbols). In addition, we assessed whether presenting feedback in either a trial-by-trial or a block-wise fashion affected these ERPs. Methods EEG was recorded in three experiments while participants performed a time estimation task and received two different types of performance feedback. Results Only P3b amplitudes varied consistently in response to feedback type for both presentation types. Moreover, the blocked feedback type presentation yielded more distinct FRN peaks, higher effect sizes, and a significant relation between FRN amplitudes and behavioral task performance measures. Conclusion Both stimulus type and presentation mode may provoke systematic changes in feedback-related ERPs. The current findings point at important potential confounds that need to be controlled for when designing FRN or P3b studies. Significance Studies investigating P3b amplitudes using mixed types of stimuli have to be interpreted with caution. Furthermore, we suggest implementing a blocked presentation format when presenting different feedback types within the same experiment. PMID:24144779

Inference from the small scales of cosmic shear with current and future Dark Energy Survey data

DOE PAGES

MacCrann, N.; Aleksić, J.; Amara, A.; ...

2016-11-05

Cosmic shear is sensitive to fluctuations in the cosmological matter density field, including on small physical scales, where matter clustering is affected by baryonic physics in galaxies and galaxy clusters, such as star formation, supernovae feedback and AGN feedback. While muddying any cosmological information that is contained in small scale cosmic shear measurements, this does mean that cosmic shear has the potential to constrain baryonic physics and galaxy formation. We perform an analysis of the Dark Energy Survey (DES) Science Verification (SV) cosmic shear measurements, now extended to smaller scales, and using the Mead et al. 2015 halo model tomore » account for baryonic feedback. While the SV data has limited statistical power, we demonstrate using a simulated likelihood analysis that the final DES data will have the statistical power to differentiate among baryonic feedback scenarios. We also explore some of the difficulties in interpreting the small scales in cosmic shear measurements, presenting estimates of the size of several other systematic effects that make inference from small scales difficult, including uncertainty in the modelling of intrinsic alignment on nonlinear scales, `lensing bias', and shape measurement selection effects. For the latter two, we make use of novel image simulations. While future cosmic shear datasets have the statistical power to constrain baryonic feedback scenarios, there are several systematic effects that require improved treatments, in order to make robust conclusions about baryonic feedback.« less

Communication skills assessment: the perceptions of medical students at the University of Nottingham.

PubMed

Rees, Charlotte; Sheard, Charlotte; McPherson, Amy

2002-09-01

Despite the wealth of literature surrounding communication curricula within medical education, there is a lack of in-depth research into medical students' perceptions of communication skills assessment. This study aims to address this gap in the research literature. Five focus group discussions were conducted with 32 students, with representatives from each of the 5 years of the medical degree course at Nottingham University. Audiotapes of the discussions were transcribed in full and the transcripts were theme analysed independently by 2 analysts. Two assessment-related themes emerged from the analysis: namely, students' perceptions of formative assessment and students' perceptions of summative assessment. While students seemed to value formative methods of assessing their communication skills, they did not appear to value summative methods like objective structured clinical examinations (OSCEs). Students had mixed views about who should assess their oral communication skills. Some students preferred self-assessment while others preferred peer assessment. Although students appeared to value medical educators assessing their communication skills, other students preferred feedback from patients. Although summative methods like OSCEs were criticized widely, students suggested that examinations were essential to motivate students' learning of communication skills. This study begins to illustrate medical students' perceptions of communication skills assessment. However, further research using large-scale surveys is required to validate these findings. Medical educators should provide students with feedback on their communication skills wherever possible. This feedback should ideally come from a combination of different assessors. Over-assessment in other subject areas should be minimized to prevent students being discouraged from learning communication skills.

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.

fire in the field: simulating the threshold of galaxy formation

NASA Astrophysics Data System (ADS)

Fitts, Alex; Boylan-Kolchin, Michael; Elbert, Oliver D.; Bullock, James S.; Hopkins, Philip F.; Oñorbe, Jose; Wetzel, Andrew; Wheeler, Coral; Faucher-Giguère, Claude-André; Kereš, Dušan; Skillman, Evan D.; Weisz, Daniel R.

2017-11-01

We present a suite of 15 cosmological zoom-in simulations of isolated dark matter haloes, all with masses of Mhalo ≈ 1010 M⊙ at z = 0, in order to understand the relationship among halo assembly, galaxy formation and feedback's effects on the central density structure in dwarf galaxies. These simulations are part of the Feedback in Realistic Environments (fire) project and are performed at extremely high resolution (mbaryon = 500 M⊙, mdm = 2500 M⊙). The resultant galaxies have stellar masses that are consistent with rough abundance matching estimates, coinciding with the faintest galaxies that can be seen beyond the virial radius of the Milky Way (M*/M⊙ ≈ 105 - 107). This non-negligible spread in stellar mass at z = 0 in haloes within a narrow range of virial masses is strongly correlated with central halo density or maximum circular velocity Vmax, both of which are tightly linked to halo formation time. Much of this dependence of M* on a second parameter (beyond Mhalo) is a direct consequence of the Mhalo ˜ 1010 M⊙ mass scale coinciding with the threshold for strong reionization suppression: the densest, earliest-forming haloes remain above the UV-suppression scale throughout their histories while late-forming systems fall below the UV-suppression scale over longer periods and form fewer stars as a result. In fact, the latest-forming, lowest-concentration halo in our suite fails to form any stars. Haloes that form galaxies with M⋆ ≳ 2 × 106 M⊙ have reduced central densities relative to dark-matter-only simulations, and the radial extent of the density modifications is well-approximated by the galaxy half-mass radius r1/2. Lower-mass galaxies do not modify their host dark matter haloes at the mass scale studied here. This apparent stellar mass threshold of M⋆ ≈ 2 × 106 - 2 × 10- 4 Mhalo is broadly consistent with previous work and provides a testable prediction of fire feedback models in Λcold dark matter.

