Application of Phase Shifted, Laser Feedback Interferometry to Fluid Physics

Science.gov (United States)

Ovryn, Ben; Eppell, Steven J.; Andrews, James H.; Khaydarov, John

1996-01-01

We have combined the principles of phase-shifting interferometry (PSI) and laser-feedback interferometry (LFI) to produce a new instrument that can measure both optical path length (OPL) changes and discern sample reflectivity variations. In LFI, coherent feedback of the incident light either reflected directly from a surface or reflected after transmission through a region of interest will modulate the output intensity of the laser. LFI can yield a high signal-to-noise ratio even for low reflectivity samples. By combining PSI and LFI, we have produced a robust instrument, based upon a HeNe laser, with high dynamic range that can be used to measure either static (dc) or oscillatory changes along the optical path. As with other forms of interferometry, large changes in OPL require phase unwrapping. Conversely, small phase changes are limited by the fraction of a fringe that can be measured. We introduce the phase shifts with an electro-optic modulator (EOM) and use either the Carre or Hariharan algorithms to determine the phase and visibility. We have determined the accuracy and precision of our technique by measuring both the bending of a cantilevered piezoelectric bimorph and linear ramps to the EOM. Using PSI, sub-nanometer displacements can be measured. We have combined our interferometer with a commercial microscope and scanning piezoelectric stage and have measured the variation in OPL and visibility for drops of PDMS (silicone oil) on coated single crystal silicon. Our measurement of the static contact angle agrees with the value of 68 deg stated in the literature.

CAN AGN FEEDBACK BREAK THE SELF-SIMILARITY OF GALAXIES, GROUPS, AND CLUSTERS?

International Nuclear Information System (INIS)

Gaspari, M.; Brighenti, F.; Temi, P.; Ettori, S.

2014-01-01

It is commonly thought that active galactic nucleus (AGN) feedback can break the self-similar scaling relations of galaxies, groups, and clusters. Using high-resolution three-dimensional hydrodynamic simulations, we isolate the impact of AGN feedback on the L x -T x relation, testing the two archetypal and common regimes, self-regulated mechanical feedback and a quasar thermal blast. We find that AGN feedback has severe difficulty in breaking the relation in a consistent way. The similarity breaking is directly linked to the gas evacuation within R 500 , while the central cooling times are inversely proportional to the core density. Breaking self-similarity thus implies breaking the cool core, morphing all systems to non-cool-core objects, which is in clear contradiction with the observed data populated by several cool-core systems. Self-regulated feedback, which quenches cooling flows and preserves cool cores, prevents dramatic evacuation and similarity breaking at any scale; the relation scatter is also limited. The impulsive thermal blast can break the core-included L x -T x at T 500 ≲ 1 keV, but substantially empties and overheats the halo, generating a perennial non-cool-core group, as experienced by cosmological simulations. Even with partial evacuation, massive systems remain overheated. We show that the action of purely AGN feedback is to lower the luminosity and heat the gas, perpendicular to the fit

Ab initio quantum-enhanced optical phase estimation using real-time feedback control

DEFF Research Database (Denmark)

Berni, Adriano; Gehring, Tobias; Nielsen, Bo Melholt

2015-01-01

of a quantum-enhanced and fully deterministic ab initio phase estimation protocol based on real-time feedback control. Using robust squeezed states of light combined with a real-time Bayesian adaptive estimation algorithm, we demonstrate deterministic phase estimation with a precision beyond the quantum shot...... noise limit. The demonstrated protocol opens up new opportunities for quantum microscopy, quantum metrology and quantum information processing....

CAN AGN FEEDBACK BREAK THE SELF-SIMILARITY OF GALAXIES, GROUPS, AND CLUSTERS?

Energy Technology Data Exchange (ETDEWEB)

Gaspari, M. [Max Planck Institute for Astrophysics, Karl-Schwarzschild-Strasse 1, D-85741 Garching (Germany); Brighenti, F. [Astronomy Department, University of Bologna, Via Ranzani 1, I-40127 Bologna (Italy); Temi, P. [Astrophysics Branch, NASA/Ames Research Center, MS 245-6, Moffett Field, CA 94035 (United States); Ettori, S., E-mail: mgaspari@mpa-garching.mpg.de [INAF, Osservatorio Astronomico di Bologna, Via Ranzani 1, I-40127 Bologna (Italy)

2014-03-01

It is commonly thought that active galactic nucleus (AGN) feedback can break the self-similar scaling relations of galaxies, groups, and clusters. Using high-resolution three-dimensional hydrodynamic simulations, we isolate the impact of AGN feedback on the L {sub x}-T {sub x} relation, testing the two archetypal and common regimes, self-regulated mechanical feedback and a quasar thermal blast. We find that AGN feedback has severe difficulty in breaking the relation in a consistent way. The similarity breaking is directly linked to the gas evacuation within R {sub 500}, while the central cooling times are inversely proportional to the core density. Breaking self-similarity thus implies breaking the cool core, morphing all systems to non-cool-core objects, which is in clear contradiction with the observed data populated by several cool-core systems. Self-regulated feedback, which quenches cooling flows and preserves cool cores, prevents dramatic evacuation and similarity breaking at any scale; the relation scatter is also limited. The impulsive thermal blast can break the core-included L {sub x}-T {sub x} at T {sub 500} ≲ 1 keV, but substantially empties and overheats the halo, generating a perennial non-cool-core group, as experienced by cosmological simulations. Even with partial evacuation, massive systems remain overheated. We show that the action of purely AGN feedback is to lower the luminosity and heat the gas, perpendicular to the fit.

Clinical workplace learning : perceived learning value of individual and group feedback in a collectivistic culture

NARCIS (Netherlands)

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

2018-01-01

BACKGROUND: Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual

Effects of Internal, External and Preference of Attentional Focus Feedback Instructions on Learning Soccer “Head Kick”

Directory of Open Access Journals (Sweden)

Bülent Okan Miçooğulları

2012-09-01

Full Text Available The aim of this study was to investigate the effects of different types of feedback on learning soccer “head kick” of female adolescent. Novices performed head kick during two practice days [one week apart for two weeks using either internal or external preference attentional focusing instructions. There was also a preference group who choosen their feedback type themselves. Internal focus feedback related with body movements, whereas external focus feedback related with movement effects. The subjects (N=64 were randomly assigned to three groups internal focus feedback group (IFF (N=15, external focus feedback group (EFF (N=15 and preference group (PF (N=34. To promote learning two skill acquisition days for two weeks and one retention day was applied at initial day of third week. Technique of the skill was measured in acquisition days and targeting was measured in retention day. In technique measuring part, EFF group was significantly more accurate than IFF group, PF group was better than those two groups (PF>EFF>IFF. Similar to acquisition phase, EFF group was significantly more successfull than IFF group, PF group was better than those two groups (PF>EFF>IFF in retention phase. Acquisition and retention phase results indicated significance main effect for attentional focus feedback groups. This study results’ indicated that external focus feedback was more effective than internal focus feedback in terms of acquisition and retention of learning soccer head kick for students with limited amount of knowledge about this skill. This study also indicated that not only the source of attention but also control over to source of attention of preference was an important factor in the amount of retention.

Plant-soil feedbacks: role of plant functional group and plant traits

NARCIS (Netherlands)

Cortois, R.; Schröder-Georgi, T.; Weigelt, A.; van der Putten, W.H.; De Deyn, G.B.

2016-01-01

Plant-soil feedback (PSF), plant trait and functional group concepts advanced our understanding of plant community dynamics, but how they are interlinked is poorly known. To test how plant functional groups (FGs: graminoids, small herbs, tall herbs, legumes) and plant traits relate to PSF, we grew

Phase and amplitude feedback control system for the Los Alamos free-electron laser

International Nuclear Information System (INIS)

Lynch, M.T.; Tallerico, P.J.; Higgins, E.F.

1985-01-01

Phase and amplitude feedback control systems for the Los Alamos free-electron laser (FEL) are described. Beam-driven voltages are very high in the buncher cavity because the electron gun is pulsed at the fifth subharmonic of the buncher resonant frequency. The high beam loading necessitated a novel feedback and drive configuration for the buncher. A compensation cirucit has been added to the gun/driver system to reduce observed drift. Extremely small variations in the accelerator gradients had dramatic effects on the laser output power. These problems and how they were solved are described and plans for improvements in the feedback control system are discussed. 5 refs., 7 figs

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

Science.gov (United States)

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

2015-06-01

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

Prototype phase and amplitude feedback-control systems for the FMIT accelerator

International Nuclear Information System (INIS)

Fazio, M.V.; Patton, R.D.

1983-01-01

The phase and amplitude feedback-control systems for the Fusion Materials irradiation Test (FMIT) accelerator have been successfully prototyped and tested. The testing was performed at low power with two 100-W rf systems driving a high-Q resonant cavity at 80 MHz. The control systems can maintain the cavity field amplitude to within +-1% and the phase to within +-1 0 of the set-point values. When there are multiple rf systems independently driving a resonant cavity through individual drive loops, amplitude matching and proper phasing between the outputs of each rf system are essential for proper system operation. Experimental results are presented

Self-induced frequency scanning and distributed Bragg reflection in semiconductor lasers with phase-conjugate feedback

Energy Technology Data Exchange (ETDEWEB)

Cronin-Golomb; Yariv

1986-07-01

A GaA1As semiconductor laser with feedback from a barium titanate photorefractive ring passive phase-conjugate mirror can be made to perform repeating or nonrepeating frequency scans over a 10-nm range toward either the blue or the red. The direction of scanning and whether the scans repeat may be controlled by adjusting the overlap of the interaction beams in the crystal. This overlap region may be adjusted so that the diode frequency spectrum, originally occupying about 10 longitudinal modes, scans and narrows as the conjugate signal builds up, coming to rest often in one, but sometimes two or three, longitudinal modes as a result of self-generated distributed-feedback effects. Also reported similar effects caused by feedback from the total-internal-reflection passive phase-conjugate mirror. The alignment-control mechanism of the ring mirror is, however, not available in this case.

Self-induced frequency scanning and distributed Bragg reflection in semiconductor lasers with phase-conjugate feedback

Energy Technology Data Exchange (ETDEWEB)

Cronin-Golomb, M.; Yariv, A.

1986-07-01

A GaAlAs semiconductor laser with feedback from a barium titanate photorefractive ring passive phase-conjugate mirror can be made to perform repeating or nonrepeating frequency scans over a 10-nm range toward either the blue or the red. The direction of scanning and whether the scans repeat may be controlled by adjusting the overlap of the interaction beams in the crystal. This overlap region may be adjusted so that the diode frequency spectrum, originally occupying about 10 longitudinal modes, scans and narrows as the conjugate signal builds up, coming to rest often in one, but sometimes two or three, longitudinal modes as a result of self-generated distributed-feedback effects. We also report similar effects caused by feedback from the total-internal-reflection passive phase-conjugate mirror. The alignment-control mechanism of the ring mirror is, however, not available in this case.

Self-induced frequency scanning and distributed bragg reflection in semiconductor lasers with phase-conjugate feedback

Science.gov (United States)

Cronin-Golomb, Mark; Yariv, Amnon

1986-07-01

A GaAlAs semiconductor laser with feedback from a barium titanate photorefractive ring passive phase-conjugate mirror can be made to perform repeating or nonrepeating frequency scans over a 10-nm range toward either the blue or the red. The direction of scanning and whether the scans repeat may be controlled by adjusting the overlap of the interaction beams in the crystal. This overlap region may be adjusted so that the diode frequency spectrum, originally occupying about 10 longitudinal modes, scans and narrows as the conjugate signal builds up, coming to rest often in one, but sometimes two or three, longitudinal modes as a result of self-generated distributed-feedback effects. We also report similar effects caused by feedback from the total-internal-reflection passive phase-conjugate mirror. The alignment-control mechanism of the ring mirror is, however, not available in this case.

North American Wood Waste Forum: Summary of Group Feedback, 2-3, 2012

Science.gov (United States)

Bob Falk

2012-01-01

This report summarizes the feedback and recommendations of the North American Wood Recovery Group. This report summarizes the barriers and opportunities in wood recovery, reuse, and recycling as identified by this group of stakeholders from the wood industry, waste industry, and relevant government agencies.

Feedback versus no feedback to improve patient outcome in group psychotherapy for eating disorders (F-EAT): A randomized clinical trial

DEFF Research Database (Denmark)

Davidsen, Annika Helgadóttir; Waaddegaard, Mette; Poulsen, Stig Bernt

of continuous feedback on adherence and outcome in group psychotherapy. Methods/design: The trial is set up in a randomized design for outpatients diagnosed with bulimia nervosa, binge eating disorder, or eating disorder not otherwise specified (DSM-IV). They are allocated 1:1 to the experimental group...

Efficient phase locking of two dual-wavelength fiber amplifiers by an all-optical self-feedback loop

Science.gov (United States)

Lei, Bing; Chen, Keshan; Yao, Tianfu; Shi, Jianhua; Hu, Haojun

2017-10-01

Efficient phase locking of two dual-wavelength fiber amplifiers has been demonstrated by using a self-feedback coupling and intracavity filtering configuration, and the effect of bandwidth and wavelength spacing on their phase locking performances have been investigated in experiment. Two independent fiber lasers with different operating wavelength were combined incoherently by a 3 dB fiber coupler to form a dual-wavelength seed source laser, which was injected into the fiber amplifiers' coupling array through the self-feedback loop. The effect of bandwidth and wavelength spacing was researched by altering the seed laser's pump power and operating wavelengths respectively. As long as the feedback loop and the single-mode fiber filtering configuration were well constructed in the unidirectional ring laser cavity, stable phase locking states and high fringe visibility interference patterns could always be obtained in our experiment. When the spacing of two operating wavelength was varied from 1.6 nm to 19.6 nm, the fringe visibility decreased slightly with the increase of wavelength spacing, and the corresponding fringe visibility was always larger than 0.6. In conclusion, we believe that efficient phase locking of several multi-wavelength laser sources is also feasible by passive self-adjusting methods, and keeping the component laser beams' phase relationship stable and fixed is more important than controlling their operating wavelengths.

The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.

Science.gov (United States)

Cho, Youngsuk; Je, Sangmo; Yoon, Yoo Sang; Roh, Hye Rin; Chang, Chulho; Kang, Hyunggoo; Lim, Taeho

2016-07-04

Students are largely providing feedback to one another when instructor facilitates peer feedback rather than teaching in group training. The number of students in a group affect the learning of students in the group training. We aimed to investigate whether a larger group size increases students' test scores on a post-training test with peer feedback facilitated by instructor after video-guided basic life support (BLS) refresher training. Students' one-rescuer adult BLS skills were assessed by a 2-min checklist-based test 1 year after the initial training. A cluster randomized controlled trial was conducted to evaluate the effect of student number in a group on BLS refresher training. Participants included 115 final-year medical students undergoing their emergency medicine clerkship. The median number of students was 8 in the large groups and 4 in the standard group. The primary outcome was to examine group differences in post-training test scores after video-guided BLS training. Secondary outcomes included the feedback time, number of feedback topics, and results of end-of-training evaluation questionnaires. Scores on the post-training test increased over three consecutive tests with instructor-led peer feedback, but not differ between large and standard groups. The feedback time was longer and number of feedback topics generated by students were higher in standard groups compared to large groups on the first and second tests. The end-of-training questionnaire revealed that the students in large groups preferred the smaller group size compared to their actual group size. In this BLS refresher training, the instructor-led group feedback increased the test score after tutorial video-guided BLS learning, irrespective of the group size. A smaller group size allowed more participations in peer feedback.

Group support system and explanatory feedback: An experimental study of mitigating halo effect

Directory of Open Access Journals (Sweden)

Intiyas Utami

2015-12-01

Full Text Available Comprehensive assessment potentially leads to halo effect that will affect accuracy of auditors decision-making process. Biased initial audit decision will potentially influence final audit decision. It is there-fore necessary to mitigate halo effect that is the consequence of auditors good impression on clients initial condition. This re-search aims to empirically show that halo effect can be mitigated by explanatory feedback and Group Support System (GSS. The researchers experimentally mani-pulate explanatory feedback and GSS using online web-site. The subjects are stu-dents who have already taken auditing courses. The results show that: 1 explanato-ry feedback can mitigate halo effect so that audit decision will be more accurate 2 GSS can also mitigate halo effect 3 explanatory feedback and GSS are the best me-thods to mitigate halo effect.

Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

Science.gov (United States)

Kamp, Rachelle J A; van Berkel, Henk J M; Popeijus, Herman E; Leppink, Jimmie; Schmidt, Henk G; Dolmans, Diana H J M

2014-03-01

Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research.

Students’ expectations of feedback given on draft writing

Directory of Open Access Journals (Sweden)

Zach Simpson

2011-09-01

Full Text Available Academic writing is the primary means of assessing university students and feedback (oral or written responses on writing can contribute significantly to student learning and success (Ferris, 2003; Hyland & Hyland, 2006. This study explores students’ expectations of feedback on draft writing. The research design was two-pronged. The initial quantitative aspect employed a questionnaire which students completed after receiving feedback from Writing Centre consultants who aim to give developmental feedback. A subsequent phase involved focus groups with volunteer students. This mixed methods design allowed for greater depth of understanding as the qualitative findings extended the quantitative results. The study concludes that students expect feedback to be understandable, encouraging and to focus on both positive and negative aspects of their writing. Importantly, students expect feedback to ‘unpack’ the conventions of academic literacy while still encouraging independence and originality.

Development of the Corrective Feedback Instrument: A Tool for Use in Counselor Training Groups.

Science.gov (United States)

Hulse-Killacky, Diana; Page, Betsy J.

1994-01-01

Presents an instrument for measuring emotional barriers that can inhibit giving, receiving, and exchanging corrective feedback in counselor training groups. Also assesses leader behaviors that can help group members address those barriers. Testing showed that the instrument can be used to identify group member concerns. (RJM)

Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship

Directory of Open Access Journals (Sweden)

Chin-Chen Wen

2015-02-01

Full Text Available Purpose: Structured narrative reflective writing combined with guided feedback is an efficient teaching method for enhancing medical students’ reflective capacity. However, what kinds of feedback offered and reflection presented in a reflective group remain unclear. The aim of this study was to investigate the characteristics of feedback in a reflective dialogue group. Methods: Fifth-year medical students on a monthly interval rotation at the pediatric department of a medical center in eastern Taiwan during the 2012 academic year completed their reflective writing regarding patient and family psychosocial issues, and were subsequently debriefed in a 2-h group discussion session to receive feedback from a clinical tutor and peers. Content analysis was conducted to explore the characteristics of feedback and reflection presented in the reflective dialogue. The evaluative questionnaire regarding the benefits of reflection with others was administrated following the group session. Results: Forty students participated in five reflective groups and 108 psychosocial issues were discussed and identified. The tutor played an initiating role in the group discussion by providing six equal feedback types involving exploring new knowledge, initiating advanced discussion, highlighting the issues, and encouraging the students. The students provided eight types of feedback that involved a substantial deep discussion on psychosocial issues and action plans based on the complex interactive ecological network of clinical encounters. Each student attained 1.25 times the depth or breadth of reflection after receiving feedback and experienced the benefits of reflection with others. Conclusion: Through structured narrative reflective writing combined with pluralistic group discussion with a tutor and peers, the medical students had time to think deeply and broadly about psychosocial issues among patients and their family members. Facilitative feedback providing new

Focus Groups: How Feedback from Employees Can Impact the Decision-Making Process

Directory of Open Access Journals (Sweden)

Jessica Jordan

2017-10-01

Full Text Available The idea for the use of focus groups as a management tool was derived from a planned assessment with student employees. The success of the student employee focus groups led the researchers to expand the use of these groups with the library staff. In the evaluation of the results, the researchers discovered that the feedback from both focus groups could be shared with administration, potentially resulting in the management team making the suggested changes in the work environment. This article addresses the process of using focus groups as assessment tools and potential change agents for managerial decision-making.

The effects of self-controlled video feedback on the learning of the basketball set shot

Directory of Open Access Journals (Sweden)

Christopher Adam Aiken

2012-09-01

Full Text Available Allowing learners to control some aspect of instructional support (e.g., augmented feedback appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition phase. The yoked (YK group received feedback according to a schedule created by a SC counterpart. During acquisition participants were also allowed to view written instructional cues at any time. Results revealed that the SC group had significantly higher form scores during the transfer phase and utilized the instructional cues more frequently during acquisition. Post-training questionnaire responses indicated no preference for requesting or receiving feedback following good trials as reported by Chiviacowsky and Wulf (2002, 2005. The nature of the task was such that participants could have assigned both positive and negative evaluations to different aspects of the movement during the same trial. Thus, the lack of preferences along with the similarity in scores for feedback and no-feedback trials may simply have reflected this complexity. Importantly, however, the results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing.

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

Science.gov (United States)

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

2018-03-06

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

Formulae for thermal feedback of group constants in digital reactor simulation

International Nuclear Information System (INIS)

Perneczky, L.; Toth, I.; Vigassy, J.

1976-01-01

The problem, how the feedback of the thermohydraulic field to the neutron density in a reactor can be calculated is analysed. After a brief survey of the digital models in reactor simulation the applied model based on the time-dependent two-group diffusion equations is described. Using the reactor physical code system THERESA numerical results for the VVER-440 reactor are presented. (Sz.Z.)

DWARF, 1-D Few-Group Neutron Diffusion with Thermal Feedback for Burnup and Xe Oscillation

International Nuclear Information System (INIS)

Anderson, E.C.; Putnam, G.E.

1975-01-01

1 - Description of problem or function: DWARF allows one-dimensional simulation of reactor burnup and xenon oscillation problems in slab, cylindrical, or spherical geometry using a few-group diffusion theory model. 2 - Method of solution: The few-group, neutron diffusion theory equations are reduced to a system of finite-difference equations that are solved for each group by the Gauss method at each time point. Fission neutron source iteration can be accelerated with Chebyshev extrapolation. A thermal feedback iterative loop is used to obtain consistent solutions for the distributions of reactor power, neutron flux, and fuel and coolant properties with the neutron group constants functions of the latter. Solutions for the new nuclide concentrations of a time-point are made with the flux assumed constant in the time interval. 3 - Restrictions on the complexity of the problem - Maxima of: 4 groups; 40 regions; 50 macroscopic materials (Only 10 are functions of the feedback variables); 50 nuclides per region; 250 mesh points

Feedback reliability calculation for an iterative block decision feedback equalizer

OpenAIRE

Huang, G; Nix, AR; Armour, SMD

2009-01-01

A new class of iterative block decision feedback equalizer (IB-DFE) was pioneered by Chan and Benvenuto. Unlike the conventional DFE, the IB-DFE is optimized according to the reliability of the feedback (FB) symbols. Since the use of the training sequence (TS) for feedback reliability (FBR) estimation lowers the bandwidth efficiency, FBR estimation without the need for additional TS is of considerable interest. However, prior FBR estimation is limited in the literature to uncoded M-ary phases...

Altered Sensory Feedbacks in Pianist's Dystonia: the altered auditory feedback paradigm and the glove effect

Directory of Open Access Journals (Sweden)

Felicia Pei-Hsin Cheng

2013-12-01

Full Text Available Background: This study investigates the effect of altered auditory feedback (AAF in musician's dystonia (MD and discusses whether altered auditory feedback can be considered as a sensory trick in MD. Furthermore, the effect of AAF is compared with altered tactile feedback, which can serve as a sensory trick in several other forms of focal dystonia. Methods: The method is based on scale analysis (Jabusch et al. 2004. Experiment 1 employs synchronization paradigm: 12 MD patients and 25 healthy pianists had to repeatedly play C-major scales in synchrony with a metronome on a MIDI-piano with 3 auditory feedback conditions: 1. normal feedback; 2. no feedback; 3. constant delayed feedback. Experiment 2 employs synchronization-continuation paradigm: 12 MD patients and 12 healthy pianists had to repeatedly play C-major scales in two phases: first in synchrony with a metronome, secondly continue the established tempo without the metronome. There are 4 experimental conditions, among them 3 are the same altered auditory feedback as in Experiment 1 and 1 is related to altered tactile sensory input. The coefficient of variation of inter-onset intervals of the key depressions was calculated to evaluate fine motor control. Results: In both experiments, the healthy controls and the patients behaved very similarly. There is no difference in the regularity of playing between the two groups under any condition, and neither did AAF nor did altered tactile feedback have a beneficial effect on patients’ fine motor control. Conclusions: The results of the two experiments suggest that in the context of our experimental designs, AAF and altered tactile feedback play a minor role in motor coordination in patients with musicians' dystonia. We propose that altered auditory and tactile feedback do not serve as effective sensory tricks and may not temporarily reduce the symptoms of patients suffering from MD in this experimental context.

Angle measurement with laser feedback instrument.

Science.gov (United States)

Chen, Wenxue; Zhang, Shulian; Long, Xingwu

2013-04-08

An instrument for angle measurement based on laser feedback has been designed. The measurement technique is based on the principle that when a wave plate placed into a feedback cavity rotates, its phase retardation varies. Phase retardation is a function of the rotating angle of the wave plate. Hence, the angle can be converted to phase retardation. The phase retardation is measured at certain characteristic points identified in the laser outputting curve that are then modulated by laser feedback. The angle of a rotating object can be measured if it is connected to the wave plate. The main advantages of this instrument are: high resolution, compact, flexible, low cost, effective power, and fast response.

Sonification and haptic feedback in addition to visual feedback enhances complex motor task learning.

Science.gov (United States)

Sigrist, Roland; Rauter, Georg; Marchal-Crespo, Laura; Riener, Robert; Wolf, Peter

2015-03-01

Concurrent augmented feedback has been shown to be less effective for learning simple motor tasks than for complex tasks. However, as mostly artificial tasks have been investigated, transfer of results to tasks in sports and rehabilitation remains unknown. Therefore, in this study, the effect of different concurrent feedback was evaluated in trunk-arm rowing. It was then investigated whether multimodal audiovisual and visuohaptic feedback are more effective for learning than visual feedback only. Naïve subjects (N = 24) trained in three groups on a highly realistic virtual reality-based rowing simulator. In the visual feedback group, the subject's oar was superimposed to the target oar, which continuously became more transparent when the deviation between the oars decreased. Moreover, a trace of the subject's trajectory emerged if deviations exceeded a threshold. The audiovisual feedback group trained with oar movement sonification in addition to visual feedback to facilitate learning of the velocity profile. In the visuohaptic group, the oar movement was inhibited by path deviation-dependent braking forces to enhance learning of spatial aspects. All groups significantly decreased the spatial error (tendency in visual group) and velocity error from baseline to the retention tests. Audiovisual feedback fostered learning of the velocity profile significantly more than visuohaptic feedback. The study revealed that well-designed concurrent feedback fosters complex task learning, especially if the advantages of different modalities are exploited. Further studies should analyze the impact of within-feedback design parameters and the transferability of the results to other tasks in sports and rehabilitation.

Tailored instructor feedback leads to more effective virtual-reality laparoscopic training.

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Paschold, M; Huber, T; Zeißig, S R; Lang, H; Kneist, Werner

2014-03-01

Laparoscopic novices begin at different performance levels, and studies on tailored training concepts are warranted. The effect of verbal instructor feedback has been investigated with varying results, and its effectiveness in virtual-reality laparoscopic (VRL) simulations still is unclear. This study aimed to determine whether laparoscopic novices with lower initial performance statuses may profit from training with intensive instructor feedback. A prospective, single-blinded study was performed within a week-long curricular course. In this study, 20 medical students performed a complex bimanual maneuver on a VRL simulator. There was a division in performance levels, with a high-performer group (HPG) that received a better median score and a low-performer group (LPG). During the training phase, only the initial LPG received standardized instructor feedback in a one-to-one setting. The final assessment of skills for both groups involved performing the task without feedback at the end of the course. The HPG and LPG showed significantly different initial performance levels according global and categorized (time, economics, error) scores (p training concept with instructor feedback limited to the LPG. The tailored training was effective and economic for the laparoscopic novices and their teachers.

Genetic influences on functional connectivity associated with feedback processing and prediction error: Phase coupling of theta-band oscillations in twins.

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Demiral, Şükrü Barış; Golosheykin, Simon; Anokhin, Andrey P

2017-05-01

Detection and evaluation of the mismatch between the intended and actually obtained result of an action (reward prediction error) is an integral component of adaptive self-regulation of behavior. Extensive human and animal research has shown that evaluation of action outcome is supported by a distributed network of brain regions in which the anterior cingulate cortex (ACC) plays a central role, and the integration of distant brain regions into a unified feedback-processing network is enabled by long-range phase synchronization of cortical oscillations in the theta band. Neural correlates of feedback processing are associated with individual differences in normal and abnormal behavior, however, little is known about the role of genetic factors in the cerebral mechanisms of feedback processing. Here we examined genetic influences on functional cortical connectivity related to prediction error in young adult twins (age 18, n=399) using event-related EEG phase coherence analysis in a monetary gambling task. To identify prediction error-specific connectivity pattern, we compared responses to loss and gain feedback. Monetary loss produced a significant increase of theta-band synchronization between the frontal midline region and widespread areas of the scalp, particularly parietal areas, whereas gain resulted in increased synchrony primarily within the posterior regions. Genetic analyses showed significant heritability of frontoparietal theta phase synchronization (24 to 46%), suggesting that individual differences in large-scale network dynamics are under substantial genetic control. We conclude that theta-band synchronization of brain oscillations related to negative feedback reflects genetically transmitted differences in the neural mechanisms of feedback processing. To our knowledge, this is the first evidence for genetic influences on task-related functional brain connectivity assessed using direct real-time measures of neuronal synchronization. Copyright © 2016

Feedback effect on flute dynamics in a mirror machine

International Nuclear Information System (INIS)

Be’ery, I; Seemann, O

2015-01-01

The effect of active feedback on flute instability is experimentally studied in a table-top mirror machine. Changing the plasma conditions from mirror-loss dominated to flute-loss dominated, it is demonstrated that while the feedback has no effect on plasma density in the first case, it increases the plasma density by up to 50% in the second case. Measurements of the dependence of instability amplitude on feedback gain show that large gain stimulates high frequency perturbations. The period of these perturbations corresponds to the inherent delay of immersed electrode feedback. Variation of the spatial phase between the input and output of the phase reveals a large asymmetry between positive and negative phase shifts. A simplified model is introduced to explain how a negative phase shift causes positive feedback between the external feedback and the centrifugally driven rotation. (paper)

A study on M/G/1 retrial G - queue with two phases of service, immediate feedback and working vacations

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Varalakshmi, M.; Chandrasekaran, V. M.; Saravanarajan, M. C.

2017-11-01

In this paper, we discuss about the steady state behaviour of M/G/1 retrial queueing system with two phases of services and immediate feedbacks under working vacation policy where the regular busy server is affected due to the arrival of negative customers. Upon arrival if the customer finds the server busy, breakdown or on working vacation it enters an orbit; otherwise the customer enters into the service area immediately. After service completion, the customer is allowed to make finite number of immediate feedback. The feedback service also consists of two phases. At the service completion epoch of a positive customer, if the orbit is empty the server goes for a working vacation. The server works at a lower service rate during working vacation (WV) period. Using the supplementary variable technique, we found out the steady state probability generating function for the system and in orbit. System performance measures and reliability measures are discussed. Finally, some numerical examples are presented to validate the analyticalresults.

Feedback loop compensates for rectifier nonlinearity

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1966-01-01

Signal processing circuit with two negative feedback loops rectifies two sinusoidal signals which are 180 degrees out of phase and produces a single full-wave rectified output signal. Each feedback loop incorporates a feedback rectifier to compensate for the nonlinearity of the circuit.

Design of a Hardware-Implemented Phase Calculating System for Feedback Control in the LHCD Experiments on EAST

International Nuclear Information System (INIS)

Liu Qiang; Liang Hao; Zhou Yongzhao

2009-01-01

A fully hardware-implemented phase calculating system for the feedback control in the lower-hybrid current drive (LHCD) experiments is presented in this paper. By taking advantages of field programmable gate array (FPGA) chips with embedded digital signal processing (DSP) cores and the Matlab-aided design method, the phase calculating algorithm with a square root operation and parallel process are efficiently implemented in a single FPGA chip to complete the calculation of phase differences fast and accurately in the lower-hybrid wave (LHW) system on EAST. (fusion engineering)

Relative Effects of Daily Feedback and Weekly Feedback on Customer Service Behavior at a Gas Station

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So, Yongjoon; Lee, Kyehoon; Oah, Shezeen

2013-01-01

The relative effects of daily and weekly feedback on customer service behavior at a gas station were assessed using an ABC within-subjects design. Four critical service behaviors were identified and measured daily. After baseline (A), weekly feedback (B) was introduced, and daily feedback (C) was introduced in the next phase. The results indicated…

Experience feedback of operation events in Ling'ao phase Ⅱ nuclear power plant

International Nuclear Information System (INIS)

Xiao Zhi; Tao Shusheng; Sun Guochen; Zhang Zengqing

2012-01-01

As a new operating nuclear power plant, Ling'ao Phase Ⅱ occurred 20 pieces of operational events in one year of first cycle. By analyzing the events in this paper, the causes of the events are mainly concentrated in three aspects: interface between commissioning and operating, DCS system and the management of human factors. Finally, author gives some suggestions on experience feedback, as a reference to other similar nuclear power plants. (authors)

Dissociation between active and observational learning from positive and negative feedback in Parkinsonism.

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Kobza, Stefan; Ferrea, Stefano; Schnitzler, Alfons; Pollok, Bettina; Südmeyer, Martin; Bellebaum, Christian

2012-01-01

Feedback to both actively performed and observed behaviour allows adaptation of future actions. Positive feedback leads to increased activity of dopamine neurons in the substantia nigra, whereas dopamine neuron activity is decreased following negative feedback. Dopamine level reduction in unmedicated Parkinson's Disease patients has been shown to lead to a negative learning bias, i.e. enhanced learning from negative feedback. Recent findings suggest that the neural mechanisms of active and observational learning from feedback might differ, with the striatum playing a less prominent role in observational learning. Therefore, it was hypothesized that unmedicated Parkinson's Disease patients would show a negative learning bias only in active but not in observational learning. In a between-group design, 19 Parkinson's Disease patients and 40 healthy controls engaged in either an active or an observational probabilistic feedback-learning task. For both tasks, transfer phases aimed to assess the bias to learn better from positive or negative feedback. As expected, actively learning patients showed a negative learning bias, whereas controls learned better from positive feedback. In contrast, no difference between patients and controls emerged for observational learning, with both groups showing better learning from positive feedback. These findings add to neural models of reinforcement-learning by suggesting that dopamine-modulated input to the striatum plays a minor role in observational learning from feedback. Future research will have to elucidate the specific neural underpinnings of observational learning.

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

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Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

Breaststroke learning through the use of videotape feedback. http://dx.doi.org/10.5007/1980-0037.2013v15n2p204

Directory of Open Access Journals (Sweden)

Marcela de Castro Ferracioli

2013-03-01

Full Text Available People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.

Social provocation modulates decision making and feedback processing: Examining the trajectory of development in adolescent participants

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Hannah L. Pincham

2015-10-01

Full Text Available Increasingly, research is turning to the ways in which social context impacts decision making and feedback processing in adolescents. The current study recorded electroencephalography to examine the trajectory of development across adolescence, with a focus on how social context impacts cognition and behaviour. To that end, younger (10–12 years and older (14–16 years adolescents played a modified Taylor Aggression Paradigm against two virtual opponents: a low-provoker and a high-provoker. During the task's decision phase (where participants select punishment for their opponent, we examined two event-related potentials: the N2 and the late positive potential (LPP. During the outcome phase (where participants experience win or loss feedback, we measured the feedback related negativity (FRN. Although N2 amplitudes did not vary with provocation, LPP amplitudes were enhanced under high provocation for the younger group, suggesting that emotional reactivity during the decision phase was heightened for early adolescents. During the outcome phase, the FRN was reduced following win outcomes under high provocation for both groups, suggesting that a highly provocative social opponent may influence the reward response. Collectively, the data argue that social context is an important factor modulating neural responses in adolescent behavioural and brain development.

Short structured feedback training is equivalent to a mechanical feedback device in two-rescuer BLS: a randomised simulation study.

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Pavo, Noemi; Goliasch, Georg; Nierscher, Franz Josef; Stumpf, Dominik; Haugk, Moritz; Breckwoldt, Jan; Ruetzler, Kurt; Greif, Robert; Fischer, Henrik

2016-05-13

Resuscitation guidelines encourage the use of cardiopulmonary resuscitation (CPR) feedback devices implying better outcomes after sudden cardiac arrest. Whether effective continuous feedback could also be given verbally by a second rescuer ("human feedback") has not been investigated yet. We, therefore, compared the effect of human feedback to a CPR feedback device. In an open, prospective, randomised, controlled trial, we compared CPR performance of three groups of medical students in a two-rescuer scenario. Group "sCPR" was taught standard BLS without continuous feedback, serving as control. Group "mfCPR" was taught BLS with mechanical audio-visual feedback (HeartStart MRx with Q-CPR-Technology™). Group "hfCPR" was taught standard BLS with human feedback. Afterwards, 326 medical students performed two-rescuer BLS on a manikin for 8 min. CPR quality parameters, such as "effective compression ratio" (ECR: compressions with correct hand position, depth and complete decompression multiplied by flow-time fraction), and other compression, ventilation and time-related parameters were assessed for all groups. ECR was comparable between the hfCPR and the mfCPR group (0.33 vs. 0.35, p = 0.435). The hfCPR group needed less time until starting chest compressions (2 vs. 8 s, p feedback or by using a mechanical audio-visual feedback device was similar. Further studies should investigate whether extended human feedback training could further increase CPR quality at comparable costs for training.

Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study.

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Noordman, Janneke; van der Weijden, Trudy; van Dulmen, Sandra

2014-10-01

To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Continuing professional education may be necessary to refresh and reflect on the communication and motivational interviewing skills of experienced primary care practice nurses. A video-feedback method was designed to improve these skills. Pre-test/posttest control group design. Seventeen Dutch practice nurses and 325 patients participated between June 2010-June 2011. Nurse-patient consultations were videotaped at two moments (T0 and T1), with an interval of 3-6 months. The videotaped consultations were rated using two protocols: the Maastrichtse Anamnese en Advies Scorelijst met globale items (MAAS-global) and the Behaviour Change Counselling Index. Before the recordings, nurses were allocated to a control or video-feedback group. Nurses allocated to the video-feedback group received video-feedback between T0 and T1. Data were analysed using multilevel linear or logistic regression. Nurses who received video-feedback appeared to pay significantly more attention to patients' request for help, their physical examination and gave significantly more understandable information. With respect to motivational interviewing, nurses who received video-feedback appeared to pay more attention to 'agenda setting and permission seeking' during their consultations. Video-feedback is a potentially effective method to improve practice nurses' generic communication skills. Although a single video-feedback session does not seem sufficient to increase all motivational interviewing skills, significant improvement in some specific skills was found. Nurses' clinical competences were not altered after feedback due to already high standards. © 2014 John Wiley & Sons Ltd.

The effect of concurrent bandwidth feedback on learning the lane-keeping task in a driving simulator.

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de Groot, Stefan; de Winter, Joost C F; López García, José Manuel; Mulder, Max; Wieringa, Peter A

2011-02-01

The aim of this study was to investigate whether concurrent bandwidth feedback improves learning of the lane-keeping task in a driving simulator. Previous research suggests that bandwidth feedback improves learning and that off-target feedback is superior to on-target feedback. This study aimed to extend these findings for the lane-keeping task. Participants without a driver's license drove five 8-min lane-keeping sessions in a driver training simulator: three practice sessions, an immediate retention session, and a delayed retention session I day later. There were four experimental groups (n=15 per group): (a) on-target, receiving seat vibrations when the center of the car was within 0.5 m of the lane center; (b) off-target, receiving seat vibrations when the center of the car was more than 0.5 m away from the lane center; (c) control, receiving no vibrations; and (d) realistic, receiving seat vibrations depending on engine speed. During retention, all groups were provided with the realistic vibrations. During practice, on-target and off-target groups had better lane-keeping performance than the nonaugmented groups, but this difference diminished in the retention phase. Furthermore, during late practice and retention, the off-target group outperformed the on-target group.The off-target group had a higher rate of steering reversal and higher steering entropy than the nonaugmented groups, whereas no clear group differences were found regarding mean speed, mental workload, or self-reported measures. Off-target feedback is superior to on-target feedback for learning the lane-keeping task. This research provides knowledge to researchers and designers of training systems about the value of feedback in simulator-based training of vehicular control.

Implementation and Impact of an Automated Group Monitoring and Feedback System to Promote Hand Hygiene Among Health Care Personnel

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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.

Science.gov (United States)

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.

The Effects of Post-observational Feedback Modes on Teaching Beliefs : Peer vs. Teacher-Mediated Feedback

Directory of Open Access Journals (Sweden)

İlknur Yuksel

2011-01-01

Full Text Available The aim of this study was to investigate whether the pre-service teachers' language teaching beliefs changed as a result of two different post-observational reşective feedback modes; teacher mediated and peer feedback, during their teaching practice. For each post-observational feedback mode, two groups of eight Turkish pre-service language teachers attending to the final year at English Language Teaching Department at Anadolu University, totally 16 pre-service teachers participated in the study. The qualitative and quantitative data was collected at the beginning and end of the different feedback treatments from each group. The results indicated that the feedback modes on pre-service teachers’ teaching practice could influence their beliefs about teaching. Peer feedback had a potential to change the teachers’ beliefs through critical reşection skills that were fostered as a result of collaboration within the peer group

Change in quality management in diabetes care groups and outpatient clinics after feedback and tailored support.

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Campmans-Kuijpers, Marjo J; Baan, Caroline A; Lemmens, Lidwien C; Rutten, Guy E

2015-02-01

To assess the change in level of diabetes quality management in primary care groups and outpatient clinics after feedback and tailored support. This before-and-after study with a 1-year follow-up surveyed quality managers on six domains of quality management. Questionnaires measured organization of care, multidisciplinary teamwork, patient centeredness, performance results, quality improvement policy, and management strategies (score range 0-100%). Based on the scores, responders received feedback and a benchmark and were granted access to a toolbox of quality improvement instruments. If requested, additional support in improving quality management was available, consisting of an elucidating phone call or a visit from an experienced consultant. After 1 year, the level of quality management was measured again. Of the initially 60 participating care groups, 51 completed the study. The total quality management score improved from 59.8% (95% CI 57.0-62.6%) to 65.1% (62.8-67.5%; P quality management score (P = 0.001). Of the 44 participating outpatient clinics, 28 completed the study. Their total score changed from 65.7% (CI 60.3-71.1%) to 67.3% (CI 62.9-71.7%; P = 0.30). Only the results in the domain multidisciplinary teamwork improved (P = 0.001). Measuring quality management and providing feedback and a benchmark improves the level of quality management in care groups but not in outpatient clinics. The questionnaires might also be a useful asset for other diabetes care groups, such as Accountable Care Organizations. © 2015 by the American Diabetes Association. Readers may use this article as long as the work is properly cited, the use is educational and not for profit, and the work is not altered.