Large turbulent reservoirs of cold molecular gas around high-redshift starburst galaxies.

PubMed

Falgarone, E; Zwaan, M A; Godard, B; Bergin, E; Ivison, R J; Andreani, P M; Bournaud, F; Bussmann, R S; Elbaz, D; Omont, A; Oteo, I; Walter, F

2017-08-24

Starburst galaxies at the peak of cosmic star formation are among the most extreme star-forming engines in the Universe, producing stars over about 100 million years (ref. 2). The star-formation rates of these galaxies, which exceed 100 solar masses per year, require large reservoirs of cold molecular gas to be delivered to their cores, despite strong feedback from stars or active galactic nuclei. Consequently, starburst galaxies are ideal for studying the interplay between this feedback and the growth of a galaxy. The methylidyne cation, CH + , is a most useful molecule for such studies because it cannot form in cold gas without suprathermal energy input, so its presence indicates dissipation of mechanical energy or strong ultraviolet irradiation. Here we report the detection of CH + (J = 1-0) emission and absorption lines in the spectra of six lensed starburst galaxies at redshifts near 2.5. This line has such a high critical density for excitation that it is emitted only in very dense gas, and is absorbed in low-density gas. We find that the CH + emission lines, which are broader than 1,000 kilometres per second, originate in dense shock waves powered by hot galactic winds. The CH + absorption lines reveal highly turbulent reservoirs of cool (about 100 kelvin), low-density gas, extending far (more than 10 kiloparsecs) outside the starburst galaxies (which have radii of less than 1 kiloparsec). We show that the galactic winds sustain turbulence in the 10-kiloparsec-scale environments of the galaxies, processing these environments into multiphase, gravitationally bound reservoirs. However, the mass outflow rates are found to be insufficient to balance the star-formation rates. Another mass input is therefore required for these reservoirs, which could be provided by ongoing mergers or cold-stream accretion. Our results suggest that galactic feedback, coupled jointly to turbulence and gravity, extends the starburst phase of a galaxy instead of quenching it.

Formation Mechanisms for Spur and Groove Features on Fringing Reefs

NASA Astrophysics Data System (ADS)

Bramante, J. F.; Ashton, A. D.; Perron, J. T.

2016-12-01

Spur and groove systems (SAGs) are ubiquitous morphological features found on fore-reef slopes globally. SAGs consist of parallel, roughly shore-normal ridges of actively growing coral and coralline algae (spurs) separated by offshore-sloping depressions typically carpeted by a veneer of sediment (grooves). Although anecdotal observations and recent statistical analyses have reported correlations between wave exposure and the distribution of SAGs on fore-reef slopes, the physical mechanisms driving SAG formation remain poorly understood. For example, there remains significant debate regarding the importance of coral growth versus bed erosion for SAG formation. Here we investigate a hypothesis that SAG formation is controlled by feedbacks between sediment production and diffusion and coral growth. Using linear stability analysis, we find that sediment production, coral growth, and the feedbacks between them are unable to produce stable periodic structures without a sediment sink. However, if incipient grooves act as conduits for sediment transport offshore, a positive feedback can develop as the groove bed erodes through wave-driven abrasion during offshore transport. Eventually a negative feedback slows groove deepening when the groove bed is armored by sediment, and the groove bed relaxes to a sediment-veneered equilibrium profile analogous to sediment-rich shorefaces. To test this hypothesis, we apply a numerical model that incorporates coral growth and sediment production, sediment diffusion, non-linear wave-driven abrasion, and sediment advection offshore. This model produces the periodic, linear features characteristic of SAG morphology. The relative magnitude of growth, production, diffusion, abrasion, and advection rates affect periodic spacing or wavelength of the modeled SAGs. Finally, we evaluate the ability of the model to replicate geographical variability in SAG characteristics using previously published datasets and reanalysis wave data.

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.

Storytelling as a communication tool for health consumers: development of an intervention for parents of children with croup. Stories to communicate health information

PubMed Central

2010-01-01

Background Stories may be an effective tool to communicate with and influence patients because of their ability to engage the reader. The objective of this paper is to describe the development of a story-based intervention for delivery of health evidence to parents of children with croup for use in a randomized controlled trial. Methods A creative writer interviewed parents of children with croup presenting to the pediatric emergency department (ED) and drafted stories. We revised the stories based on written participant feedback and edited the stories to incorporate research evidence and health information. An illustrator and graphic designer developed story booklets which were evaluated through focus groups. Results Ten participants provided feedback on the five stories drafted by the creative writer. Participants liked the concept but found the writing overly sophisticated and wanted more character development and more medical/health information. Participants highlighted specific story content that they liked and disliked. The revised stories were evaluated through focus groups involving eight individuals. Feedback was generally positive; one participant questioned the associated costs. Participants liked the graphics and layout; felt that they could identify with the stories; and felt that it was easier to get information compared to a standard medical information sheet. Participants provided feedback on the story content, errors and inconsistencies, and preferences of writing style and booklet format. Feedback on how to package the stories was provided by attendees at a national meeting of pediatric emergency researchers. Conclusions Several challenges arose during the development of the stories including: staying true to the story versus being evidence based; addressing the use of the internet by consumers as a source of health information; balancing the need to be comprehensive and widely applicable while being succinct; considerations such as story length, reading level, narrative mode, representation of different demographics and illness experiences, graphics and layout. The process was greatly informed by feedback from the end-user group. This allowed us to shape our products to ensure accuracy, credibility, and relevance. Our experience is valuable for further work in the area of stories and narratives, as well as more broadly for identifying and developing communication strategies for healthcare consumers. PMID:20813044

Evaluation of a teleconference-delivered energy conservation education program for people with multiple sclerosis.

PubMed

Finlayson, Marcia; Holberg, Christa

2007-10-04

Little is known about the strengths and limitations of teleconference delivery for energy conservation education for people with multiple sclerosis (MS). This study evaluated such a program to address this gap. Data were collected from 28 individuals with MS who participated in a teleconference-delivered energy conservation education program. Participants shared their perspectives on the course and its delivery format. Session notes from the three occupational therapists who delivered the program were also reviewed. Participants found the format to be convenient and relaxed, and the content to be relevant to their everyday lives. Technical issues, lack of time for sharing, and lack of time to practice strategies were limitations. Although the format challenged the occupational therapists' group leadership skills, they were surprised at the extent of group cohesion that developed using this format. Feedback from both people with MS and occupational therapists suggests that providing energy conservation education by teleconference is acceptable, practical, and worth pursuing in the future.

Development and Early Piloting of a CanMEDS Competency-Based Feedback Tool for Surgical Grand Rounds.

PubMed

Fahim, Christine; Bhandari, Mohit; Yang, Ilun; Sonnadara, Ranil

2016-01-01

Grand rounds offer an excellent opportunity for the evaluation of medical expertise, and other competencies, such as communication and professionalism. The purpose of this study was to develop a tool that would facilitate the provision of formative feedback for grand rounds to improve learning. The resulting CanMEDS-based evaluation tool was piloted in an academic surgical department. This study employed the use of a 3-phase, qualitatively-focused, embedded mixed methods approach. In Phase 1, an intrinsic case study was conducted to identify preliminary themes. These findings were crystallized using a quantitative survey. Following interpretation of these data, a grand rounds evaluation tool was developed in Phase 2. The tool was piloted in the Phase 3 focus group. This study was piloted at an academic surgical center among members of the Department of Surgery, McMaster University, Ontario, Canada. Purposive sampling was used for this study. A total of n = 7 individuals participated in the Phase 1 interviews, and n = 24 participants completed the Phase 1 survey. Participants included a representative sample of medical students, residents, fellows, and staff. The tool was piloted among n = 19 participants. The proposed evaluation tool contains 13 Likert-scale questions and 2 open-ended questions. The tool outlines specific questions to assess grand rounds presenters within the structure of the 7 CanMEDS competency domains. "Evaluation fatigue" was identified as a major barrier in the willingness to provide effective feedback. Further, a number of factors regarding the preferred content, structure, and format of surgical grand rounds were identified. This pilot study presents a CanMEDS-specific evaluation tool that can be applied to surgical grand rounds. With the increasing adoption of competency-based medical education, comprehensive evaluation of surgical activities is required. This form provides a template for the development of competency-based evaluation tools for medical and surgical learning activities. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Synergistic Effects on the Elderly People's Motor Control by Wearable Skin-Stretch Device Combined with Haptic Joystick

PubMed Central

Yoon, Han U.; Anil Kumar, Namita; Hur, Pilwon

2017-01-01

Cutaneous sensory feedback can be used to provide additional sensory cues to a person performing a motor task where vision is a dominant feedback signal. A haptic joystick has been widely used to guide a user by providing force feedback. However, the benefit of providing force feedback is still debatable due to performance dependency on factors such as the user's skill-level, task difficulty. Meanwhile, recent studies have shown the feasibility of improving a motor task performance by providing skin-stretch feedback. Therefore, a combination of two aforementioned feedback types is deemed to be promising to promote synergistic effects to consistently improve the person's motor performance. In this study, we aimed at identifying the effect of the combined haptic and skin-stretch feedbacks on the aged person's driving motor performance. For the experiment, 15 healthy elderly subjects (age 72.8 ± 6.6 years) were recruited and were instructed to drive a virtual power-wheelchair through four different courses with obstacles. Four augmented sensory feedback conditions were tested: no feedback, force feedback, skin-stretch feedback, and a combination of both force and skin-stretch feedbacks. While the haptic force was provided to the hand by the joystick, the skin-stretch was provided to the steering forearm by a custom-designed wearable skin-stretch device. We tested two hypotheses: (i) an elderly individual's motor control would benefit from receiving information about a desired trajectory from multiple sensory feedback sources, and (ii) the benefit does not depend on task difficulty. Various metrics related to skills and safety were used to evaluate the control performance. Repeated measure ANOVA was performed for those metrics with two factors: task scenario and the type of the augmented sensory feedback. The results revealed that elderly subjects' control performance significantly improved when the combined feedback of both haptic force and skin-stretch feedback was applied. The proposed approach suggest the feasibility to improve people's task performance by the synergistic effects of multiple augmented sensory feedback modalities. PMID:28690514

Evaluation of a training DVD on pneumococcal conjugate vaccine for Kenyan EPI healthcare workers.

PubMed

Stokx, Jocelijn; Dochez, Carine; Ochieng, Pamela; Bahl, Jhilmil; Were, Fred

2016-01-01

The Kenyan Ministry of Public Health and Sanitation was the first in Africa to introduce the new 10-valent Pneumococcal Conjugate Vaccine, PCV-10, in 2011. For successful implementation and to avoid adverse events following immunisation, specific training on handling and storage of the PCV-10 vaccine was required. Therefore, a training DVD was recorded in English and partly in Kiswahili to be used in combination with in-classroom training. Since the Kenyan Immunisation Programme was the first to use a DVD for training healthcare workers, an evaluation was done to obtain feedback on content, format and use, and propose suggestions to improve quality and uptake of the DVD. Feedback was obtained from nurses and vaccinology course participants through the completion of a questionnaire. Nurses also participated in focus group discussions and trainers in key informant interviews. Twelve trainers, 72 nurses and 26 international vaccinology course participants provided feedback, with some notable differences between the three study groups. The survey results confirmed the acceptability of the content and format, and the feasibility of using the DVD in combination with in-classroom teaching. To improve the quality and adoption of the DVD, key suggestions were: Inclusion of all EPI vaccines and other important health issues; broad geographic distribution of the DVD; and bilingual English/Kiswahili use of languages or subtitles. The Kenyan DVD is appreciated by a heterogeneous and international audience rendering the DVD suitable for other Anglophone African countries. Differences between feedback from nurses and vaccinology course participants can be explained by the practical approach of the DVD and the higher education and service level of the latter. A drawback is the use of DVD players and televisions due to lack of electricity, but it is a matter of time before all rural health facilities in Africa will have access to electricity and modern technology.