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

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Keaten, James A.

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

Noncommutative phase spaces on Aristotle group

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Ancille Ngendakumana

2012-03-01

Full Text Available We realize noncommutative phase spaces as coadjoint orbits of extensions of the Aristotle group in a two dimensional space. Through these constructions the momenta of the phase spaces do not commute due to the presence of a naturally introduced magnetic eld. These cases correspond to the minimal coupling of the momentum with a magnetic potential.

On the Representation of Cloud Phase in Global Climate Models, and its Importance for Simulations of Climate Forcings and Feedbacks

Science.gov (United States)

Storelvmo, Trude; Sagoo, Navjit; Tan, Ivy

2016-04-01

Despite the growing effort in improving the cloud microphysical schemes in GCMs, most of this effort has not focused on improving the ability of GCMs to accurately simulate phase partitioning in mixed-phase clouds. Getting the relative proportion of liquid droplets and ice crystals in clouds right in GCMs is critical for the representation of cloud radiative forcings and cloud-climate feedbacks. Here, we first present satellite observations of cloud phase obtained by NASA's CALIOP instrument, and report on robust statistical relationships between cloud phase and several aerosols species that have been demonstrated to act as ice nuclei (IN) in laboratory studies. We then report on results from model intercomparison projects that reveal that GCMs generally underestimate the amount of supercooled liquid in clouds. For a selected GCM (NCAR 's CAM5), we thereafter show that the underestimate can be attributed to two main factors: i) the presence of IN in the mixed-phase temperature range, and ii) the Wegener-Bergeron-Findeisen process, which converts liquid to ice once ice crystals have formed. Finally, we show that adjusting these two processes such that the GCM's cloud phase is in agreement with the observed has a substantial impact on the simulated radiative forcing due to IN perturbations, as well as on the cloud-climate feedbacks and ultimately climate sensitivity simulated by the GCM.

Evolution of the baryon fraction in the Local Group: accretion versus feedback at low and high z

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Peirani, Sébastien; Jung, Intae; Silk, Joseph; Pichon, Christophe

2012-12-01

Using hydrodynamical zoom simulations in the standard Λ cold dark matter cosmology, we investigate the evolution of the distribution of baryons (gas and stars) in a Local Group-type universe. First, with standard star formation and supernova feedback prescriptions, we find that the mean baryonic fraction value estimated at the virial radius of the two main central objects (i.e. the Milky Way and Andromeda) is decreasing over time and is 10-15 per cent lower than the universal value 0.166, at z = 0. This decrease is mainly due to the fact that the amount of accretion of dissipative gas on to the halo, especially at low redshift, is in general much lower than that of the dissipationless dark matter. Indeed, a significant part of the baryons does not collapse on to the haloes and remains in their outskirts, mainly in the form of warm hot intergalactic medium (WHIM). Moreover, during the formation of each object, some dark matter and baryons are also expelled through merger events via tidal disruption. In contrast to baryons, expelled dark matter can be more efficiently re-accreted on to the halo, enhancing both the reduction of fb inside Rv and the increase of the mass of WHIM outside Rv. Varying the efficiency of supernova feedback at low redshift does not seem to significantly affect these trends. Alternatively, when a significant fraction of the initial gas in the main objects is released at high redshifts by more powerful sources of feedback, such as active galactic nuclei from intermediate-mass black holes in lower mass galaxies, the baryonic fraction at the virial radius can have a lower value (fb˜0.12) at low redshift. Hence, physical mechanisms able to drive the gas out of the virial radius at high redshifts will have a stronger impact on the deficit of baryons in the mass budget of Milky Way-type galaxies at present times than those that expel the gas in the longer, late phases of galaxy formation.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized trial.

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Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Sorensen, Jette Led

2013-05-01

To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. : Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much feedback is necessary, which is useful for sustainable implementation. A randomized trial complying with CONSORT Statement. All participants had to reach a predefined proficiency level for a complex operational task on a virtual reality simulator. The intervention group received standardized instructor feedback a maximum of 3 times. The control group did not receive instructor feedback. Participants were senior medical students without prior laparoscopic experience (n = 99). Outcome measures were time, repetitions, and performance score to reach a predefined proficiency level. Furthermore, influence of sex and perception of own surgical skills were examined. Time (in minutes) and repetitions were reduced in the intervention group (162 vs 342 minutes; P less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). Instructor feedback increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. NCT01497782.

Developing a patient-led electronic feedback system for quality and safety within Renal PatientView.

Science.gov (United States)

Giles, Sally J; Reynolds, Caroline; Heyhoe, Jane; Armitage, Gerry

2017-03-01

It is increasingly acknowledged that patients can provide direct feedback about the quality and safety of their care through patient reporting systems. The aim of this study was to explore the feasibility of patients, healthcare professionals and researchers working in partnership to develop a patient-led quality and safety feedback system within an existing electronic health record (EHR), known as Renal PatientView (RPV). Phase 1 (inception) involved focus groups (n = 9) and phase 2 (requirements) involved cognitive walkthroughs (n = 34) and 1:1 qualitative interviews (n = 34) with patients and healthcare professionals. A Joint Services Expert Panel (JSP) was convened to review the findings from phase 1 and agree the core principles and components of the system prototype. Phase 1 data were analysed using a thematic approach. Data from phase 1 were used to inform the design of the initial system prototype. Phase 2 data were analysed using the components of heuristic evaluation, resulting in a list of core principles and components for the final system prototype. Phase 1 identified four main barriers and facilitators to patients feeding back on quality and safety concerns. In phase 2, the JSP agreed that the system should be based on seven core principles and components. Stakeholders were able to work together to identify core principles and components for an electronic patient quality and safety feedback system in renal services. Tensions arose due to competing priorities, particularly around anonymity and feedback. Careful consideration should be given to the feasibility of integrating a novel element with differing priorities into an established system with existing functions and objectives. © 2016 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator

DEFF Research Database (Denmark)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2013-01-01

% vs 49%; P = 0.004). Men used less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). CONCLUSIONS:: Instructor feedback...... increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. Trial registration number: NCT......OBJECTIVE:: To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. BACKGROUND:: Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much...

Self-controlled feedback facilitates motor learning in both high and low activity individuals.

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Fairbrother, Jeffrey T; Laughlin, David D; Nguyen, Timothy V

2012-01-01

The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be "good" trials; those in the YK condition indicated that they would have preferred to receive feedback after "good" trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

Engaging medical students in the feedback process.

Science.gov (United States)

Rogers, David A; Boehler, Margaret L; Schwind, Cathy J; Meier, Andreas H; Wall, Jarrod C H; Brenner, Michael J

2012-01-01

There are potential advantages to engaging medical students in the feedback process, but efforts to do so have yielded mixed results. The purpose of this study was to evaluate a student-focused feedback instructional session in an experimental setting. Medical students were assigned randomly to either the intervention or control groups and then assigned randomly to receive either feedback or compliments. Tests of knowledge, skills, and attitudes were given before and after the intervention. There was a significant gain of knowledge and skill in the group that received instruction. Satisfaction was higher after compliments in the control group but higher after feedback in the instructional group. There was no change in the subject's willingness to seek feedback. A student-focused component should be carefully included as part of an overall effort to improve feedback in surgical education. The role of medical student attitudes about feedback requires further investigation. Copyright © 2012 Elsevier Inc. All rights reserved.

Visual feedback alters force control and functional activity in the visuomotor network after stroke

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Derek B. Archer

2018-01-01

Full Text Available Modulating visual feedback may be a viable option to improve motor function after stroke, but the neurophysiological basis for this improvement is not clear. Visual gain can be manipulated by increasing or decreasing the spatial amplitude of an error signal. Here, we combined a unilateral visually guided grip force task with functional MRI to understand how changes in the gain of visual feedback alter brain activity in the chronic phase after stroke. Analyses focused on brain activation when force was produced by the most impaired hand of the stroke group as compared to the non-dominant hand of the control group. Our experiment produced three novel results. First, gain-related improvements in force control were associated with an increase in activity in many regions within the visuomotor network in both the stroke and control groups. These regions include the extrastriate visual cortex, inferior parietal lobule, ventral premotor cortex, cerebellum, and supplementary motor area. Second, the stroke group showed gain-related increases in activity in additional regions of lobules VI and VIIb of the ipsilateral cerebellum. Third, relative to the control group, the stroke group showed increased activity in the ipsilateral primary motor cortex, and activity in this region did not vary as a function of visual feedback gain. The visuomotor network, cerebellum, and ipsilateral primary motor cortex have each been targeted in rehabilitation interventions after stroke. Our observations provide new insight into the role these regions play in processing visual gain during a precisely controlled visuomotor task in the chronic phase after stroke.

Collective irrationality and positive feedback.

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Nicolis, Stamatios C; Zabzina, Natalia; Latty, Tanya; Sumpter, David J T

2011-04-26

Recent experiments on ants and slime moulds have assessed the degree to which they make rational decisions when presented with a number of alternative food sources or shelter. Ants and slime moulds are just two examples of a wide range of species and biological processes that use positive feedback mechanisms to reach decisions. Here we use a generic, experimentally validated model of positive feedback between group members to show that the probability of taking the best of options depends crucially on the strength of feedback. We show how the probability of choosing the best option can be maximized by applying an optimal feedback strength. Importantly, this optimal value depends on the number of options, so that when we change the number of options the preference of the group changes, producing apparent "irrationalities". We thus reinterpret the idea that collectives show "rational" or "irrational" preferences as being a necessary consequence of the use of positive feedback. We argue that positive feedback is a heuristic which often produces fast and accurate group decision-making, but is always susceptible to apparent irrationality when studied under particular experimental conditions.

Collective irrationality and positive feedback.

Directory of Open Access Journals (Sweden)

Stamatios C Nicolis

Full Text Available Recent experiments on ants and slime moulds have assessed the degree to which they make rational decisions when presented with a number of alternative food sources or shelter. Ants and slime moulds are just two examples of a wide range of species and biological processes that use positive feedback mechanisms to reach decisions. Here we use a generic, experimentally validated model of positive feedback between group members to show that the probability of taking the best of options depends crucially on the strength of feedback. We show how the probability of choosing the best option can be maximized by applying an optimal feedback strength. Importantly, this optimal value depends on the number of options, so that when we change the number of options the preference of the group changes, producing apparent "irrationalities". We thus reinterpret the idea that collectives show "rational" or "irrational" preferences as being a necessary consequence of the use of positive feedback. We argue that positive feedback is a heuristic which often produces fast and accurate group decision-making, but is always susceptible to apparent irrationality when studied under particular experimental conditions.

Self-controlled feedback facilitates motor learning in both high and low activity individuals

Directory of Open Access Journals (Sweden)

Jeffrey T. Fairbrother

2012-08-01

Full Text Available The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA and low activity (LA participants were assigned to self-control (SC and yoked (YK feedback conditions, creating four groups: Self-Control High Activity (SC-HA; Self-Control Low Activity (SC-LA; Yoked High Activity (YK-HA; and Yoked Low Activity (YK-LA. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be good trials; those in the YK condition indicated that they would have preferred to receive feedback after good trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

Feedback systems in the SLC

International Nuclear Information System (INIS)

Thompson, K.A.; Jobe, R.K.; Johnson, R.; Phinney, N.

1987-02-01

Two classes of computer-controlled feedback have been implemented to stabilize parameters in subsystems of the SLC: (1) ''slow'' (time scales ∼ minutes) feedback, and (2) ''fast'', i.e., pulse-to-pulse, feedback. The slow loops run in a single FEEDBACK process in the SLC host VAX, which acquires signals and sets control parameters via communication with the database and the network of normal SLC microprocessors. Slow loops exist to stabilize beam energy and energy spread, beam position and angle, and timing of kicker magnets, and to compensate for changes in the phase length of the rf drive line. The fast loops run in dedicated microprocessors, and may sample and/or feedback on particular parameters as often as every pulse of the SLC beam. The first implementations of fast feedback are to control transverse beam blow-up and to stabilize the energy and energy spread of bunches going into the SLC arcs. The overall architecture of the feedback software and the operator interface for controlling loops are discussed

A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill.

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Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback

Feedback to Managers, Volume II: A Review and Comparison of Sixteen Multi-Rater Feedback Instruments.

Science.gov (United States)

Van Velsor, Ellen; Leslie, Jean Brittain

"Feedback to Managers" is a two-volume report. Volume 2 compares 16 of the better feedback instruments available. The following are the instruments: (1) ACUMEN Group Feedback; (2) BENCHMARKS; (3) the Campbell Leadership Index; (4) COMPASS: the Managerial Practices Survey; (5) the Executive Success Profile; (6) Leader Behavior Analysis…

CONTROL OF LASER RADIATION PARAMETERS: Influence of feedback loop characteristics on the field structure in a phase-conjugating ring mirror

Science.gov (United States)

Esayan, A. A.; Zozulya, A. A.; Tikhonchuk, Vladimir T.

1991-10-01

An analysis is made of stimulated scattering in a ring resonator formed by a self-intersecting beam with simultaneous rotation and contraction of the beam due to feedback. Conditions for the excitation of lasing are obtained and the phase conjugation quality is determined near the lasing threshold.

Group theoretical construction of planar noncommutative phase spaces

Energy Technology Data Exchange (ETDEWEB)

Ngendakumana, Ancille, E-mail: nancille@yahoo.fr; Todjihoundé, Leonard, E-mail: leonardt@imsp.uac.org [Institut de Mathématiques et des Sciences Physiques (IMSP), Porto-Novo (Benin); Nzotungicimpaye, Joachim, E-mail: kimpaye@kie.ac.rw [Kigali Institute of Education (KIE), Kigali (Rwanda)

2014-01-15

Noncommutative phase spaces are generated and classified in the framework of centrally extended anisotropic planar kinematical Lie groups as well as in the framework of noncentrally abelian extended planar absolute time Lie groups. Through these constructions the coordinates of the phase spaces do not commute due to the presence of naturally introduced fields giving rise to minimal couplings. By symplectic realizations methods, physical interpretations of generators coming from the obtained structures are given.

Group theoretical construction of planar noncommutative phase spaces

International Nuclear Information System (INIS)

Ngendakumana, Ancille; Todjihoundé, Leonard; Nzotungicimpaye, Joachim

2014-01-01

Noncommutative phase spaces are generated and classified in the framework of centrally extended anisotropic planar kinematical Lie groups as well as in the framework of noncentrally abelian extended planar absolute time Lie groups. Through these constructions the coordinates of the phase spaces do not commute due to the presence of naturally introduced fields giving rise to minimal couplings. By symplectic realizations methods, physical interpretations of generators coming from the obtained structures are given

Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback.

Science.gov (United States)

van Schaik, Sandrijn M; O'Sullivan, Patricia S; Eva, Kevin W; Irby, David M; Regehr, Glenn

2016-02-01

Receptiveness to interprofessional feedback, which is important for optimal collaboration, may be influenced by 'in-group or out-group' categorisation, as suggested by social identity theory. We used an experimental design to explore how nurses and resident physicians perceive feedback from people within and outside their own professional group. Paediatric residents and nurses participated in a simulation-based team exercise. Two nurses and two physicians wrote anonymous performance feedback for each participant. Participants each received a survey containing these feedback comments with prompts to rate (i) the usefulness (ii) the positivity and (iii) their agreement with each comment. Half of the participants received feedback labelled with the feedback provider's profession (two comments correctly labelled and two incorrectly labelled). Half received unlabelled feedback and were asked to guess the provider's profession. For each group, we performed separate three-way anovas on usefulness, positivity and agreement ratings to examine interactions between the recipient's profession, actual provider profession and perceived provider profession. Forty-five out of 50 participants completed the survey. There were no significant interactions between profession of the recipient and the actual profession of the feedback provider for any of the 3 variables. Among participants who guessed the source of the feedback, we found significant interactions between the profession of the feedback recipient and the guessed source of the feedback for both usefulness (F1,48 = 25.6; p feedback they guessed to be from nurses were higher than ratings of feedback they guessed to be from physicians, and vice versa. Among participants who received labelled feedback, we noted a similar interaction between the profession of the feedback recipient and labelled source of feedback for usefulness ratings (F1,92 = 4.72; p feedback to the in-group than to the out-group. This finding has potential

RF feedback simulation results for PEP-II

International Nuclear Information System (INIS)

Tighe, R.; Corredoura, P.

1995-06-01

A model of the RF feedback system for PEP-II has been developed to provide time-domain simulation and frequency-domain analysis of the complete system. The model includes the longitudinal beam dynamics, cavity fundamental resonance, feedback loops, and the nonlinear klystron operating near saturation. Transients from an ion clearing gap and a reference phase modulation from the longitudinal feedback system are also studied. Growth rates are predicted and overall system stability examined

Particle tracking code of simulating global RF feedback

International Nuclear Information System (INIS)

Mestha, L.K.

1991-09-01

It is well known in the ''control community'' that a good feedback controller design is deeply rooted in the physics of the system. For example, when accelerating the beam we must keep several parameters under control so that the beam travels within the confined space. Important parameters include the frequency and phase of the rf signal, the dipole field, and the cavity voltage. Because errors in these parameters will progressively mislead the beam from its projected path in the tube, feedback loops are used to correct the behavior. Since the feedback loop feeds energy to the system, it changes the overall behavior of the system and may drive it to instability. Various types of controllers are used to stabilize the feedback loop. Integrating the beam physics with the feedback controllers allows us to carefully analyze the beam behavior. This will not only guarantee optimal performance but will also significantly enhance the ability of the beam control engineer to deal effectively with the interaction of various feedback loops. Motivated by this theme, we developed a simple one-particle tracking code to simulate particle behavior with feedback controllers. In order to achieve our fundamental objective, we can ask some key questions: What are the input and output parameters? How can they be applied to the practical machine? How can one interface the rf system dynamics such as the transfer characteristics of the rf cavities and phasing between the cavities? Answers to these questions can be found by considering a simple case of a single cavity with one particle, tracking it turn-by-turn with appropriate initial conditions, then introducing constraints on crucial parameters. Critical parameters are rf frequency, phase, and amplitude once the dipole field has been given. These are arranged in the tracking code so that we can interface the feedback system controlling them

Effects of optical feedback in a birefringence-Zeeman dual frequency laser at high optical feedback levels

International Nuclear Information System (INIS)

Mao Wei; Zhang Shulian

2007-01-01

Optical feedback effects are studied in a birefringence-Zeeman dual frequency laser at high optical feedback levels. The intensity modulation features of the two orthogonally polarized lights are investigated in both isotropic optical feedback (IOF) and polarized optical feedback (POF). In IOF, the intensities of both beams are modulated simultaneously, and four zones, i.e., the e-light zone, the o-light and e-light zone, the o-light zone, and the no-light zone, are formed in a period corresponding to a half laser wavelength displacement of the feedback mirror. In POF, the two orthogonally polarized lights will oscillate alternately. Strong mode competition can be observed, and it affects the phase difference between the two beams greatly. The theoretical analysis is presented, which is in good agreement with the experimental results. The potential use of the experimental results is also discussed

Peer Feedback in Learning a Foreign Language in Facebook

NARCIS (Netherlands)

Akbari, E.; Simons, P.R.J.; Pilot, A.; Naderi, Ahmad

2017-01-01

Feedback can have different forms and functions depending on its objectives as well as its provider: teacher feedback, student feedback, peer feedback, written feedback, oral feedback, etc. One of the most constructive forms of feedback may be peer feedback, since it involves group learning (Van

A web-based feedback study on optimization-based training and analysis of human decision making

Directory of Open Access Journals (Sweden)

Michael Engelhart

2017-05-01

Full Text Available The question “How can humans learn efficiently to make decisions in a complex, dynamic, and uncertain environment” is still a very open question. We investigate what effects arise when feedback is given in a computer-simulated microworld that is controlled by participants. This has a direct impact on training simulators that are already in standard use in many professions, e.g., for flight simulators for pilots, and a potential impact on a better understanding of human decision making in general. Our study is based on a benchmark microworld with an economic framing, the IWR Tailorshop. N=94 participants played four rounds of the microworld, each 10 months, via a web interface. We propose a new approach to quantify performance and learning, which is based on a mathematical model of the microworld and optimization. Six participant groups receive different kinds of feedback in a training phase, then results in a performance phase without feedback are analyzed. As a main result, feedback of optimal solutions in training rounds improved model knowledge, early learning, and performance, especially when this information is encoded in a graphical representation (arrows.

Feedforward and feedback control of locked mode phase and rotation in DIII-D with application to modulated ECCD experiments

Science.gov (United States)

Choi, W.; La Haye, R. J.; Lanctot, M. J.; Olofsson, K. E. J.; Strait, E. J.; Sweeney, R.; Volpe, F. A.; The DIII-D Team

2018-03-01

The toroidal phase and rotation of otherwise locked magnetic islands of toroidal mode number n  =  1 are controlled in the DIII-D tokamak by means of applied magnetic perturbations of n  =  1. Pre-emptive perturbations were applied in feedforward to ‘catch’ the mode as it slowed down and entrain it to the rotating field before complete locking, thus avoiding the associated major confinement degradation. Additionally, for the first time, the phase of the perturbation was optimized in real-time, in feedback with magnetic measurements, in order for the mode’s phase to closely match a prescribed phase, as a function of time. Experimental results confirm the capability to hold the mode in a given fixed-phase or to rotate it at up to 20 Hz with good uniformity. The control-coil currents utilized in the experiments agree with the requirements estimated by an electromechanical model. Moreover, controlled rotation at 20 Hz was combined with electron cyclotron current drive (ECCD) modulated at the same frequency. This is simpler than regulating the ECCD modulation in feedback with spontaneous mode rotation, and enables repetitive, reproducible ECCD deposition at or near the island O-point, X-point and locations in between, for careful studies of how this affects the island stability. Current drive was found to be radially misaligned relative to the island, and resulting growth and shrinkage of islands matched expectations of the modified Rutherford equation for some discharges presented here. Finally, simulations predict the as designed ITER 3D coils can entrain a small island at sub-10 Hz frequencies.

"Feedback" após boas versus más tentativas melhora a aprendizagem motora em crianças Feedback after good versus poor trials enhances motor learning in children

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Esmaeel Saemi

2011-12-01

Full Text Available O presente estudo investigou se a aprendizagem motora de crianças pode ser beneficiada pelo "feedback" (conhecimento de resultados -CR fornecido após tentativas relativamente boas de prática, ao invés de após tentativas ruins. A tarefa requeriu que os participantes arremessassem saquinhos de feijão em um alvo circular fixo, posicionado no chão, a uma distância de 3 m. Vinte e oito crianças do ensino fundamental (idade média: 10,6 anos participaram deste experimento. A fase de prática consistiu de 10 blocos de seis tentativas. Após cada bloco de tentativas, um grupo (KR "good" recebeu CR relacionado aos três arremessos mais precisos, enquanto ao outro grupo (KR "poor" foi fornecido CR relacionado aos três arremessos menos precisos. Os participantes não foram informados sobre as tentativas nas quais o "feedback" seria fornecido. Imediatamente após a fase de prática, os participantes preencheram o questionário de motivação intrínseca. Um dia após a fase de prática, foi conduzido um teste de retenção composto por 10 tentativas, sem CR. Os resultados demonstraram que a aprendizagem foi melhorada através do fornecimento de CR após as boas tentativas de prática. Ainda, os resultados do questionário revelaram que a motivação intrínseca dos aprendizes foi aumentada pelo "feedback" positivo. Os presentes achados adicionam evidências de que os efeitos motivacionais do "feedback" possuem um impacto direto sobre a aprendizagem.The present study investigated whether children would benefit from feedback (knowledge of results, KR provided after relatively good as opposed to poor trials. The task required participants to throw beanbags at a circular target that was placed on the floor at a distance of 3 m. Twenty-eight elementary school children (mean age: 10.6 years participated in this experiment. The practice phase consisted of 10 blocks of 6 trials. After each 6-trial block, one group (KR good received KR on the 3 most

Feedback control of edge turbulence in a tokamak

International Nuclear Information System (INIS)

Kan, Zhai; Yi-zhi, Wen; Chang-xuan, Yu; Wan-dong, Liu; Chao, Wang; Ge, Zhuang; Kan, Zhai; Zhi-Zhan, Yu

1997-01-01

An experiment on feedback control of edge turbulence has been undertaken on the KT-5C tokamak. The results indicate that the edge turbulence could be suppressed or enhanced depending on the phase shift of the feedback network. In a typical case of 90 degree phase shift feedback, the turbulence amplitudes of both T e and n e were reduced by about 25% when the gain of the feedback network was 15. Correspondingly the radial particle flux decreased to about 75% level of the background. Through bispectral analysis it is found that there exists a substantial nonlinear coupling between various modes comprised in edge turbulence, especially in the frequency range from about 10 kHz to 100 kHz, which contains the large part of the edge turbulence energy in KT-5C tokamak. In particular, by actively controlling the turbulence amplitude using feedback, a direct experimental evidence of the link between the nonlinear wave-wave coupling over the whole spectrum in turbulence, the saturated turbulence amplitude, and the radial particle flux was provided. copyright 1997 The American Physical Society

Improvement in chest compression quality using a feedback device (CPRmeter): a simulation randomized crossover study.

Science.gov (United States)

Buléon, Clément; Parienti, Jean-Jacques; Halbout, Laurent; Arrot, Xavier; De Facq Régent, Hélène; Chelarescu, Dan; Fellahi, Jean-Luc; Gérard, Jean-Louis; Hanouz, Jean-Luc

2013-10-01

Cardiac arrest survival depends on celerity and efficiency of life support action. Guidelines emphasized the chest compression (CC) quality and feedback devices are encouraged. The purpose is to study the impact of the CPRmeter feedback device on resuscitation performed by untrained rescuers. This is a prospective randomized crossover study on manikins (Resusci Anne). One hundred and forty four students inexperienced in cardiopulmonary resuscitation representing untrained rescuers were included. Participants performed 2 minutes of CC without interruption with (group G) or without (group B) feedback. Four months passed between the 2 crossover phases to avoid resilience effect. Data collected by the CPRmeter device were: CC rate, depth and release. Efficient CC rate ([simultaneous and correct CC rate, depth and release] primary outcome) (absolute difference [95% CI]) was significantly improved in group G (71%) compared to group B (26%; [45 {36-55}]; P 38 mm) was significantly improved in group G (85%) compared to group B (43%; [42 {33-52}]; P < .0001). Adequate CC rate (90-120/min) was significantly improved in group G (81%) compared to group B (56%; [25 {15-35}]; P < .0001). The average CC rate and depth in group G were significantly less dispersed around the mean compared to group B (test of variance P < .007; P < .015 respectively). The use of the CPRmeter significantly improved CC quality performed by students inexperienced in cardiopulmonary resuscitation. © 2013.

Processing graded feedback: electrophysiological correlates of learning from small and large errors.

Science.gov (United States)

Luft, Caroline Di Bernardi; Takase, Emilio; Bhattacharya, Joydeep

2014-05-01

Feedback processing is important for learning and therefore may affect the consolidation of skills. Considerable research demonstrates electrophysiological differences between correct and incorrect feedback, but how we learn from small versus large errors is usually overlooked. This study investigated electrophysiological differences when processing small or large error feedback during a time estimation task. Data from high-learners and low-learners were analyzed separately. In both high- and low-learners, large error feedback was associated with higher feedback-related negativity (FRN) and small error feedback was associated with a larger P300 and increased amplitude over the motor related areas of the left hemisphere. In addition, small error feedback induced larger desynchronization in the alpha and beta bands with distinctly different topographies between the two learning groups: The high-learners showed a more localized decrease in beta power over the left frontocentral areas, and the low-learners showed a widespread reduction in the alpha power following small error feedback. Furthermore, only the high-learners showed an increase in phase synchronization between the midfrontal and left central areas. Importantly, this synchronization was correlated to how well the participants consolidated the estimation of the time interval. Thus, although large errors were associated with higher FRN, small errors were associated with larger oscillatory responses, which was more evident in the high-learners. Altogether, our results suggest an important role of the motor areas in the processing of error feedback for skill consolidation.

Feedback stabilization of electrostatic reactive instabilities

International Nuclear Information System (INIS)

Richards, R.K.

1976-01-01

A general theory for the feedback stabilization of electrostatic reactive instabilities is developed which includes the effects of dissipation in the plasma and frequency dependence in the sensor-suppressor elements and in the external feedback circuit. This theory is compared to experiments involving particular reactive instability, an interchange mode, found in a magnetic mirror device; these results are found to be in good agreement with theory. One noteworthy result is that a frequency dependence in the overall gain and phase shift of the feedback loop can cause destabilization at large gain. Multimode feedback stabilization is studied using the spatial variation of two interchange modes to separate them such that each can be acted upon individually by the feedback system. The transfer function of the plasma is also examined. This analysis is used for mode identification and location of the pole positions. As an example of using feedback as a diagnostic tool, instability induced transport is studied. Here feedback is used to control the amplitude of fluctuations at saturation

Individualized feedback during simulated laparoscopic training:a mixed methods study.

Science.gov (United States)

Ahlborg, Liv; Weurlander, Maria; Hedman, Leif; Nisel, Henry; Lindqvist, Pelle G; Felländer-Tsai, Li; Enochsson, Lars

2015-07-29

This study aimed to explore the value of individualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students. Sixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses. Sixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as compared to the control group (median 5.9 m; IQR: 5.0-8.1), pfeedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process. This study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.

Stereotype threat engenders neural attentional bias toward negative feedback to undermine performance.

Science.gov (United States)

Forbes, Chad E; Leitner, Jordan B

2014-10-01

Stereotype threat, a situational pressure individuals experience when they fear confirming a negative group stereotype, engenders a cascade of physiological stress responses, negative appraisals, and performance monitoring processes that tax working memory resources necessary for optimal performance. Less is known, however, about how stereotype threat biases attentional processing in response to performance feedback, and how such attentional biases may undermine performance. Women received feedback on math problems in stereotype threatening compared to stereotype-neutral contexts while continuous EEG activity was recorded. Findings revealed that stereotype threatened women elicited larger midline P100 ERPs, increased phase locking between anterior cingulate cortex and dorsolateral prefrontal cortex (two regions integral for attentional processes), and increased power in left fusiform gyrus in response to negative feedback compared to positive feedback and women in stereotype-neutral contexts. Increased power in left fusiform gyrus in response to negative feedback predicted underperformance on the math task among stereotype threatened women only. Women in stereotype-neutral contexts exhibited the opposite trend. Findings suggest that in stereotype threatening contexts, neural networks integral for attention and working memory are biased toward negative, stereotype confirming feedback at very early speeds of information processing. This bias, in turn, plays a role in undermining performance. Copyright © 2014 Elsevier B.V. All rights reserved.

Proprioceptive feedback and brain computer interface (BCI based neuroprostheses.

Directory of Open Access Journals (Sweden)

Ander Ramos-Murguialday

Full Text Available Brain computer interface (BCI technology has been proposed for motor neurorehabilitation, motor replacement and assistive technologies. It is an open question whether proprioceptive feedback affects the regulation of brain oscillations and therefore BCI control. We developed a BCI coupled on-line with a robotic hand exoskeleton for flexing and extending the fingers. 24 healthy participants performed five different tasks of closing and opening the hand: (1 motor imagery of the hand movement without any overt movement and without feedback, (2 motor imagery with movement as online feedback (participants see and feel their hand, with the exoskeleton moving according to their brain signals, (3 passive (the orthosis passively opens and closes the hand without imagery and (4 active (overt movement of the hand and rest. Performance was defined as the difference in power of the sensorimotor rhythm during motor task and rest and calculated offline for different tasks. Participants were divided in three groups depending on the feedback receiving during task 2 (the other tasks were the same for all participants. Group 1 (n = 9 received contingent positive feedback (participants' sensorimotor rhythm (SMR desynchronization was directly linked to hand orthosis movements, group 2 (n = 8 contingent "negative" feedback (participants' sensorimotor rhythm synchronization was directly linked to hand orthosis movements and group 3 (n = 7 sham feedback (no link between brain oscillations and orthosis movements. We observed that proprioceptive feedback (feeling and seeing hand movements improved BCI performance significantly. Furthermore, in the contingent positive group only a significant motor learning effect was observed enhancing SMR desynchronization during motor imagery without feedback in time. Furthermore, we observed a significantly stronger SMR desynchronization in the contingent positive group compared to the other groups during active and

Proprioceptive feedback and brain computer interface (BCI) based neuroprostheses.

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Ramos-Murguialday, Ander; Schürholz, Markus; Caggiano, Vittorio; Wildgruber, Moritz; Caria, Andrea; Hammer, Eva Maria; Halder, Sebastian; Birbaumer, Niels

2012-01-01

Brain computer interface (BCI) technology has been proposed for motor neurorehabilitation, motor replacement and assistive technologies. It is an open question whether proprioceptive feedback affects the regulation of brain oscillations and therefore BCI control. We developed a BCI coupled on-line with a robotic hand exoskeleton for flexing and extending the fingers. 24 healthy participants performed five different tasks of closing and opening the hand: (1) motor imagery of the hand movement without any overt movement and without feedback, (2) motor imagery with movement as online feedback (participants see and feel their hand, with the exoskeleton moving according to their brain signals, (3) passive (the orthosis passively opens and closes the hand without imagery) and (4) active (overt) movement of the hand and rest. Performance was defined as the difference in power of the sensorimotor rhythm during motor task and rest and calculated offline for different tasks. Participants were divided in three groups depending on the feedback receiving during task 2 (the other tasks were the same for all participants). Group 1 (n = 9) received contingent positive feedback (participants' sensorimotor rhythm (SMR) desynchronization was directly linked to hand orthosis movements), group 2 (n = 8) contingent "negative" feedback (participants' sensorimotor rhythm synchronization was directly linked to hand orthosis movements) and group 3 (n = 7) sham feedback (no link between brain oscillations and orthosis movements). We observed that proprioceptive feedback (feeling and seeing hand movements) improved BCI performance significantly. Furthermore, in the contingent positive group only a significant motor learning effect was observed enhancing SMR desynchronization during motor imagery without feedback in time. Furthermore, we observed a significantly stronger SMR desynchronization in the contingent positive group compared to the other groups during active and passive

Theoretical treatment of transverse feedback systems with memory

International Nuclear Information System (INIS)

Cornacchia, M.; Wang, J.M.

1981-01-01

The differential equation of the dipole moment of coherent oscillations in the presence of a feedback system is derived. The analysis, which starts in the time domain, is extended to the frequency domain; this allows a straightforward derivation of the damping rate for both coasting and bunched beams. The damping rate is expressed in terms of the transfer function of the feedback system and in a general form which takes into account the β-function and betatron phase modulation along the beam trajectory, the effect of memory arising from the finiteness of the system bandwidth, the effect of the time delay and of the betatron phase advance between detector and kicker. Some examples of the dependence of the damping rate on the feedback parameters are given

User Preferences for Content, Features, and Style for an App to Reduce Harmful Drinking in Young Adults: Analysis of User Feedback in App Stores and Focus Group Interviews.

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Milward, Joanna; Khadjesari, Zarnie; Fincham-Campbell, Stephanie; Deluca, Paolo; Watson, Rod; Drummond, Colin

2016-05-24

Electronic screening and brief intervention (eSBI) is effective in reducing weekly alcohol consumption when delivered by a computer. Mobile phone apps demonstrate promise in delivering eSBI; however, few have been designed with an evidence-based and user-informed approach. This study aims to explore from a user perspective, preferences for content, appearance, and operational features to inform the design of a mobile phone app for reducing quantity and frequency of drinking in young adults engaged in harmful drinking (18-30 year olds). Phase 1 included a review of user reviews of available mobile phone apps that support a reduction in alcohol consumption. Apps were identified on iTunes and Google Play and were categorized into alcohol reduction support, entertainment, blood alcohol content measurement (BAC), or other. eSBI apps with ≥18 user reviews were subject to a content analysis, which coded praise, criticism, and recommendations for app content, functionality, and esthetics. Phase 2 included four focus groups with young adults drinking at harmful levels and residing in South London to explore their views on existing eSBI apps and preferences for future content, functionality, and appearance. Detailed thematic analysis of the data was undertaken. In Phase 1, of the 1584 apps extracted, 201 were categorized as alcohol reduction, 154 as BAC calculators, 509 as entertainment, and 720 as other. We classified 32 apps as eSBI apps. Four apps had ≥18 user reviews: Change for Life Drinks Tracker, Drinksmeter, Drinkaware, and Alcohol Units Calculator. The highest proportion of content praises were for information and feedback provided in the apps (12/27, 44%), followed by praise for the monitoring features (5/27, 19%). Many (8/12, 67%) criticisms were for the drinking diary; all of these were related to difficulty entering drinks. Over half (18/32, 56%) of functionality criticisms were descriptions of software bugs, and over half of those (10/18, 56%) were for app

Operating experience feedback in TVO

Energy Technology Data Exchange (ETDEWEB)

Piirto, A [Teollisuuden Voima Oy (Finland)

1997-12-31

TVO is a power company operating with two 710 MW BWR units at Olkiluoto. For operating experience feedback TVO has not established a separate organizational unit but rather relies on a group of persons representing various technical disciplines. The ``Operating Experience Group`` meets at about three-week intervals to handle the reports of events (in plant and external) which have been selected for handling by an engineer responsible for experience feedback. 7 charts.

Buckling feedback of the spectral calculations

International Nuclear Information System (INIS)

Jing Xingqing; Shan Wenzhi; Luo Jingyu

1992-01-01

This paper studies the problems about buckling feedback of spectral calculations in physical calculations of the reactor and presents a useful method by which the buckling feedback of spectral calculations is implemented. The effect of the buckling feedback in spectra and the broad group cross section, convergence of buckling feedback iteration and the effect of the spectral zones dividing are discussed in the calculations. This method has been used for the physical design of HTR-10 MW Test Module

Edge turbulence control on the KT-5C tokamak by feedback using electrostatic probes

International Nuclear Information System (INIS)

Zhai Kan; Wang Cheng; Wen Yizi; Yu Changxuan; Wan Shude; Liu Wandong; Xu Zhizhan

1998-01-01

Experiments on edge turbulence control have been performed on the KT-5C tokamak by feedback using two sets of electrostatic probes as the driving probe and detective probe. The results indicate that the feedback can enhance or reduce the turbulence amplitude depending upon the phase shift and gain of the feedback network. When the feedback with 90 degree phase shift and with certain loop gain is applied, the spectrum component of turbulence is reduced obviously and the fluctuation amplitude of the electron density and electron temperature become lower by about 25%. consistently the particle flux across the magnetic field induced by the electrostatic fluctuation also decreases by about 25%. On the other hand, the feedback with 0 degree or 180 degree or -90 degree phase shift can enhance the amplitude of the edge turbulence. These results indicate a nonlinear mechanism of the influence of feedback on the edge turbulence, which to some extent also reflect a specific nonlinear characteristic of the edge turbulence

Making the Good Even Better: Feedback from easyCBM Focus Groups, School Year 2009/2010. Technical Report # 1001

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Alonzo, Julie; Tindal, Gerald; Lai, Cheng-Fei

2010-01-01

This technical report provides a summary of feedback from teachers, administrators, and support personnel who used the easyCBM progress monitoring and benchmark assessment system during school year 2009/2010. Data were gathered from semi-structured focus groups conducted during the 2010 easyCBM August Institute at the University of Oregon. Results…

Phase locking of a 3.4 THz third-order distributed feedback quantum cascade laser using a room-temperature superlattice harmonic mixer

NARCIS (Netherlands)

Hayton, D. J.; Khudchencko, A.; Pavelyev, D. G.; Hovenier, J. N.; Baryshev, A.; Gao, J. R.; Kao, T. Y.; Hu, Q.; Reno, J. L.; Vaks, V.

2013-01-01

We report on the phase locking of a 3.4 THz third-order distributed feedback quantum cascade laser (QCL) using a room temperature GaAs/AlAs superlattice diode as both a frequency multiplier and an internal harmonic mixer. A signal-to-noise level of 60 dB is observed in the intermediate frequency

Phase locking of a 3.4 THz third-order distributed feedback quantum cascade laser using a room-temperature superlattice harmonic mixer

NARCIS (Netherlands)

Hayton, D.J.; Khudchenko, A.; Pavelyev, D.G.; Hovenier, J.N.; Baryshev, A.; Gao, J.R.; Kao, T.Y.; Hu, Q.; Reno, J.L.; Vaks, V.

2013-01-01

We report on the phase locking of a 3.4 THz third-order distributed feedback quantum cascade laser (QCL) using a room temperature GaAs/AlAs superlattice diode as both a frequency multiplier and an internal harmonic mixer. A signal-to-noise level of 60?dB is observed in the intermediate frequency

Tactile feedback improves auditory spatial localization

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Monica eGori

2014-10-01

Full Text Available Our recent studies suggest that congenitally blind adults have severely impaired thresholds in an auditory spatial-bisection task, pointing to the importance of vision in constructing complex auditory spatial maps (Gori et al., 2014. To explore strategies that may improve the auditory spatial sense in visually impaired people, we investigated the impact of tactile feedback on spatial auditory localization in 48 blindfolded sighted subjects. We measured auditory spatial bisection thresholds before and after training, either with tactile feedback, verbal feedback or no feedback. Audio thresholds were first measured with a spatial bisection task: subjects judged whether the second sound of a three sound sequence was spatially closer to the first or the third sound. The tactile-feedback group underwent two audio-tactile feedback sessions of 100 trials, where each auditory trial was followed by the same spatial sequence played on the subject’s forearm; auditory spatial bisection thresholds were evaluated after each session. In the verbal-feedback condition, the positions of the sounds were verbally reported to the subject after each feedback trial. The no-feedback group did the same sequence of trials, with no feedback. Performance improved significantly only after audio-tactile feedback. The results suggest that direct tactile feedback interacts with the auditory spatial localization system, possibly by a process of cross-sensory recalibration. Control tests with the subject rotated suggested that this effect occurs only when the tactile and acoustic sequences are spatially coherent. Our results suggest that the tactile system can be used to recalibrate the auditory sense of space. These results encourage the possibility of designing rehabilitation programs to help blind persons establish a robust auditory sense of space, through training with the tactile modality.