The eSGID Process: How to Improve Teaching and Learning in Online Graduate Courses

ERIC Educational Resources Information Center

O'Neal-Hixson, Kelly; Long, Jenny; Bock, Marjorie

2017-01-01

Small Group Instructional Diagnosis (SGID) is a feedback process to collect midterm feedback from students. The process uses small focus group student interviews to identify strengths of the course, areas of concern, and suggestions to address concerns. The purpose of this paper is to shares experiences using on online format of Small Group…

Key Principles of Peer Assessments: A Feedback Strategy to Engage the Postgraduate International Learner

ERIC Educational Resources Information Center

Nagori, Roopa; Cooper, Matthew

2014-01-01

The paper reports the findings of a project that assessed the benefits of peer feedback as a formative assessment intervention for postgraduate international learners in the United Kingdom. The aim was to improve participants' understanding of quality in academic writing, and hence improve the summative assessment scores, by improving the quantity…

Introducing Patchwork Assessment to a Social Psychology Module: The Utility of Feedback

ERIC Educational Resources Information Center

Wesson, Caroline J.

2013-01-01

Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work…

Gamification and Smart Feedback: Experiences with a Primary School Level Math App

ERIC Educational Resources Information Center

Kickmeier-Rust, Michael D.; Hillemann, Eva-C.; Albert, Dietrich

2014-01-01

Gamification is a recent trend in the field of game-based learning that accounts for development effort, costs, and effectiveness concerns of games. Another trend in educational technology is learning analytics and formative feedback. In the context of a European project the developed a light weight tool for learning and practicing divisions named…

The Effect of Teachers' Written Corrective Feedback (WCF) Types on Intermediate EFL Learners' Writing Performance

ERIC Educational Resources Information Center

Aghajanloo, Khadijeh; Mobini, Fariba; Khosravi, Robab

2016-01-01

Written Corrective Feedback (WCF) is a controversial topic among theorists and researchers in L2 studies. Ellis, Sheen, Murakami, and Takashima (2008) identify two dominant dichotomies in this regard, that is focused vs. unfocused WCF and direct vs. indirect WCF. This study considered both dichotomies in a matrix format, resulted in the…

Don't Tell It Like It Is: Preserving Collegiality in the Summative Peer Review of Teaching

ERIC Educational Resources Information Center

Iqbal, Isabeau A.

2014-01-01

While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members' perceptions of feedback practices in the summative peer review of teaching and reports on…

Student Peer Review: Enhancing Formative Feedback with a Rebuttal

ERIC Educational Resources Information Center

Harland, Tony; Wald, Navé; Randhawa, Haseeb

2017-01-01

This study examines the use of peer review in an undergraduate ecology programme, in which students write a research proposal as a grant application, prior to carrying out the research project. Using a theoretical feedback model, we compared teacher and student peer reviews in a double blind exercise, and show how students responded to feedback…

The Effect of Effort and Feedback on the Formation of Student Attitudes.

ERIC Educational Resources Information Center

McMillan, James H.

Students in four university classes in educational psychology were used as the target population to study the effect of two factors, degree of effort exerted studying a subject, and written feedback from the instructor, on the cognitive and affective attitudes these students formed toward the subject and their assignments. The students, unaware…

The Effect of Prior Knowledge and Feedback Type Design on Student Achievement and Satisfaction in Introductory Accounting

ERIC Educational Resources Information Center

Campbell, Donald P.

2013-01-01

This study investigated the effect of student prior knowledge and feedback type on student achievement and satisfaction in an introductory managerial accounting course using computer-based formative assessment tools. The study involved a redesign of the existing Job Order Costing unit using the ADDIE model of instructional design. The…

A Study of Policy for Providing Feedback to Students on College English

ERIC Educational Resources Information Center

Chen, Liping

2009-01-01

Feedback is central to the development of effective learning in college English. This article presents a study on feedback to students on college English. The purpose of providing feedback to the students is to help teachers and students to identify their strengths and weaknesses. The author offers different kinds of feedback in her teaching.…

Black-hole-regulated star formation in massive galaxies.

PubMed

Martín-Navarro, Ignacio; Brodie, Jean P; Romanowsky, Aaron J; Ruiz-Lara, Tomás; van de Ven, Glenn

2018-01-18

Supermassive black holes, with masses more than a million times that of the Sun, seem to inhabit the centres of all massive galaxies. Cosmologically motivated theories of galaxy formation require feedback from these supermassive black holes to regulate star formation. In the absence of such feedback, state-of-the-art numerical simulations fail to reproduce the number density and properties of massive galaxies in the local Universe. There is, however, no observational evidence of this strongly coupled coevolution between supermassive black holes and star formation, impeding our understanding of baryonic processes within galaxies. Here we report that the star formation histories of nearby massive galaxies, as measured from their integrated optical spectra, depend on the mass of the central supermassive black hole. Our results indicate that the black-hole mass scales with the gas cooling rate in the early Universe. The subsequent quenching of star formation takes place earlier and more efficiently in galaxies that host higher-mass central black holes. The observed relation between black-hole mass and star formation efficiency applies to all generations of stars formed throughout the life of a galaxy, revealing a continuous interplay between black-hole activity and baryon cooling.

Black-hole-regulated star formation in massive galaxies

NASA Astrophysics Data System (ADS)

Martín-Navarro, Ignacio; Brodie, Jean P.; Romanowsky, Aaron J.; Ruiz-Lara, Tomás; van de Ven, Glenn

2018-01-01

Supermassive black holes, with masses more than a million times that of the Sun, seem to inhabit the centres of all massive galaxies. Cosmologically motivated theories of galaxy formation require feedback from these supermassive black holes to regulate star formation. In the absence of such feedback, state-of-the-art numerical simulations fail to reproduce the number density and properties of massive galaxies in the local Universe. There is, however, no observational evidence of this strongly coupled coevolution between supermassive black holes and star formation, impeding our understanding of baryonic processes within galaxies. Here we report that the star formation histories of nearby massive galaxies, as measured from their integrated optical spectra, depend on the mass of the central supermassive black hole. Our results indicate that the black-hole mass scales with the gas cooling rate in the early Universe. The subsequent quenching of star formation takes place earlier and more efficiently in galaxies that host higher-mass central black holes. The observed relation between black-hole mass and star formation efficiency applies to all generations of stars formed throughout the life of a galaxy, revealing a continuous interplay between black-hole activity and baryon cooling.

Mentoring medical students in your general practice.

PubMed

Fraser, John

2016-05-01

Mentoring medical students in general practices is becoming more common in Australia due to formalised scholarship programs and informal approaches by students. This paper defines mentoring in Australian general practice. Practical suggestions are made on how to structure a mentorship program in your practice. Mentoring differs from leadership and teaching. It is a long-term relationship between a student and an experienced general practitioner. Avoiding summative assessment in mentorship is important to its success. Mentoring is about forming a safe place to confidentially discuss personal and professional issues between a mentor and student. This is based on defining roles and mutual trust. At the same time, students crave formative feedback. Unfortunately, present feedback models are based on teaching principles that can blur the differences between assessor, teacher and mentor. Mentorship can provide students with orientation and learning experiences so that they are prepared for practice as an intern.

Designing learning environments to teach interactive Quantum Physics

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; Swagten, Henk J. M.

2012-10-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

Distributed feedback fiber laser based on a fiber Bragg grating inscribed using the femtosecond point-by-point technique

NASA Astrophysics Data System (ADS)

Skvortsov, M. I.; Wolf, A. A.; Dostovalov, A. V.; Vlasov, A. A.; Akulov, V. A.; Babin, S. A.

2018-03-01

A distributed feedback (DFB) fiber laser based on a 32-mm long pi-phase-shifted fiber Bragg grating inscribed using the femtosecond point-by-point technique in a single-mode erbium-doped optical fiber (CorActive EDF-L 1500) is demonstrated. The lasing power of the DFB laser reaches 0.7 mW at a wavelength of 1550 nm when pumped with a laser diode at a wavelength of 976 nm and power of 525 mW. The width of the lasing spectrum is 17 kHz. It is shown that the pi-phase-shifted fiber Bragg grating fs-inscribed in a non-PM fiber provides the selection of the single polarization mode of the DFB laser. DFB laser formation in a highly doped non-photosensitive optical fiber (CoreActive SCF-ER60-8/125-12) is also demonstrated.

Identifying Psychological Contract Breaches to Guide Improvements in Faculty Recruitment, Retention, and Development

PubMed Central

Desselle, Shane P.; Draugalis, JoLaine R.; Spies, Alan R.; Davis, Tamra S.; Bolino, Mark

2012-01-01

Objective. To identify pharmacy faculty members’ perceptions of psychological contract breaches that can be used to guide improvements in faculty recruitment, retention, and development. Methods. A list of psychological contract breaches was developed using a Delphi procedure involving a panel of experts assembled through purposive sampling. The Delphi consisted of 4 rounds, the first of which elicited examples of psychological contract breaches in an open-ended format. The ensuing 3 rounds consisting of a survey and anonymous feedback on aggregated group responses. Results. Usable responses were obtained from 11 of 12 faculty members who completed the Delphi procedure. The final list of psychological contract breaches included 27 items, after modifications based on participant feedback in subsequent rounds. Conclusion. The psychological contract breach items generated in this study provide guidance for colleges and schools of pharmacy regarding important aspects of faculty recruitment, retention, and development. PMID:22919084

Identifying psychological contract breaches to guide improvements in faculty recruitment, retention, and development.

PubMed

Peirce, Gretchen L; Desselle, Shane P; Draugalis, JoLaine R; Spies, Alan R; Davis, Tamra S; Bolino, Mark

2012-08-10

To identify pharmacy faculty members' perceptions of psychological contract breaches that can be used to guide improvements in faculty recruitment, retention, and development. A list of psychological contract breaches was developed using a Delphi procedure involving a panel of experts assembled through purposive sampling. The Delphi consisted of 4 rounds, the first of which elicited examples of psychological contract breaches in an open-ended format. The ensuing 3 rounds consisting of a survey and anonymous feedback on aggregated group responses. Usable responses were obtained from 11 of 12 faculty members who completed the Delphi procedure. The final list of psychological contract breaches included 27 items, after modifications based on participant feedback in subsequent rounds. The psychological contract breach items generated in this study provide guidance for colleges and schools of pharmacy regarding important aspects of faculty recruitment, retention, and development.

The European Urology Residents Education Programme Hands-on Training Format: 4 Years of Hands-on Training Improvements from the European School of Urology.