A phase plane graph based model of the ovulatory cycle lacking the "positive feedback" phenomenon

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Kurbel Sven

2012-08-01

Full Text Available Abstract When hormones during the ovulatory cycle are shown in phase plane graphs, reported FSH and estrogen values form a specific pattern that resembles the leaning “&" symbol, while LH and progesterone (Pg values form a "boomerang" shape. Graphs in this paper were made using data reported by Stricker et al. [Clin Chem Lab Med 2006;44:883–887]. These patterns were used to construct a simplistic model of the ovulatory cycle without the conventional "positive feedback" phenomenon. The model is based on few well-established relations: hypothalamic GnRH secretion is increased under estrogen exposure during two weeks that start before the ovulatory surge and lasts till lutheolysis. the pituitary GnRH receptors are so prone to downregulation through ligand binding that this must be important for their function. in several estrogen target tissue progesterone receptor (PgR expression depends on previous estrogen binding to functional estrogen receptors (ER, while Pg binding to the expressed PgRs reduces both ER and PgR expression. Some key features of the presented model are here listed: High GnRH secretion induced by the recovered estrogen exposure starts in the late follicular phase and lasts till lutheolysis. The LH and FSH surges start due to combination of accumulated pituitary GnRH receptors and increased GnRH secretion. The surges quickly end due to partial downregulation of the pituitary GnRH receptors (64% reduction of the follicular phase pituitary GnRH receptors is needed to explain the reported LH drop after the surge. A strong increase in the lutheal Pg blood level, despite modest decline in LH levels, is explained as delayed expression of pituitary PgRs. Postponed pituitary PgRs expression enforces a negative feedback loop between Pg levels and LH secretions not before the mid lutheal phase. Lutheolysis is explained as a consequence of Pg binding to hypothalamic and pituitary PgRs that reduces local ER expression. When hypothalamic

Beam stability in synchrotrons with digital transverse feedback systems in dependence on beam tunes

International Nuclear Information System (INIS)

Zhabitskij, V.M.

2011-01-01

The beam stability problem in synchrotrons with a digital transverse feedback system (TFS) is studied. The TFS damper kicker (DK) corrects the transverse momentum of a bunch in proportion to its displacement from the closed orbit measured at the location of the beam position monitor (BPM). It is shown that the area and configuration of the beam stability separatrix depend on the beam tune, the feedback gain, the phase balance between the phase advance from BPM to DK and the phase response of the feedback chain at the betatron frequency

The Effect of Combination of Video Feedback and Audience Feedback on Social Anxiety: Preliminary Findings.

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Chen, Junwen; Mak, Rebecca; Fujita, Satoko

2015-09-01

Although video feedback (VF) is shown to improve appraisals of social performance in socially anxious individuals, its impact on state anxiety during a social situation is mixed. The current study investigated the effect of combined video feedback and audience feedback (AF) on self-perceptions of performance and bodily sensations as well as state anxiety pertaining to a speech task. Forty-one socially anxious students were randomly allocated to combined video feedback with audience feedback (VF + AF), video feedback only (VF), audience feedback only (AF), or a control condition. Following a 3-min speech, participants in the VF + AF, VF, and AF conditions watched the videotape of their speech with cognitive preparation in the presence of three confederates who served as audience, and/or received feedback from the confederates, while the control group watched their videotaped speech without cognitive preparation. Both VF + AF and AF conditions improved distorted appraisal of performance and bodily sensations as well as state anxiety. The clinical implications of these findings are discussed. © The Author(s) 2015.

The Influence of Peer Feedback on the Acquisition of Physical-Examination Skills

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Bernard Martineau

2016-12-01

Full Text Available Studies have suggested that having students observe peers while acquiring physical-examination (PE skills fosters the acquisition of the psychomotor skills required to conduct a PE. One difficulty, however, has been to disentangle the effect of peer observation from peer feedback, both of which occur when students learn in groups. This study investigated the influence of peer feedback on learning the neurolocomotor physical exam for low-back pain. 120 second-year medical students were randomly assigned to a peer-feedback group (n=61 or a no-peer-feedback group (n=53, during a regular learning activity with a standardized-patient instructor. Students first practised the NLE in groups of three, with or without peer feedback, depending on the group to which they were assigned. Subsequently, the members of both groups performed the NLE individually. The final NLE was videotaped and assessed later. Peer feedback had a positive effect on the acquisition of PE skills (87.9% vs. 90.8%, p=0.023, despite the fact that students had an initial preference for instructor feedback compared with peer feedback. These results support the use of group activities that give students the opportunity to provide feedback to their peers while learning PE skills.

Effects of feedback reliability on feedback-related brain activity: A feedback valuation account.

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Ernst, Benjamin; Steinhauser, Marco

2018-04-06

Adaptive decision making relies on learning from feedback. Because feedback sometimes can be misleading, optimal learning requires that knowledge about the feedback's reliability be utilized to adjust feedback processing. Although previous research has shown that feedback reliability indeed influences feedback processing, the underlying mechanisms through which this is accomplished remain unclear. Here we propose that feedback processing is adjusted by the adaptive, top-down valuation of feedback. We assume that unreliable feedback is devalued relative to reliable feedback, thus reducing the reward prediction errors that underlie feedback-related brain activity and learning. A crucial prediction of this account is that the effects of feedback reliability are susceptible to contrast effects. That is, the effects of feedback reliability should be enhanced when both reliable and unreliable feedback are experienced within the same context, as compared to when only one level of feedback reliability is experienced. To evaluate this prediction, we measured the event-related potentials elicited by feedback in two experiments in which feedback reliability was varied either within or between blocks. We found that the fronto-central valence effect, a correlate of reward prediction errors during reinforcement learning, was reduced for unreliable feedback. But this result was obtained only when feedback reliability was varied within blocks, thus indicating a contrast effect. This suggests that the adaptive valuation of feedback is one mechanism underlying the effects of feedback reliability on feedback processing.

Klystron equalization for RF feedback

International Nuclear Information System (INIS)

Corredoura, P.

1993-01-01

The next generation of colliding beam storage rings support higher luminosities by significantly increasing the number of bunches and decreasing the spacing between respective bunches. The heavy beam loading requires large RF cavity detuning which drives several lower coupled bunch modes very strongly. One technique which has proven to be very successful in reducing the coupled bunch mode driving impedance is RF feedback around the klystron-cavity combination. The gain and bandwidth of the feedback loop is limited by the group delay around the feedback loop. Existing klystrons on the world market have not been optimized for this application and contribute a large portion of the total loop group delay. This paper describes a technique to reduce klystron group delay by adding an equalizing filter to the klystron RF drive. Such a filter was built and tested on a 500 kill klystron as part of the on going PEP-II R ampersand D effort here at SLAC

Age differences in feedback reactions: The roles of employee feedback orientation on social awareness and utility.

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Wang, Mo; Burlacu, Gabriela; Truxillo, Donald; James, Keith; Yao, Xiang

2015-07-01

Organizations worldwide are currently experiencing shifts in the age composition of their workforces. The workforce is aging and becoming increasingly age-diverse, suggesting that organizational researchers and practitioners need to better understand how age differences may manifest in the workplace and the implications for human resource practice. Integrating socioemotional selectivity theory with the performance feedback literature and using a time-lagged design, the current study examined age differences in moderating the relationships between the characteristics of performance feedback and employee reactions to the feedback event. The results suggest that older workers had higher levels of feedback orientation on social awareness, but lower levels of feedback orientation on utility than younger workers. Furthermore, the positive associations between favorability of feedback and feedback delivery and feedback reactions were stronger for older workers than for younger workers, whereas the positive association between feedback quality and feedback reactions was stronger for younger workers than for older workers. Finally, the current study revealed that age-related differences in employee feedback orientation could explain the different patterns of relationships between feedback characteristics and feedback reactions across older and younger workers. These findings have both theoretical and practical implications for building theory about workplace aging and improving ways that performance feedback is managed across employees from diverse age groups. (c) 2015 APA, all rights reserved).

The evolution of different forms of sociality: behavioral mechanisms and eco-evolutionary feedback.

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Daniel J van der Post

Full Text Available Different forms of sociality have evolved via unique evolutionary trajectories. However, it remains unknown to what extent trajectories of social evolution depend on the specific characteristics of different species. Our approach to studying such trajectories is to use evolutionary case-studies, so that we can investigate how grouping co-evolves with a multitude of individual characteristics. Here we focus on anti-predator vigilance and foraging. We use an individual-based model, where behavioral mechanisms are specified, and costs and benefits are not predefined. We show that evolutionary changes in grouping alter selection pressures on vigilance, and vice versa. This eco-evolutionary feedback generates an evolutionary progression from "leader-follower" societies to "fission-fusion" societies, where cooperative vigilance in groups is maintained via a balance between within- and between-group selection. Group-level selection is generated from an assortment that arises spontaneously when vigilant and non-vigilant foragers have different grouping tendencies. The evolutionary maintenance of small groups, and cooperative vigilance in those groups, is therefore achieved simultaneously. The evolutionary phases, and the transitions between them, depend strongly on behavioral mechanisms. Thus, integrating behavioral mechanisms and eco-evolutionary feedback is critical for understanding what kinds of intermediate stages are involved during the evolution of particular forms of sociality.

Real-time feedback can improve infant manikin cardiopulmonary resuscitation by up to 79%--a randomised controlled trial.

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Martin, Philip; Theobald, Peter; Kemp, Alison; Maguire, Sabine; Maconochie, Ian; Jones, Michael

2013-08-01

European and Advanced Paediatric Life Support training courses. Sixty-nine certified CPR providers. CPR providers were randomly allocated to a 'no-feedback' or 'feedback' group, performing two-thumb and two-finger chest compressions on a "physiological", instrumented resuscitation manikin. Baseline data was recorded without feedback, before chest compressions were repeated with one group receiving feedback. Indices were calculated that defined chest compression quality, based upon comparison of the chest wall displacement to the targets of four, internationally recommended parameters: chest compression depth, release force, chest compression rate and compression duty cycle. Baseline data were consistent with other studies, with <1% of chest compressions performed by providers simultaneously achieving the target of the four internationally recommended parameters. During the 'experimental' phase, 34 CPR providers benefitted from the provision of 'real-time' feedback which, on analysis, coincided with a statistical improvement in compression rate, depth and duty cycle quality across both compression techniques (all measures: p<0.001). Feedback enabled providers to simultaneously achieve the four targets in 75% (two-finger) and 80% (two-thumb) of chest compressions. Real-time feedback produced a dramatic increase in the quality of chest compression (i.e. from <1% to 75-80%). If these results transfer to a clinical scenario this technology could, for the first time, support providers in consistently performing accurate chest compressions during infant CPR and thus potentially improving clinical outcomes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Static inverter with synchronous output waveform synthesized by time-optimal-response feedback

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Kernick, A.; Stechschulte, D. L.; Shireman, D. W.

1976-01-01

Time-optimal-response 'bang-bang' or 'bang-hang' technique, using four feedback control loops, synthesizes static-inverter sinusoidal output waveform by self-oscillatory but yet synchronous pulse-frequency-modulation (SPFM). A single modular power stage per phase of ac output entails the minimum of circuit complexity while providing by feedback synthesis individual phase voltage regulation, phase position control and inherent compensation simultaneously for line and load disturbances. Clipped sinewave performance is described under off-limit load or input voltage conditions. Also, approaches to high power levels, 3-phase arraying and parallel modular connection are given.

Birefringence Optical Feedback with a Folded Cavity in HeNe Laser

International Nuclear Information System (INIS)

Wu Yun; Tan Yi-Dong

2013-01-01

The birefringence optical feedback with a folded cavity in HeNe laser is investigated. A theory model based on the equivalent cavity of the Fabry—Perot interferometer is presented. The phase difference between the two intensities in birefringence feedback is twice the retardation of the wave plate. The phase difference is invariable when the length of the feedback cavity changes. With the adoption of a cube corner prism (CCP) to form a folded cavity, the fringe frequency is doubled, and the resolution of the displacement sensor based on birefringence optical feedback with a folded cavity is improved. A resistance chain of 5-fold subdivision and 4-fold logic subdivision is used as further subdivision. The resolution of λ/80 is obtained eventually; for 632.8 nm HeNe laser it is 7.91 nm. The displacement sensor based on birefringence optical feedback with a folded cavity is simple and of high resolution, large measurement range, low cost, and is of great application potential in industry

Modeling and simulation of Indus-2 RF feedback control system

International Nuclear Information System (INIS)

Sharma, D.; Bagduwal, P.S.; Tiwari, N.; Lad, M.; Hannurkar, P.R.

2012-01-01

Indus-2 synchrotron radiation source has four RF stations along with their feedback control systems. For higher beam energy and current operation amplitude and phase feedback control systems of Indus-2 are being upgraded. To understand the behaviour of amplitude and phase control loop under different operating conditions, modelling and simulation of RF feedback control system is done. RF cavity baseband I/Q model has been created due to its close correspondence with actual implementation and better computational efficiency which makes the simulation faster. Correspondence between cavity baseband and RF model is confirmed by comparing their simulation results. Low Level RF (LLRF) feedback control system simulation is done using the same cavity baseband I/Q model. Error signals are intentionally generated and response of the closed loop system is observed. Simulation will help us in optimizing parameters of upgraded LLRF system for higher beam energy and current operation. (author)

Improved synthetic-heterodyne Michelson interferometer vibrometer using phase and gain control feedback.

Science.gov (United States)

Galeti, José Henrique; Kitano, Cláudio; Connelly, Michael J

2015-12-10

Synthetic-heterodyne demodulation is a useful technique for dynamic displacement and velocity measurement using interferometric sensors as it can provide an output signal which is immune to interferometric drift. With the advent of cost effective, high-speed real-time signal processing systems and software, processing of the complex signals encountered in interferometry has become more feasible. In conventional synthetic-heterodyne demodulation schemes, to obtain the dynamic displacement or vibration of the object under test requires knowledge of the interferometer visibility and also the argument of two Bessel functions. In this paper, a new synthetic-heterodyne demodulation method is described leading to an expression for the dynamic displacement and velocity of the object under test that is significantly less sensitive to the received optical power. In addition, the application of two independent phase and gain feedback loops is used to compensate for the nonideal gain and phase response of the anti-aliasing filter required for the signal acquisition of the received wideband interferometer signal. The efficacy of the improved system is demonstrated by measuring the displacement sensitivity frequency response and linearity of a Piezoelectric Mirror-Shifter (PMS) over a range of 200 Hz-9 kHz. In addition, the system is used to measure the response of the PMS to triangular and impulse type stimuli. The experimental results show excellent agreement with measurements taken using two independent industry standard calibration methods.

A study on the students feedback on the foundation course in first year MBBS curriculum

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Srimathi T

2014-07-01

Full Text Available Aim of the Study: To study the students feedback on the short orientation course in first year MBBS curriculum, which was introduced in the institution as per the recommendations of Medical Council of India for the Foundation course. Methodology: 250 First year MBBS students were divided into 7 small groups of 35 to 36 each. They attended a short orientation course over a period of 8 days on a rotation basis. The skills taught include Stress and Time Management, language, communication, use of information technology, National health policies, Biohazard safety, Introduction to the preclinical subjects, Medical literature search, First Aid and Basic life support, Medical ethics and professionalism. The results were analyzed on the 8th day by student’s feedback and debate sessions. Results: Positive feedback of 88.5 to 98.5% was recorded regarding the objectives of the course, contents, presentation, future value of the course in the student’s career by a Questionnaire issued to the students. Remedial measures undertaken for negative Feedback. The course enabled self directed learning of the subjects. Conclusion: The Foundation Course at the beginning of the First phase of the course enables the First year students to acquire the basic knowledge and skills required for all the subsequent phases in MBBS course and later on their medical practice and career.

Comparing the effects of positive and negative feedback in information-integration category learning.

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Freedberg, Michael; Glass, Brian; Filoteo, J Vincent; Hazeltine, Eliot; Maddox, W Todd

2017-01-01

Categorical learning is dependent on feedback. Here, we compare how positive and negative feedback affect information-integration (II) category learning. Ashby and O'Brien (2007) demonstrated that both positive and negative feedback are required to solve II category problems when feedback was not guaranteed on each trial, and reported no differences between positive-only and negative-only feedback in terms of their effectiveness. We followed up on these findings and conducted 3 experiments in which participants completed 2,400 II categorization trials across three days under 1 of 3 conditions: positive feedback only (PFB), negative feedback only (NFB), or both types of feedback (CP; control partial). An adaptive algorithm controlled the amount of feedback given to each group so that feedback was nearly equated. Using different feedback control procedures, Experiments 1 and 2 demonstrated that participants in the NFB and CP group were able to engage II learning strategies, whereas the PFB group was not. Additionally, the NFB group was able to achieve significantly higher accuracy than the PFB group by Day 3. Experiment 3 revealed that these differences remained even when we equated the information received on feedback trials. Thus, negative feedback appears significantly more effective for learning II category structures. This suggests that the human implicit learning system may be capable of learning in the absence of positive feedback.

A Time Difference Method for Measurement of Phase Shift between Distributed Feedback Laser Diode (DFB-LD Output Wavelength and Intensity

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Yongning Liu

2015-07-01

Full Text Available A time difference method to conveniently measure the phase shift between output wavelength and intensity of distributed feedback laser diodes (DFB-LDs was proposed. This approach takes advantage of asymmetric absorption positions at the same wavelength during wavelength increase and decrease tuning processes in the intensity-time curve by current modulation. For its practical implementation, a measurement example of phase shift was demonstrated by measuring a time difference between the first time and the second time attendances of the same gas absorption line in the intensity-time curve during one sine or triangle modulation circle. The phase shifts at modulation frequencies ranging from 50 Hz to 50 kHz were measured with a resolution of 0.001π. As the modulation frequency increased the shift value increased with a slowed growth rate.

Personalized behavioral feedback for online gamblers: A real world empirical study

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Michael Mario Auer

2016-11-01

Full Text Available Some gambling companies around the world have started to utilize responsible gambling tools to support their clientele gamble more responsibly (e.g., limit-setting tools, pop-up messages, personalized feedback. However, relatively few studies have evaluated whether such tools actually work. The present study examined whether the use of three types of information (i.e., personalized feedback, normative feedback, and/or a recommendation could enable players to gamble more responsibly as assessed using three measures of behavior, i.e., theoretical loss (TL, amount of money wagered, and gross gaming revenue (GGR. By manipulating the three forms of information, data from six different groups of players were analyzed. The participant sample drawn from the population were those that had played at least one game for money on the Norsk Tipping online platform (Intaspill during April 2015. A total of 17,452 players were randomly selected from 69,631 players that fulfilled the selection criteria. Gambling activity among the control group (who received no personalized feedback, normative feedback or no recommendation was also compared with the other five groups that received information of some kind (personalized feedback, normative feedback and/or a recommendation. Results clearly showed that overall gambling behavior (as assessed by the three measures was significantly higher in the control group than the other five groups. Players that received both personalized feedback and a recommendation decreased gambling behavior the most. It is concluded that personalized behavioral feedback can enable behavioral change in gambling but that normative feedback does not appear change behavior significantly more than personalized feedback.

Developing effective automated feedback in temporal bone surgery simulation.

Science.gov (United States)

Wijewickrema, Sudanthi; Piromchai, Patorn; Zhou, Yun; Ioannou, Ioanna; Bailey, James; Kennedy, Gregor; O'Leary, Stephen

2015-06-01

We aim to test the effectiveness, accuracy, and usefulness of an automated feedback system in facilitating skill acquisition in virtual reality surgery. We evaluate the performance of the feedback system through a randomized controlled trial of 24 students allocated to feedback and nonfeedback groups. The feedback system was based on the Melbourne University temporal bone surgery simulator. The study was conducted at the simulation laboratory of the Royal Victorian Eye and Ear Hospital, Melbourne. The study participants were medical students from the University of Melbourne, who were asked to perform virtual cortical mastoidectomy on the simulator. The extent to which the drilling behavior of the feedback and nonfeedback groups differed was used to evaluate the effectiveness of the system. Its accuracy was determined through a postexperiment observational assessment of recordings made during the experiment by an expert surgeon. Its usability was evaluated using students' self-reports of their impressions of the system. A Friedman's test showed that there was a significant improvement in the drilling performance of the feedback group, χ(2)(1) = 14.450, P feedback (when trainee behavior was detected) 88.6% of the time and appropriate feedback (accurate advice) 84.2% of the time. Participants' opinions about the usefulness of the system were highly positive. The automated feedback system was observed to be effective in improving surgical technique, and the provided feedback was found to be accurate and useful. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2015.

Voluntarily controlled but not merely observed visual feedback affects postural sway

Science.gov (United States)

Asai, Tomohisa; Hiromitsu, Kentaro; Imamizu, Hiroshi

2018-01-01

Online stabilization of human standing posture utilizes multisensory afferences (e.g., vision). Whereas visual feedback of spontaneous postural sway can stabilize postural control especially when observers concentrate on their body and intend to minimize postural sway, the effect of intentional control of visual feedback on postural sway itself remains unclear. This study assessed quiet standing posture in healthy adults voluntarily controlling or merely observing visual feedback. The visual feedback (moving square) had either low or high gain and was either horizontally flipped or not. Participants in the voluntary-control group were instructed to minimize their postural sway while voluntarily controlling visual feedback, whereas those in the observation group were instructed to minimize their postural sway while merely observing visual feedback. As a result, magnified and flipped visual feedback increased postural sway only in the voluntary-control group. Furthermore, regardless of the instructions and feedback manipulations, the experienced sense of control over visual feedback positively correlated with the magnitude of postural sway. We suggest that voluntarily controlled, but not merely observed, visual feedback is incorporated into the feedback control system for posture and begins to affect postural sway. PMID:29682421

Personalized Feedback on Staff Dose in Fluoroscopy-Guided Interventions: A New Era in Radiation Dose Monitoring.

Science.gov (United States)

Sailer, Anna M; Vergoossen, Laura; Paulis, Leonie; van Zwam, Willem H; Das, Marco; Wildberger, Joachim E; Jeukens, Cécile R L P N

2017-11-01

Radiation safety and protection are a key component of fluoroscopy-guided interventions. We hypothesize that providing weekly personal dose feedback will increase radiation awareness and ultimately will lead to optimized behavior. Therefore, we designed and implemented a personalized feedback of procedure and personal doses for medical staff involved in fluoroscopy-guided interventions. Medical staff (physicians and technicians, n = 27) involved in fluoroscopy-guided interventions were equipped with electronic personal dose meters (PDMs). Procedure dose data including the dose area product and effective doses from PDMs were prospectively monitored for each consecutive procedure over an 8-month period (n = 1082). A personalized feedback form was designed displaying for each staff individually the personal dose per procedure, as well as relative and cumulative doses. This study consisted of two phases: (1) 1-5th months: Staff did not receive feedback (n = 701) and (2) 6-8th months: Staff received weekly individual dose feedback (n = 381). An anonymous evaluation was performed on the feedback and occupational dose. Personalized feedback was scored valuable by 76% of the staff and increased radiation dose awareness for 71%. 57 and 52% reported an increased feeling of occupational safety and changing their behavior because of personalized feedback, respectively. For technicians, the normalized dose was significantly lower in the feedback phase compared to the prefeedback phase: [median (IQR) normalized dose (phase 1) 0.12 (0.04-0.50) µSv/Gy cm 2 versus (phase 2) 0.08 (0.02-0.24) µSv/Gy cm 2 , p = 0.002]. Personalized dose feedback increases radiation awareness and safety and can be provided to staff involved in fluoroscopy-guided interventions.

Competing failure analysis in phased-mission systems with multiple functional dependence groups

International Nuclear Information System (INIS)

Wang, Chaonan; Xing, Liudong; Peng, Rui; Pan, Zhusheng

2017-01-01

A phased-mission system (PMS) involves multiple, consecutive, non-overlapping phases of operation. The system structure function and component failure behavior in a PMS can change from phase to phase, posing big challenges to the system reliability analysis. Further complicating the problem is the functional dependence (FDEP) behavior where the failure of certain component(s) causes other component(s) to become unusable or inaccessible or isolated. Previous studies have shown that FDEP can cause competitions between failure propagation and failure isolation in the time domain. While such competing failure effects have been well addressed in single-phase systems, only little work has focused on PMSs with a restrictive assumption that a single FDEP group exists in one phase of the mission. Many practical systems (e.g., computer systems and networks), however may involve multiple FDEP groups during the mission. Moreover, different FDEP groups can be dependent due to sharing some common components; they may appear in a single phase or multiple phases. This paper makes new contributions by modeling and analyzing reliability of PMSs subject to multiple FDEP groups through a Markov chain-based methodology. Propagated failures with both global and selective effects are considered. Four case studies are presented to demonstrate application of the proposed method. - Highlights: • Reliability of phased-mission systems subject to competing failure propagation and isolation effects is modeled. • Multiple independent or dependent functional dependence groups are considered. • Propagated failures with global effects and selective effects are studied. • Four case studies demonstrate generality and application of the proposed Markov-based method.

A qualitative study on feedback provided by students in nurse education.

Science.gov (United States)

Chan, Zenobia C Y; Stanley, David John; Meadus, Robert J; Chien, Wai Tong

2017-08-01

This study aims to help nurse educators/academics understand the perspectives and expectations of students providing their feedback to educators about teaching performance and subject quality. The aim of this study is to reveal students' voices regarding their feedback in nurse education in order to shed light on how the current student feedback practice may be modified. A qualitative study using focus group inquiry. Convenience sampling was adopted and participants recruited from one school of nursing in Hong Kong. A total of 66 nursing students from two pre-registration programs were recruited for seven focus group interviews: one group of Year 1 students (n=21), two groups of Year 3 students (n=27), and four groups of Final Year students (n=18). The interviews were guided by a semi-structured interview guideline and the interview narratives were processed through content analysis. The trustworthiness of this study was guaranteed through peer checking, research meetings, and an audit trail. The participants' privacy was protected throughout the study. Four core themes were discerned based on the narratives of the focus group interviews: (1) "timing of collecting feedback at more than one time point"; (2) "modify the questions being asked in collecting student feedback"; (3) "are electronic means of collecting feedback good enough?; and (4) "what will be next for student feedback?". This study is significant in the following three domains: 1) it contributed to student feedback because it examined the issue from a student's perspective; 2) it explored the timing and channels for collecting feedback from the students' point of view; and 3) it showed the preferred uses of student feedback. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

ABCDEFG IS - the principle of constructive feedback.

Science.gov (United States)

Bhattarai, M

2007-01-01

Feedback is an integral part of any learning experience. Constructive feedback is a powerful instrument and facilitates the learner's professional and personal development. "ABCDEFG IS", a mnemonic for the principles of constructive feedback, stands for Amount of the information, Benefit of the trainees, Change behaviour, Descriptive language, Environment, Focused, Group check, Interpretation check, and Sharing information. The eight important steps of feedback are: Ensure prior information, Collect data, Make appropriate meeting arrangement, Begin by encouraging self assessment by the trainee, Highlight areas where the trainee is doing well, Give feedback, Handle reaction maintaining the dignity and Plan actions. Communication and reflection also share many of the principles and steps of constructive feedback and giving regular feedback, thus, helps to improve communication and reflection. The feedback provider would be able to provide genuine feedback by following the appropriate steps and principles of constructive feedback and realize how important and rewarding its role is in teaching learning activities.

INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING

Directory of Open Access Journals (Sweden)

Fatemeh Poorebrahim

2017-01-01

Full Text Available Corrective feedback, the necessity of providing it, and how it should be provided has been one of the hot topics in the area of ELT. Amid continuing controversies over whether providing feedback helps L2 learners improve their writing accuracy, many research studies have been undertaken to compare the relative effectiveness of different types of feedback. However, the difference between two types of indirect corrective feedback, namely indication and indication plus location, have not been properly examined yet. Motivated to narrow this gap, this study is designed to compare two groups of Iranian learners, each revising their papers based on one of the aforementioned options. For data analysis, a series of independent samples t tests were employed. The results revealed that the difference between the two groups in their reduction of errors from the original draft to the revision of each task followed a growing trend and became significant. Nonetheless, the difference in accuracy of new pieces of writing fell short of significance. Finally, it was found that error reduction in revision stage cannot be considered as learning. The results of the study, discussed in relation to that of others, implicate that the purpose for which feedback is provided is essential in determining the type of feedback; more explicit feedback is better for revising purposes while more implicit feedback is good for learning purposes.

Skill learning from kinesthetic feedback.

Science.gov (United States)

Pinzon, David; Vega, Roberto; Sanchez, Yerly Paola; Zheng, Bin

2017-10-01

It is important for a surgeon to perform surgical tasks under appropriate guidance from visual and kinesthetic feedback. However, our knowledge on kinesthetic (muscle) memory and its role in learning motor skills remains elementary. To discover the effect of exclusive kinesthetic training on kinesthetic memory in both performance and learning. In Phase 1, a total of twenty participants duplicated five 2 dimensional movements of increasing complexity via passive kinesthetic guidance, without visual or auditory stimuli. Five participants were asked to repeat the task in the Phase 2 over a period of three weeks, for a total of nine sessions. Subjects accurately recalled movement direction using kinesthetic memory, but recalling movement length was less precise. Over the nine training sessions, error occurrence dropped after the sixth session. Muscle memory constructs the foundation for kinesthetic training. Knowledge gained helps surgeons learn skills from kinesthetic information in the condition where visual feedback is limited. Copyright © 2016 Elsevier Inc. All rights reserved.

Requirements for active resistive wall mode (RWM) feedback control

International Nuclear Information System (INIS)

In, Y; Kim, J S; Chu, M S; Jackson, G L; La Haye, R J; Strait, E J; Liu, Y Q; Marrelli, L; Okabayashi, M; Reimerdes, H

2010-01-01

The requirements for active resistive wall mode (RWM) feedback control have been systematically investigated and established using highly reproducible current-driven RWMs in ohmic discharges in DIII-D. The unambiguous evaluation of active RWM feedback control was not possible in previous RWM studies primarily due to the variability of the onset of the pressure-driven RWMs; the stability of the pressure-driven RWM is thought to be sensitive to various passive stabilization mechanisms. Both feedback control specifications and physics requirements for RWM stabilization have been clarified using the current-driven RWMs in ohmic discharges, when little or no passive stabilization effects are present. The use of derivative gain on top of proportional gain is found to be advantageous. An effective feedback control system should be equipped with a power supply with bandwidth greater than the RWM growth rate. It is beneficial to apply a feedback field that is toroidally phase-shifted from the measured RWM phase in the same direction as the plasma current. The efficacy of the RWM feedback control will ultimately be determined by the plasma fluctuations on internal diagnostics, as well as on external magnetics. The proximity of the feedback coils to the plasma appears to be an important factor in determining the effectiveness of the RWM feedback coils. It is desirable that an RWM feedback control system simultaneously handles error field correction at a low frequency, along with direct RWM feedback at a high frequency. There is an indication of the influence of a second least stable RWM, which had been theoretically predicted but never identified in experiments. A preliminary investigation based on active MHD spectroscopic measurement showed a strong plasma response around 400 Hz where the typical plasma response associated with the first least stable RWM was expected to be negligible. Present active feedback control requirements are based on a single mode assumption, so the

Self-controlled feedback enhances learning in adults with Down syndrome Feedback autocontrolado melhora a aprendizagem em adultos com síndrome de Down

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Suzete Chiviacowsky

2012-06-01

Full Text Available BACKGROUND: One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. OBJECTIVES: The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome. METHODS: Participants with Down syndrome practiced a linear positioning task. In the self-control group, learners were provided with feedback about the movement outcome at their request. Each participant in the yoked group received the same feedback schedule as their counterpart in the self-control group. RESULTS: Learning was assessed by a retention test, consisting of 10 trials without feedback, one day later. The self-control group demonstrated more effective learning of the task than the yoked group. CONCLUSION: Self-controlled feedback enhanced motor learning in participants with Down syndrome.CONTEXTUALIZAÇÃO: Uma variável que consistentemente tem mostrado melhorar a aprendizagem em sujeitos típicos é a prática autocontrolada. OBJETIVOS: Examinar se os benefícios do feedback autocontrolado para a aprendizagem, encontrados previamente em adultos típicos, também serão encontrados em adultos que apresentam a Síndrome de Down. MÉTODOS: Participantes com a Síndrome de Down praticaram uma tarefa de posicionamento linear. Os aprendizes do grupo autocontrolado receberam feedback sobre o resultado do movimento, quando solicitado. Já os participantes do grupo pareado receberam o mesmo arranjo de feedback dos sujeitos do grupo autocontrolado. RESULTADOS: A aprendizagem foi avaliada por meio de um teste de retenção, o qual consistiu em dez tentativas sem feedback, um dia depois da fase de prática. O grupo autocontrolado demonstrou aprendizagem mais efetiva da tarefa do que o grupo pareado. CONCLUSÃO: Feedback autocontrolado melhora a aprendizagem motora em sujeitos com a Síndrome de Down.

Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

Science.gov (United States)

Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

2015-06-01

In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions. © 2015 Wiley Periodicals, Inc.

Quantifying the relative contributions of divisive and subtractive feedback to rhythm generation.

Directory of Open Access Journals (Sweden)

Joël Tabak

2011-04-01

Full Text Available Biological systems are characterized by a high number of interacting components. Determining the role of each component is difficult, addressed here in the context of biological oscillations. Rhythmic behavior can result from the interplay of positive feedback that promotes bistability between high and low activity, and slow negative feedback that switches the system between the high and low activity states. Many biological oscillators include two types of negative feedback processes: divisive (decreases the gain of the positive feedback loop and subtractive (increases the input threshold that both contribute to slowly move the system between the high- and low-activity states. Can we determine the relative contribution of each type of negative feedback process to the rhythmic activity? Does one dominate? Do they control the active and silent phase equally? To answer these questions we use a neural network model with excitatory coupling, regulated by synaptic depression (divisive and cellular adaptation (subtractive feedback. We first attempt to apply standard experimental methodologies: either passive observation to correlate the variations of a variable of interest to system behavior, or deletion of a component to establish whether a component is critical for the system. We find that these two strategies can lead to contradictory conclusions, and at best their interpretive power is limited. We instead develop a computational measure of the contribution of a process, by evaluating the sensitivity of the active (high activity and silent (low activity phase durations to the time constant of the process. The measure shows that both processes control the active phase, in proportion to their speed and relative weight. However, only the subtractive process plays a major role in setting the duration of the silent phase. This computational method can be used to analyze the role of negative feedback processes in a wide range of biological rhythms.

Propagation of the Semidiurnal Internal Tide: Phase Velocity Versus Group Velocity

Science.gov (United States)

Zhao, Zhongxiang

2017-12-01

The superposition of two waves of slightly different wavelengths has long been used to illustrate the distinction between phase velocity and group velocity. The first-mode M2 and S2 internal tides exemplify such a two-wave model in the natural ocean. The M2 and S2 tidal frequencies are 1.932 and 2 cycles per day, respectively, and their superposition forms a spring-neap cycle in the semidiurnal band. The spring-neap cycle acts like a wave, with its frequency, wave number, and phase being the differences of the M2 and S2 internal tides. The spring-neap cycle and energy of the semidiurnal internal tide propagate at the group velocity. Long-range propagation of M2 and S2 internal tides in the North Pacific is observed by satellite altimetry. Along a 3,400 km beam spanning 24°-54°N, the M2 and S2 travel times are 10.9 and 11.2 days, respectively. For comparison, it takes the spring-neap cycle 21.1 days to travel over this distance. Spatial maps of the M2 phase velocity, the S2 phase velocity, and the group velocity are determined from phase gradients of the corresponding satellite observed internal tide fields. The observed phase and group velocities agree with theoretical values estimated using the World Ocean Atlas 2013 annual-mean ocean stratification.

Research of three-dimensional transient reactivity feedback in fast reactor

International Nuclear Information System (INIS)

Xu Li; Shi Gong; Ma Dayuan; Yu Hong

2013-01-01

To solve the three-dimensional time-spatial kinetics feedback problems in fast reactor, a mathematical model of the direct reactivity feedback was proposed. Based on the NAS code for fast reactor and the reactivity feedback mechanism, a feedback model which combined the direct reactivity feedback and feedback reflected by the cross section variation was provided for the transient calculation. Furthermore, the fast reactor group collapsing system was added to the code, thus the real time group collapsing calculation could be realized. The isothermal elevated temperature test of CEFR was simulated by using the code. By comparing the calculation result with the test result of the temperature reactivity coefficient, the validity of the model and the code is verified. (authors)

A TECHNIQUE OF IDENTIFICATION OF THE PHASE-DISPLACEMENT GROUP OF THREE-PHASE TRANSFORMER

International Nuclear Information System (INIS)

Aburjania, A.; Begiashvili, V.; Rezan Turan

2007-01-01

It is demonstrated that the arbitrary choice of arbitrarily pisitive direction of induced currents and voltages contradicts the energy conservation law and leads to equilibrium equations and standards making no sense from the physical standpoint. Of 12 recognized standard phase-displacement groups of three-phase transformer, only three have real physical bases. The rest are based on a wrong assumption about mutual biasing of primary and secondary currents. They does not rule out the occurrence of emergency situations and, thus, must be eliminated from use. A new method of identification of the phase-displacement of three-phase transformer is proposed. The method is based on well-known physical laws with consideration for the dual character of the inertia of mutual inductance and exhausts for all possible versions of connection of transformer windings. (author)

Expert monitoring and verbal feedback as sources of performance pressure.

Science.gov (United States)

Buchanan, John J; Park, Inchon; Chen, Jing; Mehta, Ranjana K; McCulloch, Austin; Rhee, Joohyun; Wright, David L

2018-05-01

The influence of monitoring-pressure and verbal feedback on the performance of the intrinsically stable bimanual coordination patterns of in-phase and anti-phase was examined. The two bimanual patterns were produced under three conditions: 1) no-monitoring, 2) monitoring-pressure (viewed by experts), and 3) monitoring-pressure (viewed by experts) combined with verbal feedback emphasizing poor performance. The bimanual patterns were produced at self-paced movement frequencies. Anti-phase coordination was always less stable than in-phase coordination across all three conditions. When performed under conditions 2 and 3, both bimanual patterns were performed with less variability in relative phase across a wide range of self-paced movement frequencies compared to the no-monitoring condition. Thus, monitoring-pressure resulted in performance stabilization rather than degradation and the presence of verbal feedback had no impact on the influence of monitoring pressure. The current findings are inconsistent with the predictions of explicit monitoring theory; however, the findings are consistent with studies that have revealed increased stability for the system's intrinsic dynamics as a result of attentional focus and intentional control. The results are discussed within the contexts of the dynamic pattern theory of coordination, explicit monitoring theory, and action-focused theories as explanations for choking under pressure. Copyright © 2018. Published by Elsevier B.V.

Extended Group Contribution Model for Polyfunctional Phase Equilibria

DEFF Research Database (Denmark)

Abildskov, Jens

of physical separation processes. In a thermodynamic sense, design requires detailed knowledge of activity coefficients in the phases at equilibrium. The prediction of these quantities from a minimum of experimental data is the broad scope of this thesis. Adequate equations exist for predicting vapor......Material and energy balances and equilibrium data form the basis of most design calculations. While material and energy balances may be stated without much difficulty, the design engineer is left with a choice between a wide variety of models for describing phase equilibria in the design......-liquid equilibria from data on binary mixtures, composed of structurally simple molecules with a single functional group. More complex is the situation with mixtures composed of structurally more complicated molecules or molecules with more than one functional group. The UNIFAC method is extended to handle...

Effect of feedback on delaying deterioration in quality of compressions during 2 minutes of continuous chest compressions: a randomized manikin study investigating performance with and without feedback

Directory of Open Access Journals (Sweden)

Lyngeraa Tobias

2012-02-01

Full Text Available Abstract Background Good quality basic life support (BLS improves outcome following cardiac arrest. As BLS performance deteriorates over time we performed a parallel group, superiority study to investigate the effect of feedback on quality of chest compression with the hypothesis that feedback delays deterioration of quality of compressions. Methods Participants attending a national one-day conference on cardiac arrest and CPR in Denmark were randomized to perform single-rescuer BLS with (n = 26 or without verbal and visual feedback (n = 28 on a manikin using a ZOLL AED plus. Data were analyzed using Rescuenet Code Review. Blinding of participants was not possible, but allocation concealment was performed. Primary outcome was the proportion of delivered compressions within target depth compared over a 2-minute period within the groups and between the groups. Secondary outcome was the proportion of delivered compressions within target rate compared over a 2-minute period within the groups and between the groups. Performance variables for 30-second intervals were analyzed and compared. Results 24 (92% and 23 (82% had CPR experience in the group with and without feedback respectively. 14 (54% were CPR instructors in the feedback group and 18 (64% in the group without feedback. Data from 26 and 28 participants were analyzed respectively. Although median values for proportion of delivered compressions within target depth were higher in the feedback group (0-30 s: 54.0%; 30-60 s: 88.0%; 60-90 s: 72.6%; 90-120 s: 87.0%, no significant difference was found when compared to without feedback (0-30 s: 19.6%; 30-60 s: 33.1%; 60-90 s: 44.5%; 90-120 s: 32.7% and no significant deteriorations over time were found within the groups. In the feedback group a significant improvement was found in the proportion of delivered compressions below target depth when the subsequent intervals were compared to the first 30 seconds (0-30 s: 3.9%; 30-60 s: 0.0%; 60-90 s: 0

Augmented feedback in autistic disorder

Directory of Open Access Journals (Sweden)

Salome Geertsema

2017-10-01

Full Text Available Children with autistic disorder (AD display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change in eye contact. The study aimed to determine the effects of knowledge of performance (KP and knowledge of results (KR as types of feedback on the frequency and duration of elicited and spontaneous eye contact in children with AD. A two-phase multiple-probe, multi-treatment (cross-over, singleparticipant design with a withdrawal component was used. Mixed treatment effects were obtained. Overall effects suggest that KR results in the greatest positive change over a short period of time regarding frequency and duration for both elicited and spontaneous eye contact. This type of feedback seems to be the most effective for spontaneous eye contact. The provision of KP, after elicited and spontaneous eye contact, produced positive effects for duration only. The current Phase 1 evidence suggests that KR (which is goal-directed with fewer additional instructions may be more beneficial to children with AD. These findings are in accordance with the limb motor learning literature and may therefore support preliminary evidence for disrupted motor learning during eye contact imitation in children with AD.