PubMed

Somani, Bhaskar K; Van Cleynenbreugel, Ben; Gozen, Ali; Palou, Jaun; Barmoshe, Sas; Biyani, Shekhar; Gaya, Josep M; Hellawell, Giles; Pini, Gio; Oscar, Faba R; Sanchez Salas, Rafael; Macek, Petr; Skolarikos, Andreas; Wagner, Christian; Eret, Viktor; Haensel, Stephen; Siena, Giampaolo; Schmidt, Marek; Klitsch, Max; Vesely, Stepan; Ploumidis, Achilles; Proietti, Silvia; Kamphuis, Guido; Tokas, Theodore; Geraghty, Rob; Veneziano, Dominico

2018-03-14

The European School of Urology (ESU) started the European Urology Residents Education Programme (EUREP) in 2003 for final year urology residents, with hands-on training (HOT) added later in 2007. To assess the geographical reach of EUREP, trainee demographics, and individual quality feedback in relation to annual methodology improvements in HOT. From September 2014 to October 2017 (four EUREP courses) several new features have been applied to the HOT format of the EUREP course: 1:1 training sessions (2015), fixed 60-min time slots (2016), and standardised teaching methodology (2017). The resulting EUREP HOT format was verified by collecting and prospectively analysing the following data: total number of participants attending different HOT courses; participants' age; country of origin; and feedback obtained annually. A total of 796 participants from 54 countries participated in 1450 HOT sessions over the last 4 yr. This included 294 (20%) ureteroscopy (URS) sessions, 237 (16.5%) transurethral resection (TUR) sessions, 840 (58%) basic laparoscopic sessions, and 79 (5.5%) intermediate laparoscopic sessions. While 712 residents (89%) were from Europe, 84 (11%) were from non-European nations. Of the European residents, most came from Italy (16%), Germany (15%), Spain (15%), and Romania (8%). Feedback for the basic laparoscopic session showed a constant improvement in scores over the last 4 yr, with the highest scores achieved last year. This included feedback on improvements in tutor rating (p=0.017), organisation (p<0.001), and personal experience with EUREP (p<0.001). Limitations lie in the difficulties associated with the use of an advanced training curriculum with wet laboratory or cadaveric courses in this format, although these could be performed in other training centres in conjunction with EUREP. The EUREP trainee demographics show that the purpose of the course is being achieved, with excellent feedback reported. While European trainees dominate the demographics, participation from a number of non-European countries suggests continued ESU collaboration with other national societies and wider dissemination of simulation training worldwide. In this paper we look at methodological improvements and feedback for the European Urology Residents Education Programme hands-on-training over the last 4 yr. Copyright © 2018 European Association of Urology. Published by Elsevier B.V. All rights reserved.

Does Stellar Feedback Create H I Holes? A Hubble Space Telescope/Very Large Array Study of Holmberg II

NASA Astrophysics Data System (ADS)

Weisz, Daniel R.; Skillman, Evan D.; Cannon, John M.; Dolphin, Andrew E.; Kennicutt, Robert C., Jr.; Lee, Janice; Walter, Fabian

2009-10-01

We use deep Hubble Space Telescope (HST)/Advanced Camera for Surveys (ACS) F555W and F814W photometry of resolved stars in the M81 Group dwarf irregular galaxy Ho II to study the hypothesis that the holes identified in the neutral interstellar medium (H I) are created by stellar feedback. From the deep photometry, we construct color-magnitude diagrams (CMDs) and measure the star formation histories (SFHs) for stars contained in H I holes from two independent holes catalogs, as well as select control fields, i.e., similar sized regions that span a range of H I column densities. The CMDs reveal young (< 200 Myr) stellar populations inside all H I holes, which contain very few bright OB stars with ages less than 10 Myr, indicating they are not reliable tracers of H I hole locations while the recent SFHs confirm multiple episodes of star formation within most holes. Converting the recent SFHs into stellar feedback energies, we find that enough energy has been generated to have created all holes. However, the required energy is not always produced over a timescale that is less than the estimated kinematic age of the hole. A similar analysis of stars in the control fields finds that the stellar populations of the control fields and H I holes are statistically indistinguishable. However, because we are only sensitive to holes ~100 pc in diameter, we cannot tell if there are smaller holes inside the control fields. The combination of the CMDs, recent SFHs, and locations of young stars shows that the stellar populations inside H I holes are not coherent, single-aged, stellar clusters, as previously suggested, but rather multi-age populations distributed across each hole. From a comparison of the modeled and observed integrated magnitudes, and the locations and energetics of stars inside of H I holes, we propose a potential new model: a viable mechanism for creating the observed H I holes in Ho II is stellar feedback from multiple generations of SF spread out over tens or hundreds of Myr, and thus, the concept of an age for an H I hole is intrinsically ambiguous. For H I holes in the outer parts of Ho II, located beyond the HST/ACS coverage, we use Monte Carlo simulations of expected stellar populations to show that low level SF could provide the energy necessary to form these holes. Applying the same method to the SMC, we find that the holes that appear to be void of stars could have formed via stellar feedback from low level SF. We further find that Hα and 24 μm emission, tracers of the most recent star formation, do not correlate well with the positions of the H I holes. However, UV emission, which traces star formation over roughly the last 100 Myr, shows a much better correlation with the locations of the H I holes.

Improved photoacoustic dosimetry for retinal laser surgery

NASA Astrophysics Data System (ADS)

Dufour, Suzie; Brown, Robert B.; Gallant, Pascal; Mermut, Ozzy

2018-02-01

Lasers are employed for numerous medical interventions by exploiting ablative, disruptive or thermal effects. In ocular procedures, lasers have been used for decades to treat diseases such as diabetic retinopathy, macular edema and aged related macular degeneration via photocoagulation of retinal tissues. Although laser photocoagulation is well established in today's practice, efforts to improve clinical outcomes by reducing the collateral damage from thermal diffusion is leading to novel treatments using shorter (μs) laser pulses (e.g. selective retinal therapy) which result in physical rather than thermal damage. However, for these new techniques to be widely utilized, a method is required to ensure safe but sufficient dosage has been applied, since no visible effects can be seen by ophthalmoscopy directly post treatment. Photoacoustic feedback presents an attractive solution, as the signal is dependent directly on absorbed dosage. Here, we present a method that takes advantage of temporal pulse formatting technology to minimize variation in absorbed dose in ophthalmic laser treatment and provide intelligent dosimetry feedback based on photoacoustic (PA) response. This method tailors the pulse to match the frequency response of the sample and/or detection chain. Depending on the system, this may include the absorbing particle size, the laser beam diameter, the laser pulse duration, tissue acoustic properties and the acoustic detector frequency response. A significant improvement (<7x) of photoacoustic signal-to-noise ratio over equivalent traditional pulse formats have been achieved, while spectral analysis of the detected signal provides indications of cavitation events and other sample properties.

The effect of multimodal and enriched feedback on SMR-BCI performance.

PubMed

Sollfrank, T; Ramsay, A; Perdikis, S; Williamson, J; Murray-Smith, R; Leeb, R; Millán, J D R; Kübler, A

2016-01-01

This study investigated the effect of multimodal (visual and auditory) continuous feedback with information about the uncertainty of the input signal on motor imagery based BCI performance. A liquid floating through a visualization of a funnel (funnel feedback) provided enriched visual or enriched multimodal feedback. In a between subject design 30 healthy SMR-BCI naive participants were provided with either conventional bar feedback (CB), or visual funnel feedback (UF), or multimodal (visual and auditory) funnel feedback (MF). Subjects were required to imagine left and right hand movement and were trained to control the SMR based BCI for five sessions on separate days. Feedback accuracy varied largely between participants. The MF feedback lead to a significantly better performance in session 1 as compared to the CB feedback and could significantly enhance motivation and minimize frustration in BCI use across the five training sessions. The present study demonstrates that the BCI funnel feedback allows participants to modulate sensorimotor EEG rhythms. Participants were able to control the BCI with the funnel feedback with better performance during the initial session and less frustration compared to the CB feedback. The multimodal funnel feedback provides an alternative to the conventional cursorbar feedback for training subjects to modulate their sensorimotor rhythms. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Positive Feedback of NDT80 Expression Ensures Irreversible Meiotic Commitment in Budding Yeast

PubMed Central

Tsuchiya, Dai; Yang, Yang; Lacefield, Soni

2014-01-01

In budding yeast, meiotic commitment is the irreversible continuation of the developmental path of meiosis. After reaching meiotic commitment, cells finish meiosis and gametogenesis, even in the absence of the meiosis-inducing signal. In contrast, if the meiosis-inducing signal is removed and the mitosis-inducing signal is provided prior to reaching meiotic commitment, cells exit meiosis and return to mitosis. Previous work has shown that cells commit to meiosis after prophase I but before entering the meiotic divisions. Since the Ndt80 transcription factor induces expression of middle meiosis genes necessary for the meiotic divisions, we examined the role of the NDT80 transcriptional network in meiotic commitment. Using a microfluidic approach to analyze single cells, we found that cells commit to meiosis in prometaphase I, after the induction of the Ndt80-dependent genes. Our results showed that high-level expression of NDT80 is important for the timing and irreversibility of meiotic commitment. A modest reduction in NDT80 levels delayed meiotic commitment based on meiotic stages, although the timing of each meiotic stage was similar to that of wildtype cells. A further reduction of NDT80 resulted in the surprising finding of inappropriately uncommitted cells: withdrawal of the meiosis-inducing signal and addition of the mitosis-inducing signal to cells at stages beyond metaphase I caused return to mitosis, leading to multi-nucleate cells. Since Ndt80 enhances its own transcription through positive feedback, we tested whether positive feedback ensured the irreversibility of meiotic commitment. Ablating positive feedback in NDT80 expression resulted in a complete loss of meiotic commitment. These findings suggest that irreversibility of meiotic commitment is a consequence of the NDT80 transcriptional positive feedback loop, which provides the high-level of Ndt80 required for the developmental switch of meiotic commitment. These results also illustrate the importance of irreversible meiotic commitment for maintaining genome integrity by preventing formation of multi-nucleate cells. PMID:24901499

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback

PubMed Central

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research. PMID:29467687

"Homework Feedback Is…": Elementary and Middle School Teachers' Conceptions of Homework Feedback.

PubMed

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

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.…

Developing alternative over-the-counter medicine label formats: How do they compare when evaluated by consumers?