Development of bunch by bunch transverse feedback system at Hefei light source

International Nuclear Information System (INIS)

Wang Junhua; Zheng Kai; Li Weimin; Yang Yongliang; Huang Longjun; Chen Yuanbo; Zhou Zeran; Wang Lin; Liu Zeping; Sun Baogen; Ma Li; Cao Jianshe; Yue Junhui; Liu Dekang; Ye Kairong

2008-01-01

This paper has introduced the development of the transverse bunch-by-bunch measurement and feedback system, including the experiment of damping the coupled bunch instability. Some key technologies on the system have been introduced: the vector calculation module as a signal processing module used to adjust the phase of the feedback signals, the feedback kicker cavity and the notch filter used to filter the DC component and revolution frequencies component in a signal and save the feedback power. The result of the feedback experiment is mentioned: the instability oscillation was damped when the feedback system was on. (authors)

Operation of the transverse feedback system at the CERN SPS

International Nuclear Information System (INIS)

Bossart, R.; Louwerse, R.; Mourier, J.; Vos, L.

1987-01-01

To prevent transverse instabilities at high beam intensity in the SPS, the transverse feedback system for damping the betatron oscillations has been upgraded for larger damping decrements and for increased system's bandwidth. The feedback loop now contains a digital delay line cancellor, so that the damper works with a velocity feedback Δx/Δt, unaffected by the closed orbit position x at the pick-up station. The digital processing of the feedback signal facilitates nonlinear feedback techniques such as antidamping and ''band-bang'' feedback. The ''bang-bang'' feedback provides the maximum possible damping rate of the injection oscillations in the SPS-collider, in order to minimize the emittance increase caused by filamentation. The antidamping nonlinearity provides small continuous beam oscillations of 50 μm amplitude for tracking the machine tune Q with a phase locked loop

Feedback is good or bad? Medical residents’ points of view on feedback in clinical education

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LEILA BAZRAFKAN

2013-04-01

Full Text Available Introduction: Feedback is very important in education and can help quality in the training process and orient the trainees in clinical contexts. This study aimed to assess the residents’ points of view about feedback in clinical education at Shiraz University of Medical Sciences. Methods: The sample of this study included 170 medical residents attending medical workshops in Shiraz University of Medical Sciences. The residents filled a valid and reliable questionnaire containing 21 items on their perceptions of the feedback they got throughout the workshops. The data were analyzed using SPSS version 14. Results: The study revealed that residents, generally, have a positive perception of feedback in their training. The highest score belonged to the items such as “feedback was applicable to future work”, “feedback corrected my behavior”, “feedback worked as a motivation for education” and “feedback was specific in one subject”. Residents who had a negative feedback experience also increased their efforts to learn. The Surgery residents acquired the highest scores while radiology residents got the lowest. The difference between these groups was statistically significant (P = 0.000. Conclusion: The highest mean score belonged to internal medicine residents. This shows that residents believe that obstetrics & gynecology ward is a ward in which the formative assessment is much more powerful in comparison to the other three major wards. The surgery ward received the lowest score for formative assessment and this shows that the feedback in surgery ward is very low.

Distributed Wireless Power Transfer With Energy Feedback

Science.gov (United States)

Lee, Seunghyun; Zhang, Rui

2017-04-01

Energy beamforming (EB) is a key technique for achieving efficient radio-frequency (RF) transmission enabled wireless energy transfer (WET). By optimally designing the waveforms from multiple energy transmitters (ETs) over the wireless channels, they can be constructively combined at the energy receiver (ER) to achieve an EB gain that scales with the number of ETs. However, the optimal design of EB waveforms requires accurate channel state information (CSI) at the ETs, which is challenging to obtain practically, especially in a distributed system with ETs at separate locations. In this paper, we study practical and efficient channel training methods to achieve optimal EB in a distributed WET system. We propose two protocols with and without centralized coordination, respectively, where distributed ETs either sequentially or in parallel adapt their transmit phases based on a low-complexity energy feedback from the ER. The energy feedback only depends on the received power level at the ER, where each feedback indicates one particular transmit phase that results in the maximum harvested power over a set of previously used phases. Simulation results show that the two proposed training protocols converge very fast in practical WET systems even with a large number of distributed ETs, while the protocol with sequential ET phase adaptation is also analytically shown to converge to the optimal EB design with perfect CSI by increasing the training time. Numerical results are also provided to evaluate the performance of the proposed distributed EB and training designs as compared to other benchmark schemes.

Why don't you like me? Midfrontal theta power in response to unexpected peer rejection feedback.

Science.gov (United States)

van der Molen, M J W; Dekkers, L M S; Westenberg, P M; van der Veen, F M; van der Molen, M W

2017-02-01

Social connectedness theory posits that the brain processes social rejection as a threat to survival. Recent electrophysiological evidence suggests that midfrontal theta (4-8Hz) oscillations in the EEG provide a window on the processing of social rejection. Here we examined midfrontal theta dynamics (power and inter-trial phase synchrony) during the processing of social evaluative feedback. We employed the Social Judgment paradigm in which 56 undergraduate women (mean age=19.67 years) were asked to communicate their expectancies about being liked vs. disliked by unknown peers. Expectancies were followed by feedback indicating social acceptance vs. rejection. Results revealed a significant increase in EEG theta power to unexpected social rejection feedback. This EEG theta response could be source-localized to brain regions typically reported during activation of the saliency network (i.e., dorsal anterior cingulate cortex, insula, inferior frontal gyrus, frontal pole, and the supplementary motor area). Theta phase dynamics mimicked the behavior of the time-domain averaged feedback-related negativity (FRN) by showing stronger phase synchrony for feedback that was unexpected vs. expected. Theta phase, however, differed from the FRN by also displaying stronger phase synchrony in response to rejection vs. acceptance feedback. Together, this study highlights distinct roles for midfrontal theta power and phase synchrony in response to social evaluative feedback. Our findings contribute to the literature by showing that midfrontal theta oscillatory power is sensitive to social rejection but only when peer rejection is unexpected, and this theta response is governed by a widely distributed neural network implicated in saliency detection and conflict monitoring. Copyright © 2016 Elsevier Inc. All rights reserved.

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

OpenAIRE

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 environme...

Promoting Increased Pitch Variation in Oral Presentations with Transient Visual Feedback

Directory of Open Access Journals (Sweden)

Rebecca Hincks

2009-10-01

Full Text Available This paper investigates learner response to a novel kind of intonation feedback generated from speech analysis. Instead of displays of pitch curves, our feedback is flashing lights that show how much pitch variation the speaker has produced. The variable used to generate the feedback is the standard deviation of fundamental frequency as measured in semitones. Flat speech causes the system to show yellow lights, while more expressive speech that has used pitch to give focus to any part of an utterance generates green lights. Participants in the study were 14 Chinese students of English at intermediate and advanced levels. A group that received visual feedback was compared with a group that received audio feedback. Pitch variation was measured at four stages: in a baseline oral presentation; for the first and second halves of three hours of training; and finally in the production of a new oral presentation. Both groups increased their pitch variation with training, and the effect lasted after the training had ended. The test group showed a significantly higher increase than the control group, indicating that the feedback is effective. These positive results imply that the feedback could be beneficially used in a system for practicing oral presentations.

Timing matters: The impact of immediate and delayed feedback on artificial language learning

Directory of Open Access Journals (Sweden)

Bertram Opitz

2011-02-01

Full Text Available In the present experiment, we used event-related potentials (ERP to investigate the role of immediate and delayed feedback in an artificial grammar learning task. Two groups of participants were engaged in classifying non-word strings according to an underlying rule system, not known to the participants. Visual feedback was provided after each classification either immediately or with a short delay of one second. Both groups were able to learn the artificial grammar system as indicated by an increase in classification performance. However, the gain in performance was significantly larger for the group receiving immediate feedback as compared to the group receiving delayed feedback. Learning was accompanied by an increase in P300 activity in the ERP for delayed as compared to immediate feedback. Irrespective of feedback delay, both groups exhibited learning related decreases in the feedback-related positivity (FRP elicited by positive feedback only. The feedback-related negativity (FRN, however, remained constant over the course of learning. These results suggest, first, that delayed feedback is less effective for artificial grammar learning as task requirements are very demanding, and second, that the FRP elicited by positive prediction errors decreases with learning while the FRN to negative prediction errors is elicited in an all-or-none fashion by negative feedback throughout the entire experiment.

Phase transition over gauge group center and quark confinement in QCD

International Nuclear Information System (INIS)

Khokhlachev, S.B.; Makeenko, Yu.N.

1979-01-01

A lattice gauge model with the phase transition corresponding to spontaneous breakdown of the group center symmetry is considered. It is shown that the phase diagram, obtained in multicolor case, separates the high and low-temperature phases with confined and nonconfined quarks. The possibility of the Lorentz-invariant continuum limit in the phase with permanently confined quarks is confirmed

Control of group velocity by phase-changing collisions

International Nuclear Information System (INIS)

Goren, C.; Rosenbluh, M.; Wilson-Gordon, A.D.; Friedmann, H.

2005-01-01

We discuss the influence of phase-changing collisions on the group velocities in Doppler-broadened, cycling, degenerate two-level systems where F e =F g +1 and F g >0, interacting with pump and probe lasers, that exhibit electromagnetically induced absorption (EIA). Two model systems are considered: the N system where the pump and probe are polarized perpendicularly, and EIA is due to transfer of coherence (TOC), and the double two-level system (TLS) where both lasers have the same polarization, and EIA is due to transfer of population (TOP). For the case of Doppler-broadened EIA TOC, which occurs at low pump intensity, there is a switch from positive to negative dispersion and group velocity, as the rate of phase-changing collisions is increased. For the case of EIA TOP at low pump intensity, the dispersion and group velocity remain negative even when the collision rate is increased. Pressure-induced narrowing, accompanied by an increase in the magnitude of the negative dispersion and a decrease in the magnitude of the negative group velocity, occurs in both EIA TOC and EIA TOP, at low pump intensity. When the pump intensity is increased, a switch from negative to positive dispersion and group velocity, with increasing collision rate, also occurs in the double TLS system. However, the effect is far smaller than in the case of the N system at low pump intensity

Feedforward: helping students interpret written feedback

OpenAIRE

Hurford, Donna; Read, Andrew

2008-01-01

"Assessment for Learning is the process of seeking and interpreting evidence for use by learners... "(Assessment Reform Group, 2002, p.2): for the Higher Education tutor, written feedback forms an integral part of this. This short article reports on teaching methods to engage students in feedback and assessment of their written work.

Observations of a quasi-coherent fluctuation mode in the KT-5C tokamak during -90 deg. phase shift feedback

International Nuclear Information System (INIS)

Zhai Kan; Wen Yizhi; Yu Changxuan; Liu Wandong; Wan Shude; Zhuang Ge; Yu Wen; Xu Zhizhan

1997-01-01

A new fluctuation phenomenon is observed through Langmuir probe measurements at the edge plasma in the KT-5C tokamak by applying a -90 deg. phase shift feedback. Using a two point correlation technique, it is found that this fluctuation mode has a longer poloidal wavelength and a definite frequency when compared with the usual edge turbulence. It is also found through bispectral analysis that this mode is a spontaneously excited quasi-coherent mode, which has almost no contribution to the cross-field particle flux. (author)

Cavity-enhanced Raman spectroscopy with optical feedback cw diode lasers for gas phase analysis and spectroscopy.

Science.gov (United States)

Salter, Robert; Chu, Johnny; Hippler, Michael

2012-10-21

A variant of cavity-enhanced Raman spectroscopy (CERS) is introduced, in which diode laser radiation at 635 nm is coupled into an external linear optical cavity composed of two highly reflective mirrors. Using optical feedback stabilisation, build-up of circulating laser power by 3 orders of magnitude occurs. Strong Raman signals are collected in forward scattering geometry. Gas phase CERS spectra of H(2), air, CH(4) and benzene are recorded to demonstrate the potential for analytical applications and fundamental molecular studies. Noise equivalent limits of detection in the ppm by volume range (1 bar sample) can be achieved with excellent linearity with a 10 mW excitation laser, with sensitivity increasing with laser power and integration time. The apparatus can be operated with battery powered components and can thus be very compact and portable. Possible applications include safety monitoring of hydrogen gas levels, isotope tracer studies (e.g., (14)N/(15)N ratios), observing isotopomers of hydrogen (e.g., radioactive tritium), and simultaneous multi-component gas analysis. CERS has the potential to become a standard method for sensitive gas phase Raman spectroscopy.

How does feedback in mini-CEX affect students' learning response?

Science.gov (United States)

Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo

2016-12-19

This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

How to Evaluate Phase Differences between Trial Groups in Ongoing Electrophysiological Signals

Science.gov (United States)

VanRullen, Rufin

2016-01-01

A growing number of studies endeavor to reveal periodicities in sensory and cognitive functions, by comparing the distribution of ongoing (pre-stimulus) oscillatory phases between two (or more) trial groups reflecting distinct experimental outcomes. A systematic relation between the phase of spontaneous electrophysiological signals, before a stimulus is even presented, and the eventual result of sensory or cognitive processing for that stimulus, would be indicative of an intrinsic periodicity in the underlying neural process. Prior studies of phase-dependent perception have used a variety of analytical methods to measure and evaluate phase differences, and there is currently no established standard practice in this field. The present report intends to remediate this need, by systematically comparing the statistical power of various measures of “phase opposition” between two trial groups, in a number of real and simulated experimental situations. Seven measures were evaluated: one parametric test (circular Watson-Williams test), and three distinct measures of phase opposition (phase bifurcation index, phase opposition sum, and phase opposition product) combined with two procedures for non-parametric statistical testing (permutation, or a combination of z-score and permutation). While these are obviously not the only existing or conceivable measures, they have all been used in recent studies. All tested methods performed adequately on a previously published dataset (Busch et al., 2009). On a variety of artificially constructed datasets, no single measure was found to surpass all others, but instead the suitability of each measure was contingent on several experimental factors: the time, frequency, and depth of oscillatory phase modulation; the absolute and relative amplitudes of post-stimulus event-related potentials for the two trial groups; the absolute and relative trial numbers for the two groups; and the number of permutations used for non-parametric testing

Phase structure of NJL model with weak renormalization group

Science.gov (United States)

Aoki, Ken-Ichi; Kumamoto, Shin-Ichiro; Yamada, Masatoshi

2018-06-01

We analyze the chiral phase structure of the Nambu-Jona-Lasinio model at finite temperature and density by using the functional renormalization group (FRG). The renormalization group (RG) equation for the fermionic effective potential V (σ ; t) is given as a partial differential equation, where σ : = ψ bar ψ and t is a dimensionless RG scale. When the dynamical chiral symmetry breaking (DχSB) occurs at a certain scale tc, V (σ ; t) has singularities originated from the phase transitions, and then one cannot follow RG flows after tc. In this study, we introduce the weak solution method to the RG equation in order to follow the RG flows after the DχSB and to evaluate the dynamical mass and the chiral condensate in low energy scales. It is shown that the weak solution of the RG equation correctly captures vacuum structures and critical phenomena within the pure fermionic system. We show the chiral phase diagram on temperature, chemical potential and the four-Fermi coupling constant.

Fast digital feedback control systems for accelerator RF system using FPGA

International Nuclear Information System (INIS)

Bagduwal, Pritam Singh; Sharma, Dheeraj; Tiwari, Nitesh; Lad, M.; Hannurkar, P.R.

2012-01-01

Feedback control system plays important role for proper injection and acceleration of beam in particle accelerators by providing the required amplitude and phase stability of RF fields in accelerating structures. Advancement in the field of digital technology enables us to develop fast digital feedback control system for RF applications. Digital Low Level RF (LLRF) system offers the inherent advantages of Digital System like flexibility, adaptability, good repeatability and reduced long time drift errors compared to analog system. To implement the feedback control algorithm, I/Q control scheme is used. By properly sampling the down converted IF signal using fast ADC we get accurate feedback signal and also eliminates the need of two separate detectors for amplitude and phase detection. Controller is implemented in Vertex-4 FPGA. Codes for control algorithms which controls the amplitude and phase in all four quadrants with good accuracy are written in the VHDL. I/Q modulator works as common actuator for both amplitude and phase correction. Synchronization between RF, LO and ADC clock is indispensable and has been achieved by deriving the clock and LO signal from RF signal itself. Control system has been successfully tested in lab with phase and amplitude stability better then ±1% and ±1° respectively. High frequency RF signal is down converted to IF using the super heterodyne technique. Super heterodyne principal not only brings the RF signal to the Low IF frequency at which it can be easily processed but also enables us to use the same hardware and software for other RF frequencies with some minor modification. (author)

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

Science.gov (United States)

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

Longitudinal coupling impedance imposed by a beam feedback in a synchrotron

International Nuclear Information System (INIS)

Ivanov, S.

1997-01-01

Commonly, a longitudinal beam feedback processes a slowly varying signal at zero intermediate frequency (a phase offset, an amplitude departure). Often, only a portion of the data confined in a picked-up band-pass beam signal is retained (like, say, in a purely phase feedback). Sometimes, a beam feedback employs different RF bands to pick up beam data and return a correction back to the beam. All the manipulations thus involved with signal spectra result in cross-talk between various beam-current and electric-field waves propagating along the orbit, which is shown to be described by an impedance matrix with, at most, three non-trivial elements per row. It is this matrix which gives the intuitive notion that a linear feedback is seen by a beam as an artificial coupling impedance controlled from the outside from a quantitative basis. This (impedance) approach has at least two plain advantages: (i) It allows one to mount the feedback's effect into the well-established theory of longitudinal coherent instabilities to use most of its inventory: beam transfer functions, threshold maps, handling of coupled-bunch motion, etc. (ii) The destabilizing effect of the beam environment, being available in standard terms of coupling impedances, is naturally taken into account since the early stages of feedback R and D. (orig.)

Performance feedback, self-esteem, and cardiovascular adaptation to recurring stressors.

Science.gov (United States)

Brown, Eoin G; Creaven, Ann-Marie

2017-05-01

This study sought to examine the effects of performance feedback and individual differences in self-esteem on cardiovascular habituation to repeat stress exposure. Sixty-six university students (n = 39 female) completed a self-esteem measure and completed a cardiovascular stress-testing protocol involving repeated exposure to a mental arithmetic task. Cardiovascular functioning was sampled across four phases: resting baseline, initial stress exposure, a recovery period, and repeated stress exposure. Participants were randomly assigned to receive fictional positive feedback, negative feedback, or no feedback following the recovery period. Negative feedback was associated with a sensitized blood pressure response to a second exposure of the stress task. Positive feedback was associated with decreased cardiovascular and psychological responses to a second exposure. Self-esteem was also found to predict reactivity and this interacted with the type of feedback received. These findings suggest that negative performance feedback sensitizes cardiovascular reactivity to stress, whereas positive performance feedback increases both cardiovascular and psychological habituation to repeat exposure to stressors. Furthermore, an individual's self-esteem also appears to influence this process.

Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion.

Science.gov (United States)

Leving, Marika T; Vegter, Riemer J K; Hartog, Johanneke; Lamoth, Claudine J C; de Groot, Sonja; van der Woude, Lucas H V

2015-01-01

It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear

Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion.

Directory of Open Access Journals (Sweden)

Marika T Leving

Full Text Available It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process.17 Participants received visual feedback-based practice (feedback group and 15 participants received regular practice (natural learning group. Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block and optimize it in the prescribed direction (2nd 4-min block. To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability.The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group.These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not

The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training.

Science.gov (United States)

Ruesseler, M; Sterz, J; Bender, B; Hoefer, S; Walcher, F

2017-08-01

Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context. Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario. One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.

Learning feedback and feedforward control in a mirror-reversed visual environment.

Science.gov (United States)

Kasuga, Shoko; Telgen, Sebastian; Ushiba, Junichi; Nozaki, Daichi; Diedrichsen, Jörn

2015-10-01

When we learn a novel task, the motor system needs to acquire both feedforward and feedback control. Currently, little is known about how the learning of these two mechanisms relate to each other. In the present study, we tested whether feedforward and feedback control need to be learned separately, or whether they are learned as common mechanism when a new control policy is acquired. Participants were trained to reach to two lateral and one central target in an environment with mirror (left-right)-reversed visual feedback. One group was allowed to make online movement corrections, whereas the other group only received visual information after the end of the movement. Learning of feedforward control was assessed by measuring the accuracy of the initial movement direction to lateral targets. Feedback control was measured in the responses to sudden visual perturbations of the cursor when reaching to the central target. Although feedforward control improved in both groups, it was significantly better when online corrections were not allowed. In contrast, feedback control only adaptively changed in participants who received online feedback and remained unchanged in the group without online corrections. Our findings suggest that when a new control policy is acquired, feedforward and feedback control are learned separately, and that there may be a trade-off in learning between feedback and feedforward controllers. Copyright © 2015 the American Physiological Society.

Depression screening with patient-targeted feedback in cardiology: DEPSCREEN-INFO randomised clinical trial.

Science.gov (United States)

Löwe, Bernd; Blankenberg, Stefan; Wegscheider, Karl; König, Hans-Helmut; Walter, Dirk; Murray, Alexandra M; Gierk, Benjamin; Kohlmann, Sebastian

2017-02-01

International guidelines advocate depression screening in patients with coronary heart disease (CHD) and other chronic illnesses, but evidence is lacking. To test the differential efficacy of written patient-targeted feedback v. no written patient feedback after depression screening. Patients with CHD or hypertension from three cardiology settings were randomised and screened for depression (ClinicalTrials.gov Identifier: NCT01879111). Compared with the control group, where only cardiologists received written feedback, in the intervention group both cardiologists and patients received written feedback regarding depression status. Depression severity was measured 1 month (primary outcome) and 6 months after screening. The control group (n = 220) and the patient-feedback group (n = 155) did not differ in depression severity 1 month after screening. Six months after screening, the patient-feedback group showed significantly greater improvements in depression severity and was twice as likely to seek information about depression compared with the control group. Patient-targeted feedback in addition to screening has a significant but small effect on depression severity after 6 months and may encourage patients to take an active role in the self-management of depression. © The Royal College of Psychiatrists 2017.

Quantum field theory and phase transitions: universality and renormalization group; Theorie quantique des champs et transitions de phase: universalite et groupe de renormalisation

Energy Technology Data Exchange (ETDEWEB)

Zinn-Justin, J

2003-08-01

In the quantum field theory the problem of infinite values has been solved empirically through a method called renormalization, this method is satisfying only in the framework of renormalization group. It is in the domain of statistical physics and continuous phase transitions that these issues are the easiest to discuss. Within the framework of a course in theoretical physics the author introduces the notions of continuous limits and universality in stochastic systems operating with a high number of freedom degrees. It is shown that quasi-Gaussian and mean field approximation are unable to describe phase transitions in a satisfying manner. A new concept is required: it is the notion of renormalization group whose fixed points allow us to understand universality beyond mean field. The renormalization group implies the idea that long distance correlations near the transition temperature might be described by a statistical field theory that is a quantum field in imaginary time. Various forms of renormalization group equations are presented and solved in particular boundary limits, namely for fields with high numbers of components near the dimensions 4 and 2. The particular case of exact renormalization group is also introduced. (A.C.)

How does feedback in mini-CEX affect students’ learning response?

Science.gov (United States)

Rahayu, Gandes Retno; Suhoyo, Yoyo

2016-01-01

Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill. Conclusions Feedback content and the way of providing feedback on mini-CEX stimulates the students’ internal processes to do a follow-up on feedback. However, another external factor also affects the students’ decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students’ learning response. PMID:28008136

Pulsed feedback defers cellular differentiation.

Directory of Open Access Journals (Sweden)

Joe H Levine

2012-01-01

Full Text Available Environmental signals induce diverse cellular differentiation programs. In certain systems, cells defer differentiation for extended time periods after the signal appears, proliferating through multiple rounds of cell division before committing to a new fate. How can cells set a deferral time much longer than the cell cycle? Here we study Bacillus subtilis cells that respond to sudden nutrient limitation with multiple rounds of growth and division before differentiating into spores. A well-characterized genetic circuit controls the concentration and phosphorylation of the master regulator Spo0A, which rises to a critical concentration to initiate sporulation. However, it remains unclear how this circuit enables cells to defer sporulation for multiple cell cycles. Using quantitative time-lapse fluorescence microscopy of Spo0A dynamics in individual cells, we observed pulses of Spo0A phosphorylation at a characteristic cell cycle phase. Pulse amplitudes grew systematically and cell-autonomously over multiple cell cycles leading up to sporulation. This pulse growth required a key positive feedback loop involving the sporulation kinases, without which the deferral of sporulation became ultrasensitive to kinase expression. Thus, deferral is controlled by a pulsed positive feedback loop in which kinase expression is activated by pulses of Spo0A phosphorylation. This pulsed positive feedback architecture provides a more robust mechanism for setting deferral times than constitutive kinase expression. Finally, using mathematical modeling, we show how pulsing and time delays together enable "polyphasic" positive feedback, in which different parts of a feedback loop are active at different times. Polyphasic feedback can enable more accurate tuning of long deferral times. Together, these results suggest that Bacillus subtilis uses a pulsed positive feedback loop to implement a "timer" that operates over timescales much longer than a cell cycle.

Berry's Phase and Fine Structure

CERN Document Server

Binder, B

2002-01-01

Irrational numbers can be assigned to physical entities based on iterative processes of geometric objects. It is likely that iterative round trips of vector signals include a geometric phase component. If so, this component will couple back to the round trip frequency or path length generating an non-linear feedback loop (i.e. induced by precession). In this paper such a quantum feedback mechanism is defined including generalized fine structure constants in accordance with the fundamental gravitomagnetic relation of spin-orbit coupling. Supported by measurements, the general relativistic and topological background allows to propose, that the deviation of the fine structure constant from 1/137 could be assigned to Berry's phase. The interpretation is straightforward: spacetime curvature effects can be greatly amplified by non-linear phase-locked feedback-loops adjusted to single-valued phase relationships in the quantum regime.

The Persuasive Effect of Social Network Feedback on Mediated Communication: A Case Study in a Real Organization.

Science.gov (United States)

Varotto, Alessandra; Gamberini, Luciano; Spagnolli, Anna; Martino, Francesco; Giovannardi, Isabella

2016-03-01

This study focuses on social feedback, namely on information on the outcome of users' online activity indirectly generated by other users, and investigates in a real setting whether it can affect subsequent activity and, if so, whether participants are aware of that. SkyPas, an application that calculates, transmits, and displays social feedback, was embedded in a common instant messaging service (Skype(™)) and used during a 7-week trial by 24 office workers at a large business organization. The trial followed an ABA scheme in which the B phase was the feedback provision phase. Results show that social feedback affects users' communication activity (participation, inward communication, outward communication, and reciprocity), sometimes even after the feedback provision phase. At the same time, users were poorly aware of this effect, showing a discrepancy between self-reported and observational measures. These results are then discussed in terms of design transparency and task compatibility.

Effects of feedback on residential electricity demand—Findings from a field trial in Austria

International Nuclear Information System (INIS)

Schleich, Joachim; Klobasa, Marian; Gölz, Sebastian; Brunner, Marc

2013-01-01

This paper analyzes the effects of providing feedback on electricity consumption in a field trial involving more than 1500 households in Linz, Austria. About half of these households received feedback together with information about electricity-saving measures (pilot group), while the remaining households served as a control group. Participation in the pilot group was random, but households were able to choose between two types of feedback: access to a web portal or written feedback by post. Results from cross section OLS regression suggest that feedback provided to the pilot group corresponds with electricity savings of around 4.5% for the average household. Our results from quantile regressions imply that for households in the 30th to the 70th percentile of electricity consumption, feedback on electricity consumption is statistically significant and effects are highest in absolute terms and as a share of electricity consumption. For percentiles below or above this range, feedback appears to have no effect. Finally, controlling for a potential endogeneity bias induced by non random participation in the feedback type groups, we find no difference in the effects of feedback provided via the web portal and by post. - Highlights: • We estimate the effects of feedback on household electricity use in a field trial in Linz, Austria. • Providing feedback on electricity use corresponds with average savings of around 4.5%. • Effects of feedback are most pronounced in the 30th to the 70th percentile. • Feedback provided via a web portal and by post appears equally effective

DIRECT CORRECTIVE FEEDBACK ON STUDENTS‟WRITING PERFORMANCE

Directory of Open Access Journals (Sweden)

Testiana Deni Wijayatiningsih

2017-04-01

Full Text Available Teaching writing genre especially recount, narrative, and descriptive need brief and detail correction. Moreover, students aware about their mistakes in writing genre clearly. So, they can revise themselves. Based on the background above, this research aimed to know students‘achievement differences between using direct corrective feedback and indirect corrective feedback. The subject of this research was the fourth semester of English Department of Universitas Muhammadiyah Semarang. It employed quasi experiment and one group pre test post test design to analyze the students‘ writing achievement. The result showed that there is a significant differences between direct corrective feedback and indirect corrective feedback. Hopefully this research gives benefit for lecturers to use direct corrective feedback in their teaching writing process .

Feedback in the OSCE: What Do Residents Remember?

Science.gov (United States)

Humphrey-Murto, Susan; Mihok, Marika; Pugh, Debra; Touchie, Claire; Halman, Samantha; Wood, Timothy J

2016-01-01

The move to competency-based education has heightened the importance of direct observation of clinical skills and effective feedback. The Objective Structured Clinical Examination (OSCE) is widely used for assessment and affords an opportunity for both direct observation and feedback to occur simultaneously. For feedback to be effective, it should include direct observation, assessment of performance, provision of feedback, reflection, decision making, and use of feedback for learning and change. If one of the goals of feedback is to engage students to think about their performance (i.e., reflection), it would seem imperative that they can recall this feedback both immediately and into the future. This study explores recall of feedback in the context of an OSCE. Specifically, the purpose of this study was to (a) determine the amount and the accuracy of feedback that trainees remember immediately after an OSCE, as well as 1 month later, and (b) assess whether prompting immediate recall improved delayed recall. Internal medicine residents received 2 minutes of verbal feedback from physician examiners in the context of an OSCE. The feedback was audio-recorded and later transcribed. Residents were randomly allocated to the immediate recall group (immediate-RG; n = 10) or the delayed recall group (delayed-RG; n = 8). The immediate-RG completed a questionnaire prompting recall of feedback received immediately after the OSCE, and then again 1 month later. The delayed-RG completed a questionnaire only 1 month after the OSCE. The total number and accuracy of feedback points provided by examiners were compared to the points recalled by residents. Results comparing recall at 1 month between the immediate-RG and the delayed-RG were also studied. Physician examiners provided considerably more feedback points (M = 16.3) than the residents recalled immediately after the OSCE (M = 2.61, p feedback points recalled upon completion of the OSCE (2.61) compared to 1 month later (M = 1

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Directory of Open Access Journals (Sweden)

Oestergaard Jeanett

2012-02-01

Full Text Available Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Science.gov (United States)

2012-01-01

Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062

False feedback and beliefs influence name recall in younger and older adults.

Science.gov (United States)

Strickland-Hughes, Carla M; West, Robin Lea; Smith, Kimberly A; Ebner, Natalie C

2017-09-01

Feedback is an important self-regulatory process that affects task effort and subsequent performance. Benefits of positive feedback for list recall have been explored in research on goals and feedback, but the effect of negative feedback on memory has rarely been studied. The current research extends knowledge of memory and feedback effects by investigating face-name association memory and by examining the potential mediation of feedback effects, in younger and older adults, through self-evaluative beliefs. Beliefs were assessed before and after name recognition and name recall testing. Repeated presentation of false positive feedback was compared to false negative feedback and a no feedback condition. Results showed that memory self-efficacy declined over time for participants in the negative and no feedback conditions but was sustained for those receiving positive feedback. Furthermore, participants who received negative feedback felt older after testing than before testing. For name recall, the positive feedback group outperformed the negative feedback and no feedback groups combined, with no age interactions. The observed feedback-related effects on memory were fully mediated by changes in memory self-efficacy. These findings advance our understanding of how beliefs are related to feedback in memory and inform future studies examining the importance of self-regulation in memory.

Young Children's Analogical Reasoning: The Role of Immediate Feedback

Science.gov (United States)

Chiu, Shuhui; Alexander, Patricia A.

2014-01-01

In this study, a computerized measure, Interactive Analogical Measure (IAM), was developed and used to assess young children's ability to reason analogically. The IAM was equipped to provide corrective feedback and the effects of that feedback were tested for experimental and control groups. A group of 5-year-olds (N = 80) participated in the…

Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

Directory of Open Access Journals (Sweden)

Baerheim Anders

2005-07-01

Full Text Available Abstract Background Feedback on videotaped consultations is a useful way to enhance consultation skills among medical students. The method is becoming increasingly common, but is still not widely implemented in medical education. One obstacle might be that many students seem to consider this educational approach a stressful experience and are reluctant to participate. In order to improve the process and make it more acceptable to the participants, we wanted to identify possible problems experienced by students when making and receiving feedback on their video taped consultations. Methods Nineteen of 75 students at the University of Bergen, Norway, participating in a consultation course in their final term of medical school underwent focus group interviews immediately following a video-based feedback session. The material was audio-taped, transcribed, and analysed by phenomenological qualitative analysis. Results The study uncovered that some students experienced emotional distress before the start of the course. They were apprehensive and lacking in confidence, expressing fear about exposing lack of skills and competence in front of each other. The video evaluation session and feedback process were evaluated positively however, and they found that their worries had been exaggerated. The video evaluation process also seemed to help strengthen the students' self esteem and self-confidence, and they welcomed this. Conclusion Our study provides insight regarding the vulnerability of students receiving feedback from videotaped consultations and their need for reassurance and support in the process, and demonstrates the importance of carefully considering the design and execution of such educational programs.

Feedforward/feedback control synthesis for performance and robustness

Science.gov (United States)

Wie, Bong; Liu, Qiang

1990-01-01

Both feedforward and feedback control approaches for uncertain dynamical systems are investigated. The control design objective is to achieve a fast settling time (high performance) and robustness (insensitivity) to plant modeling uncertainty. Preshapong of an ideal, time-optimal control input using a 'tapped-delay' filter is shown to provide a rapid maneuver with robust performance. A robust, non-minimum-phase feedback controller is synthesized with particular emphasis on its proper implementation for a non-zero set-point control problem. The proposed feedforward/feedback control approach is robust for a certain class of uncertain dynamical systems, since the control input command computed for a given desired output does not depend on the plant parameters.

Group Lifting Structures For Multirate Filter Banks, II: Linear Phase Filter Banks

Energy Technology Data Exchange (ETDEWEB)

Brislawn, Christopher M [Los Alamos National Laboratory

2008-01-01

The theory of group lifting structures is applied to linear phase lifting factorizations for the two nontrivial classes of two-channel linear phase perfect reconstruction filter banks, the whole-and half-sample symmetric classes. Group lifting structures defined for the reversible and irreversible classes of whole-and half-sample symmetric filter banks are shown to satisfy the hypotheses of the uniqueness theorem for group lifting structures. It follows that linear phase lifting factorizations of whole-and half-sample symmetric filter banks are therefore independent of the factorization methods used to compute them. These results cover the specification of user-defined whole-sample symmetric filter banks in Part 2 of the ISO JPEG 2000 standard.

Quantum renormalization group approach to geometric phases in spin chains

International Nuclear Information System (INIS)

Jafari, R.

2013-01-01

A relation between geometric phases and criticality of spin chains are studied using the quantum renormalization-group approach. I have shown how the geometric phase evolve as the size of the system becomes large, i.e., the finite size scaling is obtained. The renormalization scheme demonstrates how the first derivative of the geometric phase with respect to the field strength diverges at the critical point and maximum value of the first derivative, and its position, scales with the exponent of the system size

Pre-Feedback Risk Expectancies and Reception of Low-Risk Health Feedback: Absolute and Comparative Lack of Reassurance.

Science.gov (United States)

Gamp, Martina; Renner, Britta

2016-11-01

Personalised health-risk assessment is one of the most common components of health promotion programs. Previous research on responses to health risk feedback has commonly focused on the reception of bad news (high-risk feedback). The reception of low-risk feedback has been comparably neglected since it is assumed that good news is reassuring and readily received. However, field studies suggest mixed responses to low-risk health feedback. Accordingly, we examine whether pre-feedback risk expectancies can mitigate the reassuring effects of good news. In two studies (N = 187, N = 565), after assessing pre-feedback risk expectancies, participants received low-risk personalised feedback about their own risk of developing (the fictitious) Tucson Chronic Fatigue Syndrome (TCFS). Study 2 also included peer TCFS risk status feedback. Afterwards, self- and peer-related risk perception for TCFS was assessed. In both studies, participants who expected to be at high risk but received good news (unexpected low-risk feedback) showed absolute lack of reassurance. Specifically, they felt at significantly greater TCFS risk than participants who received expected good news. Moreover, the unexpected low-risk group even believed that their risk was as high as (Study 1) or higher (Study 2) than that of their peers (comparative lack of reassurance). Results support the notion that high pre-feedback risk expectancies can mitigate absolute and comparative reassuring effects of good news. © 2016 The International Association of Applied Psychology.

Neural activations associated with feedback and retrieval success

Science.gov (United States)

Wiklund-Hörnqvist, Carola; Andersson, Micael; Jonsson, Bert; Nyberg, Lars

2017-11-01

There is substantial behavioral evidence for a phenomenon commonly called "the testing effect", i.e. superior memory performance after repeated testing compared to re-study of to-be-learned materials. However, considerably less is known about the underlying neuro-cognitive processes that are involved in the initial testing phase, and thus underlies the actual testing effect. Here, we investigated functional brain activity related to test-enhanced learning with feedback. Subjects learned foreign vocabulary across three consecutive tests with correct-answer feedback. Functional brain-activity responses were analyzed in relation to retrieval and feedback events, respectively. Results revealed up-regulated activity in fronto-striatal regions during the first successful retrieval, followed by a marked reduction in activity as a function of improved learning. Whereas feedback improved behavioral performance across consecutive tests, feedback had a negligable role after the first successful retrieval for functional brain-activity modulations. It is suggested that the beneficial effects of test-enhanced learning is regulated by feedback-induced updating of memory representations, mediated via the striatum, that might underlie the stabilization of memory commonly seen in behavioral studies of the testing effect.

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Science.gov (United States)

Levac, Danielle E; Lu, Amy S

2018-04-30

Augmented feedback has motivational and informational functions in motor learning, and is a key feature of practice in a virtual environment (VE). This study evaluated the impact of narrative (story-based) feedback as compared to standard feedback during practice of a novel task in a VE on typically developing children's motor learning, motivation and engagement. Thirty-eight children practiced navigating through a virtual path, receiving narrative or non-narrative feedback following each trial. All participants improved their performance on retention but not transfer, with no significant differences between groups. Self-reported engagement was associated with acquisition, retention and transfer for both groups. A narrative approach to feedback delivery did not offer an additive benefit; additional affective advantages of augmented feedback for motor learning in VEs should be explored.

Amount of kinematic feedback affects learning of speech motor skills.

Science.gov (United States)

Ballard, Kirrie J; Smith, Heather D; Paramatmuni, Divija; McCabe, Patricia; Theodoros, Deborah G; Murdoch, Bruce E

2012-01-01

Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.

Anisotropic optical feedback of single frequency intra-cavity He–Ne laser

International Nuclear Information System (INIS)

Lu-Fei, Zhou; Shu-Lian, Zhang; Yi-Dong, Tan; Wei-Xin, Liu; Bin, Zhang

2009-01-01

This paper presents the anisotropic optical feedback of a single frequency intra-cavity He–Ne laser. A novel phenomenon was discovered that the laser output an elliptical polarized frequency instead of the initial linear polarized one. Two intensities with a phase difference were detected, both of which were modulated in the form of cosine wave and a fringe shift corresponds to a λ/2 movement of the feedback mirror. The phase difference can be continuously modulated by the wave plate in the external cavity. Frequency stabilization was used to stabilize the laser frequency so as to enlarge the measuring range and improve the measurement precision. This anisotropic optical feedback system offers a potential displacement measurement technology with the function of subdivision of λ/2 and in-time direction judgment. The three-mirror Fabry–Perot cavity model is used to present the experimental results. Given the lack of need of lasing adjustment, this full intra-cavity laser can significantly improve the simplicity and stability of the optical feedback system. (fluids, plasmas and electric discharges)

Management of a radiological emergency. Experience feedback and post-accident management

International Nuclear Information System (INIS)

Dubiau, Ph.

2007-01-01

In France, the organization of crisis situations and the management of radiological emergency situations are regularly tested through simulation exercises for a continuous improvement. Past severe accidents represent experience feedback resources of prime importance which have led to deep changes in crisis organizations. However, the management of the post-accident phase is still the object of considerations and reflections between the public authorities and the intervening parties. This document presents, first, the nuclear crisis exercises organized in France, then, the experience feedback of past accidents and exercises, and finally, the main aspects to consider for the post-accident management of such events: 1 - Crisis exercises: objectives, types (local, national and international exercises), principles and progress, limits; 2 - Experience feedback: real crises (major accidents, other recent accidental situations or incidents), crisis exercises (experience feedback organization, improvements); 3 - post-accident management: environmental contamination and people exposure, management of contaminated territories, management of populations (additional protection, living conditions, medical-psychological follow up), indemnification, organization during the post-accident phase; 4 - conclusion and perspectives. (J.S.)

Enhancement of vegetation-rainfall feedbacks on the Australian summer monsoon by the Madden-Julian Oscillation

Science.gov (United States)

Notaro, Michael

2018-01-01

A regional climate modeling analysis of the Australian monsoon system reveals a substantial modulation of vegetation-rainfall feedbacks by the Madden Julian Oscillation (MJO), both of which operate at similar sub-seasonal time scales, as evidence that the intensity of land-atmosphere interactions is sensitive to the background atmospheric state. Based on ensemble experiments with imposed modification of northern Australian leaf area index (LAI), the atmospheric responses to LAI anomalies are composited for negative and positive modes of the propagating MJO. In the regional climate model (RCM), northern Australian vegetation feedbacks are characterized by evapotranspiration (ET)-driven rainfall responses, with the moisture feedback mechanism dominating over albedo and roughness feedback mechanisms. During November-April, both Tropical Rainfall Measuring Mission and RCM data reveal MJO's pronounced influence on rainfall patterns across northern Australia, tropical Indian Ocean, Timor Sea, Arafura Sea, and Gulf of Carpentaria, with the MJO dominating over vegetation feedbacks in terms of regulating monsoon rainfall variability. Convectively-active MJO phases support an enhancement of positive vegetation feedbacks on monsoon rainfall. While the MJO imposes minimal regulation of ET responses to LAI anomalies, the vegetation feedback-induced responses in precipitable water, cloud water, and rainfall are greatly enhanced during convectively-active MJO phases over northern Australia, which are characterized by intense low-level convergence and efficient precipitable water conversion. The sub-seasonal response of vegetation-rainfall feedback intensity to the MJO is complex, with significant enhancement of rainfall responses to LAI anomalies in February during convectively-active MJO phases compared to minimal modulation by the MJO during prior and subsequent calendar months.

Teaching leadership in trauma resuscitation: Immediate feedback from a real-time, competency-based evaluation tool shows long-term improvement in resident performance.

Science.gov (United States)

Gregg, Shea C; Heffernan, Daithi S; Connolly, Michael D; Stephen, Andrew H; Leuckel, Stephanie N; Harrington, David T; Machan, Jason T; Adams, Charles A; Cioffi, William G

2016-10-01

Limited data exist on how to develop resident leadership and communication skills during actual trauma resuscitations. An evaluation tool was developed to grade senior resident performance as the team leader during full-trauma-team activations. Thirty actions that demonstrated the Accreditation Council for Graduate Medical Education core competencies were graded on a Likert scale of 1 (poor) to 5 (exceptional). These actions were grouped by their respective core competencies on 5 × 7-inch index cards. In Phase 1, baseline performance scores were obtained. In Phase 2, trauma-focused communication in-services were conducted early in the academic year, and immediate, personalized feedback sessions were performed after resuscitations based on the evaluation tool. In Phase 3, residents received only evaluation-based feedback following resuscitations. In Phase 1 (October 2009 to April 2010), 27 evaluations were performed on 10 residents. In Phase 2 (April 2010 to October 2010), 28 evaluations were performed on nine residents. In Phase 3 (October 2010 to January 2012), 44 evaluations were performed on 13 residents. Total scores improved significantly between Phases 1 and 2 (p = 0.003) and remained elevated throughout Phase 3. When analyzing performance by competency, significant improvement between Phases 1 and 2 (p competencies (patient care, knowledge, system-based practice, practice-based learning) with the exception of "communication and professionalism" (p = 0.56). Statistically similar scores were observed between Phases 2 and 3 in all competencies with the exception of "medical knowledge," which showed ongoing significant improvement (p = 0.003). Directed resident feedback sessions utilizing data from a real-time, competency-based evaluation tool have allowed us to improve our residents' abilities to lead trauma resuscitations over a 30-month period. Given pressures to maximize clinical educational opportunities among work-hour constraints, such a model may help

KEKB bunch feedback systems

Energy Technology Data Exchange (ETDEWEB)

Tobiyama, M; Kikutani, E [National Lab. for High Energy Physics, Tsukuba, Ibaraki (Japan)

1996-08-01

Design and the present status of the bunch by bunch feedback systems for KEKB rings are shown. The detection of the bunch oscillation are made with the phase detection for longitudinal plane, the AM/PM method for transverse plane. Two GHz component of the bunch signal which is extracted with an analog FIR filter is used for the detection. Hardware two-tap FIR filter systems to shift the phase of the oscillation by 90deg will be used for the longitudinal signal processing. The same system will be used with no filtering but with only digital delay for transverse system. The candidate for the kicker and the required maximum power are also estimated. (author)

Incident Management Organization succession planning stakeholder feedback

Science.gov (United States)

Anne E. Black

2013-01-01

This report presents complete results of a 2011 stakeholder feedback effort conducted for the National Wildfire Coordination Group (NWCG) Executive Board concerning how best to organize and manage national wildland fire Incident Management Teams in the future to meet the needs of the public, agencies, fire service and Team members. Feedback was collected from 858...

Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability

Science.gov (United States)

Amitay, Sygal; Moore, David R.; Molloy, Katharine; Halliday, Lorna F.

2015-01-01

Previous studies have suggested that negative feedback is more effective in driving learning than positive feedback. We investigated the effect on learning of providing varying amounts of negative and positive feedback while listeners attempted to discriminate between three identical tones; an impossible task that nevertheless produces robust learning. Four feedback conditions were compared during training: 90% positive feedback or 10% negative feedback informed the participants that they were doing equally well, while 10% positive or 90% negative feedback informed them they were doing equally badly. In all conditions the feedback was random in relation to the listeners’ responses (because the task was to discriminate three identical tones), yet both the valence (negative vs. positive) and the probability of feedback (10% vs. 90%) affected learning. Feedback that informed listeners they were doing badly resulted in better post-training performance than feedback that informed them they were doing well, independent of valence. In addition, positive feedback during training resulted in better post-training performance than negative feedback, but only positive feedback indicating listeners were doing badly on the task resulted in learning. As we have previously speculated, feedback that better reflected the difficulty of the task was more effective in driving learning than feedback that suggested performance was better than it should have been given perceived task difficulty. But contrary to expectations, positive feedback was more effective than negative feedback in driving learning. Feedback thus had two separable effects on learning: feedback valence affected motivation on a subjectively difficult task, and learning occurred only when feedback probability reflected the subjective difficulty. To optimize learning, training programs need to take into consideration both feedback valence and probability. PMID:25946173

Modification of tokamak edge turbulence using feedback

International Nuclear Information System (INIS)

Richards, B.; Uckan, T.; Wootton, A.J.; Carreras, B.A.; Bengtson, R.D.; Hurwitz, P.; Li, G.X.; Lin, H.; Rowan, W.L.; Tsui, H.Y.W.; Sen, A.K.; Uglum, J.

1994-01-01

Using active feedback, the turbulent fluctuation levels have been reduced by as much as a factor of 2 in the edge of the Texas Experimental Tokamak (TEXT) [K. W. Gentle, Nucl. Fusion Technol. 1, 479 (1981)]. A probe system was used to drive a suppressor wave in the TEXT limiter shadow. A decrease in the local turbulence-induced particle flux has been seen, but a global change in the particle transport at the present time has not been observed. By changing the phase shift and gain of the feedback network, the amplitude of the turbulence was increased by a factor of 10

The integration of temporally shifted visual feedback in a synchronization task: The role of perceptual stability in a visuo-proprioceptive conflict situation.

Science.gov (United States)

Ceux, Tanja; Montagne, Gilles; Buekers, Martinus J

2010-12-01

The present study examined whether the beneficial role of coherently grouped visual motion structures for performing complex (interlimb) coordination patterns can be generalized to synchronization behavior in a visuo-proprioceptive conflict situation. To achieve this goal, 17 participants had to synchronize a self-moved circle, representing the arm movement, with a visual target signal corresponding to five temporally shifted visual feedback conditions (0%, 25%, 50%, 75%, and 100% of the target cycle duration) in three synchronization modes (in-phase, anti-phase, and intermediate). The results showed that the perception of a newly generated perceptual Gestalt between the visual feedback of the arm and the target signal facilitated the synchronization performance in the preferred in-phase synchronization mode in contrast to the less stable anti-phase and intermediate mode. Our findings suggest that the complexity of the synchronization mode defines to what extent the visual and/or proprioceptive information source affects the synchronization performance in the present unimanual synchronization task. Copyright © 2010 Elsevier B.V. All rights reserved.

Combining a leadership course and multi-source feedback has no effect on leadership skills of leaders in postgraduate medical education. An intervention study with a control group

Directory of Open Access Journals (Sweden)

Scherpbier Albert

2009-12-01

Full Text Available Abstract Background Leadership courses and multi-source feedback are widely used developmental tools for leaders in health care. On this background we aimed to study the additional effect of a leadership course following a multi-source feedback procedure compared to multi-source feedback alone especially regarding development of leadership skills over time. Methods Study participants were consultants responsible for postgraduate medical education at clinical departments. Study design: pre-post measures with an intervention and control group. The intervention was participation in a seven-day leadership course. Scores of multi-source feedback from the consultants responsible for education and respondents (heads of department, consultants and doctors in specialist training were collected before and one year after the intervention and analysed using Mann-Whitney's U-test and Multivariate analysis of variances. Results There were no differences in multi-source feedback scores at one year follow up compared to baseline measurements, either in the intervention or in the control group (p = 0.149. Conclusion The study indicates that a leadership course following a MSF procedure compared to MSF alone does not improve leadership skills of consultants responsible for education in clinical departments. Developing leadership skills takes time and the time frame of one year might have been too short to show improvement in leadership skills of consultants responsible for education. Further studies are needed to investigate if other combination of initiatives to develop leadership might have more impact in the clinical setting.

Combining a leadership course and multi-source feedback has no effect on leadership skills of leaders in postgraduate medical education. An intervention study with a control group.

Science.gov (United States)

Malling, Bente; Mortensen, Lene; Bonderup, Thomas; Scherpbier, Albert; Ringsted, Charlotte

2009-12-10

Leadership courses and multi-source feedback are widely used developmental tools for leaders in health care. On this background we aimed to study the additional effect of a leadership course following a multi-source feedback procedure compared to multi-source feedback alone especially regarding development of leadership skills over time. Study participants were consultants responsible for postgraduate medical education at clinical departments. pre-post measures with an intervention and control group. The intervention was participation in a seven-day leadership course. Scores of multi-source feedback from the consultants responsible for education and respondents (heads of department, consultants and doctors in specialist training) were collected before and one year after the intervention and analysed using Mann-Whitney's U-test and Multivariate analysis of variances. There were no differences in multi-source feedback scores at one year follow up compared to baseline measurements, either in the intervention or in the control group (p = 0.149). The study indicates that a leadership course following a MSF procedure compared to MSF alone does not improve leadership skills of consultants responsible for education in clinical departments. Developing leadership skills takes time and the time frame of one year might have been too short to show improvement in leadership skills of consultants responsible for education. Further studies are needed to investigate if other combination of initiatives to develop leadership might have more impact in the clinical setting.

Use of Videotape Feedback with Severely Disturbed Adolescents.

Science.gov (United States)

Michel, Jane; Blitstein, Sheldon

1979-01-01

Summarizes the design and effects of a group therapy project using videotape feedback with seriously disturbed adolescents. Offers anecdotal evidence that the feedback facilitated the correction of the participants' distorted body images, low self-esteem, lack of capacity for self-observation, and poor peer relationships. (SS)

The Effect of Two Types of Corrective Feedback on EFL Learners’ Writing Skill

Directory of Open Access Journals (Sweden)

Sina Soltanabadi Farshi

2015-02-01

Full Text Available The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners’ writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners’ errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback were significantly higher than class C (Traditional feedback. Keywords: writing skill, corrective feedback, electronic feedback, traditional feedback

CEXE INCEXE, 1 Group 3-D Time-Dependent Xe Oscillations in X-Y-Z Geometry with Feedback

International Nuclear Information System (INIS)

Kern, R.; Pacino, S.

1973-01-01

1 - Description of problem or function: CEXE solves the three- dimensional xyz time-dependent xenon spatial oscillation problem using a modified one energy group theory and a nodal representation. 2 - Method of solution: CEXE solves for the spatial neutron source distribution with coupled Doppler and moderator temperature feedbacks. The time dependence of the iodine and xenon concentrations are based on the assumption of constant power during each time-step interval. 3 - Restrictions on the complexity of the problem: Maximum reactor core size representation is restricted to a nodal configuration of 19 x 19 x 10 in the x, y, z directions, respectively

Quantum field theory and phase transitions: universality and renormalization group

International Nuclear Information System (INIS)

Zinn-Justin, J.

2003-08-01

In the quantum field theory the problem of infinite values has been solved empirically through a method called renormalization, this method is satisfying only in the framework of renormalization group. It is in the domain of statistical physics and continuous phase transitions that these issues are the easiest to discuss. Within the framework of a course in theoretical physics the author introduces the notions of continuous limits and universality in stochastic systems operating with a high number of freedom degrees. It is shown that quasi-Gaussian and mean field approximation are unable to describe phase transitions in a satisfying manner. A new concept is required: it is the notion of renormalization group whose fixed points allow us to understand universality beyond mean field. The renormalization group implies the idea that long distance correlations near the transition temperature might be described by a statistical field theory that is a quantum field in imaginary time. Various forms of renormalization group equations are presented and solved in particular boundary limits, namely for fields with high numbers of components near the dimensions 4 and 2. The particular case of exact renormalization group is also introduced. (A.C.)

Automated feedback to foster safe driving in young drivers : Phase 2.

Science.gov (United States)

2015-12-01

Intelligent Speed Adaptation (ISA) represents a promising approach to reduce speeding. A core principle for ISA systems is that they provide real-time feedback to drivers, prompting them to reduce speed when some threshold at or above the limit is re...

"I Really Need Feedback to Learn:" Students' Perspectives on the Effectiveness of the Differential Feedback Messages

Science.gov (United States)

Lipnevich, Anastasiya A.; Smith, Jeffrey K.

2009-01-01

The current study examined students' perceptions of the effects of different forms of instructional feedback on their performance, motivation, and emotion. Forty-nine students attending an eastern US university participated in focus group discussions. The groups explored students' reactions to grades, praise, and computer versus instructor…

A Combination of Outcome and Process Feedback Enhances Performance in Simulations of Child Sexual Abuse Interviews Using Avatars

Directory of Open Access Journals (Sweden)

Francesco Pompedda

2017-09-01

Full Text Available Simulated interviews in alleged child sexual abuse (CSA cases with computer-generated avatars paired with feedback improve interview quality. In the current study, we aimed to understand better the effect of different types of feedback in this context. Feedback was divided into feedback regarding conclusions about what happened to the avatar (outcome feedback and feedback regarding the appropriateness of question-types used by the interviewer (process feedback. Forty-eight participants each interviewed four different avatars. Participants were divided into four groups (no feedback, outcome feedback, process feedback, and a combination of both feedback types. Compared to the control group, interview quality was generally improved in all the feedback groups on all outcome variables included. Combined feedback produced the strongest effect on increasing recommended questions and correct conclusions. For relevant and neutral details elicited by the interviewers, no statistically significant differences were found between feedback types. For wrong details, the combination of feedback produced the strongest effect, but this did not differ from the other two feedback groups. Nevertheless, process feedback produced a better result compared to outcome feedback. The present study replicated previous findings regarding the effect of feedback in improving interview quality, and provided new knowledge on feedback characteristics that maximize training effects. A combination of process and outcome feedback showed the strongest effect in enhancing training in simulated CSA interviews. Further research is, however, needed.

Multisource feedback to graduate nurses: a multimethod study.

Science.gov (United States)

McPhee, Samantha; Phillips, Nicole M; Ockerby, Cherene; Hutchinson, Alison M

2017-11-01

(1) To explore graduate nurses' perceptions of the influence of multisource feedback on their performance and (2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach. Graduate registered nurses are expected to provide high-quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development. Performance appraisals are a common method used to provide feedback and typically involve a single source of feedback. Alternatively, multisource feedback allows the learner to gain insight into performance from a variety of perspectives. This study explores multisource feedback in an Australian setting within the graduate nurse context. Multimethod study. Eleven graduates were given structured performance feedback from four raters: Nurse Unit Manager, Clinical Nurse Educator, preceptor and a self-appraisal. Thirteen graduates received standard single-rater appraisals. Data regarding perceptions of feedback for both groups were obtained using a questionnaire. Semistructured interviews were conducted with nurses who received multisource feedback and the educators. In total, 94% (n = 15) of survey respondents perceived feedback was important during the graduate year. Four themes emerged from interviews: informal feedback, appropriateness of raters, elements of delivery and creating an appraisal process that is 'more real'. Multisource feedback was perceived as more beneficial compared to single-rater feedback. Educators saw value in multisource feedback; however, perceived barriers were engaging raters and collating feedback. Some evidence exists to indicate that feedback from multiple sources is valued by graduates. Further research in a larger sample and with more experienced nurses is required. Evidence resulting from this study indicates that multisource feedback is valued by both graduates and educators and informs graduates

Audio Feedback -- Better Feedback?

Science.gov (United States)

Voelkel, Susanne; Mello, Luciane V.

2014-01-01

National Student Survey (NSS) results show that many students are dissatisfied with the amount and quality of feedback they get for their work. This study reports on two case studies in which we tried to address these issues by introducing audio feedback to one undergraduate (UG) and one postgraduate (PG) class, respectively. In case study one…

Ultrafast Outflows: Galaxy-scale Active Galactic Nucleus Feedback

Science.gov (United States)

Wagner, A. Y.; Umemura, M.; Bicknell, G. V.

2013-01-01

We show, using global three-dimensional grid-based hydrodynamical simulations, that ultrafast outflows (UFOs) from active galactic nuclei (AGNs) result in considerable feedback of energy and momentum into the interstellar medium (ISM) of the host galaxy. The AGN wind interacts strongly with the inhomogeneous, two-phase ISM consisting of dense clouds embedded in a tenuous, hot, hydrostatic medium. The outflow floods through the intercloud channels, sweeps up the hot ISM, and ablates and disperses the dense clouds. The momentum of the UFO is primarily transferred to the dense clouds via the ram pressure in the channel flow, and the wind-blown bubble evolves in the energy-driven regime. Any dependence on UFO opening angle disappears after the first interaction with obstructing clouds. On kpc scales, therefore, feedback by UFOs operates similarly to feedback by relativistic AGN jets. Negative feedback is significantly stronger if clouds are distributed spherically rather than in a disk. In the latter case, the turbulent backflow of the wind drives mass inflow toward the central black hole. Considering the common occurrence of UFOs in AGNs, they are likely to be important in the cosmological feedback cycles of galaxy formation.

ULTRAFAST OUTFLOWS: GALAXY-SCALE ACTIVE GALACTIC NUCLEUS FEEDBACK

Energy Technology Data Exchange (ETDEWEB)

Wagner, A. Y.; Umemura, M. [Center for Computational Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki, 305-8577 (Japan); Bicknell, G. V., E-mail: ayw@ccs.tsukuba.ac.jp [Research School of Astronomy and Astrophysics, Australian National University, ACT 2611 (Australia)

2013-01-20

We show, using global three-dimensional grid-based hydrodynamical simulations, that ultrafast outflows (UFOs) from active galactic nuclei (AGNs) result in considerable feedback of energy and momentum into the interstellar medium (ISM) of the host galaxy. The AGN wind interacts strongly with the inhomogeneous, two-phase ISM consisting of dense clouds embedded in a tenuous, hot, hydrostatic medium. The outflow floods through the intercloud channels, sweeps up the hot ISM, and ablates and disperses the dense clouds. The momentum of the UFO is primarily transferred to the dense clouds via the ram pressure in the channel flow, and the wind-blown bubble evolves in the energy-driven regime. Any dependence on UFO opening angle disappears after the first interaction with obstructing clouds. On kpc scales, therefore, feedback by UFOs operates similarly to feedback by relativistic AGN jets. Negative feedback is significantly stronger if clouds are distributed spherically rather than in a disk. In the latter case, the turbulent backflow of the wind drives mass inflow toward the central black hole. Considering the common occurrence of UFOs in AGNs, they are likely to be important in the cosmological feedback cycles of galaxy formation.

ULTRAFAST OUTFLOWS: GALAXY-SCALE ACTIVE GALACTIC NUCLEUS FEEDBACK

International Nuclear Information System (INIS)

Wagner, A. Y.; Umemura, M.; Bicknell, G. V.

2013-01-01

We show, using global three-dimensional grid-based hydrodynamical simulations, that ultrafast outflows (UFOs) from active galactic nuclei (AGNs) result in considerable feedback of energy and momentum into the interstellar medium (ISM) of the host galaxy. The AGN wind interacts strongly with the inhomogeneous, two-phase ISM consisting of dense clouds embedded in a tenuous, hot, hydrostatic medium. The outflow floods through the intercloud channels, sweeps up the hot ISM, and ablates and disperses the dense clouds. The momentum of the UFO is primarily transferred to the dense clouds via the ram pressure in the channel flow, and the wind-blown bubble evolves in the energy-driven regime. Any dependence on UFO opening angle disappears after the first interaction with obstructing clouds. On kpc scales, therefore, feedback by UFOs operates similarly to feedback by relativistic AGN jets. Negative feedback is significantly stronger if clouds are distributed spherically rather than in a disk. In the latter case, the turbulent backflow of the wind drives mass inflow toward the central black hole. Considering the common occurrence of UFOs in AGNs, they are likely to be important in the cosmological feedback cycles of galaxy formation.

Feedback Leads to Better Exercise Quality in Adolescents with Patellofemoral Pain.

Science.gov (United States)

Riel, Henrik; Matthews, Mark; Vicenzino, Bill; Bandholm, Thomas; Thorborg, Kristian; Rathleff, Michael Skovdal

2018-01-01

Adolescents with patellofemoral pain (PFP) do not comply with their exercise prescription, performing too few and too fast repetitions, compromising recovery. We investigated if real-time feedback on contraction time would improve the ability of adolescents with PFP to perform exercises as prescribed. A randomized, controlled, participant-blinded, superiority trial with a 6-wk intervention of three weekly sessions of three elastic band exercises was undertaken. Forty 15- to 19-yr-old adolescents with PFP were randomized to real-time BandCizer™-iPad feedback on contraction time or not by a physiotherapist. The primary outcome was the mean deviation from the prescribed contraction time of 8 s per repetition. Secondary outcomes included isometric hip and knee strength, Kujala Patellofemoral Scale, and Global Rating of Change. The mean deviation from prescribed 8 s per repetition contraction time was 1.5 ± 0.5 s for the feedback group, compared with 4.3 ± 1.0 s for the control group (mean difference: 2.7 s (95% confidence interval = 2.2-3.2, P feedback group received 35.4% of the prescribed exercise dose whereas the control group received 20.3%. Isometric hip and knee strength increased significantly more in the feedback group compared with controls (mean difference = 1.35 N·kg, 95% confidence interval = 0.02-2.68, P = 0.047). There were no significant differences in Kujala Patellofemoral Scale and Global Rating of Change between groups, but the study was not powered for this. Real-time feedback on contraction time resulted in the ability to perform exercises closer to the prescribed dose and also induced larger strength gains.

Peer video review and feedback improve performance in basic surgical skills.

Science.gov (United States)

Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan

2016-02-01

Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Relativized problems with abelian phase group in topological dynamics.

Science.gov (United States)

McMahon, D

1976-04-01

Let (X, T) be the equicontinuous minimal transformation group with X = pi(infinity)Z(2), the Cantor group, and S = [unk](infinity)Z(2) endowed with the discrete topology acting on X by right multiplication. For any countable group T we construct a function F:X x S --> T such that if (Y, T) is a minimal transformation group, then (X x Y, S) is a minimal transformation group with the action defined by (x, y)s = [xs, yF(x, s)]. If (W, T) is a minimal transformation group and varphi:(Y, T) --> (W, T) is a homomorphism, then identity x varphi:(X x Y, S) --> (X x W, S) is a homomorphism and has many of the same properties that varphi has. For this reason, one may assume that the phase group is abelian (or S) without loss of generality for many relativized problems in topological dynamics.

We're All in This Together Now: Group Performance Feedback to Increase Classroom Team Data Collection

Science.gov (United States)

Pellecchia, Melanie; Connell, James E.; Eisenhart, Donald; Kane, Meghan; Schoener, Christine; Turkel, Kimberly; Riley, Megan; Mandell, David S.

2011-01-01

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a…

Burnout is associated with changes in error and feedback processing.

Science.gov (United States)

Gajewski, Patrick D; Boden, Sylvia; Freude, Gabriele; Potter, Guy G; Falkenstein, Michael

2017-10-01

Burnout is a pattern of complaints in individuals with emotionally demanding jobs that is often seen as a precursor of depression. One often reported symptom of burnout is cognitive decline. To analyze cognitive control and to differentiate between subclinical burnout and mild to moderate depression a double-blinded study was conducted that investigates changes in the processing of performance errors and feedback in a task switching paradigm. Fifty-one of 76 employees from emotionally demanding jobs showed a sufficient number of errors to be included in the analysis. The sample was subdivided into groups with low (EE-) and high (EE+) emotional exhaustion and no (DE-) and mild to moderate depression (DE+). The behavioral data did not significantly differ between the groups. In contrast, in the EE+ group, the error negativity (Ne/ERN) was enhanced while the error positivity (Pe) did not differ between the EE+ and EE- groups. After negative feedback the feedback-related negativity (FRN) was enhanced, while the subsequent positivity (FRP) was reduced in EE+ relative to EE-. None of these effects were observed in the DE+ vs. DE-. These results suggest an upregulation of error and negative feedback processing, while the later processing of negative feedback was attenuated in employees with subclinical burnout but not in mild to moderate depression. Copyright © 2017 Elsevier B.V. All rights reserved.

Feedback Augmented Sub-Ranging (FASR) Quantizer

Science.gov (United States)

Guilligan, Gerard

2012-01-01

This innovation is intended to reduce the size, power, and complexity of pipeline analog-to-digital converters (ADCs) that require high resolution and speed along with low power. Digitizers are important components in any application where analog signals (such as light, sound, temperature, etc.) need to be digitally processed. The innovation implements amplification of a sampled residual voltage in a switched capacitor amplifier stage that does not depend on charge redistribution. The result is less sensitive to capacitor mismatches that cause gain errors, which are the main limitation of such amplifiers in pipeline ADCs. The residual errors due to mismatch are reduced by at least a factor of 16, which is equivalent to at least 4 bits of improvement. The settling time is also faster because of a higher feedback factor. In traditional switched capacitor residue amplifiers, closed-loop amplification of a sampled and held residue signal is achieved by redistributing sampled charge onto a feedback capacitor around a high-gain transconductance amplifier. The residual charge that was sampled during the acquisition or sampling phase is stored on two or more capacitors, often equal in value or integral multiples of each other. During the hold or amplification phase, all of the charge is redistributed onto one capacitor in the feedback loop of the amplifier to produce an amplified voltage. The key error source is the non-ideal ratios of feedback and input capacitors caused by manufacturing tolerances, called mismatches. The mismatches cause non-ideal closed-loop gain, leading to higher differential non-linearity. Traditional solutions to the mismatch errors are to use larger capacitor values (than dictated by thermal noise requirements) and/or complex calibration schemes, both of which increase the die size and power dissipation. The key features of this innovation are (1) the elimination of the need for charge redistribution to achieve an accurate closed-loop gain of two

How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents' Perspectives.

Science.gov (United States)

Bogetz, Alyssa L; Orlov, Nicola; Blankenburg, Rebecca; Bhavaraju, Vasudha; McQueen, Alisa; Rassbach, Caroline

2018-04-01

Residents may view feedback from patients and their families with greater skepticism than feedback from supervisors and peers. While discussing patient and family feedback with faculty may improve residents' acceptance of feedback and learning, specific strategies have not been identified. We explored pediatrics residents' perspectives of patient feedback and identified strategies that promote residents' reflection on and learning from feedback. In this multi-institutional, qualitative study conducted in June and July 2016, we conducted focus groups with a purposive sample of pediatrics residents after their participation in a randomized controlled trial in which they received written patient feedback and either discussed it with faculty or reviewed it independently. Focus group transcripts were audiorecorded, transcribed, and analyzed for themes using the constant comparative approach associated with grounded theory. Thirty-six of 92 (39%) residents participated in 7 focus groups. Four themes emerged: (1) residents valued patient feedback but felt it may lack the specificity they desire; (2) discussing feedback with a trusted faculty member was helpful for self-reflection; (3) residents identified 5 strategies faculty used to facilitate their openness to and acceptance of patient feedback (eg, help resident overcome emotional responses to feedback and situate feedback in the context of lifelong learning); and (4) residents' perceptions of feedback credibility improved when faculty observed patient encounters and solicited feedback on the resident's behalf prior to discussions. Discussing patient feedback with faculty provided important scaffolding to enhance residents' openness to and reflection on patient feedback.

Positive Feedback From Male Authority Figures Boosts Women's Math Outcomes.

Science.gov (United States)

Park, Lora E; Kondrak, Cheryl L; Ward, Deborah E; Streamer, Lindsey

2018-03-01

People often search for cues in the environment to determine whether or not they will be judged or treated negatively based on their social identities. Accordingly, feedback from gatekeepers-members of majority groups who hold authority and power in a field-may be an especially important cue for those at risk of experiencing social identity threat, such as women in math settings. Across a series of studies, women who received positive ("Good job!") versus objective (score only) feedback from a male (vs. female) authority figure in math reported greater confidence; belonging; self-efficacy; more favorable Science, Technology, Engineering, and Mathematics (STEM) attitudes/identification/interest; and greater implicit identification with math. Men were affected only by the type of math feedback they received, not by the source of feedback. A meta-analysis across studies confirmed results. Together, these findings suggest that positive feedback from gatekeepers is an important situational cue that can improve the outcomes of negatively stereotyped groups.

Can Social Comparison Feedback Affect Indicators of Eco-Friendly Travel Choices? Insights from Two Online Experiments

Directory of Open Access Journals (Sweden)

Rouven Doran

2017-01-01

Full Text Available Two online experiments explored the effects of social comparison feedback on indicators of eco-friendly travel choices. It was tested whether the chosen indicators are sensitive to the information conveyed, and if this varies as a function of in-group identification. Study 1 (N = 134 focused on unfavourable feedback (i.e., being told that one has a larger ecological footprint than the average member of a reference group. People who received unfavourable feedback reported stronger intentions to choose eco-friendly travel options than those who received nondiscrepant feedback, when in-group identification was high (not moderate or low. Perceived self- and collective efficacy were not associated with the feedback. Study 2 (N = 323 extended the focus on favourable feedback (i.e., being told that one has a smaller ecological footprint than the average member of a reference group. Neither unfavourable nor favourable feedback was associated with behavioural intentions, self- or collective efficacy. This means that Study 2 failed to replicate the finding of Study 1 that behavioural intentions were associated with unfavourable feedback, given that in-group identification is high. The findings are discussed in light of the existing literature. Suggestions are made for future studies investigating social comparison feedback as a means to motivate people to make eco-friendly travel choices.

Feedback Conversations: Creating Feedback Dialogues with a New Textual Tool for Industrial Design Student Feedback

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Funk, Mathias; van Diggelen, Migchiel

2017-01-01

In this paper, the authors describe how a study of a large database of written university teacher feedback in the department of Industrial Design led to the development of a new conceptual framework for feedback and the design of a new feedback tool. This paper focuses on the translation of related work in the area of feedback mechanisms for…

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

Science.gov (United States)

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

2017-11-01

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

Student Satisfaction on Getting Feedback in Clinical Teaching

Directory of Open Access Journals (Sweden)

S Ahmady

2015-12-01

Full Text Available Introduction: Among the factors that are involved in medical education, undoubtedly feedback is a special place. Feedback is a link between assessment and learning. Student satisfaction has an important indicator in the quality of learning and teaching. Learning is also associated with the satisfaction of students from the courses. The present study aimed to investigate the effect of feedback in clinical education. Methods: This quasi-experimental study was performed on all of the seventh term nursing students in the faculty of Nursing and Midwifery in Arak and shazand cities. In the first semester in 93-94, they were trained post-CCU ward. The participants were selected through the census procedure. The students in both groups (intervention and control were selected randomly in subgroups of 7 and 8 participants. In each group, the students were trained for 4 weeks in the morning shift. To determine the effects of these two methods, after completion of each of the training courses, all of the students completed the questionnaires and the results were compared. Results: The results showed that the intervention and the control groups were similar in terms of demographic characteristics (gender, indigenous and student work experience and there was no statistically significant difference. Therefore, the mean of overall student satisfaction scores in the intervention group was higher than the control group. In all of the levels, the intervention group had more satisfaction compared to the control one. Statistical test showed a significant difference between the two groups (P <0/003. Conclusion: Generally, it can be said that the immediate and planned feedbacks during the training were offered to students and it could lead the way clinical training in the correct direction. So, the student satisfaction was increased with this process.

Down sampled signal processing for a B Factory bunch-by-bunch feedback system

International Nuclear Information System (INIS)

Hindi, H.; Hosseini, W.; Briggs, D.; Fox, J.; Hutton, A.

1992-03-01

A bunch-by-bunch feedback scheme is studied for damping coupled bunch synchrotron oscillations in the proposed PEP II B Factory. The quasi-linear feedback systems design incorporates a phase detector to provide a quantized measure of bunch phase, digital signal processing to compute an error correction signal and a kicker system to correct the energy of the bunches. A farm of digital processors, operating in parallel, is proposed to compute correction signals for the 1658 bunches of the B Factory. This paper studies the use of down sampled processing to reduce the computational complexity of the feedback system. We present simulation results showing the effect of down sampling on beam dynamics. Results show that down sampled processing can reduce the scale of the processing task by a factor of 10

Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

Science.gov (United States)

Fernández-Toro, María; Furnborough, Concha

2014-01-01

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

Interest groups, the Lesotho Highlands Water Project Phase 1

African Journals Online (AJOL)

interest groups can bring about changes in the water policy arena. ... Lesotho Highlands Water Project Phase 1 as a case study. ... attempts to influence public policy and their representation ... ties concern the relations between state actors and non-state ..... 'bears responsibility here [LHWP], since it is the sponsor of.

Behavior Tracking Software Enhancement and Integration of a Feedback Module, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — This Company is proposing to adapt a behavioral tracking program and feedback module specifically developed for the U.S. Army Special Forces for NASA human space...

The role of intelligence and feedback in children's strategy competence.

Science.gov (United States)

Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis; Verschaffel, Lieven

2011-01-01

A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy repertoire, frequency, efficiency, and adaptivity of a group of low-, average-, and high-intelligence children. During the intervention, half of the participants from each intelligence group were given outcome feedback (OFB), whereas the other half received strategy feedback (SFB). The pretest data showed large differences among the three intelligence groups on all four strategy parameters. These differences had disappeared at the posttest due to a particularly strong improvement on all strategy parameters in the low-intelligence group. Furthermore, it was found that SFB was more beneficial than OFB for all parameters involving strategy selection. These results indicate that intelligence plays an important role in children's strategy use and suggest that strategy feedback can be a powerful instructional tool, especially for low-intelligence children. Copyright © 2010 Elsevier Inc. All rights reserved.

Feedback in low-mass galaxies in the early Universe.

Science.gov (United States)

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.

Two-group interfacial area concentration correlations of two-phase flows in large diameter pipes

International Nuclear Information System (INIS)

Shen, Xiuzhong; Hibiki, Takashi

2015-01-01

The reliable empirical correlations and models are one of the important ways to predict the interfacial area concentration (IAC) in two-phase flows. However, up to now, no correlation or model is available for the prediction of the IAC in the two-phase flows in large diameter pipes. This study collected an IAC experimental database of two-phase flows taken under various flow conditions in large diameter pipes and presented a systematic way to predict the IAC for two-phase flows from bubbly, cap-bubbly to churn flow in large diameter pipes by categorizing bubbles into two groups (group-1: spherical and distorted bubble, group-2: cap bubble). Correlations were developed to predict the group-1 void fraction from the void fraction of all bubble. The IAC contribution from group-1 bubbles was modeled by using the dominant parameters of group-1 bubble void fraction and Reynolds number based on the parameter-dependent analysis of Hibiki and Ishii (2001, 2002) using one-dimensional bubble number density and interfacial area transport equations. A new drift velocity correlation for two-phase flow with large cap bubbles in large diameter pipes was derived in this study. By comparing the newly-derived drift velocity correlation with the existing drift velocity correlation of Kataoka and Ishii (1987) for large diameter pipes and using the characteristics of the representative bubbles among the group 2 bubbles, we developed the model of IAC and bubble size for group 2 cap bubbles. The developed models for estimating the IAC are compared with the entire collected database. A reasonable agreement was obtained with average relative errors of ±28.1%, ±54.4% and ±29.6% for group 1, group 2 and all bubbles respectively. (author)

Waste area Grouping 2 Phase I remedial investigation: Sediment and Cesium-137 transport modeling report

International Nuclear Information System (INIS)

Clapp, R.B.; Bao, Y.S.; Moore, T.D.; Brenkert, A.L.; Purucker, S.T.; Reece, D.K.; Burgoa, B.B.

1996-06-01

This report is one of five reports issued in 1996 that provide follow-up information to the Phase I Remedial Investigation (RI) Report for Waste Area Grouping (WAG) 2 at Oak Ridge National Laboratory (ORNL). The five reports address areas of concern that may present immediate risk to public health at the Clinch River and ecological risk within WAG 2 at ORNL. A sixth report, on groundwater, in the series documenting WAG 2 RI Phase I results were part of project activities conducted in FY 1996. The five reports that complete activities conducted as part of Phase I of the Remedial Investigation (RI) for WAG 2 are as follows: (1) Waste Area Grouping 2, Phase I Task Data Report: Seep Data Assessment, (2) Waste Area Grouping 2, Phase I Task Data Report: Tributaries Data Assessment, (3) Waste Area Grouping 2, Phase I Task Data Report: Ecological Risk Assessment, (4) Waste Area Grouping 2, Phase I Task Data Report: Human Health Risk Assessment, (5) Waste Area Grouping 2, Phase I Task Data Report: Sediment and 137 Cs Transport Modeling In December 1990, the Remedial Investigation Plan for Waste Area Grouping 2 at Oak Ridge National Laboratory was issued (ORNL 1990). The WAG 2 RI Plan was structured with a short-term component to be conducted while upgradient WAGs are investigated and remediated, and a long-term component that will complete the RI process for WAG 2 following remediation of upgradient WAGs. RI activities for the short-term component were initiated with the approval of the Environmental Protection Agency, Region IV (EPA), and the Tennessee Department of Environment and Conservation (TDEC). This report presents the results of an investigation of the risk associated with possible future releases of 137 Cs due to an extreme flood. The results are based on field measurements made during storms and computer model simulations

The effect of performance feedback on drivers' hazard perception ability and self-ratings.

Science.gov (United States)

Horswill, Mark S; Garth, Megan; Hill, Andrew; Watson, Marcus O

2017-04-01

Drivers' hazard perception ability has been found to predict crash risk, and novice drivers appear to be particularly poor at this skill. This competency appears to develop only slowly with experience, and this could partially be a result of poor quality performance feedback. We report an experiment in which we provided high-quality artificial feedback on individual drivers' performance in a validated video-based hazard perception test via either: (1) a graph-based comparison of hazard perception response times between the test-taker, the average driver, and an expert driver; (2) a video-based comparison between the same groups; or (3) both. All three types of feedback resulted in both an improvement in hazard perception performance and a reduction in self-rated hazard perception skill, compared with a no-feedback control group. Video-based and graph-based feedback combined resulted in a greater improvement in hazard perception performance than either of the individual components, which did not differ from one another. All three types of feedback eliminated participants' self-enhancement bias for hazard perception skill. Participants judged both interventions involving video feedback to be significantly more likely to improve their real-world driving than the no feedback control group. While all three forms of feedback had some value, the combined video and graph feedback intervention appeared to be the most effective across all outcome measures. Copyright © 2017 Elsevier Ltd. All rights reserved.

Vanadium (4) complexing in phase of adsorbent with benzimidazole groups

International Nuclear Information System (INIS)

Shvoeva, O.P.; Kuchava, G.P.; Evtikova, G.A.; Belyaeva, V.K.; Myasoedova, G.V.; Marov, I.N.

1989-01-01

Equilibrium and kinetic characteristics of V 4+ sorption by POLYORGS XI-H adsorbent with benzimidazole groups (BIm) are investigated. Using ESR method it is stated that [VO 2+ ]:[BIm]1:2 complex, where VO 2+ is combined with nitrogen atoms of two imidazole groups, is formed in adsorbent phase. The highest distribution factor of 4.7x10 3 is attained at pH6

Phase 2 of the International Piping Integrity Research Group programme

International Nuclear Information System (INIS)

Darlaston, B.J.

1994-01-01

The results of phase 1 of the International Piping Integrity Research Group (IPIRG-1) programme have been widely reported. The significance of the results is reviewed briefly, in order to put the phase 2 programme into perspective. The success of phase 1 led the participants to consider further development and validation of pipe and pipe component fracture analysis technology as part of another international group programme (IPIRG-2). The benefits of combined funding and of the technical exchanges and interactions are considered to be of significant advantage and value. The phase 2 programme has been designed with the overall objective of developing and experimentally validating methods of predicting the fracture behaviour of nuclear reactor safety-related piping, to both normal operating and accident loads. The programme will add to the engineering estimation analysis methods that have been developed for straight pipes. The pipe system tests will expand the database to include seismic loadings and flaws in fittings, such as bends, elbows and tees, as well as ''short'' cracks. The results will be used to validate further the analytical methods, expand the capability to make fittings and extend the quasi-static results for the USNRC's new programme on short cracks in piping and piping welds. The IPIRG-2 programme is described to provide a clear understanding of the content, strategy, potential benefits and likely significance of the work. ((orig.))

Gamification and Smart, Competence-Centered Feedback: Promising Experiences in the Classroom

Directory of Open Access Journals (Sweden)

Michael D. Kickmeier-Rust

2014-02-01

Full Text Available Gamification appears being a promising approach to utilize the strong motivational potential of “gaming” in classroom without suffering from shortcomings such as low efficiency, weak pedagogy, or maybe most importantly the high costs. In the context of a European project we developed a rather light weight tool for learning and practicing multiplications. The target age group of the tool is 6 to 8 years. To benefit from the motivational potential of games we used a “gamification” approach. Accordingly we designed and developed a game-like, attractive user interface and integrated aspects of competition. The system is capable of providing students formative, competence-oriented feedback in real-time. Tailored to the age group this feedback is presented in form of a ninja character. For an experimental comparison of the effects of different feedback modes, we realized the conditions (i no feedback, (ii written only right/wrong feedback, (iii audio right/wrong feedback, and (iv competence-based, smart formative feedback. We applied and evaluated the tool in Austrian classrooms and found some evidence for the motivational aspect of the gamification elements, in particular the scoring. We also found strong positive effects of an individualized and meaningful feedback about achievements and progress.

Effect of auditory feedback differs according to side of hemiparesis: a comparative pilot study

Directory of Open Access Journals (Sweden)

Bensmail Djamel

2009-12-01

Full Text Available Abstract Background Following stroke, patients frequently demonstrate loss of motor control and function and altered kinematic parameters of reaching movements. Feedback is an essential component of rehabilitation and auditory feedback of kinematic parameters may be a useful tool for rehabilitation of reaching movements at the impairment level. The aim of this study was to investigate the effect of 2 types of auditory feedback on the kinematics of reaching movements in hemiparetic stroke patients and to compare differences between patients with right (RHD and left hemisphere damage (LHD. Methods 10 healthy controls, 8 stroke patients with LHD and 8 with RHD were included. Patient groups had similar levels of upper limb function. Two types of auditory feedback (spatial and simple were developed and provided online during reaching movements to 9 targets in the workspace. Kinematics of the upper limb were recorded with an electromagnetic system. Kinematics were compared between groups (Mann Whitney test and the effect of auditory feedback on kinematics was tested within each patient group (Friedman test. Results In the patient groups, peak hand velocity was lower, the number of velocity peaks was higher and movements were more curved than in the healthy group. Despite having a similar clinical level, kinematics differed between LHD and RHD groups. Peak velocity was similar but LHD patients had fewer velocity peaks and less curved movements than RHD patients. The addition of auditory feedback improved the curvature index in patients with RHD and deteriorated peak velocity, the number of velocity peaks and curvature index in LHD patients. No difference between types of feedback was found in either patient group. Conclusion In stroke patients, side of lesion should be considered when examining arm reaching kinematics. Further studies are necessary to evaluate differences in responses to auditory feedback between patients with lesions in opposite

Simulation of instabilities in the presence of beam feedback

International Nuclear Information System (INIS)

Myers, S.; Vancraeynest, J.