PubMed

Tong, Vivien; Raynor, David K; Aslani, Parisa

2018-03-01

In recent years, the Australian Therapeutic Goods Administration (TGA) has proposed implementing a standardized over-the-counter (OTC) medicine label. However, there were mixed consumer opinions regarding a label proposed in 2012 and limited evidence demonstrating the usability of the revised (2014) format. To develop and examine the usability of alternative OTC medicine label formats for standardization, and explore consumer perspectives on the labels. Four alternative labels were developed for the exemplar medicine diclofenac. One was based on the Medicine Information label proposed by the TGA ('Medicine Information'), one was based on the U.S. Drug Facts label ('Drug Facts'), and two were based on suggestions proposed by consumers in the earlier needs analysis phase of this research (referred to as the 'Medicine Facts' and 'Consumer Desires' label formats). Five cohorts of 10 participants were recruited. Each cohort was assigned to user test one of the alternative labels or an existing label for a proprietary diclofenac product (which acted as a comparator) for diagnostic purposes. Each participant then provided feedback on all 5 labels. Each interview consisted of the administration of a user testing questionnaire, measuring consumers' ability to find and understand key points of information, and a semi-structured interview exploring consumer perspectives. Overall, all 4 alternative label formats supported consumers' ability to find and understand key points. The existing comparator label was the poorer label with respect to participants' ability to find and understand key points. Factors such as perceived usability, color, design, content, and/or content ordering impacted consumer preferences. The 'Consumer Desires' or 'Drug Facts' label formats were most often preferred by consumers for use as the standardized OTC label over the TGA proposed format. All alternative label formats demonstrated satisfactory usability and could be considered for use in OTC label standardization. User testing of OTC labels and consumer feedback received as part of the testing process can assist in the refinement of OTC labeling to ensure that implemented policies are evidence-based. Copyright © 2017 Elsevier Inc. All rights reserved.

Measuring Galactic Feedback with the Origins Space Telescope

NASA Astrophysics Data System (ADS)

Armus, Lee; Bolatto, Alberto; Pope, Alexandra; Bradford, Charles Matt; Origins Space Telescope Science and Technology Definition Team

2018-01-01

Since a significant fraction of star formation and black hole growth occurs behind dust, our understanding of how and why galaxies evolve will remain incomplete until deep, wide area spectroscopic surveys in the FIRcan be carried out from space. The Origins Space Telescope (OST), a mission concept being studied for presentation to the 2020 Decadal Survey, represents an enormous leap over any existing infrared mission, and will uniquely measure black hole growth and star formation in dusty galaxies over more than 95% of cosmic history. Energetic feedback from AGN, young stars, and supernovae can regulate galaxy growth over a wide range in mass and be important for the enrichment of the interstellar and circumgalactic medium, yet the existence and type of feedback as a function of redshift, luminosity, and environment is poorly constrained. With wide wavelength coverage (5-600 microns), a large primary mirror actively cooled to ~4K, and a capable suite of imagers and spectrometers, OST will be an extremely sensitive probe of the effects of feedback on the multi-phase ISM in galaxies, through measurement of key feedback tracers such as OH and H2O absorption lines, fine structure emission lines, and PAH dust features. With OST we can directly observe the role of feedback in quenching galaxies, derive the wind kinetic energy and mass outflow rates, and correlate these with key galaxy properties (AGN or starburst power, environment, mass, age). In this poster we will explain how blind and targeted surveys with OST will have an enormous impact on our understanding of the duty cycle and basic physical properties of feedback in AGN and starburst galaxies over the last 12 Gyr.

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.

How to model supernovae in simulations of star and galaxy formation

NASA Astrophysics Data System (ADS)

Hopkins, Philip F.; Wetzel, Andrew; Kereš, Dušan; Faucher-Giguère, Claude-André; Quataert, Eliot; Boylan-Kolchin, Michael; Murray, Norman; Hayward, Christopher C.; El-Badry, Kareem

2018-06-01

We study the implementation of mechanical feedback from supernovae (SNe) and stellar mass loss in galaxy simulations, within the Feedback In Realistic Environments (FIRE) project. We present the FIRE-2 algorithm for coupling mechanical feedback, which can be applied to any hydrodynamics method (e.g. fixed-grid, moving-mesh, and mesh-less methods), and black hole as well as stellar feedback. This algorithm ensures manifest conservation of mass, energy, and momentum, and avoids imprinting `preferred directions' on the ejecta. We show that it is critical to incorporate both momentum and thermal energy of mechanical ejecta in a self-consistent manner, accounting for SNe cooling radii when they are not resolved. Using idealized simulations of single SN explosions, we show that the FIRE-2 algorithm, independent of resolution, reproduces converged solutions in both energy and momentum. In contrast, common `fully thermal' (energy-dump) or `fully kinetic' (particle-kicking) schemes in the literature depend strongly on resolution: when applied at mass resolution ≳100 M⊙, they diverge by orders of magnitude from the converged solution. In galaxy-formation simulations, this divergence leads to orders-of-magnitude differences in galaxy properties, unless those models are adjusted in a resolution-dependent way. We show that all models that individually time-resolve SNe converge to the FIRE-2 solution at sufficiently high resolution (<100 M⊙). However, in both idealized single-SN simulations and cosmological galaxy-formation simulations, the FIRE-2 algorithm converges much faster than other sub-grid models without re-tuning parameters.

The Physical Origin of Long Gas Depletion Times in Galaxies

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

Semenov, Vadim A.; Kravtsov, Andrey V.; Gnedin, Nickolay Y.

2017-08-18

We present a model that elucidates why gas depletion times in galaxies are long compared to the time scales of the processes driving the evolution of the interstellar medium. We show that global depletion times are not set by any "bottleneck" in the process of gas evolution towards the star-forming state. Instead, depletion times are long because star-forming gas converts only a small fraction of its mass into stars before it is dispersed by dynamical and feedback processes. Thus, complete depletion requires that gas transitions between star-forming and non-star-forming states multiple times. Our model does not rely on the assumption of equilibrium and can be used to interpret trends of depletion times with the properties of observed galaxies and the parameters of star formation and feedback recipes in galaxy simulations. In particular, the model explains the mechanism by which feedback self-regulates star formation rate in simulations and makes it insensitive to the local star formation efficiency. We illustrate our model using the results of an isolatedmore » $$L_*$$-sized disk galaxy simulation that reproduces the observed Kennicutt-Schmidt relation for both molecular and atomic gas. Interestingly, the relation for molecular gas is close to linear on kiloparsec scales, even though a non-linear relation is adopted in simulation cells. This difference is due to stellar feedback, which breaks the self-similar scaling of the gas density PDF with the average gas surface density.« less