1985-01-01

The effect of longitudinal and transverse instabilities in electron storage rings is simulated by tracking many superparticles for many turns through a model of a machine lattice. This lattice model is defined by a series of machine elements such as RF stations (including longitudinal and transverse wake fields), beam pick-ups, feedback kicker magnets, etc. The machine elements may be interconnected in any specified way so as to produce for example feedback on the longitudinal or transverse beam motion. Each superparticle is treated in six-dimensional phase space and the effects of quantum excitation and radiation damping are included. Insofar as possible the program has been structured to allow study of all known single-beam effects (such as synchro-betatron resonances, transverse mode coupling etc.) in the presence or the absence of some form of beam feedback. The primary goal of the program was to study the effect of a reactive beam feedback system on the threshold for transverse mode coupling. (orig.)

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

Science.gov (United States)

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

1995-02-25

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

Informational feedback and self-esteem among male and female athletes.

Science.gov (United States)

Kamal, A F; Blais, C; McCarrey, M; Laramee, D; Ekstrand, K

1992-06-01

The self-esteem of male and female competitive athletes was compared after each was provided either positive or negative (verbal) informational feedback on a nonathletic task, a series of single-solution anagrams. Subjects were 50 men and 50 women, aged 18 to 25 years, who were tested on the semantic differential to estimate athletes' self-esteem before and after receiving the informational feedback. Over-all, female athletes responded more strongly to both feedback conditions, with both groups being more influenced by negative rather than by positive feedback.

Feedback GAP: study protocol for a cluster-randomized trial of goal setting and action plans to increase the effectiveness of audit and feedback interventions in primary care.

Science.gov (United States)

Ivers, Noah M; Tu, Karen; Francis, Jill; Barnsley, Jan; Shah, Baiju; Upshur, Ross; Kiss, Alex; Grimshaw, Jeremy M; Zwarenstein, Merrick

2010-12-17

Audit and feedback to physicians is commonly used alone or as part of multifaceted interventions. While it can play an important role in quality improvement, the optimal design of audit and feedback is unknown. This study explores how feedback can be improved to increase acceptability and usability in primary care. The trial seeks to determine whether a theory-informed worksheet appended to feedback reports can help family physicians improve quality of care for their patients with diabetes and/or ischemic heart disease. Two-arm cluster trial was conducted with participating primary care practices allocated using minimization to simple feedback or enhanced feedback group. The simple feedback group receives performance feedback reports every six months for two years regarding the proportion of their patients with diabetes and/or ischemic heart disease who are meeting quality targets. The enhanced feedback group receives these same reports as well as a theory-informed worksheet designed to facilitate goal setting and action plan development in response to the feedback reports. Participants are family physicians from across Ontario who use electronic medical records; data for rostered patients are used to produce the feedback reports and for analysis. The primary disease outcomes are the blood pressure (BP), and low-density lipoprotein cholesterol (LDL) levels. The primary process measure is a composite score indicating the number of recommended activities (e.g., tests and prescriptions) conducted by the family physicians for their patients with diabetes and/or ischemic heart disease within the appropriate timeframe. Secondary outcomes are the proportion of patients whose results meet targets for glucose, LDL, and BP as well as the percent of patients receiving relevant prescriptions. A qualitative process evaluation using semi-structured interviews will explore perceived barriers to behaviour change in response to feedback reports and preferences with regard to

Long-term climate monitoring by the global climate observing system: report of breakout group 1 - climate forcings and feedbacks

International Nuclear Information System (INIS)

Miller, C.; Bretherton, F.

1995-01-01

The assignment for Breakout Group A was to re-visit and expand upon the plenary session discussion on climate forcings and feedbacks and to develop a set of recommendations for each of the science disciplines or activities covered within this breakout category. Working guidelines for the group included identifying: (1) what has to be done; (2) why it has to be done, i.e. who is the customer? (3) the process for remedying deficiencies and, specifically, how to leverage the activities at operational centers; and (4) priorities (recognizing that it is premature to distinguish between major systems). The science ares addressed included: greenhouse gases (GHGs); radiation budget; water vapor; aerosols; clouds; precipitation; tropospheric ozone; and solar radiation. The role of climate satellites was also noted

How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

OpenAIRE

Medvedeff, Megan; Gregory, Jane Brodie; Levy, Paul E

2008-01-01

In the current study, we examined the interactive effects of feedback type and sign on feedback-seeking behaviour, as well as the moderating role of regulatory focus. Using a behavioural measure of feedback seeking, we demonstrated a strong interaction between feedback type and sign, such that individuals subsequently sought the most feedback after they were provided with negative process feedback. Additionally, results suggested that an individual's chronic regulatory focus has implications ...

Optimizing the Timing of Expert Feedback During Simulation-Based Spaced Practice of Endourologic Skills.

Science.gov (United States)

Lee, Jason Young; McDougall, Elspeth M; Lineberry, Matthew; Tekian, Ara

2016-08-01

Provision of expert feedback is widely acknowledged to be an essential component of simulation-based training. However, little is known about the most effective and efficient ways to provide feedback to novices. Optimizing the timing of expert feedback may improve outcomes while reducing resource requirements. The main objective of this study was to determine the impact of providing early versus late expert feedback to novice learners engaged in a flexible ureteroscopy (fURS) training curriculum. Senior medical students were recruited to participate in this study. Each student participated in a comprehensive fURS training curriculum that included 3 deliberate, independent practice sessions. Baseline and postcourse fURS skill was assessed for each student using a standardized fURS test task. Each student was randomized to either an early feedback group (EFG) or late feedback group (LFG). The EFG participants were provided expert feedback immediately after the baseline skill test, whereas LFG participants were given feedback before their final deliberate, independent practice session. Eighteen senior medical students completed the study (9 EFG and 9 LFG participants). There were no discernible demographic differences between the groups at baseline. When controlling for pretest performance, early rather than late feedback was associated with both shorter postcourse time to completion of the task (19.2 vs. 21.5 minutes, P feedback when learning a novel skill. Further study is required.

Changing drivers' attitudes towards mobile phone use through participative simulation testing and feedback.

Science.gov (United States)

Wang, Y; Zhang, W; Lesch, M F; Horrey, W J; Chen, C; Wu, S

2009-12-01

To assess the effectiveness of a simulation-based participative and feedback approach to change drivers' attitudes towards mobile phone use while driving. 30 experienced drivers were tested. Five scenarios were developed to test drivers' performance with and without a secondary mobile phone task on a medium-fidelity fixed base driving simulator. The treatment group received feedback in the form of video playback of their driving performance, while the control group did not receive any feedback. Attitudes towards mobile phone use were assessed by a questionnaire before, immediately after, and again one month following the experiment to determine the duration of feedback effects. All 30 drivers reported willingness to engage in driving and talking on a mobile phone in some situations. The results of the simulated driving test showed that a secondary mobile phone task significantly degraded driving performance. The treatment group showed significant attitude change towards mobile phone use while driving; the control group had no attitude change. At the one month follow-up, a continued benefit of feedback was reflected in driver attitudes in the treatment group. Participative driving using simulation is a useful tool to demonstrate driving performance degradation in dual task conditions. It was found that feedback in the form of simulation playback is effective in changing drivers' attitudes towards mobile phone use and that attitude change is maintained over a follow-up period of one month.

CPR performance in the presence of audiovisual feedback or football shoulder pads.

Science.gov (United States)

Tanaka, Shota; Rodrigues, Wayne; Sotir, Susan; Sagisaka, Ryo; Tanaka, Hideharu

2017-01-01

The initiation of cardiopulmonary resuscitation (CPR) can be complicated by the use of protective equipment in contact sports, and the rate of success in resuscitating the patient depends on the time from incident to start of CPR. The aim of our study was to see if (1) previous training, (2) the presence of audiovisual feedback and (3) the presence of football shoulder pads (FSP) affected the quality of chest compressions. Six basic life support certified athletic training students (BLS-ATS), six basic life support certified emergency medical service personnel (BLS-EMS) and six advanced cardiac life support certified emergency medical service personnel (ACLS-EMS) participated in a crossover manikin study. A quasi-experimental repeated measures design was used to measure the chest compression depth (cm), rate (cpm), depth accuracy (%) and rate accuracy (%) on four different conditions by using feedback and/or FSP. Real CPR Help manufactured by ZOLL (Chelmsford, Massachusetts, USA) was used for the audiovisual feedback. Three participants from each group performed 2 min of chest compressions at baseline first, followed by compressions with FSP, with feedback and with both FSP and feedback (FSP+feedback). The other three participants from each group performed compressions at baseline first, followed by compressions with FSP+feedback, feedback and FSP. CPR performance did not differ between the groups at baseline (median (IQR), BLS-ATS: 5.0 (4.4-6.1) cm, 114(96-131) cpm; BLS-EMS: 5.4 (4.1-6.4) cm, 112(99-131) cpm; ACLS-EMS: 6.4 (5.7-6.7) cm, 138(113-140) cpm; depth p=0.10, rate p=0.37). A statistically significant difference in the percentage of depth accuracy was found with feedback (median (IQR), 13.8 (0.9-49.2)% vs 69.6 (32.3-85.8)%; p=0.0002). The rate accuracy was changed from 17.1 (0-80.7)% without feedback to 59.2 (17.3-74.3)% with feedback (p=0.50). The use of feedback was effective for depth accuracy, especially in the BLS-ATS group, regardless of the

Vanadium (4) complexing in phase of adsorbent with benzimidazole groups

Energy Technology Data Exchange (ETDEWEB)

Shvoeva, O P; Kuchava, G P; Evtikova, G A; Belyaeva, V K; Myasoedova, G V; Marov, I N [AN SSSR, Moscow (USSR). Inst. Geokhimii i Analiticheskoj Khimii

1989-04-01

Equilibrium and kinetic characteristics of V{sup 4+} sorption by POLYORGS XI-H adsorbent with benzimidazole groups (BIm) are investigated. Using ESR method it is stated that (VO{sup 2+}):(BIm)1:2 complex, where VO{sup 2+} is combined with nitrogen atoms of two imidazole groups, is formed in adsorbent phase. The highest distribution factor of 4.7x10{sup 3} is attained at pH6.

Systematic, digital student feedback for differentiated teaching

DEFF Research Database (Denmark)

Graf, Stefan Ting; Carlsen, Dorthe

2017-01-01

The article reports results from a qualitative study of Elevbaro, a prototype of a digital tool for student feedback developed in connection with the demonstration school project, inclusion, and differentiated teaching in digital learning environments. At the same time the study represents...... the first step of validating Elevbaro as a systematic feedback tool. There is general consensus that feedback is central to the quality of teaching, but the focus on and the exploration of systematic student feedback is an overlooked topic. Especially as regards differentiated teaching and complex teaching...... patterns, there is a need for supplementary and digital monitoring of a group of students and of individual students. The article examines how students and teachers understand and use Elevbaro, which is built on frequent ratings of five set statements in connection with teaching over a certain period...

The effect of escalating feedback on the acquisition of psychomotor skills for laparoscopy.

Science.gov (United States)

Van Sickle, K R; Gallagher, A G; Smith, C D

2007-02-01

In the acquisition of new skills that are difficult to master, such as those required for laparoscopy, feedback is a crucial component of the learning experience. Optimally, feedback should accurately reflect the task performance to be improved and be proximal to the training experience. In surgery, however, feedback typically is in vivo. The development of virtual reality training systems currently offers new training options. This study investigated the effect of feedback type and quality on laparoscopic skills acquisition. For this study, 32 laparoscopic novices were prospectively randomized into four training conditions, with 8 in each group. Group 1 (control) had no feedback. Group 2 (buzzer) had audio feedback when the edges were touched. Group 3 (voiced error) had an examiner voicing the word "error" each time the walls were touched. Group 4 (both) received both the audio buzzer and "error" voiced by the examiner All the subjects performed a maze-tracking task with a laparoscopic stylus inserted through a 5-mm port to simulate the fulcrum effect in minimally invasive surgery (MIS). A computer connected to the stylus scored an error each time the edge of the maze was touched, and the subjects were made aware of the error in the aforementioned manner. Ten 2-min trials were performed by the subjects while viewing a monitor. At the conclusion of training, all the subjects completed a 2-min trial of a simple laparoscopic cutting task, with the number of correct and incorrect incisions recorded. Group 4 (both) made significantly more correct incisions than the other three groups (F = 12.13; df = 3, 28; p < 0.001), and also made significantly fewer errors or incorrect incisions (F = 14.4; p < 0.0001). Group 4 also made three times more correct incisions and 7.4 times fewer incorrect incisions than group 1 (control). The type and quality of feedback during psychomotor skill acquisition for MIS have a large effect on the strength of skills generalization to a simple

Active training and driving-specific feedback improve older drivers' visual search prior to lane changes.

Science.gov (United States)

Lavallière, Martin; Simoneau, Martin; Tremblay, Mathieu; Laurendeau, Denis; Teasdale, Normand

2012-03-02

Driving retraining classes may offer an opportunity to attenuate some effects of aging that may alter driving skills. Unfortunately, there is evidence that classroom programs (driving refresher courses) do not improve the driving performance of older drivers. The aim of the current study was to evaluate if simulator training sessions with video-based feedback can modify visual search behaviors of older drivers while changing lanes in urban driving. In order to evaluate the effectiveness of the video-based feedback training, 10 older drivers who received a driving refresher course and feedback about their driving performance were tested with an on-road standardized evaluation before and after participating to a simulator training program (Feedback group). Their results were compared to a Control group (12 older drivers) who received the same refresher course and in-simulator active practice as the Feedback group without receiving driving-specific feedback. After attending the training program, the Control group showed no increase in the frequency of the visual inspection of three regions of interests (rear view and left side mirrors, and blind spot). In contrast, for the Feedback group, combining active training and driving-specific feedbacks increased the frequency of blind spot inspection by 100% (32.3 to 64.9% of verification before changing lanes). These results suggest that simulator training combined with driving-specific feedbacks helped older drivers to improve their visual inspection strategies, and that in-simulator training transferred positively to on-road driving. In order to be effective, it is claimed that driving programs should include active practice sessions with driving-specific feedbacks. Simulators offer a unique environment for developing such programs adapted to older drivers' needs.

Computer modelling of bunch-by-bunch feedback for the SLAC B-factory design

International Nuclear Information System (INIS)

Briggs, D.; Fox, J.D.; Hosseini, W.; Klaisner, L.; Morton, P.; Pellegrin, J.L.; Thompson, K.A.; Lambertson, G.

1991-05-01

The SLAC B-factory design, with over 1600 high current bunches circulating in each ring, will require a feedback system to avoid coupled-bunch instabilities. A computer model of the storage ring, including the RF system, wave fields, synchrotron radiation loss, and the bunch-by-bunch feedback system is presented. The feedback system model represents the performance of a fast phase detector front end (including system noise and imperfections), a digital filter used to generate a correction voltage, and a power amplifier and beam kicker system. The combined ring-feedback system model is used to study the feedback system performance required to suppress instabilities and to quantify the dynamics of the system. Results are presented which show the time development of coupled bunch instabilities and the damping action of the feedback system. 3 refs., 5 figs., 2 tabs

Augmented kinematic feedback from haptic virtual reality for dental skill acquisition.

Science.gov (United States)

Suebnukarn, Siriwan; Haddawy, Peter; Rhienmora, Phattanapon; Jittimanee, Pannapa; Viratket, Piyanuch

2010-12-01

We have developed a haptic virtual reality system for dental skill training. In this study we examined several kinds of kinematic information about the movement provided by the system supplement knowledge of results (KR) in dental skill acquisition. The kinematic variables examined involved force utilization (F) and mirror view (M). This created three experimental conditions that received augmented kinematic feedback (F, M, FM) and one control condition that did not (KR-only). Thirty-two dental students were randomly assigned to four groups. Their task was to perform access opening on the upper first molar with the haptic virtual reality system. An acquisition session consisted of two days of ten trials of practice in which augmented kinematic feedback was provided for the appropriate experimental conditions after each trial. One week after, a retention test consisting of two trials without augmented feedback was completed. The results showed that the augmented kinematic feedback groups had larger mean performance scores than the KR-only group in Day 1 of the acquisition and retention sessions (ANOVA, p0.05). The trends in acquisition and retention sessions suggest that the augmented kinematic feedback can enhance the performance earlier in the skill acquisition and retention sessions.

Nonclassical state generation for linear quantum systems via nonlinear feedback control

International Nuclear Information System (INIS)

Ohki, Kentaro; Tsumura, Koji; Takeuchi, Reiji

2017-01-01

In this paper, we propose a measurement nonlinear feedback control scheme to generate Wigner-function negativity in an optical cavity having dynamics described as a linear quantum system. In general, linear optical quantum systems can be easily constructed with reliable devices; therefore, the idea of constructing the entire system with such an optical system and nonlinear feedback is reasonable for generating Wigner-function negativity. However, existing studies have insufficiently examined the realizability or actual implementation of feedback control, which essentially requires fast responses from the sensors and actuators. In order to solve this problem, we consider the realizable feedback control of the optical phase of a pumping beam supplied to a cavity by using electro-optical modulation, which can be utilized as a fast control actuator. Then, we introduce mathematical models of the feedback-controlled system and evaluate its effect on the generation of the Wigner-function negativity by using numerical simulation. Through various numerical simulations, we show that the proposed feedback control can effectively generate the negativity of the Wigner function. (paper)

The effects of driver identity on driving safety in a retrospective feedback system.

Science.gov (United States)

Zhao, Guozhen; Wu, Changxu

2012-03-01

Retrospective feedback that provides detailed information on a driver's performance in critical driving situations at the end of a trip enhances his/her driving behaviors and safe driving habits. Although this has been demonstrated by a previous study, retrospective feedback can be further improved and applied to non-critical driving situations, which is needed for transportation safety. To propose a new retrospective feedback system that uses driver identity (i.e., a driver's name) and to experimentally study its effects on measures of driving performance and safety in a driving simulator. We conducted a behavioral experimental study with 30 participants. "Feedback type" was a between-subject variable with three conditions: no feedback (control group), feedback without driver identity, and feedback with driver identity. We measured multiple aspects of participants' driving behavior. To control for potential confounds, factors that were significantly correlated with driving behavior (e.g., age and driving experience) were all entered as covariates into a multivariate analysis of variance. To examine the effects of speeding on collision severity in driving simulation studies, we also developed a new index - momentum of potential collision - with a set of equations. Subjects who used a feedback system with driver identity had the fewest speeding violations and central-line crossings, spent the least amount of time speeding and crossing the central line, had the lowest speeding and central-line crossing magnitude, ran the fewest red lights, and had the smallest momentum of potential collision compared to the groups with feedback without driver identity and without feedback (control group). The new retrospective feedback system with driver identity has the potential to enhance a person's driving safety (e.g., speeding, central-line crossing, momentum of potential collision), which is an indication of the valence of one's name in a feedback system design. Copyright �

Grid-Current-Feedback Active Damping for LCL Resonance in Grid-Connected Voltage-Source Converters

DEFF Research Database (Denmark)

Wang, Xiongfei; Blaabjerg, Frede; Loh, Poh Chiang

2016-01-01

This paper investigates active damping of LCL-filter resonance in a grid-connected voltage-source converter with only grid-current feedback control. Basic analysis in the s-domain shows that the proposed damping technique with a negative high-pass filter along its damping path is equivalent...... of phase-lag, in turn, helps to shrink the region of nonminimum-phase behavior caused by negative virtual resistance inserted unintentionally by most digitally implemented active damping techniques. The presented high-pass-filtered active damping technique with a single grid-current feedback loop is thus...

The quantum-field renormalization group in the problem of a growing phase boundary

International Nuclear Information System (INIS)

Antonov, N.V.; Vasil'ev, A.N.

1995-01-01

Within the quantum-field renormalization-group approach we examine the stochastic equation discussed by S.I. Pavlik in describing a randomly growing phase boundary. We show that, in contrast to Pavlik's assertion, the model is not multiplicatively renormalizable and that its consistent renormalization-group analysis requires introducing an infinite number of counterterms and the respective coupling constants (open-quotes chargeclose quotes). An explicit calculation in the one-loop approximation shows that a two-dimensional surface of renormalization-group points exits in the infinite-dimensional charge space. If the surface contains an infrared stability region, the problem allows for scaling with the nonuniversal critical dimensionalities of the height of the phase boundary and time, δ h and δ t , which satisfy the exact relationship 2 δ h = δ t + d, where d is the dimensionality of the phase boundary. 23 refs., 1 tab

Physician performance feedback in a Canadian academic center.

Science.gov (United States)

Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia

2017-10-02

Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.

Feedback and Incentives

DEFF Research Database (Denmark)

Eriksson, Tor Viking; Poulsen, Anders; Villeval, Marie Claire

2009-01-01

This paper experimentally investigates the impact of different pay schemes and relative performance feedback policies on employee effort. We explore three feedback rules: no feedback on relative performance, feedback given halfway through the production period, and continuously updated feedback. ...... behind, and front runners do not slack off. But in both pay schemes relative performance feedback reduces the quality of the low performers' work; we refer to this as a "negative quality peer effect"....

The effectiveness of immediate feedback during the objective structured clinical examination.

Science.gov (United States)

Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R

1989-03-01

Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre-feedback performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such feedback provides students with valuable self-assessment that may stimulate further learning.

Data for improvement and clinical excellence: protocol for an audit with feedback intervention in long-term care

Directory of Open Access Journals (Sweden)

Schalm Corinne

2010-10-01

Full Text Available Abstract Background There is considerable evidence about the effectiveness of audit coupled with feedback, although few audit with feedback interventions have been conducted in long-term care (LTC settings to date. In general, the effects have been found to be modest at best, although in settings where there has been little history of audit and feedback, the effects may be greater, at least initially. The primary purpose of the Data for Improvement and Clinical Excellence (DICE Long-Term Care project is to assess the effects of an audit with feedback intervention delivered monthly over 13 months in four LTC facilities. The research questions we addressed are: 1. What effects do feedback reports have on processes and outcomes over time? 2. How do different provider groups in LTC and home care respond to feedback reports based on data targeted at improving quality of care? Methods/design The research team conducting this study comprises researchers and decision makers in continuing care in the province of Alberta, Canada. The intervention consists of monthly feedback reports in nine LTC units in four facilities in Edmonton, Alberta. Data for the feedback reports comes from the Resident Assessment Instrument Minimum Data Set (RAI version 2.0, a standardized instrument mandated for use in LTC facilities throughout Alberta. Feedback reports consist of one page, front and back, presenting both graphic and textual information. Reports are delivered to all staff working in the four LTC facilities. The primary evaluation uses a controlled interrupted time series design both adjusted and unadjusted for covariates. The concurrent process evaluation uses observation and self-report to assess uptake of the feedback reports. Following the project phase described in this protocol, a similar intervention will be conducted in home care settings in Alberta. Depending on project findings, if they are judged useful by decision makers participating in this research

Data for improvement and clinical excellence: protocol for an audit with feedback intervention in long-term care.

Science.gov (United States)

Sales, Anne E; Schalm, Corinne

2010-10-13

There is considerable evidence about the effectiveness of audit coupled with feedback, although few audit with feedback interventions have been conducted in long-term care (LTC) settings to date. In general, the effects have been found to be modest at best, although in settings where there has been little history of audit and feedback, the effects may be greater, at least initially. The primary purpose of the Data for Improvement and Clinical Excellence (DICE) Long-Term Care project is to assess the effects of an audit with feedback intervention delivered monthly over 13 months in four LTC facilities. The research questions we addressed are:1. What effects do feedback reports have on processes and outcomes over time?2. How do different provider groups in LTC and home care respond to feedback reports based on data targeted at improving quality of care? The research team conducting this study comprises researchers and decision makers in continuing care in the province of Alberta, Canada. The intervention consists of monthly feedback reports in nine LTC units in four facilities in Edmonton, Alberta. Data for the feedback reports comes from the Resident Assessment Instrument Minimum Data Set (RAI) version 2.0, a standardized instrument mandated for use in LTC facilities throughout Alberta. Feedback reports consist of one page, front and back, presenting both graphic and textual information. Reports are delivered to all staff working in the four LTC facilities. The primary evaluation uses a controlled interrupted time series design both adjusted and unadjusted for covariates. The concurrent process evaluation uses observation and self-report to assess uptake of the feedback reports. Following the project phase described in this protocol, a similar intervention will be conducted in home care settings in Alberta. Depending on project findings, if they are judged useful by decision makers participating in this research team, we plan dissemination and spread of the feedback

Characteristics of a reactor with power reactivity feedback

International Nuclear Information System (INIS)

Li Fengyu; Zhang Yusheng; Zhang Guangfu; Liu Ying

2008-01-01

The point-reactor model with power reactivity feedback becomes a nonlinear system. Its dynamic characteristic shows great complexity. According to the mathematic definition of stability in differential equation qualitative theory, the model of a reactor with power reactivity feedback is judged unstable. The equilibrium point is a saddle-node point. A portion of the trajectory in the neighborhood of the equilibrium point is parabolic fan curve, and the other is hyperbolic fan curve. Based on phase locus near the equilibrium point, it is pointed out that the model is still stable within physical limits. The difference between stabilities in the mathematical sense and in the physical sense is indicated. (authors)

Active training and driving-specific feedback improve older drivers' visual search prior to lane changes

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Lavallière Martin

2012-03-01

Full Text Available Abstract Background Driving retraining classes may offer an opportunity to attenuate some effects of aging that may alter driving skills. Unfortunately, there is evidence that classroom programs (driving refresher courses do not improve the driving performance of older drivers. The aim of the current study was to evaluate if simulator training sessions with video-based feedback can modify visual search behaviors of older drivers while changing lanes in urban driving. Methods In order to evaluate the effectiveness of the video-based feedback training, 10 older drivers who received a driving refresher course and feedback about their driving performance were tested with an on-road standardized evaluation before and after participating to a simulator training program (Feedback group. Their results were compared to a Control group (12 older drivers who received the same refresher course and in-simulator active practice as the Feedback group without receiving driving-specific feedback. Results After attending the training program, the Control group showed no increase in the frequency of the visual inspection of three regions of interests (rear view and left side mirrors, and blind spot. In contrast, for the Feedback group, combining active training and driving-specific feedbacks increased the frequency of blind spot inspection by 100% (32.3 to 64.9% of verification before changing lanes. Conclusions These results suggest that simulator training combined with driving-specific feedbacks helped older drivers to improve their visual inspection strategies, and that in-simulator training transferred positively to on-road driving. In order to be effective, it is claimed that driving programs should include active practice sessions with driving-specific feedbacks. Simulators offer a unique environment for developing such programs adapted to older drivers' needs.

Truncated predictor feedback for time-delay systems

CERN Document Server

Zhou, Bin

2014-01-01

This book provides a systematic approach to the design of predictor based controllers for (time-varying) linear systems with either (time-varying) input or state delays. Differently from those traditional predictor based controllers, which are infinite-dimensional static feedback laws and may cause difficulties in their practical implementation, this book develops a truncated predictor feedback (TPF) which involves only finite dimensional static state feedback. Features and topics: A novel approach referred to as truncated predictor feedback for the stabilization of (time-varying) time-delay systems in both the continuous-time setting and the discrete-time setting is built systematically Semi-global and global stabilization problems of linear time-delay systems subject to either magnitude saturation or energy constraints are solved in a systematic manner Both stabilization of a single system and consensus of a group of systems (multi-agent systems) are treated in a unified manner by applying the truncated pre...

The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

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Fatemeh Soltanpour

2018-05-01

Full Text Available This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

The challenge of giving written thesis feedback to nursing students.

Science.gov (United States)

Tuvesson, Hanna; Borglin, Gunilla

2014-11-01

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

Perceived Insider Status and Feedback Reactions: A Dual Path of Feedback Motivation Attribution

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Weijiong Wu

2017-05-01

Full Text Available Many studies have evaluated how the characteristics of feedback receiver, feedback deliverer and feedback information influence psychological feedback reactions of the feedback receiver while largely neglecting that feedback intervention is a kind of social interaction process. To address this issue, this study proposes that employees’ perceived insider status (PIS, as a kind of employee-organization relationship, could also influence employees’ reactions to supervisory feedback. In particular, this study investigates the influence of PIS focusing on affective and cognitive feedback reactions, namely feedback satisfaction and feedback utility. Surveys were conducted in a machinery manufacturing company in the Guangdong province of China. Samples were collected from 192 employees. Data analysis demonstrated that PIS and feedback utility possessed a U-shaped relationship, whereas PIS and feedback satisfaction exhibited positively linear relationships. The analysis identified two kinds of mediating mechanisms related to feedback satisfaction and feedback utility. Internal feedback motivation attribution partially mediated the relationship between PIS and feedback satisfaction but failed to do the same with respect to the relationship between PIS and feedback utility. In contrast, external feedback motivation attribution partially mediated the relationship between PIS and feedback utility while failing to mediate the relationship between PIS and feedback satisfaction. Theoretical contributions and practical implications of the findings are discussed at the end of the paper.

Evaluation of feedback given to trainees in medical specialties.

Science.gov (United States)

Tham, Tony Ck; Burr, Bill; Boohan, Mairead

2017-07-01

The aim of this study was to evaluate the quality of feedback provided to specialty trainees (ST3 or higher) in medical specialties during their workplace-based assessments (WBAs). The feedback given in WBAs was examined in detail in a group of 50 ST3 or higher trainees randomly selected from those taking part in a pilot study of changes to the WBA system conducted by the Joint Royal Colleges of Physicians Training Board. They were based in Health Education Northeast (Northern Deanery) and Health Education East of England (Eastern Deanery). Thematic analysis was used to identify commonly occurring themes. Feedback was mainly positive but there were differences in quality between specialties. Problems with feedback included insufficient detail, such that it was not possible to map the progression of the trainee, insufficient action plans made and the timing of feedback not being contemporaneous (feedback not being given at the time of assessment). Recommendations included feedback should be more specific; there need to be more options in the feedback forms for the supervisor to compare the trainee's performance to what is expected and action plans need to be made. © Royal College of Physicians 2017. All rights reserved.

GLIMPSE: Google Glass interface for sensory feedback in myoelectric hand prostheses

Science.gov (United States)

Markovic, Marko; Karnal, Hemanth; Graimann, Bernhard; Farina, Dario; Dosen, Strahinja

2017-06-01

Objective. Providing sensory feedback to the user of the prosthesis is an important challenge. The common approach is to use tactile stimulation, which is easy to implement but requires training and has limited information bandwidth. In this study, we propose an alternative approach based on augmented reality. Approach. We have developed the GLIMPSE, a Google Glass application which connects to the prosthesis via a Bluetooth interface and renders the prosthesis states (EMG signals, aperture, force and contact) using augmented reality (see-through display) and sound (bone conduction transducer). The interface was tested in healthy subjects that used the prosthesis with (FB group) and without (NFB group) feedback during a modified clothespins test that allowed us to vary the difficulty of the task. The outcome measures were the number of unsuccessful trials, the time to accomplish the task, and the subjective ratings of the relevance of the feedback. Main results. There was no difference in performance between FB and NFB groups in the case of a simple task (basic, same-color clothespins test), but the feedback significantly improved the performance in a more complex task (pins of different resistances). Importantly, the GLIMPSE feedback did not increase the time to accomplish the task. Therefore, the supplemental feedback might be useful in the tasks which are more demanding, and thereby less likely to benefit from learning and feedforward control. The subjects integrated the supplemental feedback with the intrinsic sources (vision and muscle proprioception), developing their own idiosyncratic strategies to accomplish the task. Significance. The present study demonstrates a novel self-contained, ready-to-deploy, wearable feedback interface. The interface was successfully tested and was proven to be feasible and functionally beneficial. The GLIMPSE can be used as a practical solution but also as a general and flexible instrument to investigate closed-loop prosthesis

Measuring Group Synchrony: A Cluster-Phase Method for Analyzing Multivariate Movement Time-Series

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Michael eRichardson

2012-10-01

Full Text Available A new method for assessing group synchrony is introduced as being potentially useful for objectively determining degree of group cohesiveness or entitativity. The cluster-phase method of Frank and Richardson (2010 was used to analyze movement data from the rocking chair movements of six-member groups who rocked their chairs while seated in a circle facing the center. In some trials group members had no information about others’ movements (their eyes were shut or they had their eyes open and gazed at a marker in the center of the group. As predicted, the group level synchrony measure was able to distinguish between situations where synchrony would have been possible and situations where it would be impossible. Moreover, other aspects of the analysis illustrated how the cluster phase measures can be used to determine the type of patterning of group synchrony, and, when integrated with multi-level modeling, can be used to examine individual-level differences in synchrony and dyadic level synchrony as well.

Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons?

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Peck, Duane C.

2016-01-01

The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3…

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

Science.gov (United States)

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

2015-01-01

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

Phase Grouping Line Extraction Algorithm Using Overlapped Partition

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WANG Jingxue

2015-07-01

Full Text Available Aiming at solving the problem of fracture at the discontinuities area and the challenges of line fitting in each partition, an innovative line extraction algorithm is proposed based on phase grouping using overlapped partition. The proposed algorithm adopted dual partition steps, which will generate overlapped eight partitions. Between the two steps, the middle axis in the first step coincides with the border lines in the other step. Firstly, the connected edge points that share the same phase gradients are merged into the line candidates, and fitted into line segments. Then to remedy the break lines at the border areas, the break segments in the second partition steps are refitted. The proposed algorithm is robust and does not need any parameter tuning. Experiments with various datasets have confirmed that the method is not only capable of handling the linear features, but also powerful enough in handling the curve features.

Augmented visual feedback of movement performance to enhance walking recovery after stroke: study protocol for a pilot randomised controlled trial

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Thikey Heather

2012-09-01

Full Text Available Abstract Background Increasing evidence suggests that use of augmented visual feedback could be a useful approach to stroke rehabilitation. In current clinical practice, visual feedback of movement performance is often limited to the use of mirrors or video. However, neither approach is optimal since cognitive and self-image issues can distract or distress patients and their movement can be obscured by clothing or limited viewpoints. Three-dimensional motion capture has the potential to provide accurate kinematic data required for objective assessment and feedback in the clinical environment. However, such data are currently presented in numerical or graphical format, which is often impractical in a clinical setting. Our hypothesis is that presenting this kinematic data using bespoke visualisation software, which is tailored for gait rehabilitation after stroke, will provide a means whereby feedback of movement performance can be communicated in a more meaningful way to patients. This will result in increased patient understanding of their rehabilitation and will enable progress to be tracked in a more accessible way. Methods The hypothesis will be assessed using an exploratory (phase II randomised controlled trial. Stroke survivors eligible for this trial will be in the subacute stage of stroke and have impaired walking ability (Functional Ambulation Classification of 1 or more. Participants (n = 45 will be randomised into three groups to compare the use of the visualisation software during overground physical therapy gait training against an intensity-matched and attention-matched placebo group and a usual care control group. The primary outcome measure will be walking speed. Secondary measures will be Functional Ambulation Category, Timed Up and Go, Rivermead Visual Gait Assessment, Stroke Impact Scale-16 and spatiotemporal parameters associated with walking. Additional qualitative measures will be used to assess the participant�

Improved children's motor learning of the basketball free shooting pattern by associating subjective error estimation and extrinsic feedback.

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Silva, Leandro de Carvalho da; Pereira-Monfredini, Carla Ferro; Teixeira, Luis Augusto

2017-09-01

This study aimed at assessing the interaction between subjective error estimation and frequency of extrinsic feedback in the learning of the basketball free shooting pattern by children. 10- to 12-year olds were assigned to 1 of 4 groups combining subjective error estimation and relative frequency of extrinsic feedback (33% × 100%). Analysis of performance was based on quality of movement pattern. Analysis showed superior learning of the group combining error estimation and 100% feedback frequency, both groups receiving feedback on 33% of trials achieved intermediate results, and the group combining no requirement of error estimation and 100% feedback frequency had the poorest learning. Our results show the benefit of subjective error estimation in association with high frequency of extrinsic feedback in children's motor learning of a sport motor pattern.

Surfacing the life phases of a mental health support group.

Science.gov (United States)

Mohr, Wanda K

2004-01-01

Support groups have increased rapidly in number and become a viable alternative to formal treatment in the United States. However, little is known regarding how mental health advocacy or support groups start and develop, or about challenges that can threaten their survival. In this 2 1/2-year ethnography, the author studied the culture of a developing family support program associated with a system of care. Several phases emerged, reflecting an organizational dynamic. The group dynamics and response to challenges have implications for organizers and parent organizations about the need for technical assistance necessary for survival of the group. Participant observation and immersion in the culture of such groups can provide a deeper understanding of the ideologies and values around which they organize and the kinds of tensions that members can experience during the group's cycle.

Effect of phase-encoding direction on group analysis of resting-state functional magnetic resonance imaging.

Science.gov (United States)

Mori, Yasuo; Miyata, Jun; Isobe, Masanori; Son, Shuraku; Yoshihara, Yujiro; Aso, Toshihiko; Kouchiyama, Takanori; Murai, Toshiya; Takahashi, Hidehiko

2018-05-17

Echo-planar imaging is a common technique used in functional magnetic resonance imaging (fMRI), however it suffers from image distortion and signal loss because of large susceptibility effects that are related to the phase-encoding direction of the scan. Despite this relationship, the majority of neuroimaging studies have not considered the influence of phase-encoding direction. Here, we aimed to clarify how phase-encoding direction can affect the outcome of an fMRI connectivity study of schizophrenia. Resting-state fMRI using anterior to posterior (A-P) and posterior to anterior (P-A) directions was used to examine 25 patients with schizophrenia (SC) and 37 matched healthy controls (HC). We conducted a functional connectivity analysis using independent component analysis and performed three group comparisons: A-P vs. P-A (all participants), SC vs. HC for the A-P and P-A datasets, and the interaction between phase-encoding direction and participant group. The estimated functional connectivity differed between the two phase-encoding directions in areas that were more extensive than those where signal loss has been reported. Although functional connectivity in the SC group was lower than that in the HC group for both directions, the A-P and P-A conditions did not exhibit the same specific pattern of differences. Further, we observed an interaction between participant group and the phase-encoding direction in the left temporo-parietal junction and left fusiform gyrus. Phase-encoding direction can influence the results of functional connectivity studies. Thus, appropriate selection and documentation of phase-encoding direction will be important in future resting-state fMRI studies. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

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

Science.gov (United States)

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.

A transimpedance amplifier using a novel current mode feedback loop

CERN Document Server

Anghinolfi, Francis; Delagnes, E; Jarron, Pierre; Scharfetter, L H H

1995-01-01

We present a transimpedance amplifier stage based on a novel current mode feedback topology. This circuit employs NMOS and PMOS transistors exclusively and requires neither capacitor for stabilizing the transimpedance loop nor resistor for the transresistance feedback and transistor loading. This amplifier circuit is fully compatible with submicron digital CMOS processes. The active feedback network consists of two grounded-gate MOS devices which split the output current in both the feedback and output branches. The transresistance and the phase margin are adjustable through external DC signals. The measured rise time of the impulse response of the amplifier implemented in an industrial 0,7µm CMOS process is 18 ns for a transresistance of 180 k‡ and 30 ns for a transresistance of 560 k‡. The measured Equivalent Noise Charge (ENC) is 800 rms e¯ for an input capacitance of 20 pF with the transresistance adjusted to 560 k‡.

Feedback on Feedback--Does It Work?

Science.gov (United States)

Speicher, Oranna; Stollhans, Sascha

2015-01-01

It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the…

A Phase Transformation with no Change in Space Group Symmetry: Octafluoronaphtalene

DEFF Research Database (Denmark)

Pawley, G. S.; Dietrich, O. W.

1975-01-01

A solid-state phase transformation in octafluoronaphthalene has been discovered at 266.5K on cooling, and at 15K higher on heating. The symmetry of both phases is found to be the same, namely monoclinic with space group P21/c. The unit cell parameters change by up to 10%, but the integrity...... of a single crystal, which shatters on cooling, is good enough for a single-crystal structure determination. This has been done in both phases to a sufficient accuracy that a mechanism for the transformation can be proposed. Molecules which lie parallel to one another shear to a new parallel position...

Humans can integrate feedback of discrete events in their sensorimotor control of a robotic hand.

Science.gov (United States)

Cipriani, Christian; Segil, Jacob L; Clemente, Francesco; ff Weir, Richard F; Edin, Benoni

2014-11-01

Providing functionally effective sensory feedback to users of prosthetics is a largely unsolved challenge. Traditional solutions require high band-widths for providing feedback for the control of manipulation and yet have been largely unsuccessful. In this study, we have explored a strategy that relies on temporally discrete sensory feedback that is technically simple to provide. According to the Discrete Event-driven Sensory feedback Control (DESC) policy, motor tasks in humans are organized in phases delimited by means of sensory encoded discrete mechanical events. To explore the applicability of DESC for control, we designed a paradigm in which healthy humans operated an artificial robot hand to lift and replace an instrumented object, a task that can readily be learned and mastered under visual control. Assuming that the central nervous system of humans naturally organizes motor tasks based on a strategy akin to DESC, we delivered short-lasting vibrotactile feedback related to events that are known to forcefully affect progression of the grasp-lift-and-hold task. After training, we determined whether the artificial feedback had been integrated with the sensorimotor control by introducing short delays and we indeed observed that the participants significantly delayed subsequent phases of the task. This study thus gives support to the DESC policy hypothesis. Moreover, it demonstrates that humans can integrate temporally discrete sensory feedback while controlling an artificial hand and invites further studies in which inexpensive, noninvasive technology could be used in clever ways to provide physiologically appropriate sensory feedback in upper limb prosthetics with much lower band-width requirements than with traditional solutions.

Feedback as a means of decreasing residential energy consumption. Report PU/CES 34

Energy Technology Data Exchange (ETDEWEB)

Seligman, C; Darley, J M

1976-08-01

When residential units are analyzed in human factor terms, it is apparent that the consumption level feedback (typically a bill, calculated once a month, over all appliances) is inadequate to give the resident useful information about his energy consuming actions. The present study tested the hypothesis that providing immediate feedback to homeowners concerning their daily rate of electric usage would be effective in reducing electric consumption. In the studied homes, central air-conditioning is the largest single source of electric power consumption during the summer. Accordingly, it was possible to predict the household's expected electric consumption in terms of the average daily outdoor temperature. Predicted electric consumption was derived from a previous month's modeling period during which a regression line was fitted to predict consumption from average daily temperature, for each home. Feedback was expressed as a percentage of actual consumption over predicted consumption. Feedback was displayed to homeowners four times a week for approximately one month. The results confirmed the prediction. Before feedback began, the feedback and control groups were consuming electricity at approximately equal rates. During the feedback period, the feedback group used 10.5 percent less electricity. The effectiveness of the feedback procedure was explained in terms of its cueing, motivational, and commitment functions.

On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy

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Mir Ayyoob Tabatabaei

2017-07-01

Full Text Available The present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A, 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers.

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players.

Science.gov (United States)

van Maarseveen, Mariëtte J J; Oudejans, Raôul R D; Savelsbergh, Geert J P

2018-02-01

Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, and that learners prefer to receive feedback after supposedly good trials. However, to date all studies conducted on self-controlled learning have used individual tasks and mainly relatively simple skills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills in small-sided soccer games. Highly talented youth soccer players were assigned to a self-control or yoked group and received video feedback on their offensive performance in 3 vs. 2 small-sided games. The results showed that the self-control group requested feedback mostly after good trials, that is, after they scored a goal. In addition, the perceived performance of the self-control group was higher on feedback than on no-feedback trials. Analyses of the conversations around the video feedback revealed that the players and coach discussed good and poor elements of performance and how to improve it. Although the coach had a major role in these conversations, the players of the self-control group spoke more and showed more initiative compared to the yoked group. The results revealed no significant beneficial effect of self-controlled feedback on performance as judged by the coach. Overall, the findings suggest that in such a complex situation as small-sided soccer games, self-controlled feedback is used both to confirm correct performance elements and to determine and correct errors, and that self-controlled learning stimulates the involvement of the learner in the learning process. Copyright © 2017 Elsevier B.V. All rights reserved.

Phase and group refractive index curves for electromagnet waves moving in an ionised medium (1962); Courbes des indices de phase et de groupe d'ondes electromagnetiques se propageant dans un milieu ionise (1962)

Energy Technology Data Exchange (ETDEWEB)

Consoli, T [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1962-07-01

The family of curves presented in this table give the phase and group refractive indexes of plane electromagnetic waves propagating along and across a static magnetic field in a plasma. (author) [French] Les courbes presentees sous formes de reseaux donnent les indices de phase et de groupe d'ondes electromagnetiques planes se propageant longitudinalement ou transversalement dans un plasma en presence d'un champ magnetique statique. (auteur)

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

Science.gov (United States)

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

2016-10-20

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

Feedback process responsible for the suppression of ENSO activity during the mid-Holocene

Science.gov (United States)

An, Soon-Il; Bong, Hayoung

2018-05-01

Using the output of 12 models from the Paleoclimate Modeling Intercomparison Project Phase 3, we investigate the feedback process responsible for changes in El Niño-Southern Oscillation activity during the mid-Holocene based on a linear stability index (Bjerknes stability index; BJ index) analysis. The multi-model ensemble mean (MME) variance of the Niño-3.4 index (sea surface temperature anomalies averaged over 5°S-5°N, 170°-120°W) simulated for 6000 years ago (6 kya) was 13% lower than that for the pre-industrial era (0 kya), while changes in the MME BJ index were negligible. This is due to a balance between enhanced damping by anomalous thermal advection by mean currents (MA) and enhanced positive thermocline feedback (TH). Seven of the models show that MME variance of the Niño-3.4 and BJ indexes for the 6 kya run is 21 and 70% lower, respectively, than the 0 kya run. However, two models show the opposite change. Interestingly, MA in both model groups increases, especially due to the mean meridional current associated with enhanced trade winds, indicating a robust mechanism. The opposite tendency between the two groups is mainly due to large TH in the second group 6 kya, as a result of enhanced air-sea coupling and strongly reduced ocean stratification due to subsurface warming, which led to increased sensitivity of the zonal thermocline contrast to surface zonal wind stress.

An Intervention Based on Video Feedback and Questioning to Improve Tactical Knowledge in Expert Female Volleyball Players.

Science.gov (United States)

Moreno, M Perla; Moreno, Alberto; García-González, Luis; Ureña, Aurelio; Hernández, César; Del Villar, Fernando

2016-06-01

This study applied an intervention program, based on video feedback and questioning, to expert female volleyball players to improve their tactical knowledge. The sample consisted of eight female attackers (26 ± 2.6 years old) from the Spanish National Volleyball Team, who were divided into an experimental group (n = 4) and a control group (n = 4). The video feedback and questioning program applied in the study was developed over eight reflective sessions and consisted of three phases: viewing of the selected actions, self-analysis and reflection by the attacker, and joint player-coach analysis. The attackers were videotaped in an actual game and four clips (situations) of each of the attackers were chosen for each reflective session. Two of the clips showed a correct action by the attacker, and two showed an incorrect decision. Tactical knowledge was measured by problem representation with a verbal protocol. The members of the experimental group showed adaptations in long-term memory, significantly improving their tactical knowledge. With respect to conceptual content, there was an increase in the total number of conditions verbalized by the players; with respect to conceptual sophistication, there was an increase in the indication of appropriate conditions with two or more details; and finally, with respect to conceptual structure, there was an increase in the use of double or triple conceptual structures. The intervention program, based on video feedback and questioning, in addition to on-court training sessions of expert volleyball players, appears to improve the athletes' tactical knowledge. © The Author(s) 2016.

Remote video auditing with real-time feedback in an academic surgical suite improves safety and efficiency metrics: a cluster randomised study.

Science.gov (United States)

Overdyk, Frank J; Dowling, Oonagh; Newman, Sheldon; Glatt, David; Chester, Michelle; Armellino, Donna; Cole, Brandon; Landis, Gregg S; Schoenfeld, David; DiCapua, John F

2016-12-01

Compliance with the surgical safety checklist during operative procedures has been shown to reduce inhospital mortality and complications but proper execution by the surgical team remains elusive. We evaluated the impact of remote video auditing with real-time provider feedback on checklist compliance during sign-in, time-out and sign-out and case turnover times. Prospective, cluster randomised study in a 23-operating room (OR) suite. Surgeons, anaesthesia providers, nurses and support staff. ORs were randomised to receive, or not receive, real-time feedback on safety checklist compliance and efficiency metrics via display boards and text messages, followed by a period during which all ORs received feedback. Checklist compliance (Pass/Fail) during sign-in, time-out and sign-out demonstrated by (1) use of checklist, (2) team attentiveness, (3) required duration, (4) proper sequence and duration of case turnover times. Sign-in, time-out and sign-out PASS rates increased from 25%, 16% and 32% during baseline phase (n=1886) to 64%, 84% and 68% for feedback ORs versus 40%, 77% and 51% for no-feedback ORs (pauditing with feedback improves surgical safety checklist compliance for all cases, and turnover time for scheduled cases, but not for unscheduled cases. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

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Iisrohli Irawati

2012-06-01

Full Text Available The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students as the experimental group and Class VIII A (36 students as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA. The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 < 0.05, which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman.

Heteroclinic Bifurcation Behaviors of a Duffing Oscillator with Delayed Feedback

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Shao-Fang Wen

2018-01-01

Full Text Available The heteroclinic bifurcation and chaos of a Duffing oscillator with forcing excitation under both delayed displacement feedback and delayed velocity feedback are studied by Melnikov method. The Melnikov function is analytically established to detect the necessary conditions for generating chaos. Through the analysis of the analytical necessary conditions, we find that the influences of the delayed displacement feedback and delayed velocity feedback are separable. Then the influences of the displacement and velocity feedback parameters on heteroclinic bifurcation and threshold value of chaotic motion are investigated individually. In order to verify the correctness of the analytical conditions, the Duffing oscillator is also investigated by numerical iterative method. The bifurcation curves and the largest Lyapunov exponents are provided and compared. From the analysis of the numerical simulation results, it could be found that two types of period-doubling bifurcations occur in the Duffing oscillator, so that there are two paths leading to the chaos in this oscillator. The typical dynamical responses, including time histories, phase portraits, and Poincare maps, are all carried out to verify the conclusions. The results reveal some new phenomena, which is useful to design or control this kind of system.

How to be patient. The ability to wait for a reward depends on menstrual cycle phase and feedback-related activity.

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Luise eReimers

2014-12-01

Full Text Available Dopamine (DA plays a major role in reinforcement learning with increases promoting reward sensitivity (Go learning while decreases facilitate the avoidance of negative outcomes (NoGo learning. This is also reflected in adaptations of response time: higher levels of DA enhance speeding up to get a reward, whereas lower levels favor slowing down. The steroid hormones estradiol and progesterone have been shown to modulate dopaminergic tone. Here, we tested fourteen women twice during their menstrual cycle, during the follicular (FP and the luteal phase (LP, applying functional magnetic resonance imaging while they performed a feedback learning task. Subsequent behavioral testing assessed response time preferences with a clock task, in which subjects had to explore the optimal response time (RT to maximize reward. In the FP subjects displayed a greater learning-related change of their RT than during the LP, when they were required to slow down. Final RTs in the slow condition were also predicted by feedback-related brain activation, but only in the FP. Increased activation of the inferior frontal junction and rostral cingulate zone was thereby predictive of slower and thus better adapted final RTs. Conversely, final RT was faster and less optimal for reward maximization if activation in the ventromedial prefrontal cortex was enhanced. These findings show that hormonal shifts across the menstrual cycle affect adaptation of response speed during reward acquisition with higher RT adjustment in the FP in the condition that requires slowing down. Since high estradiol levels during the FP increase synaptic DA levels, this conforms well to our hypothesis that estradiol supports Go learning at the expense of NoGo learning. Brain-behavior correlations further indicated that the compensatory capacity to counteract the follicular Go bias may be linked to the ability to more effectively monitor action outcomes and suppress bottom-up reward desiring during

Beyond individualism: professional culture and its influence on feedback.

Science.gov (United States)

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

2013-06-01

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

40 CFR 76.8 - Early election for Group 1, Phase II boilers.

Science.gov (United States)

2010-07-01

... 40 Protection of Environment 16 2010-07-01 2010-07-01 false Early election for Group 1, Phase II boilers. 76.8 Section 76.8 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) ACID RAIN NITROGEN OXIDES EMISSION REDUCTION PROGRAM § 76.8 Early election for Group 1...

Personalised normative feedback for preventing alcohol misuse in university students: Solomon three-group randomised controlled trial.

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Maria T Moreira

Full Text Available Young people tend to over-estimate peer group drinking levels. Personalised normative feedback (PNF aims to correct this misperception by providing information about personal drinking levels and patterns compared with norms in similar aged peer groups. PNF is intended to raise motivation for behaviour change and has been highlighted for alcohol misuse prevention by the British Government Behavioural Insight Team. The objective of the trial was to assess the effectiveness of PNF with college students for the prevention of alcohol misuse.Solomon three-group randomised controlled trial. 1751 students, from 22 British Universities, allocated to a PNF group, a normal control group, or a delayed measurement control group to allow assessment of any measurement effects. PNF was provided by email. Participants completed online questionnaires at baseline, 6- and 12-months (only 12-months for the delayed measurement controls. Drinking behaviour measures were (i alcohol disorders; (ii frequency; (iii typical quantity, (iv weekly consumption; (v alcohol-related problems; (vi perceived drinking norms; and (vii positive alcohol expectancies. Analyses focused on high-risk drinkers, as well as all students, because of research evidence for the prevention paradox in student drinkers.Follow-up rates were low, with only 50% and 40% responding at 6- and 12-months, respectively, though comparable to similar European studies. We found no evidence for any systematic attrition bias. Overall, statistical analyses with the high risk sub-sample, and for all students, showed no significant effects of the intervention, at either time-point, in a completed case analysis and a multiple imputation analysis.We found no evidence for the effectiveness of PNF for the prevention of alcohol misuse and alcohol-related problems in a UK student population.Controlled-Trials.com ISRCTN30784467.

Feedback mechanisms of change: How problem alerts reported by youth clients and their caregivers impact clinician-reported session content

Science.gov (United States)

Douglas, Susan R.; Jonghyuk, Bae; de Andrade, Ana Regina Vides; Tomlinson, M. Michele; Hargraves, Ryan Pamela; Bickman, Leonard

2015-01-01

Objective This study explored how clinician-reported content addressed in treatment sessions was predicted by clinician feedback group and multi-informant cumulative problem alerts that appeared in computerized feedback reports for 299 clients aged 11 to 18 years receiving home-based community mental health treatment. Method Measures included a clinician-report of content addressed in sessions and additional measures of treatment progress and process (e.g., therapeutic alliance) completed by clinicians, clients, and their caregivers. Item responses in the top 25th percentile in severity from these measures appeared as ‘problem alerts’ on corresponding computerized feedback reports. Clinicians randomized to the feedback group received feedback weekly while the control group did not. Analyses were conducted using the Cox proportional hazards regression for recurrent events. Results For all content domains, the results of the survival analyses indicated a robust effect of the feedback group on addressing specific content in sessions, with feedback associated with shorter duration to first occurrence and increased likelihood of addressing or focusing on a topic compared to the non-feedback group. Conclusion There appears to be an important relationship between feedback and cumulative problem alerts reported by multiple informants as they influence session content. PMID:26337327

Feedback GAP: pragmatic, cluster-randomized trial of goal setting and action plans to increase the effectiveness of audit and feedback interventions in primary care.

Science.gov (United States)

Ivers, Noah M; Tu, Karen; Young, Jacqueline; Francis, Jill J; Barnsley, Jan; Shah, Baiju R; Upshur, Ross E; Moineddin, Rahim; Grimshaw, Jeremy M; Zwarenstein, Merrick

2013-12-17

Audit and feedback to physicians is a commonly used quality improvement strategy, but its optimal design is unknown. This trial tested the effects of a theory-informed worksheet to facilitate goal setting and action planning, appended to feedback reports on chronic disease management, compared to feedback reports provided without these worksheets. A two-arm pragmatic cluster randomized trial was conducted, with allocation at the level of primary care clinics. Participants were family physicians who contributed data from their electronic medical records. The 'usual feedback' arm received feedback every six months for two years regarding the proportion of their patients meeting quality targets for diabetes and/or ischemic heart disease. The intervention arm received these same reports plus a worksheet designed to facilitate goal setting and action plan development in response to the feedback reports. Blood pressure (BP) and low-density lipoprotein cholesterol (LDL) values were compared after two years as the primary outcomes. Process outcomes measured the proportion of guideline-recommended actions (e.g., testing and prescribing) conducted within the appropriate timeframe. Intention-to-treat analysis was performed. Outcomes were similar across groups at baseline. Final analysis included 20 physicians from seven clinics and 1,832 patients in the intervention arm (15% loss to follow up) and 29 physicians from seven clinics and 2,223 patients in the usual feedback arm (10% loss to follow up). Ten of 20 physicians completed the worksheet at least once during the study. Mean BP was 128/72 in the feedback plus worksheet arm and 128/73 in the feedback alone arm, while LDL was 2.1 and 2.0, respectively. Thus, no significant differences were observed across groups in the primary outcomes, but mean haemoglobin A1c was lower in the feedback plus worksheet arm (7.2% versus 7.4%, ptheory-informed goal setting and action planning worksheet to an externally produced audit and

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

Science.gov (United States)

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Unexpected Acceptance? Patients with Social Anxiety Disorder Manifest their Social Expectancy in ERPs During Social Feedback Processing

Science.gov (United States)

Cao, Jianqin; Gu, Ruolei; Bi, Xuejing; Zhu, Xiangru; Wu, Haiyan

2015-01-01

Previous studies on social anxiety have demonstrated negative-expectancy bias in social contexts. In this study, we used a paradigm that employed self-relevant positive or negative social feedback, in order to test whether this negative expectancy manifests in event-related potentials (ERPs) during social evaluation among socially anxious individuals. Behavioral data revealed that individuals with social anxiety disorder (SAD) showed more negative expectancy of peer acceptance both in the experiment and in daily life than did the healthy control participants. Regarding ERP results, we found a overally larger P2 for positive social feedback and also a group main effect, such that the P2 was smaller in SAD group. SAD participants demonstrated a larger feedback-related negativity (FRN) to positive feedback than to negative feedback. In addition, SAD participants showed a more positive ΔFRN (ΔFRN = negative – positive). Furthermore, acceptance expectancy in daily life correlated negatively with ΔFRN amplitude, while the Interaction Anxiousness Scale (IAS) score correlated positively with the ΔFRN amplitude. Finally, the acceptance expectancy in daily life fully mediated the relationship between the IAS and ΔFRN. These results indicated that both groups could differentiate between positive and negative social feedback in the early stage of social feedback processing (reflected on the P2). However, the SAD group exhibited a larger FRN to positive social feedback than to negative social feedback, demonstrating their dysfunction in the late stage of social feedback processing. In our opinion, such dysfunction is due to their greater negative social feedback expectancy. PMID:26635659

Unexpected Acceptance? Patients with Social Anxiety Disorder Manifest their Social Expectancy in ERPs During Social Feedback Processing.

Science.gov (United States)

Cao, Jianqin; Gu, Ruolei; Bi, Xuejing; Zhu, Xiangru; Wu, Haiyan

2015-01-01

Previous studies on social anxiety have demonstrated negative-expectancy bias in social contexts. In this study, we used a paradigm that employed self-relevant positive or negative social feedback, in order to test whether this negative expectancy manifests in event-related potentials (ERPs) during social evaluation among socially anxious individuals. Behavioral data revealed that individuals with social anxiety disorder (SAD) showed more negative expectancy of peer acceptance both in the experiment and in daily life than did the healthy control participants. Regarding ERP results, we found a overally larger P2 for positive social feedback and also a group main effect, such that the P2 was smaller in SAD group. SAD participants demonstrated a larger feedback-related negativity (FRN) to positive feedback than to negative feedback. In addition, SAD participants showed a more positive ΔFRN (ΔFRN = negative - positive). Furthermore, acceptance expectancy in daily life correlated negatively with ΔFRN amplitude, while the Interaction Anxiousness Scale (IAS) score correlated positively with the ΔFRN amplitude. Finally, the acceptance expectancy in daily life fully mediated the relationship between the IAS and ΔFRN. These results indicated that both groups could differentiate between positive and negative social feedback in the early stage of social feedback processing (reflected on the P2). However, the SAD group exhibited a larger FRN to positive social feedback than to negative social feedback, demonstrating their dysfunction in the late stage of social feedback processing. In our opinion, such dysfunction is due to their greater negative social feedback expectancy.

The Effect of Visual Feedback on Writing Size in Parkinson’s Disease

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Adriaan R. E. Potgieser

2015-01-01

Full Text Available Parkinson’s disease (PD leads to impairment in multiple cognitive domains. Micrographia is a relatively early PD sign of visuomotor dysfunction, characterized by a global reduction in writing size and a decrement in size during writing. Here we aimed to investigate the effect of withdrawal of visual feedback on writing size in patients with PD. Twenty-five patients with non-tremor-dominant PD without cognitive dysfunction and twenty-five age-matched controls had to write a standard sentence with and without visual feedback. We assessed the effect of withdrawal of visual feedback by measuring vertical word size (i, horizontal length of the sentence (ii, and the summed horizontal word length without interspacing (iii, comparing patients with controls. In both patients and controls, writing was significantly larger without visual feedback. This enlargement did not significantly differ between the groups. Smaller handwriting significantly correlated with increased disease severity. Contrary to previous observations that withdrawal of visual feedback caused increased writing size in specifically PD, we did not find differences between patients and controls. Both groups wrote larger without visual feedback, which adds insight in general neuronal mechanisms underlying the balance between feed-forward and feedback in visuomotor control, mechanisms that also hold for grasping movements.

Bayesian feedback versus Markovian feedback in a two-level atom

International Nuclear Information System (INIS)

Wiseman, H.M.; Mancini, Stefano; Wang Jin

2002-01-01

We compare two different approaches to the control of the dynamics of a continuously monitored open quantum system. The first is Markovian feedback, as introduced in quantum optics by Wiseman and Milburn [Phys. Rev. Lett. 70, 548 (1993)]. The second is feedback based on an estimate of the system state, developed recently by Doherty and Jacobs [Phys. Rev. A 60, 2700 (1999)]. Here we choose to call it, for brevity, Bayesian feedback. For systems with nonlinear dynamics, we expect these two methods of feedback control to give markedly different results. The simplest possible nonlinear system is a driven and damped two-level atom, so we choose this as our model system. The monitoring is taken to be homodyne detection of the atomic fluorescence, and the control is by modulating the driving. The aim of the feedback in both cases is to stabilize the internal state of the atom as close as possible to an arbitrarily chosen pure state, in the presence of inefficient detection and other forms of decoherence. Our results (obtained without recourse to stochastic simulations) prove that Bayesian feedback is never inferior, and is usually superior, to Markovian feedback. However, it would be far more difficult to implement than Markovian feedback and it loses its superiority when obvious simplifying approximations are made. It is thus not clear which form of feedback would be better in the face of inevitable experimental imperfections

Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity

Science.gov (United States)

Torres, J. T.; Anguiano, Carlos J.

2016-01-01

Feedback has typically been studied as a means of improving academic performance. Few studies inquire into the processes by which feedback shapes student identity. The authors carry out a discourse analysis of written comments to explore how feedback is discursively constructed by both teachers and students. Analysis of written feedback,…

The effects of individualized actigraph feedback on fatigue management in railroad engineers

Science.gov (United States)

2003-01-01

A total of twenty-one participants completed the three-month study designed to assess the functionality of improving individual sleep habits with Actigraph Performance Feedback. There were eleven participants in the feedback group and ten participant...

Pre-training evaluation and feedback improved skills retention of basic life support in medical students.

Science.gov (United States)

Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong

2013-09-01

Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Development of pattern aware unit (PAU) for the LCLS beam based fast feedback system

International Nuclear Information System (INIS)

Kim, K.H.; Allison, S.; Fairley, D.; Himel, T.M.; Krejcik, P.; Rogind, D.; Williams, E.

2012-01-01

LCLS is now successfully operating at its design beam repetition rate of 120 Hz, but in order to ensure stable beam operation at this high rate we have developed a new timing pattern aware EPICS controller for beam line actuators. Actuators that are capable of responding at 120 Hz are controlled by the new Pattern Aware Unit (PAU) as part of the beam-based feedback system. The beam at the LCLS is synchronized to the 60 Hz AC power line phase and is subject to electrical noise which differs according to which of the six possible AC phases is chosen from the 3-phase site power line. Beam operation at 120 Hz interleaves two of these 60 Hz phases and the feedback must be able to apply independent corrections to the beam pulse according to which of the 60 Hz timing patterns the pulse is synchronized to. The PAU works together with the LCLS Event Timing system which broadcasts a timing pattern that uniquely identifies each pulse when it is measured and allows the feedback correction to be applied to subsequent pulses belonging to the same timing pattern, or time slot, as it is referred to at SLAC. At 120 Hz operation this effectively provides us with two independent, but interleaved feedback loops. Other beam programs at the SLAC facility such as LCLS-II and FACET will be pulsed on other time slots and the PAUs in those systems will respond to their appropriate timing patterns. This paper describes the details of the PAU development: real-time requirements and achievement, scalability, and consistency. The operational results will also be described. (authors)

Effect of delayed auditory feedback on stuttering with and without central auditory processing disorders.

Science.gov (United States)

Picoloto, Luana Altran; Cardoso, Ana Cláudia Vieira; Cerqueira, Amanda Venuti; Oliveira, Cristiane Moço Canhetti de

2017-12-07

To verify the effect of delayed auditory feedback on speech fluency of individuals who stutter with and without central auditory processing disorders. The participants were twenty individuals with stuttering from 7 to 17 years old and were divided into two groups: Stuttering Group with Auditory Processing Disorders (SGAPD): 10 individuals with central auditory processing disorders, and Stuttering Group (SG): 10 individuals without central auditory processing disorders. Procedures were: fluency assessment with non-altered auditory feedback (NAF) and delayed auditory feedback (DAF), assessment of the stuttering severity and central auditory processing (CAP). Phono Tools software was used to cause a delay of 100 milliseconds in the auditory feedback. The "Wilcoxon Signal Post" test was used in the intragroup analysis and "Mann-Whitney" test in the intergroup analysis. The DAF caused a statistically significant reduction in SG: in the frequency score of stuttering-like disfluencies in the analysis of the Stuttering Severity Instrument, in the amount of blocks and repetitions of monosyllabic words, and in the frequency of stuttering-like disfluencies of duration. Delayed auditory feedback did not cause statistically significant effects on SGAPD fluency, individuals with stuttering with auditory processing disorders. The effect of delayed auditory feedback in speech fluency of individuals who stutter was different in individuals of both groups, because there was an improvement in fluency only in individuals without auditory processing disorder.

Influence of optical feedback on laser frequency spectrum and threshold conditions

DEFF Research Database (Denmark)

Osmundsen, Jens Henrik; Gade, Niels

1983-01-01

The steady state behavior of the external cavity operated laser has been analyzed, taking into account multiple reflections. The effect of optical feedback is included in the phase- and gain-conditions by a factor which is shown to have a simple geometrical representation. From this representation...... it is easily seen how the laser frequency spectrum and the threshold gain depend on external parameters such as distance to the reflection point and the amount of optical feedback. Furthermore, by inserting a variable attenuator in the external cavity and measuring the threshold current versus transmittance we...... have simultaneously determined the photon lifetime and the absolute amount of optical feedback. For the laser considered we found the photon lifetimetau_{p} = 1.55ps....

Phase diagram of the Hubbard model with arbitrary band filling: renormalization group approach

International Nuclear Information System (INIS)

Cannas, Sergio A.; Cordoba Univ. Nacional; Tsallis, Constantino.

1991-01-01

The finite temperature phase diagram of the Hubbard model in d = 2 and d = 3 is calculated for arbitrary values of the parameter U/t and chemical potential μ using a quantum real space renormalization group. Evidence for a ferromagnetic phase at low temperatures is presented. (author). 15 refs., 5 figs

Identical phase oscillators with global sinusoidal coupling evolve by Mobius group action.

Science.gov (United States)

Marvel, Seth A; Mirollo, Renato E; Strogatz, Steven H

2009-12-01

Systems of N identical phase oscillators with global sinusoidal coupling are known to display low-dimensional dynamics. Although this phenomenon was first observed about 20 years ago, its underlying cause has remained a puzzle. Here we expose the structure working behind the scenes of these systems by proving that the governing equations are generated by the action of the Mobius group, a three-parameter subgroup of fractional linear transformations that map the unit disk to itself. When there are no auxiliary state variables, the group action partitions the N-dimensional state space into three-dimensional invariant manifolds (the group orbits). The N-3 constants of motion associated with this foliation are the N-3 functionally independent cross ratios of the oscillator phases. No further reduction is possible, in general; numerical experiments on models of Josephson junction arrays suggest that the invariant manifolds often contain three-dimensional regions of neutrally stable chaos.

STAR CLUSTER FORMATION WITH STELLAR FEEDBACK AND LARGE-SCALE INFLOW

International Nuclear Information System (INIS)

Matzner, Christopher D.; Jumper, Peter H.

2015-01-01

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 its 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

Feedback på arbejdspladser

DEFF Research Database (Denmark)

Holdt Christensen, Peter

Feedback på arbejdspladser er vigtig. Men feedback er også et populært begreb mange taler med om uden dog at vide sig helt sikker på hvad det er. Formålet med denne bog er at bidrage til en bedre forståelse af hvad feedback er, hvordan det fungerer og dermed hvordan arbejdspladser bedst muligt bør...... understøtte feedback. Med udgangspunkt i forskningen identificeres centrale udfordringer ved feedback, bl.a. hvorfor det kan være svært at give præcis feedback, hvordan forholdet mellem lederen og den ansatte påvirker den feedback der gives, og hvad der kendetegner en feedback kultur. Bogen er skrevet til...... undervisere og studerende på videregående uddannelser samt praktikere der ønsker en systematisk og forskningsbaseret forståelse af feedback på arbejdspladser. Bogen er således ikke en kogebog til bedre feedback, men en analyse og diskussion af hvad forskningen ved om feedback, og bidrager med inspiration og...

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

Science.gov (United States)

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

2018-02-01

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

Measuring Galactic Feedback with the Origins Space Telescope

Science.gov (United States)

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.

Physician Perceptions of Performance Feedback in a Quality Improvement Activity.

Science.gov (United States)

Eden, Aimee R; Hansen, Elizabeth; Hagen, Michael D; Peterson, Lars E

2017-10-01

Physician performance and peer comparison feedback can affect physician care quality and patient outcomes. This study aimed to understand family physician perspectives of the value of performance feedback in quality improvement (QI) activities. This study analyzed American Board of Family Medicine open-ended survey data collected between 2004 and 2014 from physicians who completed a QI module that provided pre- and post-QI project individual performance data and peer comparisons. Physicians made 3480 comments in response to a question about this performance feedback, which were generally positive in nature (86%). Main themes that emerged were importance of accurate feedback data, enhanced detail in the content of feedback, and ability to customize peer comparison groups to compare performance to peers with similar patient populations or practice characteristics. Meaningful and tailored performance feedback may be an important tool for physicians to improve their care quality and should be considered an integral part of QI project design.

Using Feedback to Promote Physical Activity: The Role of the Feedback Sign.

Science.gov (United States)

Kramer, Jan-Niklas; Kowatsch, Tobias

2017-06-02

Providing feedback is a technique to promote health behavior that is emphasized by behavior change theories. However, these theories make contradicting predictions regarding the effect of the feedback sign-that is, whether the feedback signals success or failure. Thus, it is unclear whether positive or negative feedback leads to more favorable behavior change in a health behavior intervention. The aim of this study was to examine the effect of the feedback sign in a health behavior change intervention. Data from participants (N=1623) of a 6-month physical activity intervention was used. Participants received a feedback email at the beginning of each month. Feedback was either positive or negative depending on the participants' physical activity in the previous month. In an exploratory analysis, change in monthly step count averages was used to evaluate the feedback effect. The feedback sign did not predict the change in monthly step count averages over the course of the intervention (b=-84.28, P=.28). Descriptive differences between positive and negative feedback can be explained by regression to the mean. The feedback sign might not influence the effect of monthly feedback emails sent out to participants of a large-scale physical activity intervention. However, randomized studies are needed to further support this conclusion. Limitations as well as opportunities for future research are discussed. ©Jan-Niklas Kramer, Tobias Kowatsch. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 02.06.2017.

Feedback control and stabilization experiments on the Texas Experimental Tokamak (TEXT)

International Nuclear Information System (INIS)

Uckan, T.; Carreras, B.A.; Richards, B.; Wootton, A.J.; Bengtson, R.D.; Bravenec, R.; Li, G.X.; Hurwitz, P.D.; Phillips, P.E.; Rowan, W.L.

1994-06-01

Plasma edge feedback experiments on the Texas Experimental Tokamak (TEXT) have been successful in controlling the edge plasma potential fluctuation level. The feedback wave-launcher, consisting of electrostatic probes located in the shadow of the limiter, is driven by the local edge potential fluctuations. In general, the edge potential fluctuations are modified in a broad frequency band. Moreover, it is observed that the potential fluctuations can be reduced (≤100 kHz) without enhancing other modes, or excited (10 to 12 kHz), depending on the phase difference between the driver and the launcher signal, and gain of the system. This turbulence modification is achieved not only locally but also halfway around the torus and has about 2 cm of poloidal extent. Experiments on the characterization of the global plasma parameters with the edge feedback are discussed. Effects of the edge feedback on the estimated fluctuation-induced radial particle flux as well as on the local plasma parameters are presented

Evaluating a web-based health risk assessment with tailored feedback: what does an expert focus group yield compared to a web-based end-user survey?

Science.gov (United States)

Vosbergen, Sandra; Mahieu, Guy R; Laan, Eva K; Kraaijenhagen, Roderik A; Jaspers, Monique Wm; Peek, Niels

2014-01-02

Increasingly, Web-based health applications are developed for the prevention and management of chronic diseases. However, their reach and utilization is often disappointing. Qualitative evaluations post-implementation can be used to inform the optimization process and ultimately enhance their adoption. In current practice, such evaluations are mainly performed with end-user surveys. However, a review approach by experts in a focus group may be easier to administer and might provide similar results. The aim of this study was to assess whether industrial design engineers in a focus group would address the same issues as end users in a Web-based survey when evaluating a commercial Web-based health risk assessment (HRA) with tailored feedback. Seven Dutch companies used the HRA as part of their corporate health management strategy. Employees using the HRA (N=2289) and 10 independent industrial designers were invited to participate in the study. The HRA consisted of four components: (1) an electronic health questionnaire, (2) biometric measurements, (3) laboratory evaluation, and (4) individually tailored feedback generated by decision support software. After participating in the HRA as end users, both end users and designers evaluated the program. End users completed an evaluation questionnaire that included a free-text field. Designers participated in a focus group discussion. Constructs from user satisfaction and technology acceptance theories were used to categorize and compare the remarks from both evaluations. We assessed and qualitatively analyzed 294 remarks of 189 end users and 337 remarks of 6 industrial designers, pertaining to 295 issues in total. Of those, 137 issues were addressed in the end-user survey and 148 issues in the designer focus group. Only 7.3% (10/137) of the issues addressed in the survey were also addressed in the focus group. End users made more remarks about the usefulness of the HRA and prior expectations that were not met. Designers made

Effect- and Performance-Based Auditory Feedback on Interpersonal Coordination

Directory of Open Access Journals (Sweden)

Tong-Hun Hwang

2018-03-01

Full Text Available When two individuals interact in a collaborative task, such as carrying a sofa or a table, usually spatiotemporal coordination of individual motor behavior will emerge. In many cases, interpersonal coordination can arise independently of verbal communication, based on the observation of the partners' movements and/or the object's movements. In this study, we investigate how social coupling between two individuals can emerge in a collaborative task under different modes of perceptual information. A visual reference condition was compared with three different conditions with new types of additional auditory feedback provided in real time: effect-based auditory feedback, performance-based auditory feedback, and combined effect/performance-based auditory feedback. We have developed a new paradigm in which the actions of both participants continuously result in a seamlessly merged effect on an object simulated by a tablet computer application. Here, participants should temporally synchronize their movements with a 90° phase difference and precisely adjust the finger dynamics in order to keep the object (a ball accurately rotating on a given circular trajectory on the tablet. Results demonstrate that interpersonal coordination in a joint task can be altered by different kinds of additional auditory information in various ways.

Feedback on students' clinical reasoning skills during fieldwork education.

Science.gov (United States)

de Beer, Marianne; Mårtensson, Lena

2015-08-01

Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability. A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. Students' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. © 2015 The Authors. Australian Occupational Therapy Journal published by Wiley Publishing Asia Pty Ltd on behalf of Occupational Therapy Australia.

Unexpected acceptance? Patients with social anxiety disorder manifest their social expectancy in ERPs during social feedback processing

Directory of Open Access Journals (Sweden)

Jianqin eCao

2015-11-01

Full Text Available Previous studies on social anxiety have demonstrated negative-expectancy bias in social contexts. In this study, we used a paradigm that employed self-relevant positive or negative social feedback, in order to test whether this negative expectancy manifests in event-related potentials (ERPs during social evaluation among socially anxious individuals. Behavioral data revealed that individuals with social anxiety disorder (SAD showed more negative expectancy of peer acceptance both in the experiment and in daily life than did the healthy control (HC participants. Regarding ERP results, we found a overally larger P2 for positive social feedback and also a group main effect, such that the P2 was smaller in SAD group. SAD participants demonstrated a larger FRN to positive feedback than to negative feedback. In addition, SAD participants showed a more positive △FRN (△FRN = negative - positive. Furthermore, acceptance expectancy in daily life correlated negatively with △FRN amplitude, while the Interaction Anxiousness Scale (IAS score correlated positively with the △FRN amplitude. Finally, the acceptance expectancy in daily life fully mediated the relationship between the IAS and △FRN. These results indicated that both groups could differentiate between positive and negative social feedback in the early stage of social feedback processing (reflected on the P2. However, the SAD group exhibited a larger FRN to positive social feedback than to negative social feedback, demonstrating their dysfunction in the late stage of social feedback processing. In our opinion, such dysfunction is due to their greater negative social feedback expectancy.

Feedback on end-of-life care in dementia: the study protocol of the FOLlow-up project.

Science.gov (United States)

Boogaard, Jannie A; van Soest-Poortvliet, Mirjam C; Anema, Johannes R; Achterberg, Wilco P; Hertogh, Cees M P M; de Vet, Henrica C W; van der Steen, Jenny T

2013-08-07

End-of-life care in dementia in nursing homes is often found to be suboptimal. The Feedback on End-of-Life care in dementia (FOLlow-up) project tests the effectiveness of audit- and feedback to improve the quality of end-of-life care in dementia. Nursing homes systematically invite the family after death of a resident with dementia to provide feedback using the End-of-Life in Dementia (EOLD) - instruments. Two audit- and feedback strategies are designed and tested in a three-armed Randomized Controlled Trial (RCT): a generic feedback strategy using cumulative EOLD-scores of a group of patients and a patient specific feedback strategy using EOLD-scores on a patient level. A total of 18 nursing homes, three groups of six homes matched on size, geographic location, religious affiliation and availability of a palliative care unit were randomly assigned to an intervention group or the control group. The effect on quality of care and quality of dying and the barriers and facilitators of audit- and feedback in the nursing home setting are evaluated using mixed-method analyses. The FOLlow-up project is the first study to assess and compare the effect of two audit- and feedback strategies to improve quality of care and quality of dying in dementia. The results contribute to the development of practice guidelines for nursing homes to monitor and improve care outcomes in the realm of end-of-life care in dementia. The Netherlands National Trial Register (NTR). NTR3942.

Enhancing Productivity Through Feedback and Goal Setting. Final Report.

Science.gov (United States)

Pritchard, Robert D.; And Others

A field test was conducted to research the effects of feedback and goal-setting techniques on increasing productivity. Subjects were regular employees of two autonomous clerical-type units in a credit card and payment processing center of a Southwestern oil company. The study desiqn had three phases--baseline period and two experimental conditions…

Tutorial on beam-based feedback systems for linacs

International Nuclear Information System (INIS)

Hendrickson, L.; Allison, S.; Gromme, T.; Grossberg, P.; Himel, T.; Krauter, K.; MacKenzie, R.; Ross, M.; Sass, R.; Shoaee, H.

1994-08-01

A generalized fast feedback system stabilizes beams in the SLC. It performs measurements and modifies actuator settings to control beam states such as position, angle, energy and intensity on a pulse to pulse basis. An adaptive cascade feature allows communication between a series of linac loops, avoiding overcorrection problems. The system is based on the state space formalism of digital control theory. Due to the database-driven design, new loops are added without requiring software modifications. Recent enhancements support the monitoring and control of nonlinear states such as beam phase using excitation techniques. In over three years of operation, the feedback system has grown from its original eight loops to more than fifty loops, and it has been invaluable in stabilizing the machine

Group theoretical arguments on the Landau theory of second-order phase transitions applied to the phase transitions in some liquid crystals

International Nuclear Information System (INIS)

Rosciszewski, K.

1979-01-01

The phase transitions between liquids and several of the simplest liquid crystalline phases (nematic, cholesteric, and the simplest types of smectic A and smectic C) were studied from the point of view of the group-theoretical arguments of Landau theory. It was shown that the only possible candidates for second-order phase transitions are those between nematic and smectic A, between centrosymmetric nematic and smectic C and between centrosymmetric smectic A and smectic C. Simple types of density functions for liquid crystalline phases are proposed. (author)

Transition from weak to strong measurements by nonlinear quantum feedback control

International Nuclear Information System (INIS)

Zhang Jing; Liu Yuxi; Wu Rebing; Li Chunwen; Tarn, Tzyh-Jong

2010-01-01

We find that feedback control may induce 'pseudo'-nonlinear dynamics in a damped harmonic oscillator, whose centroid trajectory in the phase space behaves like a classical nonlinear system. Thus, similar to nonlinear amplifiers (e.g., rf-driven Josephson junctions), feedback control on the harmonic oscillator can induce nonlinear bifurcation, which can be used to amplify small signals and further to measure quantum states of qubits. Using the cavity QED and the circuit QED systems as examples, we show how to apply our method to measuring the states of two-level atoms and superconducting charge qubits.

Rationalizing Oral Corrective Feedback in Sudanese EFL Classrooms

Directory of Open Access Journals (Sweden)

Bashir Abuelnour Elbashir Hussein

2014-05-01

Full Text Available This study is primarily investigating teachers’ perceptions about the application of oral corrective feedback in Sudanese EFL classrooms. It attempts to explore and rationalize the application of oral feedback in an EFL context, specifically in Sudan. For this purpose, a questionnaire was designed and distributed to (70 EFL secondary school teachers. An observation checklist was also used during class visits to further support the qualitative data. The results showed that EFL teachers have different views about giving oral corrective feedback. The findings also revealed that recast is the most commonly used approach, followed by elicitation and metalinguistic feedback, respectively. Clarification requests were found to be the least commonly used approach. Regarding teaching language systems, it was found that recasts is the most common approach used in teaching vocabulary and pronunciation whereas metalinguistic is highly preferred in teaching grammar. The study concluded with some relevant recommendations: First, it is the responsibility of the concerned authorities to make the school environment a better place for learning; class size and learning aids are important to help facilitate the role of the teacher in offering good quality teaching where feedback is provided for every learner. Second, educators and experts should hold regular seminars and conferences, issue magazines and periodicals on feedback and other relevant ELT topics. Moreover, teachers should be trained on how to give feedback on oral production. Finally, teachers should push students towards pair/group work because by doing so this will provide opportunities for ST-ST and T-ST feedback.

Effects of Informative and Confirmatory Feedback on Brain Activation During Negative Feedback Processing

Directory of Open Access Journals (Sweden)

Yeon-Kyoung eWoo

2015-06-01

Full Text Available The current study compared the effects of informative and confirmatory feedback on brain activation during negative feedback processing. For confirmatory feedback trials, participants were informed that they had failed the task, whereas informative feedback trials presented task relevant information along with the notification of their failure. Fourteen male undergraduates performed a series of spatial-perceptual tasks and received feedback while their brain activity was recorded. During confirmatory feedback trials, greater activations in the amygdala, dorsal anterior cingulate cortex, and the thalamus (including the habenular were observed in response to incorrect responses. These results suggest that confirmatory feedback induces negative emotional reactions to failure. In contrast, informative feedback trials elicited greater activity in the dorsolateral prefrontal cortex (DLPFC when participants experienced failure. Further psychophysiological interaction (PPI analysis revealed a negative coupling between the DLPFC and the amygdala during informative feedback relative to confirmatory feedback trials. These findings suggest that providing task-relevant information could facilitate implicit down-regulation of negative emotions following failure.

Self-regulated learning: A key learning effect of feedback in a ...

African Journals Online (AJOL)

Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback ...

77 FR 28894 - Agency Information Collection Activities: Collection of Qualitative Feedback Through Focus Groups

Science.gov (United States)

2012-05-16

... Policy and Strategy, 20 Massachusetts Avenue, Washington, DC 20529-2020. Comments may also be submitted...: Individuals or households; Business or other for-profit. The information collection activity will garner... directly to the improvement of program management. Feedback collected under this generic clearance will...

Using a Feedback Environment to Improve Creative Performance: A Dynamic Affect Perspective

OpenAIRE

Gong, Zhenxing; Zhang, Na

2017-01-01

Prior research on feedback and creative performance has neglected the dynamic nature of affect and has focused only on the influence of positive affect. We argue that creative performance is the result of a dynamic process in which a person experiences a phase of negative affect and subsequently enters a state of high positive affect that is influenced by the feedback environment. Hierarchical regression was used to analyze a sample of 264 employees from seven industry firms. The results indi...

Automated feedback to foster safe driving in young drivers: phase 2 : traffic tech.

Science.gov (United States)

2015-12-01

Intelligent Speed Adaptation (ISA) provides a promising approach to reduce speeding. A core principle of ISA is real-time feedback that lets drivers know when they are driving over the speed limit. The overall goal of the study was to provide insight...

The Vibe of Skating; Design and Testing of a Vibro-Tactile Feedback System

Directory of Open Access Journals (Sweden)

Arjen J. Jansen

2018-03-01

Full Text Available Providing athletes with real-time feedback on their performance is becoming common in many sports, also in speed skating. This research-by-design project aims at finding a tool that allows the speed skater to get real-time feedback on his performance. Speed skaters often mention a so-called “good feeling” when skating behind a better skater. It is the feeling nearly every speed skater is after when skating alone; skate with less power while maintaining the same speed and feeling of ease. A longer push-off phase at a constant cadence has proven to contribute to this ideal situation but is hard for the coach alone to influence this. Therefore, a system was designed that measures the skating cadence and challenges the skater to change his skating stroke by means of vibro-tactile feedback. Four subjects have tested the feedback system. From this test, we concluded that the system provides meaningful feedback towards changing the skating cycle.

PLS beam position measurement and feedback system

International Nuclear Information System (INIS)

Huang, J.Y.; Lee, J.; Park, M.K.; Kim, J.H.; Won, S.C.

1992-01-01

A real-time orbit correction system is proposed for the stabilization of beam orbit and photon beam positions in Pohang Light Source. PLS beam position monitoring system is designed to be VMEbus compatible to fit the real-time digital orbit feedback system. A VMEbus based subsystem control computer, Mil-1553B communication network and 12 BPM/PS machine interface units constitute digital part of the feedback system. With the super-stable PLS correction magnet power supply, power line frequency noise is almost filtered out and the dominant spectra of beam obtit fluctuations are expected to appear below 15 Hz. Using DSP board in SCC for the computation and using an appropriate compensation circuit for the phase delay by the vacuum chamber, PLS real-time orbit correction system is realizable without changing the basic structure of PLS computer control system. (author)

United States Air Force Academy Educational Outcomes Assessment Working Group. Phase 2

National Research Council Canada - National Science Library

Porter, David

1997-01-01

This publication provides an account of educational outcomes assessment activity undertaken by seven assessment teams under the Phase II Charter of the Dean of the Faculty's Educational Outcomes Assessment Working Group...

The effect of metacognitive monitoring feedback on performance in a computer-based training simulation.

Science.gov (United States)

Kim, Jung Hyup

2018-02-01

This laboratory experiment was designed to study the effect of metacognitive monitoring feedback on performance in a computer-based training simulation. According to prior research on metacognition, the accurate checking of learning is a critical part of improving the quality of human performance. However, only rarely have researchers studied the learning effects of the accurate checking of retrospective confidence judgments (RCJs) during a computer-based military training simulation. In this study, we provided participants feedback screens after they had completed a warning task and identification task in a radar monitoring simulation. There were two groups in this experiment. One group (group A) viewed the feedback screens with the flight path of all target aircraft and the triangular graphs of both RCJ scores and human performance together. The other group (group B) only watched the feedback screens with the flight path of all target aircraft. There was no significant difference in performance improvement between groups A and B for the warning task (Day 1: group A - 0.347, group B - 0.305; Day 2: group A - 0.488, group B - 0.413). However, the identification task yielded a significant difference in performance improvement between these groups (Day 1: group A - 0.174, group B - 0.1555; Day 2: group A - 0.324, group B - 0.199). The results show that debiasing self-judgment of the identification task produces a positive training effect on learners. The findings of this study will be beneficial for designing an advanced instructional strategy in a simulation-based training environment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Rateless feedback codes

DEFF Research Database (Denmark)

Sørensen, Jesper Hemming; Koike-Akino, Toshiaki; Orlik, Philip

2012-01-01

This paper proposes a concept called rateless feedback coding. We redesign the existing LT and Raptor codes, by introducing new degree distributions for the case when a few feedback opportunities are available. We show that incorporating feedback to LT codes can significantly decrease both...... the coding overhead and the encoding/decoding complexity. Moreover, we show that, at the price of a slight increase in the coding overhead, linear complexity is achieved with Raptor feedback coding....

The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

Directory of Open Access Journals (Sweden)

Mohammad Nowbakht

2015-08-01

Full Text Available In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was required to produce written output. They also received corrective feedback on their lexical errors if any. This could result in the production of modified output. The results of the study indicated that (a the group which produced output and received feedback (if necessary outperformed the group which only received input in the post-test, (b within the experimental group, feedback played a greater role in learners’ better performance than output, (c also a positive correlation between the amount of feedback an individual learner received, and his overall performance in the post-test; and also between the amount of feedback given for a specific word and the correct responses given to its related item in the post-test was found.  The findings of this study provide evidence for the role of output production along with receiving corrective feedback in enhancing L2 processing by drawing further L2 learners’ attention to their output which in turn may result in improving their receptive acquisition of L2 words. Furthermore, as the results suggested, feedback made a more contribution to L2 development than output. Keywords: comprehensible input, output, interaction, corrective feedback, modified output, receptive vocabulary acquisition

Learning from Negative Feedback in Patients with Major Depressive Disorder is Attenuated by SSRI Antidepressants

Directory of Open Access Journals (Sweden)

Mohammad M. Herzallah

2013-09-01

Full Text Available One barrier to interpreting past studies of cognition and Major Depressive Disorder (MDD has been the failure in many studies to adequately dissociate the effects of MDD from the potential cognitive side effects of Selective Serotonin Reuptake Inhibitors (SSRI use. To better understand how remediation of depressive symptoms affects cognitive function in MDD, we evaluated three groups of subjects: medication-naïve patients with MDD, medicated patients with MDD receiving the SSRI paroxetine and healthy control subjects. All were administered a category-learning task that allows for dissociation between learning from positive feedback (reward versus learning from negative feedback (punishment. Healthy subjects learned significantly better from positive feedback than medication-naïve and medicated MDD groups, whose learning accuracy did not differ significantly. In contrast, medicated patients with MDD learned significantly less from negative feedback than medication-naïve patients with MDD and healthy subjects, whose learning accuracy was comparable. A comparison of subject’s relative sensitivity to positive versus negative feedback showed that both the medicated MDD and healthy control groups conform to Kahneman and Tversky’s (1979 Prospect Theory, which expects losses (negative feedback to loom psychologically slightly larger than gains (positive feedback. However, medicated MDD and HC profiles are not similar, which indicates that the state of medicated MDD is not ‘normal’ when compared to HC, but rather balanced with less learning from both positive and negative feedback. On the other hand, medication-naïve patients with MDD violate Prospect Theory by having significantly exaggerated learning from negative feedback. This suggests that SSRI antidepressants impair learning from negative feedback, while having negligible effect on learning from positive feedback. Overall, these findings shed light on the importance of dissociating the

Black hole feedback on the first galaxies

Science.gov (United States)

Jeon, Myoungwon; Pawlik, Andreas H.; Greif, Thomas H.; Glover, Simon C. O.; Bromm, Volker; Milosavljević, Miloš; Klessen, Ralf S.

2012-09-01

We study how the first galaxies were assembled under feedback from the accretion onto a central black hole (BH) that is left behind by the first generation of metal-free stars through selfconsistent, cosmological simulations. X-ray radiation fromthe accretion of gas onto BH remnants of Population III (Pop III) stars, or from high-mass X-ray binaries (HMXBs), again involving Pop III stars, influences the mode of second generation star formation. We track the evolution of the black hole accretion rate and the associated X-ray feedback startingwith the death of the Pop III progenitor star inside a minihalo and following the subsequent evolution of the black hole as the minihalo grows to become an atomically cooling galaxy. We find that X-ray photoionization heating from a stellar-mass BH is able to quench further star formation in the host halo at all times before the halo enters the atomic cooling phase. X-ray radiation from a HMXB, assuming a luminosity close to the Eddington value, exerts an even stronger, and more diverse, feedback on star formation. It photoheats the gas inside the host halo, but also promotes the formation of molecular hydrogen and cooling of gas in the intergalactic medium and in nearby minihalos, leading to a net increase in the number of stars formed at early times. Our simulations further show that the radiative feedback from the first BHs may strongly suppress early BH growth, thus constraining models for the formation of supermassive BHs.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

Science.gov (United States)

Patel, Nilesh Kumar

2018-01-01

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

Feedback control and stabilization experiments on the Texas Experimental Tokamak (TEXT)

International Nuclear Information System (INIS)

Uckan, T.; Richards, B.; Wootton, A.J.; Bengtson, R.D.; Bravenec, R.; Carreras, B.A.; Li, G.X.; Hurwitz, P.; Phillips, P.E.; Rowan, W.L.; Tsui, H.Y.W.; Uglum, J.R.; Wen, Y.; Winslow, D.

1995-01-01

Plasma edge feedback experiments on the Texas Experimental Tokamak (TEXT) have been successful in controlling the edge plasma potential fluctuation level. The feedback wave-launcher is driven by the local edge potential fluctuations. The edge potential fluctuations are modified in a broad frequency band. Moreover, the potential fluctuations can be reduced (≤100 kHz) without enhancing other modes, or excited (10 to 12 kHz), depending on the phase difference between the driver and the launcher signal, and gain of the system. This turbulence modification is achieved not only locally but also halfway around the torus and has about 2 cm of poloidal extent. The local plasma parameters at the edge and the estimated fluctuation-induced radial particle flux are somewhat affected by the edge feedback. ((orig.))

Leaders’ Behaviors Matter: The Role of Delegation in Promoting Employees’ Feedback-Seeking Behavior

Directory of Open Access Journals (Sweden)

Xiyang Zhang

2017-06-01

Full Text Available Feedback helps employees to evaluate and improve their performance, but there have been relatively few empirical investigations into how leaders can encourage employees to seek feedback. To fill this gap we examined the relationship among delegation, psychological empowerment, and feedback-seeking behavior. We hypothesized that delegation promotes feedback-seeking behavior by psychologically empowering subordinates. In addition, power distance moderates the relationship between delegation and feedback-seeking behavior. Analysis of data from a sample of 248 full-time employees of a hotel group in northern China indicated that delegation predicts subordinates’ feedback seeking for individuals with moderate and high power distance orientation, but not for those with low power distance orientation. The mediation hypothesis was also supported.

Leaders’ Behaviors Matter: The Role of Delegation in Promoting Employees’ Feedback-Seeking Behavior

Science.gov (United States)

Zhang, Xiyang; Qian, Jing; Wang, Bin; Jin, Zhuyun; Wang, Jiachen; Wang, Yu

2017-01-01

Feedback helps employees to evaluate and improve their performance, but there have been relatively few empirical investigations into how leaders can encourage employees to seek feedback. To fill this gap we examined the relationship among delegation, psychological empowerment, and feedback-seeking behavior. We hypothesized that delegation promotes feedback-seeking behavior by psychologically empowering subordinates. In addition, power distance moderates the relationship between delegation and feedback-seeking behavior. Analysis of data from a sample of 248 full-time employees of a hotel group in northern China indicated that delegation predicts subordinates’ feedback seeking for individuals with moderate and high power distance orientation, but not for those with low power distance orientation. The mediation hypothesis was also supported. PMID:28638357

Dysfunctional feedback processing in adolescent males with conduct disorder.

Science.gov (United States)

Gao, Yidian; Chen, Haiyan; Jia, Huiqiao; Ming, Qingsen; Yi, Jinyao; Yao, Shuqiao

2016-01-01

Abnormalities in neural feedback-processing systems may play a role in the development of dysfunctional behavior in individuals diagnosed with conduct disorder (CD). The present study investigated the relation between CD adolescents and feedback processing by measuring event-related potentials (ERPs) in a single outcome gambling task, which included reward valence (loss and gain) and reward magnitude (10 and 50cents) as outcomes. N2 and P3 components have been established as effective indicators in studies of behavioral disinhibition, reward processing, and decision-making. Eighteen adolescent males (age: 13-17years) diagnosed with CD and 19 healthy age-matched male controls were recruited. Compared to healthy controls, CD individuals exhibited reduced N2 amplitudes in response to loss condition. There was also a significant decreased P3 amplitude in all conditions. The amplitudes of P3 were negatively correlated with impulsivity scores across both groups, and the amplitudes of N2 were positively correlated with impulsivity scores across both groups. Our findings suggest that adolescents with CD may be impaired in neural sensitivity feedback and the processing of environmental cues compared to healthy controls. Moreover, N2 and P3 may be reliable indices to detect different sensitivity in reward and punishment feedback processing. Copyright © 2015 Elsevier B.V. All rights reserved.

Altering length and velocity feedback during a neuro-musculoskeletal simulation of normal gait contributes to hemiparetic gait characteristics.

Science.gov (United States)

Jansen, Karen; De Groote, Friedl; Aerts, Wouter; De Schutter, Joris; Duysens, Jacques; Jonkers, Ilse

2014-04-30

Spasticity is an important complication after stroke, especially in the anti-gravity muscles, i.e. lower limb extensors. However the contribution of hyperexcitable muscle spindle reflex loops to gait impairments after stroke is often disputed. In this study a neuro-musculoskeletal model was developed to investigate the contribution of an increased length and velocity feedback and altered reflex modulation patterns to hemiparetic gait deficits. A musculoskeletal model was extended with a muscle spindle model providing real-time length and velocity feedback of gastrocnemius, soleus, vasti and rectus femoris during a forward dynamic simulation (neural control model). By using a healthy subject's base muscle excitations, in combination with increased feedback gains and altered reflex modulation patterns, the effect on kinematics was simulated. A foot-ground contact model was added to account for the interaction effect between the changed kinematics and the ground. The qualitative effect i.e. the directional effect and the specific gait phases where the effect is present, on the joint kinematics was then compared with hemiparetic gait deviations reported in the literature. Our results show that increased feedback in combination with altered reflex modulation patterns of soleus, vasti and rectus femoris muscle can contribute to excessive ankle plantarflexion/inadequate dorsiflexion, knee hyperextension/inadequate flexion and increased hip extension/inadequate flexion during dedicated gait cycle phases. Increased feedback of gastrocnemius can also contribute to excessive plantarflexion/inadequate dorsiflexion, however in combination with excessive knee and hip flexion. Increased length/velocity feedback can therefore contribute to two types of gait deviations, which are both in accordance with previously reported gait deviations in hemiparetic patients. Furthermore altered modulation patterns, in particular the reduced suppression of the muscle spindle feedback during

Lack of transfer of skills after virtual reality simulator training with haptic feedback.

Science.gov (United States)

Våpenstad, Cecilie; Hofstad, Erlend Fagertun; Bø, Lars Eirik; Kuhry, Esther; Johnsen, Gjermund; Mårvik, Ronald; Langø, Thomas; Hernes, Toril Nagelhus

2017-12-01

Virtual reality (VR) simulators enrich surgical training and offer training possibilities outside of the operating room (OR). In this study, we created a criterion-based training program on a VR simulator with haptic feedback and tested it by comparing the performances of a simulator group against a control group. Medical students with no experience in laparoscopy were randomly assigned to a simulator group or a control group. In the simulator group, the candidates trained until they reached predefined criteria on the LapSim ® VR simulator (Surgical Science AB, Göteborg, Sweden) with haptic feedback (Xitact TM IHP, Mentice AB, Göteborg, Sweden). All candidates performed a cholecystectomy on a porcine organ model in a box trainer (the clinical setting). The performances were video rated by two surgeons blinded to subject training status. In total, 30 students performed the cholecystectomy and had their videos rated (N = 16 simulator group, N = 14 control group). The control group achieved better video rating scores than the simulator group (p training program did not transfer skills to the clinical setting. Poor mechanical performance of the simulated haptic feedback is believed to have resulted in a negative training effect.

Velocity Feedback Experiments

Directory of Open Access Journals (Sweden)

Chiu Choi

2017-02-01

Full Text Available Transient response such as ringing in a control system can be reduced or removed by velocity feedback. It is a useful control technique that should be covered in the relevant engineering laboratory courses. We developed velocity feedback experiments using two different low cost technologies, viz., operational amplifiers and microcontrollers. These experiments can be easily integrated into laboratory courses on feedback control systems or microcontroller applications. The intent of developing these experiments was to illustrate the ringing problem and to offer effective, low cost solutions for removing such problem. In this paper the pedagogical approach for these velocity feedback experiments was described. The advantages and disadvantages of the two different implementation of velocity feedback were discussed also.

Feedbacks between air pollution and weather, Part 1: Effects on weather

Science.gov (United States)

Makar, P. A.; Gong, W.; Milbrandt, J.; Hogrefe, C.; Zhang, Y.; Curci, G.; Žabkar, R.; Im, U.; Balzarini, A.; Baró, R.; Bianconi, R.; Cheung, P.; Forkel, R.; Gravel, S.; Hirtl, M.; Honzak, L.; Hou, A.; Jiménez-Guerrero, P.; Langer, M.; Moran, M. D.; Pabla, B.; Pérez, J. L.; Pirovano, G.; San José, R.; Tuccella, P.; Werhahn, J.; Zhang, J.; Galmarini, S.

2015-08-01

The meteorological predictions of fully coupled air-quality models running in ;feedback; versus ;no-feedback; simulations were compared against each other and observations as part of Phase 2 of the Air Quality Model Evaluation International Initiative. In the ;no-feedback; mode, the aerosol direct and indirect effects were disabled, with the models reverting to either climatologies of aerosol properties, or a no-aerosol weather simulation. In the ;feedback; mode, the model-generated aerosols were allowed to modify the radiative transfer and/or cloud formation parameterizations of the respective models. Annual simulations with and without feedbacks were conducted on domains over North America for the years 2006 and 2010, and over Europe for the year 2010. The incorporation of feedbacks was found to result in systematic changes to forecast predictions of meteorological variables, both in time and space, with the largest impacts occurring in the summer and near large sources of pollution. Models incorporating only the aerosol direct effect predicted feedback-induced reductions in temperature, surface downward and upward shortwave radiation, precipitation and PBL height, and increased upward shortwave radiation, in both Europe and North America. The feedback response of models incorporating both the aerosol direct and indirect effects varied across models, suggesting the details of implementation of the indirect effect have a large impact on model results, and hence should be a focus for future research. The feedback response of models incorporating both direct and indirect effects was also consistently larger in magnitude to that of models incorporating the direct effect alone, implying that the indirect effect may be the dominant process. Comparisons across modelling platforms suggested that direct and indirect effect feedbacks may often act in competition: the sign of residual changes associated with feedbacks often changed between those models incorporating the

Strategies in probabilistic feedback learning in Parkinson patients OFF medication.

Science.gov (United States)

Bellebaum, C; Kobza, S; Ferrea, S; Schnitzler, A; Pollok, B; Südmeyer, M

2016-04-21

Studies on classification learning suggested that altered dopamine function in Parkinson's Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus-response-outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Numerical investigation of the nonlinear dynamics of a hybrid acousto-optic Bragg cell with a variable feedback gain

Science.gov (United States)

Chatterjee, Monish R.; Zhou, Hao

2014-09-01

Since around 1979, the operation of an acousto-optic Bragg cell under positive first-order feedback via amplification and delay in the loop has been studied extensively by several groups [1-3]. In recent work, the analysis of the nonlinear dynamics (NLD) of the system was extended to include bistable maps and Lyapunov exponents, and application of the chaos for signal encryption and decryption for uniform plane waves. The present work originated with the problem of a variable photodetector aperture opening relative to the first-order light. This potentially complex problem is simplified by assuming instead a variable feedback gain ( β ~ (t)), which leads to considerably different NLD. This paper examines initially the NLD versus the (DC) bias voltage for different variable- β ~ conditions, including slow and fast rates of change of the gain with time in relation to the feedback delay. It is found that the response depends critically on the rate of rise of the feedback gain, and also that the resulting chaotic regimes are generally significantly different from those for fixed values of β ~ . We have generated constant feedback gain and the variable feedback gain (t) chaos characteristics of the hybrid A-O network. Chaos as an equivalent carrier has been used to encrypt messages for both fixed and variable β ~ . The transmitted signal is detected from the encrypted carrier using a heterodyne method, using a slave Bragg cell with matched keys to generate local chaos followed by a low pass filter and a phase inverter. Results between variable- and fixed-gain systems are compared in terms of advantages and disadvantages.

Feedback-Mediated Upper Extremities Exercise: Increasing Patient Motivation in Poststroke Rehabilitation

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Maša D. Popović

2014-01-01

Full Text Available Purpose. This proof-of-concept study investigated whether feedback-mediated exercise (FME of the affected arm of hemiplegic patients increases patient motivation and promotes greater improvement of motor function, compared to no-feedback exercise (NFE. Method. We developed a feedback-mediated treatment that uses gaming scenarios and allows online and offline monitoring of both temporal and spatial characteristics of planar movements. Twenty poststroke hemiplegic inpatients, randomly assigned to the FME and NFE group, received therapy five days a week for three weeks. The outcome measures were evaluated from the following: (1 the modified drawing test (mDT, (2 received therapy time—RTT, and (3 intrinsic motivation inventory—IMI. Results. The FME group patients showed significantly higher improvement in the speed metric (P<0.01, and smoothness metric (P<0.01, as well as higher RTT (P<0.01. Significantly higher patient motivation is observed in the FME group (interest/enjoyment subscale (P<0.01 and perceived competence subscale (P<0.01. Conclusion. Prolonged endurance in training and greater improvement in certain areas of motor function, as well as very high patient motivation and strong positive impressions about the treatment, suggest the positive effects of feedback-mediated treatment and its high level of acceptance by patients.

The effect of normative feedback on stability and efficacy of some selected muscles in a balancing task

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Saeed Ashrafpoor Navaee

2016-03-01

Full Text Available The purpose of the present study was to determine the effects of normative feedback on stability and efficacy of some selected muscles at different task difficulty levels in novice individuals. Thirty participants (age Mean= 22.60, SD=1.89 years were randomly assigned into three groups of positive, negative normative feedback and control.  The experimental groups participated in 160 acquisition trials (16 blocks of 10trials for 4 consecutive days (40 per day. Post test was performed after last practice session. The result of ANOVA-repeated measure test indicated that positive normative feedback group outperformed the other groups in stability indices of overall stability (P=0.004, anterior-posterior (P=0.01 and medial-lateral (P=0.001. In addition, the result of Covariance test at electromyography indices of the Soleus and Peroneus brevis showed significant differences in the favor of positive normative feedback in post-test. The findings of the present study showed that normative feedback has functional motivation affect that directly influences physiological changes level of stability control. KEY WORDS: Electromyography, knowledge of result, normative feedback, performance, stability control.

Feedback Control Design for a Walking Athlete Robot

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Xuan Vu Trien Nguyen

2017-06-01

Full Text Available In the paper, authors generalized the dynamic model of an athlete robot with elastic legs through Lagrange method. Then, a feed-back controller was designed to control the robot through a step-walking. The research just focused on stance phase – the period that robot just touched one leg on the ground. The simulation results showed that system worked well with the designed controller.

Packetized Media Streaming with Comprehensive Exploitation of Feedback Information

OpenAIRE

De Vleeschouwer, C.; Frossard, P.

2005-01-01

This paper addresses the problem of streaming packetized media over a lossy packet network, with sender-driven (re)transmission using acknowledgement feedback. The different transmission scenarios associated to a group of interdependent media data units are abstracted in terms of a finite alphabet of policies, for each single data unit. A rate-distortion optimized markovian framework is proposed, which supports the use of comprehensive feedback information. Contrarily to previous works in rat...

THE EFFECT OF DIFFERENT CORRECTIVE FEEDBACK METHODS ON THE OUTCOME AND SELF CONFIDENCE OF YOUNG ATHLETES

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George Tzetzis

2008-09-01

Full Text Available This experiment investigated the effects of three corrective feedback methods, using different combinations of correction, or error cues and positive feedback for learning two badminton skills with different difficulty (forehand clear - low difficulty, backhand clear - high difficulty. Outcome and self-confidence scores were used as dependent variables. The 48 participants were randomly assigned into four groups. Group A received correction cues and positive feedback. Group B received cues on errors of execution. Group C received positive feedback, correction cues and error cues. Group D was the control group. A pre, post and a retention test was conducted. A three way analysis of variance ANOVA (4 groups X 2 task difficulty X 3 measures with repeated measures on the last factor revealed significant interactions for each depended variable. All the corrective feedback methods groups, increased their outcome scores over time for the easy skill, but only groups A and C for the difficult skill. Groups A and B had significantly better outcome scores than group C and the control group for the easy skill on the retention test. However, for the difficult skill, group C was better than groups A, B and D. The self confidence scores of groups A and C improved over time for the easy skill but not for group B and D. Again, for the difficult skill, only group C improved over time. Finally a regression analysis depicted that the improvement in performance predicted a proportion of the improvement in self confidence for both the easy and the difficult skill. It was concluded that when young athletes are taught skills of different difficulty, different type of instruction, might be more appropriate in order to improve outcome and self confidence. A more integrated approach on teaching will assist coaches or physical education teachers to be more efficient and effective

Competence feedback improves CBT competence in trainee therapists: A randomized controlled pilot study.

Science.gov (United States)

Weck, Florian; Kaufmann, Yvonne M; Höfling, Volkmar

2017-07-01

The development and improvement of therapeutic competencies are central aims in psychotherapy training; however, little is known about which training interventions are suitable for the improvement of competencies. In the current pilot study, the efficacy of feedback regarding therapeutic competencies was investigated in cognitive behavioural therapy (CBT). Totally 19 trainee therapists and 19 patients were allocated randomly to a competence feedback group (CFG) or control group (CG). Two experienced clinicians and feedback providers who were blind to the treatment conditions independently evaluated therapeutic competencies on the Cognitive Therapy Scale at five treatment times (i.e., at Sessions 1, 5, 9, 13, and 17). Whereas CFG and CG included regular supervision, only therapists in the CFG additionally received written qualitative and quantitative feedback regarding their demonstrated competencies in conducting CBT during treatment. We found a significant Time × Group interaction effect (η² = .09), which indicates a larger competence increase in the CFG in comparison to the CG. Competence feedback was demonstrated to be suitable for the improvement of therapeutic competencies in CBT. These findings may have important implications for psychotherapy training, clinical practice, and psychotherapy research. However, further research is necessary to ensure the replicability and generalizability of the findings.

Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

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Amy C Robertson

2017-12-01

Full Text Available Feedback, especially timely, specific, and actionable feedback, frequently does not occur. Efforts to better understand methods to improve the effectiveness of feedback are an important area of educational research. This study represents preliminary work as part of a plan to investigate the perceptions of a student-driven system to request feedback from faculty using a mobile device and Web-based application. We hypothesize that medical students will perceive learner-initiated, timely feedback to be an essential component of clinical education. Furthermore, we predict that students will recognize the use of a mobile device and Web application to be an advantageous and effective method when requesting feedback from supervising physicians. Focus group data from 18 students enrolled in a 4-week anesthesia clerkship revealed the following themes: (1 students often have to solicit feedback, (2 timely feedback is perceived as being advantageous, (3 feedback from faculty is perceived to be more effective, (4 requesting feedback from faculty physicians poses challenges, (5 the decision to request feedback may be influenced by the student’s clinical performance, and (6 using a mobile device and Web application may not guarantee timely feedback. Students perceived using a mobile Web-based application to initiate feedback from supervising physicians to be a valuable method of assessment. However, challenges and barriers were identified.

Fault Tolerant Feedback Control

DEFF Research Database (Denmark)

Stoustrup, Jakob; Niemann, H.

2001-01-01

An architecture for fault tolerant feedback controllers based on the Youla parameterization is suggested. It is shown that the Youla parameterization will give a residual vector directly in connection with the fault diagnosis part of the fault tolerant feedback controller. It turns out...... that there is a separation be-tween the feedback controller and the fault tolerant part. The closed loop feedback properties are handled by the nominal feedback controller and the fault tolerant part is handled by the design of the Youla parameter. The design of the fault tolerant part will not affect the design...... of the nominal feedback con-troller....

Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

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Horbacauskiene Jolita

2015-12-01

Full Text Available For several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014. Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar, nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.

Competition increases sensitivity of wheat (Triticum aestivum) to biotic plant-soil feedback.

Science.gov (United States)

Hol, W H Gera; de Boer, Wietse; ten Hooven, Freddy; van der Putten, Wim H

2013-01-01

Plant-soil feedback (PSF) and plant competition play an important role in structuring vegetation composition, but their interaction remains unclear. Recent studies suggest that competing plants could dilute pathogenic effects, whereas the standing view is that competition may increase the sensitivity of the focal plant to PSF. In agro-ecosystems each of these two options would yield contrasting outcomes: reduced versus enhanced effects of weeds on crop biomass production. To test the effect of competition on sensitivity to PSF, we grew Triticum aestivum (Common wheat) with and without competition from a weed community composed of Vicia villosa, Chenopodium album and Myosotis arvensis. Plants were grown in sterilized soil, with or without living field inoculum from 4 farms in the UK. In the conditioning phase, field inocula had both positive and negative effects on T. aestivum shoot biomass, depending on farm. In the feedback phase the differences between shoot biomass in T. aestivum monoculture on non-inoculated and inoculated soils had mostly disappeared. However, T. aestivum plants growing in mixtures in the feedback phase were larger on non-inoculated soil than on inoculated soil. Hence, T. aestivum was more sensitive to competition when the field soil biota was present. This was supported by the statistically significant negative correlation between shoot biomass of weeds and T. aestivum, which was absent on sterilized soil. In conclusion, competition in cereal crop-weed systems appears to increase cereal crop sensitivity to soil biota.

Terrestrial biogeochemical feedbacks in the climate system: from past to future

Energy Technology Data Exchange (ETDEWEB)

Arneth, A.; Harrison, S. P.; Zaehle, S.; Tsigaridis, K; Menon, S; Bartlein, P.J.; Feichter, J; Korhola, A; Kulmala, M; O' Donnell, D; Schurgers, G; Sorvari, S; Vesala, T

2010-01-05

The terrestrial biosphere plays a major role in the regulation of atmospheric composition, and hence climate, through multiple interlinked biogeochemical cycles (BGC). Ice-core and other palaeoenvironmental records show a fast response of vegetation cover and exchanges with the atmosphere to past climate change, although the phasing of these responses reflects spatial patterning and complex interactions between individual biospheric feedbacks. Modern observations show a similar responsiveness of terrestrial biogeochemical cycles to anthropogenically-forced climate changes and air pollution, with equally complex feedbacks. For future conditions, although carbon cycle-climate interactions have been a major focus, other BGC feedbacks could be as important in modulating climate changes. The additional radiative forcing from terrestrial BGC feedbacks other than those conventionally attributed to the carbon cycle is in the range of 0.6 to 1.6 Wm{sup -2}; all taken together we estimate a possible maximum of around 3 Wm{sup -2} towards the end of the 21st century. There are large uncertainties associated with these estimates but, given that the majority of BGC feedbacks result in a positive forcing because of the fundamental link between metabolic stimulation and increasing temperature, improved quantification of these feedbacks and their incorporation in earth system models is necessary in order to develop coherent plans to manage ecosystems for climate mitigation.

Renormalization group theory of phase transitions in square Ising systems

International Nuclear Information System (INIS)

Nienhuis, B.

1978-01-01

Some renormalization group calculations are presented on a number of phase transitions in a square Ising model, both second and first order. Of these transitions critical exponents are calculated, the amplitudes of the power law divergences and the locus of the transition. In some cases attention is paid to the thermodynamic functions also far from the critical point. Universality and scaling are discussed and the renormalization group theory is reviewed. It is shown how a renormalization transformation, which relates two similar systems with different macroscopic dimensions, can be constructed, and how some critical properties of the system follow from this transformation. Several numerical and analytical applications are presented. (Auth.)

Individual energy use and feedback in an office setting: A field trial

International Nuclear Information System (INIS)

Murtagh, Niamh; Nati, Michele; Headley, William R.; Gatersleben, Birgitta; Gluhak, Alexander; Imran, Muhammad Ali; Uzzell, David

2013-01-01

Despite national plans to deploy smart meters in small and medium businesses in the UK, there is little knowledge of occupant energy use in offices. The objectives of the study were to investigate the effect of individual feedback on energy use at the workdesk, and to test the relationship between individual determinants, energy use and energy reduction. A field trial is presented, which monitored occupant energy use and provided individual feedback to 83 office workers in a university. The trial comprised pre- and post-intervention surveys, energy measurement and provision of feedback for 18 weeks post-baseline, and two participant focus groups. The main findings were: statistically significant energy reduction was found, but not for the entire measurement period; engagement with feedback diminished over time; no measured individual variables were related to energy reduction and only attitudes to energy conservation were related to energy use; an absence of motivation to undertake energy reduction actions was in evidence. The implications for energy use in offices are considered, including the need for motivations beyond energy reduction to be harnessed to realise the clear potential for reduced energy use at workdesks. -- Highlights: •First study on individual energy use and feedback in offices. •Field trial with 83 office workers, measuring plug load at desks over 18 weeks. •Feedback resulted in energy reduction although not consistently. •Sizeable minority did not engage with the feedback. •Lack of motivation to conserve energy evident in focus groups

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

Science.gov (United States)

Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

Electrophysiological brain indices of risk behavior modification induced by contingent feedback.

Science.gov (United States)

Megías, Alberto; Torres, Miguel Angel; Catena, Andrés; Cándido, Antonio; Maldonado, Antonio

2018-02-01

The main aim of this research was to study the effects of response feedback on risk behavior and the neural and cognitive mechanisms involved, as a function of the feedback contingency. Sixty drivers were randomly assigned to one of three feedback groups: contingent, non-contingent and no feedback. The participants' task consisted of braking or not when confronted with a set of risky driving situations, while their electroencephalographic activity was continuously recorded. We observed that contingent feedback, as opposed to non-contingent feedback, promoted changes in the response bias towards safer decisions. This behavioral modification implied a higher demand on cognitive control, reflected in a larger amplitude of the N400 component. Moreover, the contingent feedback, being predictable and entailing more informative value, gave rise to smaller SPN and larger FRN scores when compared with non-contingent feedback. Taken together, these findings provide a new and complex insight into the neurophysiological basis of the influence of feedback contingency on the processing of decision-making under risk. We suggest that response feedback, when contingent upon the risky behavior, appears to improve the functionality of the brain mechanisms involved in decision-making and can be a powerful tool for reducing the tendency to choose risky options in risk-prone individuals. Copyright © 2018 Elsevier B.V. All rights reserved.

Beam tuning and stabilization using beam phase measurements at GANIL

International Nuclear Information System (INIS)

Chabert, A.; Loyer, F.; Sauret, J.

1984-06-01

Owing to the great sensitivity of the beam phase to the various parameters, on line beam phase measurements proved to be a very efficient way of tuning and stabilizing the beam of the multi-accelerator complex. We recall the system which allows to obtain the different kinds of accurate measurements we need and describe the main applications: - tuning process (buncher and SSC's RF phase determination, setting of the required radial beam phase law in the SSC's); - stabilization of the beam by loops, the basic principle of which being to keep constant the beam central phase all along the machine by adjusting RF voltages or magnetic fields. Feedback loops are described and comparative results with and without feedback are given

ASSESSMENT OF THE VOLUNTEERED GEOGRAPHIC INFORMATION FEEDBACK SYSTEM FOR THE DUTCH TOPOGRAPHICAL KEY REGISTER

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M. Grus

2015-08-01

Full Text Available Since Topographical Key Register has become an open data the amount of users increased enormously. The highest grow was in the private users group. The increasing number of users and their growing demand for high actuality of the topographic data sets motivates the Dutch Kadaster to innovate and improve the Topographical Key Register (BRT. One of the initiatives was to provide a voluntary geographical information project aiming at providing a user-friendly feedback system adjusted to all kinds of user groups. The feedback system is a compulsory element of the Topographical Key Register in the Netherlands. The Dutch Kadaster is obliged to deliver a feedback system and the key-users are obliged to use it. The aim of the feedback system is to improve the quality and stimulate the usage of the data. The results of the pilot shows that the user-friendly and open to everyone feedback system contributes enormously to improve the quality of the topographic dataset.

Student Engagement with Feedback

Science.gov (United States)

Scott, Jon; Shields, Cathy; Gardner, James; Hancock, Alysoun; Nutt, Alex

2011-01-01

This report considers Biological Sciences students' perceptions of feedback, compared with those of the University as a whole, this includes what forms of feedback were considered most useful and how feedback used. Compared with data from previous studies, Biological Sciences students gave much greater recognition to oral feedback, placing it on a…

Types of Feedback in Competency-Based Predoctoral Orthodontics: Effects on Students' Attitudes and Confidence.

Science.gov (United States)

Lipp, Mitchell J; Cho, Kiyoung; Kim, Han Suk

2017-05-01

Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

Theoretical Design of a Depolarized Interferometric Fiber-Optic Gyroscope (IFOG) on SMF-28 Single-Mode Standard Optical Fiber Based on Closed-Loop Sinusoidal Phase Modulation with Serrodyne Feedback Phase Modulation Using Simulation Tools for Tactical and Industrial Grade Applications.

Science.gov (United States)

Pérez, Ramón José; Álvarez, Ignacio; Enguita, José María

2016-04-27

This article presents, by means of computational simulation tools, a full analysis and design of an Interferometric Fiber-Optic Gyroscope (IFOG) prototype based on a closed-loop configuration with sinusoidal bias phase- modulation. The complete design of the different blocks, optical and electronic, is presented, including some novelties as the sinusoidal bias phase-modulation and the use of an integrator to generate the serrodyne phase-modulation signal. The paper includes detailed calculation of most parameter values, and the plots of the resulting signals obtained from simulation tools. The design is focused in the use of a standard single-mode optical fiber, allowing a cost competitive implementation compared to commercial IFOG, at the expense of reduced sensitivity. The design contains an IFOG model that accomplishes tactical and industrial grade applications (sensitivity ≤ 0.055 °/h). This design presents two important properties: (1) an optical subsystem with advanced conception: depolarization of the optical wave by means of Lyot depolarizers, which allows to use a sensing coil made by standard optical fiber, instead by polarization maintaining fiber, which supposes consequent cost savings and (2) a novel and simple electronic design that incorporates a linear analog integrator with reset in feedback chain, this integrator generating a serrodyne voltage-wave to apply to Phase-Modulator (PM), so that it will be obtained the interferometric phase cancellation. This particular feedback design with sawtooth-wave generated signal for a closed-loop configuration with sinusoidal bias phase modulation has not been reported till now in the scientific literature and supposes a considerable simplification with regard to previous designs based on similar configurations. The sensing coil consists of an 8 cm average diameter spool that contains 300 m of standard single-mode optical-fiber (SMF-28 type) realized by quadrupolar winding. The working wavelength will be

Theoretical Design of a Depolarized Interferometric Fiber-Optic Gyroscope (IFOG on SMF-28 Single-Mode Standard Optical Fiber Based on Closed-Loop Sinusoidal Phase Modulation with Serrodyne Feedback Phase Modulation Using Simulation Tools for Tactical and Industrial Grade Applications

Directory of Open Access Journals (Sweden)

Ramón José Pérez

2016-04-01

Full Text Available This article presents, by means of computational simulation tools, a full analysis and design of an Interferometric Fiber-Optic Gyroscope (IFOG prototype based on a closed-loop configuration with sinusoidal bias phase- modulation. The complete design of the different blocks, optical and electronic, is presented, including some novelties as the sinusoidal bias phase-modulation and the use of an integrator to generate the serrodyne phase-modulation signal. The paper includes detailed calculation of most parameter values, and the plots of the resulting signals obtained from simulation tools. The design is focused in the use of a standard single-mode optical fiber, allowing a cost competitive implementation compared to commercial IFOG, at the expense of reduced sensitivity. The design contains an IFOG model that accomplishes tactical and industrial grade applications (sensitivity ≤ 0.055 °/h. This design presents two important properties: (1 an optical subsystem with advanced conception: depolarization of the optical wave by means of Lyot depolarizers, which allows to use a sensing coil made by standard optical fiber, instead by polarization maintaining fiber, which supposes consequent cost savings and (2 a novel and simple electronic design that incorporates a linear analog integrator with reset in feedback chain, this integrator generating a serrodyne voltage-wave to apply to Phase-Modulator (PM, so that it will be obtained the interferometric phase cancellation. This particular feedback design with sawtooth-wave generated signal for a closed-loop configuration with sinusoidal bias phase modulation has not been reported till now in the scientific literature and supposes a considerable simplification with regard to previous designs based on similar configurations. The sensing coil consists of an 8 cm average diameter spool that contains 300 m of standard single-mode optical-fiber (SMF-28 type realized by quadrupolar winding. The working

Phase and group velocities for Lamb waves in DOP-26 iridium alloy sheet

International Nuclear Information System (INIS)

Simpson, W.A.; McGuire, D.J.

1994-07-01

The relatively coarse grain structure of iridium weldments limits the ultrasonic inspection of these structures to frequencies in the low megahertz range. As the material thickness is nominally 0.635 mm for clad vent set capsules, the low frequencies involved necessarily entail the generation of Lamb waves m the specimen. These waves are, of course, dispersive and detailed knowledge of both the phase and group velocities is required in order to determine accurately the location of flaws detected using Lamb waves. Purpose of this study is to elucidate the behavior of Lamb waves propagating in the capsule alloy and to quantify the velocities so that accurate flaw location is ensured. We describe a numerical technique for computing the phase velocities of Lamb waves (or of any other type of guided wave) and derive the group velocities from this information. A frequency-domain method is described for measuring group velocity when multiple Lamb modes are present and mutually interfering in the time domain, and experimental confirmation of the group velocity is presented for the capsule material